TMN3705 Assignment 3 2024 | Due 2 August 2024

Question 1
1.1 Study the Natural Science and Technology CAPS document to answer the following questions.
1.1.1 Describe how the levels of Blooms taxonomy are classified into cognitive levels used for assessment in the Natural Science and Technology curriculum. (5)
1.1.2 How should the marks be distributed based on the cognitive levels described in question 1.1.1? (3)
1.2 Using your own understanding, how would you explain the cognitive levels in the taxonomy? (12)
[20]

Question 2
2.1 Define the term validity and describe its importance when designing assessment tools. (4)
2.2 Define the term reliability and describe its importance when designing assessment tools. (4)
2.3 How can Natural Science and Technology teachers contextualise their teaching if they are based in (i) rural, (ii) urban or (iii) semi‐urban areas? Think about what the teachers will have at their disposal and what learners would be exposed to in their respective areas. (15)
2.4 How would you ensure learners’ safety in a Natural Science and Technology class during practical work? (5)
[28]

Question 3
3.1 Think about the topic of food webs as prescribed in the CAPS document for Natural Science and Technology.
3.1.1 In which grade is the topic taught? (1)
3.1.2 In which term is the topic taught? (1)
3.2 Now think about the teaching of the topic in the context of pedagogical content knowledge (PCK).
3.2.1 What do you think learners need to know before they learn about food webs? Include concepts from the curriculum and ideas that they may have developed informally outside of the school environment. (5)
3.2.2 List at least five (5) questions that you would ask to uncover learners’ prior knowledge that needs to be in place before you teach them about food webs. (5)
3.2.3 What do you think learners are most likely going to find challenging when learning about food webs? (5)
3.2.4 What are some of the representations that you would use to ensure that learners understand the topic of food webs with ease? (5)
3.2.5 Describe the teaching strategies that you would use to teach food webs. (5)

Question 4
4.1 Explain how you would integrate indigenous knowledge (IK) when teaching the technology section of NSTech. Answer this question by (i) describing the similarities between IK and technology, and (ii) giving examples from IK that you would use to teach any topic of technology.
4.2 What do you think are the benefits of learning NSTech in the schooling context and in terms of life outside of the classroom? Respond by focusing on both science and technology

4.3 How can NSTech teachers accommodate all types of learners in their planning? (5)
[25]

uted based on the cognitive levels described in question 1.1.1?
(3)
1.2
Using your own understanding, how would you explain the cognitive levels in the taxonomy?
(12)
[20]
Question 2
2.1
Define the term validity and describe its importance when designing assessment tools.
(4)
2.2
Define the term reliability and describe its importance when designing assessment tools.
(4)
2.3
How can Natural Science and Technology teachers contextualise their teaching if they are based in (i) rural, (ii) urban or (iii) semi‐urban areas? Think about what the teachers will have at their disposal and what learners would be exposed to in their respective areas.
(15)
2.4
How would you ensure learners’ safety in a Natural Science and Technology class during practical work?
(5)
[28]
Question 3
3.1
Think about the topic of food webs as prescribed in the CAPS document for Natural Science and Technology.
3.1.1
In which grade is the topic taught?
(1)
3.1.2
In which term is the topic taught?
(1)
3.2
Now think about the teaching of the topic in the context of pedagogical content knowledge (PCK).
3.2.1
What do you think learners need to know before they learn about food webs? Include concepts from the curriculum and ideas that they may have developed informally outside of the school environment.
(5)
3.2.2
List at least five (5) questions that you would ask to uncover learners’ prior knowledge that needs to be in place before you teach them about food webs.
(5)
3.2.3
What do you think learners are most likely going to find challenging when learning about food webs?
(5)
3.2.4
What are some of the representations that you would use to ensure that learners understand the topic of food webs with ease?
(5)
3.2.5
Describe the teaching strategies that you would use to teach food webs.
(5)
[27]
Question 4
4.1
Explain how you would integrate indigenous knowledge (IK) when teaching the technology section of NSTech. Answer this question by (i) describing the similarities between IK and technology, and (ii) giving examples from IK that you would use to teach any topic of technology.
(10)
4.2
What do you think are the benefits of learning NSTech in the schooling context and in terms of life outside of the classroom? Respond by focusing on both science and technology
(10)
4.3
How can NSTech teachers accommodate all types of learners in their planning?
(5)
[25]