Curriculum Integration of Physical Sciences, Engineering Science, Technology Subjects in Relation to the Technical Sciences Curriculum

Autor/inn/en	Moloi, Mabel Julia; Motlhabane, Abraham Tlhalefang
Titel	Curriculum Integration of Physical Sciences, Engineering Science, Technology Subjects in Relation to the Technical Sciences Curriculum
Quelle	In: South African Journal of Education, 43 (2023) 2, Artikel 2209 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Moloi, Mabel Julia) ORCID (Motlhabane, Abraham Tlhalefang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Integrated Curriculum; Science Curriculum; Physical Sciences; Engineering Education; Technology Education; Interdisciplinary Approach; Scientific Concepts; Comparative Analysis; Secondary School Curriculum; Textbooks; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Natural sciences; Naturwissenschaften; Naturwissenschaft; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Textbook; Text book; Schulbuch; Lehrbuch; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The aim with this study was to analyse and explore how physical sciences, engineering science and technology subjects (technical electrical technology, technical civil technology, technical mechanical technology) can contribute to the alignment of the technical sciences curriculum. We used document analysis to collect data. An analysis of the curriculum and assessment policy statements (CAPS) for technical sciences, physical sciences, electrical technology, civil technology, mechanical technology, and textbooks for engineering science was done. The findings of the study suggest that the technical science curriculum is a replica of the physical science curriculum. We recommend that the technical sciences curriculum be reviewed such that relevant scientific concepts can be used to bridge the gaps identified in the curriculum. The implications are that a new, aligned technical sciences curriculum that is relevant for technology subjects must be developed. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01