DEPARTMENT OF MATHEMATICS, SCIENCE AND TECHNOLOGY EDUCATION

B.Ed (SP&FET) NATURAL SCIENCES

NSM41ES

NATURAL SCIENCES METHODOLOGY III

STUDY GUIDE 2024

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 COPYRIGHT

The copyright on this material is strictly reserved. Therefore, the

reproduction and photocopying this study guide or parts thereof
without obtaining the necessary permission, is prohibited.

The distribution of the study guide or parts thereof can lead to a

claim for damages and is furthermore a criminal offence.

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TABLE OF CONTENTS

1. Word of Welcome

2. How to use this study guide

3. Blackboard information

4. General Information

5. Module outline

6. Summary of module content

7. Expected learning outcomes.

8. Assessment methods

9. Textbooks, prescribed and recommended readings for the module

10. Graduate attributes

11. Revised Bloom’s taxonomy for question formulation

12. Writing centre information

13. Personal behaviour and class conduct and code of academic integrity

14. Communication, concerns grievances

15. Absenteeism

16. Academic dishonesty

17. Work Schedule

18. Syllabus and content with specific learning outcomes

19. Rules of Evaluation

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WELCOME

We welcome you most warmly to the Natural Sciences Methodology III (NSM41ES) module
of the Department of Mathematics, Science and Technology Education. We trust that your
journey through this course will be both engaging and enlightening. In addition to your
designated course materials, this study guide serves as a valuable companion to the required
textbooks, and your designed course material, enhancing your understanding and fostering a
deeper grasp of the module content. Use this opportunity to develop your insight and
knowledge and not only merely to pass the examination.

You will find the learning outcomes in the study guide. Test your knowledge and skills at the
end of each unit by compiling your own questions on the section of work, based on the learning
outcomes. This will assist you in preparing for the examination as you progress through the
study guide and the prescribed book.

I hope that you will find Natural Sciences Methodology III (NSM41ES) pleasant and meaningful
and that you will be successful in your studies. Should you encounter any challenges or have
questions related to your studies, please don't hesitate to reach out to your lecturer for
guidance and support.

1. HOW TO USE THIS STUDY GUIDE

• Please read and retain this study guide. This study guide contains important information
about this module, it is our way of communicating with you about teaching, learning and
assessment.
• It contains important information about the study units, resources, and assignments for
this module.
• Read this study guide carefully and keep it at hand when working through the study
material, preparing for assignments, and preparing for examination.
• The study guide provides all the information you will need regarding the prescribed study
material and other resources.
• Please study this information and make sure that you obtain the prescribed book as soon
as possible.
• Also included is general and administrative information about this module.
• If you are uncertain of anything, please contact your lecturer.

2. BLACKBOARD/ETHUTO INFORMATION
Bloemfontein

https://ethuto.cut.ac.za/ultra/courses/_18796_1/outline

Welkom

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3. GENERAL INFORMATION

According to the educational regulations of the institution, assessment may be based on

knowledge, insight, comprehension and ingenuity. Students are responsible for ensuring that
they are aware of and that they understand the Manual of Rules and Regulations for
Evaluation: 2024. (See Yearbook)

Please take note of the policies, rules and codes as stated in the yearbook of the institution
(2024).

In the event that you experience a problem or that you have a problem with your mark/result
it is your responsibility to contact your lecturer so that this problem can be dealt with as soon
as possible. A doctor’s certificate must be provided if you are unable to attend classes and
miss an oral/written evaluation.

The main aim of a study guide is to assist the student in mastering the work and to accept co-
responsibility for his/her own learning. This subject must not be seen in isolation, but rather as
part of the programme. It has relevance to all the other subjects presented in the course and
should be viewed as such. This document guides the student to learn the prescribed material
by means of a structured method. The time schedule is included so that students can keep
track of what is expected of them by each week. It is expected from the students to come to
class well prepared. In this way they can responsibly participate in the learning process. The
main reference books are mentioned in the guide, but it will be expected of students to visit
the library and to consult other relevant sources as well.

All assignments must be typed. No late assignments will be accepted.

Assignments copied by students will not be accepted at all. All parties involved will receive
zero (0). No excuses will be accepted, make sure that you keep your assignments safe.

If the course facilitator is not available in her/her office during consulting time, consult the
Departmental Administrator of the Department, Mrs Karen Connoway in Tataisong Building
(Bloemfontein) and Mr Mjone Benedict Mangaliso in Robert Sobukwe Building (P Block)
(Welkom) for enquiries.

