The (re)construction of a philosophical and pedagogical position for the Foundation Programme at UKZN with particular reference to the Biology module.
The Centre for Science Access Foundation Programme at the University of KwaZulu-Natal provides alternative access to tertiary science studies to educationally disadvantaged students. The philosophical basis for this Programme is that of constructivism, as adopted by the original Science Foundation P...
| Publicado en: | South African Journal of Higher Education Vol. 25; no. 6; pp. 1103 - 1125 |
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| Autores principales: | , |
| Formato: | Artículo |
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Sabinet Online Limited
2011
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=87469883&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 87469883 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2011 vid: 25 iid: 6 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 87469883 ppf: 1103 ppct: 22 formats: tig: atl: The (re)construction of a philosophical and pedagogical position for the Foundation Programme at UKZN with particular reference to the Biology module. aug: au: Kirby, N. F. Dempster, E. R. affil: Centre for Science Access, University of KwaZulu Natal, Pietermaritzburg, South Africa School of Education and Development, University of KwaZulu Natal, Pietermaritzburg, South Africa su: Philosophy Education Introductory courses (Education) Science education Biology Pietermaritzburg (South Africa) South Africa sug: subj: Pietermaritzburg (South Africa) South Africa Philosophy Education Introductory courses (Education) Science education Biology ab: The Centre for Science Access Foundation Programme at the University of KwaZulu-Natal provides alternative access to tertiary science studies to educationally disadvantaged students. The philosophical basis for this Programme is that of constructivism, as adopted by the original Science Foundation Programme (SFP) which was initiated in 1991 on the Pietermaritzburg campus of the University of Natal. Philosophical perspectives have obvious implications for pedagogy and curriculum development. Within the context of the Foundation Biology modules in particular, this constructivist position is revisited, drawing from current theoretical perspectives, and the pedagogical implications are presented. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2011 holdings: @attributes: islocal: N |
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