Unisa online - The Institute for Science and Technology Education (ISTE) hosts

The ISTE team from left to right: Prof HI Atagana, Roselyn Mahloko, Dr Jeanne Kriek, Prof LD Mogari

The Institute for Science and Technology Education recently hosted a science education symposium entitled "Education future mathematicians, scientists and engineers: an interaction between science educators and scientists". The symposium was well attended by science educators, scientists and general education practitioners from universities and government departments across the country. The speakers were Ms Diane Parker, Chief Director: Teacher Education, National Department of Education; Prof Jill Adler, Professor of Mathematics Education, Director of the Marang Centre for Mathematics and Science Education at the University of the Witwatersrand, and Vice-President of the International Commission on Mathematical Instructions; and Prof Deogratius Jaganyi, Professor of Chemistry and Deputy Dean of the Faculty of Agriculture and Science at the University of KwaZulu-Natal.

What stood out from the three presentations was the quest to achieve quality teaching and learning in science and mathematics.

Prof Jaganyi’s presentation looked at the model used by the University of KwaZulu-Natal (UKZN) to address the inadequacies in students’ high school preparations for quality instructions in science, medicine and engineering. In addition to the normal admission route, UKZN has an alternative route where students are admitted via an access programme. These students then register for a four-year BSc programme and are given meaningful support in the form of tutorials, mentorship and a performance monitoring system. Staff at the university participate in a staff development programme to enhance their teaching skills.

Prof Adler’s presentation focused on quality teaching and learning across all levels. She recommended the depolarisation of teacher education issues, for example, between Government and NGOs, and between Faculties of Science and Education and Teachers and Teacher Educators. She delineated the historical trends in teacher development initiatives ranging from the epistemic approach, the emphasis on cognition and the use of an institutional approach. She then explored the question: "Who is a quality science/mathematics teacher?"

Ms Parker also spoke about content knowledge, pedagogical knowledge and pedagogical content knowledge. Her focus was on the role and importance of these forms of knowledge in teacher development so as to produce quality teachers who can afford and enhance quality learning.

From the floor, Prof Nengwekhulu, Director: Teacher In-service Education and Training at Unisa, drew from his experience as a teacher in Japan, Norway and Botswana, and as Head of Department of Education in the Limpopo and Eastern Cape provinces to pinpoint salient issues the presentations touched on. He also argued that higher qualifications do not necessarily make one a good teacher. Another member of the audience also expressed his concern about the amount of support given to learners in disadvantaged communities. The speaker argued that while these learners continue to be overlooked in terms of support, only a paltry number of them will enrol for science and engineering programmes at universities.