If the course facilitator is not in time for classes, the following rules apply:
• Students have to wait 10 minutes at the class.
• One representative must go to the Departmental Administrator of the Department after 10
minutes at the applicable Building. If the course facilitator has made arrangements with
the Departmental Administrator, it will be given to the representative.

The lecturer has the right to ask questions in the assignments about work that was discussed
in class but does not necessarily appear in the textbooks.
It is important to attend all the classes. No information will be repeated for students who did
not attend the classes.

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The lecturer has the right to make any adjustments to the time schedule if necessary. All
changes will be announced in class.

4. MODULE OUTLINE

NAME OF COURSE Bachelor of Education in Senior Phase and FET Teaching:

Specialisation: Natural Sciences

Name of Module Natural Sciences Methodology SP III (NSM41ES)

Module Code NSM41ES

Responsible Mathematics, Science and Technology Education

Department

Lecturers’ Dr M. Lekhu (Bloemfontein)

information
Room 217 Kopanong Building

(051) 507 3831

mlekhu@cut.ac.za

Ms S Nhlapo (Welkom)

Office H10

(057) 910 3500

nhlapoS@cut.ac.za

Contact sessions 2 lectures per week (90 minutes each)

Theory

Notional hours 60

Total Credits of 6
module

NQF Level 7

Pre-requisites NSM31ES

5. SUMMARY OF MODULE CONTENT

• To work as a Natural Sciences educator, in addition to sufficient knowledge of the biology,

chemistry, physics & geography themes, the ability to manage the content and teaching
skills are important. A teacher should also be able to adapt to the position of the
practitioner, who is willing to include critically evaluated innovations in his own work. The
work on the Natural sciences methodology is therefore based on experiential learning,

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 where in the active process of study, students are prepared for a fruitful professional
career.
• During their study, student teachers in the lectures gain the theoretical basics of the
teaching profession and during the practical exercises, they in a safe environment test the
whole set of practical teaching activities: preparing for Natural Sciences lessons, knowing
a variety of teaching methods, planning and implementing experimental laboratory
exercises, working with living organisms, verification and examination of knowledge, and
learning the basics of active research. Finally, with activities in their practice at schools,
they test their knowledge in direct contact with pupils.

6. EXPECTED LEARNING OUTCOMES

At the end of the module, students should be able to:

The qualifying learner will be competent in facilitating advanced teaching and learning and
can embark on educational research within an elected area of specialisation in the Senior
Phase and Further Education and Training Band.
The qualifying learner will be competent in:
• Facilitating learning
• Interpreting and designing learning programmes and materials
• Fulfilling administrative roles (leader and manager)
• Promoting a critical and ethical attitude towards developing a sense of respect and
responsibility towards the community (Citizenship and pastoral role)
• Assessment
• Facilitating learning within a specific area of specialisation
• Pursuing reflective study and research (Scholar and lifelong learner)
Applying the purposes, methods and effects of assessment within an elected area of
specialisation in the Further and Higher (Vocational College sector) Education and Training
Bands.
The B.Ed will equip educators with the necessary competencies for further study at NQF level
7.
This qualification provides the necessary support for B.Ed (Honours). Central University of
Technology, Free State already has the necessary expertise in Educational Research to
present these advanced degrees.

Specific Outcomes

At the end of the module, students should be able to:

• Plan and present theory and practical lessons

• Organise the natural sciences laboratory in line with the general laboratory techniques
• Apply safety and first aid regulations in the laboratory
• Apply assessment techniques
• Acquire theoretical knowledge regarding concepts of reflection and reflective practice
and use this information before and during your planning as well as during and after
the presentation of the lesson.

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7. ASSESSMENT METHODS
• Two tests, one per term weighting 50% each
• The course mark will be compiled from 50% of each assessment activity/task.
• The final mark = 50% course mark + 50% examination mark

8. TEXTBOOKS, PRESCRIBED AND RECOMMENDED READINGS FOR THE

MODULE

The prescribed textbook is:

• Gregson, R & Botha, ML. 2016. Teaching Science. Foundation to Senior Phase.
Oxford University Press, Cape Town, RSA.

