| dc.contributor.advisor | Ogunniyi, Meshach | |
| dc.contributor.author | Booysen, Barry | |
| dc.date.accessioned | 2022-08-18T07:30:26Z | |
| dc.date.available | 2022-08-18T07:30:26Z | |
| dc.date.issued | 2022 | |
| dc.identifier.uri | http://hdl.handle.net/11394/9265 | |
| dc.description | Philosophiae Doctor - PhD | en_US |
| dc.description.abstract | The implementation of the Curriculum and Assessment Policy Statement (CAPS) in different
subjects in South Africa has been studied before, but the literature is generally lacking on the lived
experiences of life sciences teachers implementing the Further Education and Training (FET) phase
life sciences curriculum (Davids, 2018; Dlova, 2019; Imenda, 2016; Koopman, 2013; Koopman,
2018; Mabusela, 2016; Ngidi, 2016; Riffel, 2020; Siseho, 2013 Sitwala; 2016). Lived experiences in
phenomenology means those often taken for granted experiences that we encounter in our daily lives. | en_US |
| dc.language.iso | en | en_US |
| dc.publisher | University of the Western Cape | en_US |
| dc.subject | Life sciences | en_US |
| dc.subject | Science educators | en_US |
| dc.subject | Post-apartheid | en_US |
| dc.subject | Revised National Curriculum Statement (RNCS) | en_US |
| dc.subject | Curriculum and Assessment Policy Statement (CAPS) | en_US |
| dc.subject | Northern Cape Province | en_US |
| dc.title | Examining teachers’ experiences of implementing the Grade 12 Life Sciences curriculum | en_US |
| dc.rights.holder | University of the Western Cape | en_US |
