Analysing the curriculum philosophy of equipping learners with values, and its conceptualisation for integration into life sciences teaching in South African schools
Value(s) as a concept is abstract with an elusive nature because it does not have physical presence. The motivation for this study resulted from the ambiguity of the National Curriculum Statement Grades R-12 (NCS) regarding a curriculum philosophy of ‘equipping learners with values’ during classroom teaching. Against the backdrop of four curricular transformations, the NCS is the currently used policy statement in South African schools. Therefore, the purely qualitative study was underpinned by the Cultural Historical Activity Theory (CHAT) as a theoretical framework. Textural data in form of words, phrases, sentences, excerpts, quotations, or entire passages from four policy documents were analyzed using the Bowen (2009) approach to document analysis. The Manifesto on Values, Education, and Democracy (MVED) provided the framework for deductive and inductive approaches to analysis. What the curriculum philosophy connotes was confirmed, and how it may be conceptualized for integration into classroom Life Sciences teaching was proposed.
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