Additional literature
• Du Preez, L & Van Wyk, A. 2007. Bios: An integrated approach to Life Sciences
Teaching and Learning. 2nd Ed. Mediakor, Centurion.RSA.
• Ahmad J. 2014. Teaching of Biological Sciences. 2nd edition. PHI Learning Private
Limited. Delhi, India. 23
• Okeke, C., Abongdia, J., Olusola Adu, E., Van Wyk, M & Wolhuter, C. 2016. Learn to
Teach: A handbook for Teaching Practice. Oxford University Press: Cape Town, RSA

8.1 Materials Required

Natural Sciences grade 7-9 CAPS document

9. GRADUATE ATTRIBUTES

• Communication
Communicate proficiently, in oral, written, presentation, information searching and listening
skills. Be assertive and articulate, be able to negotiate responsibly and persuade others
effectively.
• Teamwork
Work independently and in teams, to manage your own learning, work and take responsibility
for self while contributing to teams such as learning communities.
• Numerate
Use basic mathematics, budgeting and financial management skills.
• Technologically literate
Use information and communication technologies effectively.
• Innovation and problem solving
Be innovative, think creatively and critically and apply a range of strategies to solve/find
solutions for real world problems. Demonstrate the ability to apply theoretical knowledge that
will lead to development of new ideas, methods, techniques, practices, products and services
in a variety of contexts (technology, commerce, social systems).
• Community engagement

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Be socially engaged in your communities.
• Sustainable development
Be environmentally sensitive and recognize your role as a socially responsible citizen who
care for the common good of others, the country and environment.
10. REVISED BLOOM’S TAXONOMY FOR QUESTION FORMULATION

All the six levels of Bloom’s taxonomy will be reflected on the questions, with special emphasis
on higher order levels like applying, analysing, evaluating and creating since this module is an
exit module.

11. WRITING CENTRE INFORMATION

The aim of the Writing Centre is to assist students with academic writing at any stage of the
writing process:
• Help first year students with the process of transitioning into a university with relevance to
Academic Writing
• Post-Graduate Students with Research projects and proposals.

This service is offered at no cost by Writing Advisors, who are mainly postgraduate students
(Masters & PhD), including part-time lecturers.

Services offered:
• Helping undergraduate students learn how to write academically for their disciplines;
• Supporting postgraduate students in learning how to write for research purposes;
• Creating collaborations with staff to enhance academic writing in their modules and
conducting writing workshops;
• Structuring an essay or assignment, analyzing questions, and developing the structure of
the assignment;
• Developing a coherent argument and providing evidence to support an argument;
• The use of relevant sources from literature, referencing and avoiding plagiarism;
• Supporting student’s projects of Creative writing;
• Assisting with the usage of appropriate writing style and tone; and
• Helping students with similarity reports using SafeAssign and Turnitin.

LOCATION

Bloemfontein: Room 025, Ground Floor

Student Academic Support Centre

Welkom: Room H4

G&H Building

Consultation Hours

Monday – Friday: 08:00- until 16:30

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For general enquiries: Writing Centre Coordinator at 051 507 3978 (tmkhize@cut.ac.za)

12. PERSONAL BEHAVIOUR AND CLASS CONDUCT AND CODE OF ACADEMIC

INTEGRITY

All registered students are representatives of the CUT on and off campus and are expected
to behave in a respectable and professional manner at all times and situations. On campus
students are expected to comply with the University regulations regarding general conduct in
and out of classes. Students must ensure that they amongst others comply with the dress
code, arrive on time for classes and shall not leave a class while in progress, nor conduct their
own discussions or behave in any matter that disrupts the class or intimidates any student or
lecturer in any way. Should a student have to leave a class while in session under emergency
situations, permission must be requested from the lecturer.
No student may at any time act in any way that disrupts a class, shows disrespect to any
other student or lecturer, inhibits the learning of another student through his or her actions,
influence or entice any fellow student to act in a particular way not in accordance with the
prescribed codes of conduct and/or participate in any action not promoting the learning culture
the university subscribes to.

Students are specifically referred to chapter 9 par 9.5 and Chapters 12 and 13 (calendar
of CUT) with regard to general conduct of students on and off campus.

13. COMMUNICATION, CONCERNS GRIEVANCES

• All lecturer communication shall be conducted through eThuto (Blackboard). Students are
to review the home page of the subject regularly. Notices, announcements and any other
important information will also be sent to the student’s email account. It is the responsibility
of the student to make sure that he/she is aware of any communication directed via
eThuto). Classes are used in the first instance for direct communication with lecturers,
tutors and instructors.
• Students may also consult their lecturers, tutors or instructors during the consulting times
indicated in this study guides and on office doors.
• Students are also allowed to make use of email to contact the lecturer.
• Students who have any problems with a subject must first discuss the matter with the
lecturer concerned and if not resolved with the direct line manager (HOD or DM) of the
lecturer and higher if necessary. In case of collective problems, the class representative
needs to follow the same procedures.

