Speaker
Description
This study investigates the extent to which Grade 10 Electricity and Magnetism lesson plans, developed by subject advisory teams during the COVID-19 pandemic, align with the intended goals of South Africa’s Curriculum and Assessment Policy Statement (CAPS) for Physical Sciences. Electricity and Magnetism is widely regarded as a conceptually challenging topic due to its abstract nature, thereby necessitating well-structured and pedagogically sound lesson planning to support meaningful learning. Guided by Constructivist theory and Biggs’ Constructive Alignment framework, this study adopts a qualitative research approach to evaluate the coherence between learning objectives, teaching activities, and assessment strategies embedded within the lesson plans. An adapted Lesson Plan Evaluation Rubric (LPER) is employed to systematically analyse the documents. In addition, semi-structured interviews with curriculum team members and a survey of teachers are used to explore the design intentions and classroom experiences associated with these lesson plans. The study further examines the extent to which the lesson plans promote scientific inquiry, conceptual understanding, and the integration of science, technology, society, and the environment (STSE). The findings aim to contribute to improved teaching design, support effective curriculum implementation, and inform the development of resilient teaching strategies applicable in both crisis contexts and standard educational settings. Preliminary findings will be presented and discussed.
| Apply for student award at which level: | None |
|---|---|
| Consent on use of personal information: Abstract Submission | Yes, I ACCEPT |