Journal of Primary Education

Abstract

This paper describes the processes employed and experiences gained in teaching a General Studies module to a group of B.Ed. (primary) student-teachers. The authors were involved in the teaching of one General Studies module with a science focus. Both authors believe that for primary school children, the cultivation of an inquisitive mind, a love for nature, a willingness and the confidence to find out answers by themselves would be more important than the memorization of a lot of facts about science. The learning experience should be an "enabling process" instead of a mere transmission of knowledge.

Unfortunately, student-teachers taking this module had neither a sound knowledge base in science nor the confidence to teach this subject. For them to take up this difficult task of instigating an "enabling process" for their future primary students, they first had to be "enabled". Learning experiences for this module were planned with this in mind. Through participation in these learning experiences, student-teachers found that their own image of science as well as their idea of their role as a teacher had changed. They were also more confident in their new role as a facilitator.

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