14. ABSENTEEISM

You should also note that according to the Central University of Technology, Free State
regulations, no apologies for absence from tests are accepted unless as stipulated in the
following cases:

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• Where a valid medical certificate, specifying the nature of the ailment/disease, is handed
in not more than three working days after the test, or
• Where a declaration written under oath is handed in before or not more than three working
days after the test, in which credible reasons are offered for having been absent. The
lecturer will decide whether the apology why the test could not be written, is acceptable.
If the arrangements stipulated above are not applied, you will be awarded no marks for the
particular test or assignment, and it would be recorded as such.

15. ACADEMIC DISHONESTY

Academic dishonesty is an act of misrepresenting another person’s work as one’s own, taking
credit for the work of others without acknowledgement and/or appropriate authorisation, and/or
fabricating information. Some of the common examples of academically dishonest behaviour
include, but are not limited to, the following:

15.1 Cheating
Intentionally using or attempting to use unauthorized information, materials, or study aids in
any academic exercise (including assessment); copying answers from another student's
assessment paper, submitting work for an in-class assessment that has been prepared in
advance; representing material prepared by another person as one’s own work; submitting
the same work in more than one course/module without the express permission of all
lecturers/educators concerned; violating any rules governing the administration of
assessments; and violating any rules relating to the academic conduct prescribed for a
course/module or academic program. Cheating refers to an act of dishonesty or fraudulently
gaining an advantage or success by using unethical or prohibited methods, often in in
situations where there are rules, standards, or expectations for fair play and honesty.

15.2 Forgery
Intentionally, and without authorization, falsifying and/or inventing any data, information or
citation in an academic exercise conducted under the auspices of CUT. Forgery act of
creating, copying or altering documents, or objects to commit fraud. Forgery is illegal in most
jurisdictions, and the penalties for forgery can vary depending on the specific circumstances
and the value of the fraudulent items involved. Penalties may include fines, imprisonment or
both. Forgery can have serious legal and financial consequences as it undermines trust in
documents, financial systems, and authenticity of various items, often leading to final losses
for students and CUT.

15.3 Plagiarism
Intentionally or negligently representing the words, ideas, or sequence of ideas of another
person as one's own in any academic exercise conducted under the auspices of CUT,
alternatively, failing to attribute any quoted, paraphrased, or borrowed information to the
proper source (refer to par. 1.6.1.2(2) above). It is considered unethical and academically
dishonest practice in academic, professional and creative scenery. Consequences for
plagiarism can include academic disciplinary such as failing a course or expulsion and can
damage to one’s reputation, legal action, and professional repercussions. To avoid plagiarism,
it’s important to always cite and reference the sources you use, whether in academic papers,
reports, creative works, or any other context where intellectual property is involved.

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NB: it is important for students to note that plagiarism is a serious offence and those who
plagiarised will be highly penalised.

15.4 Falsification and/or forgery of academic documents

Knowingly making a false or misleading statement by concealing material information to this
fact and/or forging a CUT official's signature on any academic document or record, including,
but not limited to, an application for admission, transcript, add-drop form, request for advanced
standing, and/or request to register for a graduate-level course. The falsification or forgery of
a non-academic CUT document, such as a financial aid form, shall be considered a violation
of the general student rules and regulations.

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SCHEDULE/WORKPLAN/SEMESTER PLANNING

TIME SCHEDULE 2024

WEEK MONTH DATE THEORY PRACTICAL REMARKS/NOTES

1 FEB 05-09
2 FEB 12-16 Teaching Practice
3 FEB 19-23 Teaching Practice
4 FEB/MARCH 26-01 Teaching Practice
5 MARCH 04-08
6 MARCH 11-15
7 MARCH 18-20
RECESS
8 APRIL 03-05
9 APRIL 08-12
10 APRIL 15-19
11 APRIL 22-26
12 APRIL/MAY 29-03 Main Assessment
13 MAY 06-10 Main Assessment
14 MAY 13-20 Main Assessment
15 MAY 21-24
16 MAY 27-31 Sickness/Re-assessment

