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Tuesday, July 2 • 4:15pm - 4:55pm
Emerging constellations of Earth's movement in space: A case study of children in South Africa

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All formal learning settings follow a learning programme in a form of a curriculum. Scholars argue that the sole purpose of education is provision of knowledge (Wheelahan, 2012). In addition, it is argued that provision of knowledge at institutions of learning is a human right. However, there is no straight forward answer as to what kind of knowledge and whose knowledge matters. The question which then comes to mind is whether a curriculum should be a mile wide and an inch deep or vice versa. Furthermore, how knowledge progresses cumulatively across grades is a crucial factor. Thus, recently in South Africa, many voices have been calling for more apprenticeship based knowledge rather than theoretical knowledge.

The aim of the South African Natural Sciences curriculum is to expose learners to opportunities that will enable them to reorganize their naïve ideas about nature into meaningful and scientifically correct explanations. Thus, in this paper we explore knowledge progression in the primary school sciences curriculum, the Curriculum and assessment Policy Statement commonly called [CAPS]. What is the nature of knowledge progression about the Earth’s movement in space in the Primary Sciences curriculum (Emis)? In order to answer this question, we adopt Karl Maton’s legitimation code of semantics to understand cumulative knowledge progression (Maton, 2009). Using semantic gravity, [SG] we aim to understand the level of concreteness of curriculum statements meanings as well as the levels of condensation of meanings in the curriculum statements across Grades R-7 using semantic density.

Tuesday July 2, 2019 4:15pm - 4:55pm SAST
Room B46

Attendees (2)