The theories that are used in this research are learning theory, critical pedagogy, critical interpretive theory; feminist theory and grounded theory.
Learning theory
Learning theory addresses the role of the educator and learner; the view that the educators have of the learners and learning and what takes place during the teaching and learning
process. The powerful aspect in learning theory is knowledge and the production of this knowledge. Is knowledge owned and produced by educators, or is knowledge developed (constructed) by learners, using their (learners) past experiences? Further questions can be asked about the inter-relationship between learners past experiences and current knowledge that they are developing. This research investigates the role of teachers and learners in the teaching and learning process; the view those teachers have of the learners and learning, in terms of the production of knowledge; the learners' development of knowledge, skills and attitudes.
Constructivist learning theory is used to give meaning to the role of the educator and the learner, where the 'educator is seen as a facilitator and the learners as active participants in the teaching and learning process' (Scott, P. et al 1986). If an educator plays a facilitator's role, then questions about what the educator brings to the classroom need to be asked. Questions about the strategies that educators use, their understanding of their learners and the learners knowledge and skills are pertinent to giving meaning to what really takes place between facilitator and learners. The interaction between facilitator and learners is based on the resourcefulness of the facilitator. This research investigates this resourceful aspect of the educator and the relationship between this resourcefulness and the educators' engagement with a learning programme. Does having a large knowledge base about phenomena lead to an extensive engagement with a learning programme? To what extent is the educators' engagement with the learning programme determined by the educators'understanding, feelings and ideas about such an engagement?
A constructivist view of learning sees learners in the classroom as 'active participants' (Scott, P. et al 1986), who come to the classroom with ideas about natural phenomena. In the teaching and learning process learners are the focuses when looking at learner centered learning, as advocated by constructivist view. Inherent in this, is that learners are viewed as constructors of knowledge (Driver, 1988), developing meaning and therefore taking responsibility for their own learning. Linked to this view, learners irrespective of their age, use their existing understanding to make sense of new experiences. This
research looks at the learners' development of knowledge while engaging with a learning programme
Learning science involves learners adopting new ideas and in modifying or rejecting their pre-existing ideas, developing new knowledge. This can be done in a social setting where learners can test their understanding against other learners' ideas. This they do by talking about their ideas, arguing to defend them or accepting that someone else's ideas make more sense than their own. This research addresses the knowledge developed and the process of knowledge development that learners are exposed to.
Critical pedagogy
Critical pedagogy is used to address the hidden agenda, of curriculum change and the new curriculum. Questions about the reasons for a new curriculum, who the curriculum was designed for and the choice of curriculum are asked. In answering some of these questions, the economic reasons given for the introduction of a new curriculum does not recognize the individuality of citizens and their personal experiences. This leads on to the thinking that all citizens will benefit from the curriculum. What is not answered is how all the citizens can benefit when many are so disadvantaged, i.e. excluded?
Critical pedagogy questions the introduction of outcomes- based education, which is seen as the vehicle for citizens and the country to experience social change. This is challenged in the light of the restricted vision that this statement has. What is meant by social change and is one meaning and process for social change inclusive of all citizens?
Critical pedagogy 'challenges us to recognize, engage and critique any existing undemocratic social practices and institutional structures that produce and sustain inequalities and oppressive social identities' (Leistyna, P et al 1996). The inequalities that are in question in many South African schools are resources, for example, physical, human and teaching and learning.
The great disparity between highly resourced and under-resourced schools and the impact of this on the education of all learners in South Africa is challenged. How can all learners develop knowledge, skills and attitudes when they are exposed to such different resource contexts?
The physical resources are being addressed by the register of needs survey and an action plan is being developed. In this action plan, the question of basic resources for the effective implementation of the curriculum should be addressed.
The resourcefulness of teachers, within their respective resource contexts is challenged.
Issues that are challenged: are all teachers resourceful in implementing the new curriculum, especially in under-resourced contexts; can educators bridge the gap between policy and practice? Critical pedagogy questions these external expectations of teachers in implementing the new curriculum.
Critical pedagogy is used to question the conception of teaching and learning. It questions how learners come to have knowledge, types of knowledge that the teachers planned in the science focussed learning programmes, and presented to the learners. According to Leistyna, P. et al (1996) 'critical pedagogy questions whose values, interpretations and goals constitute the foundations of public education'. In what way did the implementation of a new curriculum impact on the teachers beliefs, way of teaching and how did this impact on the way in which the teachers engaged with the learning programme. Another question that could be asked is: "Did the teachers knowledge of science influence what would be planned and presented in the learning programmes?" Together with physical and teaching and learning resources, educators also work with human resources, the learners.
In this engagement between educator and learners knowledge development takes place.
Critical pedagogy questions how knowledge is imposed on the greater society and it also questions the social construction of knowledge, where values and interaction across differences are looked at. Inherent in this is that the educator should not silence learners
and place their identities on trial, but 'both teachers and students can better make sense of their world and engage and thus interact as participants, where they are concerned with the production of their own ideas (Leistyna, P. 1996). More than this, the 'cultural silence that exists in most classrooms' (Chavanu, 1995), should be addressed. Learners during their engagement with the learning programme are expected to share ideas, knowledge and their experiences. This is only possible if the learners are viewed as participants in the learning process and they do not feel threatened.
Critical pedagogy is used to inform social action with regard to the curriculum, in terms of the implementation of OBE, resourceful teachers and the engagement with a learning programme in a particular resource context. Questions about educators deciding on the types of activities for learning programmes, are those linked to resources; and what can educators do within their resource contexts are addressed. If OBE is to reform education then the practice-rhetoric gap in curricular and instructional events and policies (Gay, G.
1995), should be bridged.
Critical interpretive theory
Critical interpretive theory focuses on transformation and change as evidence by the work of Paulo Freire. Transformation and change in the education system in South Africa has taken place, where a new curriculum was introduced in 1998. This research investigates the implementation of OBE in varied resource contexts and it questions the nature of this implementation, by interpreting resources.
Teachers are resources. This research investigates the transformation and change that Grade 1 educators experienced when they were expected to implement the curriculum.
This was used to question and provide interpretations for the way in which the Grade 1 educators and learners in different resourced contexts, engaged with a science focus in an OBE learning programme. If teachers are expected to be curriculum developers, developing learning programmes, what preparation and experience have they been exposed to? Educators may have all the experience but the insight into what is expected
investigating teachers, the feelings, ideas, action and understanding that they had for planning, presenting and making future considerations for a science focused OBE learning programme needed to be interpreted to give meaning to the process of change that the educators experienced. This process of change would also reflect the educators 'actual' or 'real' knowledge and understanding of science concepts, processes and skills.
This knowledge should also be questioned and interpreted to give meaning to science in the learning programme.
Learners are also resources. The learners' engagement with the learning programme was looked at in terms of the learners' enjoyment for activities and their development of science knowledge, science skills and science attitudes and values.
Feminist theory
This theory is used to give meaning to the personal experiences of teachers and learners who engaged with a learning programme. These personal experiences are the feelings that educators and learners experienced when they engaged with the learning programme.
The feelings of educators are considered and the link between these feelings, ideas and actions that educators have are addressed.
Grounded theory
This research will also be developing grounded theory in practice as there is no theory about the way Grade 1 educators and learners engage with a science focus in an OBE learning programme. There is also no theory about such engagement across variable resource contexts.