Time schedule subject to possible changes

First term

First term starts: 03 January 2024

First term ends: 20 MARCH 2024

Second term

Second term starts: 3 APRIL 2024

Second term ends: 21 June 2024

PUBLIC HOLIDAYS IN 2024

01 January New Year’s Day

21 MARCH Human Rights Day
29 MARCH Good Friday
1 APRIL Family Day
27 APRIL Freedom Day
01 May Workers’ Day
16 June Youth Day
17 June Public Holiday

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16. ICON LIBRARY

Outcomes checklist
At the beginning of each unit there is a list of learning outcomes. These
outcomes indicate what you should know and be able to do after the
completion of the unit.
Read a reference/Additional sources
This symbol will indicate what you have to read and learn from your
textbook or other sources.
Reference to additional text/paper sources.
WWW links
These blocks will contain hyperlinks to WWW sites where you will find
useful/more information on a particular subject that relates to the unit.

Outcomes Based Questions

You will come across these questions throughout the modules. These
questions are applicable to the work you have just completed. Try to
answer them.
Assignments
This symbol indicates assignments that you will have to hand in as part of
your assessment. Check the assignment schedule for the dates of
submission.
Online Assignments
This symbol indicates assignments that you will have to submit online in
as part of your assessment. Check the assignment schedule for the dates
of submission.
Work on the computer
This symbol will be displayed whenever you need to carry out work on the
computer.

Read and learn

This indicates that you have to read and/or learn from your textbook(s).

Date
This symbol indicates the date when an assignment must be submitted or
when a class test/ evaluation will take place.

Self-study
This is an indication that the mentioned work will not be done in class, but
must be done by the student as extra work. The student can expect to be
evaluated on this self-study material.

Self-tests
These are tests that are given so that the student can evaluate him-
/herself. They do not count for evaluations and are not marked by the
lecturer.

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 Group work
This activity is not for individual work and must be done in a group context.

Exercise
The activity indicated by this symbol is the homework given to students in
order to enable them to apply the work done in class and to target difficult
aspects.
Learning facilitation
Includes structured interactive sessions, formal lectures, group activities,
self-activities and research.

Knowledge and skills

This indicates an ability to apply theory in practice.

Assessment
Is a way of measuring progress.

Pair work
This activity is not for individual work and should be done in pairs.

Notes
Notes for students to take with regard to the

Posters
This icon refers to posters to be handed in as part of an assessment.

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STUDY UNIT 1: PLANNING AND PRESENTATION OF THEORY AND
PRACTICAL LESSONS

LEARNING UNIT 1: OBJECTIVE BASED TEACHING

OUTCOMES: After completing this learning unit, the student should be able to:
• differentiate between goal and aim
• differentiate between aims and objectives
• describe Bloom’s Taxonomy of Educational Objectives
• elaborate revised Bloom’s taxonomy
• explain the aims and objectives of teaching Natural
Sciences
• discuss the significance of taxonomy of educational
objectives
• define and explain the meaning of instructional objectives
with examples
• formulate instructional objectives in behavioural terms

CONTENT:

1.1 The value of good and comprehensive planning for the Natural Sciences Teacher
1.2 Core knowledge
1.3 Natural Sciences Work schedule
1.4 Natural Sciences lesson plans (using Topics in CAPS Grade 9) including
implementation of the Bloom’s taxonomy (Curriculum links with CAPS - Exploring the
world through experiments)

You may also use examples from Chapter 5 Teaching Science Foundation to
Senior Phase

For this activity, choose any Grade 9 topic in the Natural Sciences CAPS.

1. What is your chosen topic?

2. Is there any experiment linked to this topic?
3. Identify the strand of Natural Sciences under which this topic falls.
4. Give the range of CAPS page numbers where this topic is presented, and the total hours
allocated to this topic.
5. Was this topic treated in the lower levels of the Senior Phase? Indicate either Grade 7 or
Grade 8 or both?
6. If yes, give the relevant page numbers where the topic appears in the CAPS document.
7. Is there any progression between the current chosen topic and the scope of work covered
in previous grades? Explain

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8. Formulate 3 instructional objectives, addressing the cognitive, affective, and psychomotor
domains.
9. Give any three suitable test questions with marks and indicate Bloom’s Taxonomy level in
brackets.

