Speaker
Abstract content <br> (Max 300 words)
This paper reports on work that has been done in the Science Faculty at the University of the Western Cape (UWC). The Extended Curriculum Programme (ECP) Physics at UWC centers its focus on improving the students’ success by giving them an epistemological access to the studies of the physical science, in particular physics. Central to the ECP Physics teaching philosophy and pedagogy is the socio-cultural perspectives on learning in the sciences. This has guided the development of our intervention strategies to direct students learning toward gaining access to the ways of knowing of the discipline. Such perspectives suggest that an exclusively individual or cognitivist approach may need to be complemented by those that recognise the social contexts in which science learning takes place, and which place a greater emphasis on learning as participation and identity development. The ECP Physics, curriculum design, pedagogical practice and learning environment will be presented and discussed.
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