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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...

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Published in:South African Journal of Higher Education Vol. 25; no. 6; pp. 1103 - 1125
Main Authors: Kirby, N. F., Dempster, E. R.
Format: Article
Published: Sabinet Online Limited 2011
Subjects:
Philosophy
Education
Introductory courses (Education)
Science education
Biology
Pietermaritzburg (South Africa)
South Africa
Online Access:View this record in EBSCOhost
Summary: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.