Read through the CAPS Document and also see notes on eThuto

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STUDY UNIT 2: GENERAL LABORATORY TECHNIQUES

LEARNING UNIT 2: GENERAL LABORATORY TECHNIQUES

OUTCOMES: After completing this learning unit, the student should be acquainted with:

• how to organize a natural sciences laboratory

• the roles and functions of a natural sciences laboratory
• general safety of the laboratory

CONTENT

2.1 Organising a Natural Sciences Laboratory

2.1.1 The value of a good laboratory

2.1.2 Roles and functions of a Natural Sciences laboratory

2.1.3 General storeroom

2.1.4 Chemical store

2.2 Safety in the laboratory

2.2.1 General safety

2.2.2 Chemicals

2.2.3 Safe handling of glass

2.2.4 Safe handling of gas

2.2.5 Electricity

SEE CHAPTER 6 NOTES OF BIOS AVAILABLE ON eThuto

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 ORGANIZATION AND SAFETY GO HAND IN HAND WHEN TAKING YOUR
LEARNERS TO THE LAB.

Create an A4 poster or pamphlet that will be placed on your laboratory wall that will
help raise awareness of safety in the lab.

Creativity – 5
Accuracy – 5
Relevant – 5
Organization – 5

TOTAL - 20

See notes on eThuto

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STUDY UNIT 3: FIRST AID

LEARNING UNIT 3: FIRST AID

OUTCOMES:

After completing this learning unit, the student should be acquainted with:

• what the first aid kit should consist of

• basic first aid procedures

CONTENT

Even though great safety measures are applied in Science laboratories, accidents do happen.
Science Teachers should have basic basic knowledge of first aid.

4.1 The following are the most important things to know in case of an accident:
4.1.1 When to call a doctor, or to take a casualty to a doctor.

4.1.2 How to treat the patient until you reach the doctor

4.1.3 How to treat minor injuries including:

• First aid kit
• Bleeding
• Burns
• Electrical shocks
• Fainting
• Foreign objects in the eye
• Suffocation

See notes on eThuto

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 Let us see what you know from the previous unit, and to add on this activity you must also
indicate, if an accident should occur according to each picture, what first aid rules would
apply by each:

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STUDY UNIT 4: ASSESSMENT

LEARNING UNIT 4: ASSESSMENT

OUTCOMES

After completing this learning unit, the student should be acquainted with:

• assessment in natural sciences

• why do we assess in science.
• the types of assessment used in Natural Sciences
• what to be included in the assessment
• how to assess in the Natural Sciences

CONTENT

4.1 Purposes of assessment as required by CAPS.

4.2 Types of assessment in Natural Sciences.
4.3 Aspects to be included in the assessment.

4.4 How to assess in Natural Sciences

4.4.1 Choosing the right task.
4.4.2 Verifying the assessment results.

4.5 Factors inhibiting successful assessment.

Chapter 7 Teaching Science Foundation to Senior Phase

In activity 2 of unit 2, you had to design a poster, now in this unit, you have to create
or design a designing tool (according to the notes/information given) for the poster that
you have made and also assess the poster yourself by using your own assessment
tool that you have designed.

TOTAL: 20

See notes on eThuto

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STUDY UNIT 5: REFLECTIVE PRACTICE

LEARNING UNIT 5: NATURAL SCIENCES TEACHER AS A REFLECTIVE PRACTITIONER

OUTCOMES

After completing this learning unit, the student should be acquainted with:

• the concepts of reflection and reflective practice and critically evaluate the application
value thereof in Natural Sciences Education
• pedagogical content knowledge and a Natural Sciences teacher who disposes of
good reflective practices
• the use of questions to guide the reflection process

CONTENT

5.1 what constitutes a good reflective practitioner?

5.2 the importance of reflective practice in natural sciences
5.3 how to apply reflective practice in the classroom
5.4 benefits of reflective practice to science teachers

Write down some relevant questions that you can ask yourself in order to reflect
on your lesson or lesson plan that you presented previously or should present.
Example: Did the learners grasp the concept? How do I know if they did or did not
(quiz or quick informal test).
Also indicate in which forms can you reflect as a teacher.

TOTAL: 20

See notes on eThuto

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 RULES FOR EVALUATION

The complete rules regarding academic evaluations are contained in the Evaluation Policy
and Procedure Manual (available in Library and Information Centre) and all students must be
acquainted with the contents thereof.

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 PROGRAMME NAME: NATURAL SCIENCES

Lecturer details: Dr Motshidisi Lekhu, (051) 507 3831, mlekhu@cut.ac.za

Ms Sibongile Nhlapo, (057) 910 3500, nhlapoS@cut.ac.za

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