Comparing different types of schools in South Africa regarding STEM guidance for teaching and learning in Grades R, 1, 2 & 3

Abstract

Currently, there is an international call for the development of STEM-related research looking at young children (Campbell & Speldewinde, 2022:2). This call resonates with the situation in South Africa regarding STEM education. The purpose of this inquiry was to compare different types of schools (Farm schools, Township schools and Model C schools) in South Africa with regard to the teaching and learning of STEM in Grade R to 3 (Foundation Phase). This implies an in-depth inquiry aimed to determine the role of content and curriculum, the role of assessment, the role of different instructional methods and the impact of the available resources on the teaching and learning activities in STEM subjects in different schools in the North West Province of South Africa. The inquiry utilised an international study in the guise of the Creative Little Scientists consortium (Creative Little Scientists, 2012a:5). The Creative Little Scientists consortium study aimed to map and compare existing practices for the teaching, learning and assessment of Science and Mathematics in the early years. Preliminary research done by Du Preez (2016:243) set the stage by outlining the historic development of Beginning Knowledge as a subset of the Life Skills curriculum in Grades R to 3 in South Africa. Furthermore, Du Preez (2016:243) compared the development of the Beginning Knowledge curriculum of South Africa with the international body of scholarship. Du Preez’s (2016:245) study stated that the subject matter knowledge and the pedagogical content knowledge of the Beginning Knowledge curriculum in South Africa were not yet on par with the guidelines for teaching Beginning Knowledge to learners in Grades R to 3 as described by international scholars. A consecutive study by Van der Walt (2020:16, 94, 149) made the recommendation that in order to teach STEM effectively to learners between Grade R and 3 in South Africa, the following issues should be considered: • That the nature (cognitive, social and emotional) of the young learner should be considered when teaching STEM. In other words, any teaching or learning should be developmentally appropriate. • That, based on the developmental appropriateness of the young learner, one of three teaching methodologies (play, play-world and IBSE) should be utilised. • That taking into consideration both the development nature of the learner coupled with a suitable teaching methodology, specific appropriate content domains should be selected for teaching STEM to Grades R to 3.

This inquiry aimed to complete a triptych of studies in South Africa related to STEM education in Grades R to 3 in the South African context. The historical and theoretical assumptions of the two previous studies were utilised, while the researcher proceeded towards an empirical comparative investigation, focusing on actual, real-time situations at the grassroots level in South Africa. Therefore, the inquiry was aimed at comparing the perceptions (practices and beliefs) of practising teachers with regard to STEM guidance for teaching and learning in Grades R to 3 in three different types of schools (Farm schools, Township schools and Model C schools) in South Africa. Three major findings in terms of guidance for teachers relating to STEM education in Grades R to 3 in South Africa were determined in this inquiry. First, although the Mathematics policy document is adequate to support teachers, the document for the Science component of STEM lacks clarity for Grades R to 3. Second, the Science pedagogical content knowledge of teachers needs attention compared to the Mathematics pedagogical content knowledge of teachers. Third, attention needs to be paid to the availability of appropriate resources for both Mathematics and Science in all three types of schools. “The dark truth that lurks is not that we teach the wrong thing, but that we teach the wrong things so well”