Natural Science vs Technology – Cum Laude Research Asks the Big Question

Cum laude Master of Education graduate, Ms Karina Basitheva is thrilled with her achievement. ‘I am proud of myself and so thankful to all who supported me throughout this journey,’ she said.

As an educator, Basitheva’s chosen area of research is one she is deeply passionate about. Her study, titled: “Intermediate Phase Teachers’ Views and Pedagogical Practices on Integrating Natural Sciences and Technology”, explores teachers’ views on integrating Natural Sciences and Technology as a single subject.

Providing context, Basitheva explained: ‘In the South African Curriculum and Assessment Policy Statement (CAPS) curriculum, Natural Sciences and Technology are integrated in Grades 4-6 and only offered as separate subjects in Grades 7-9. The curriculum aims to develop scientific and technological literacy, focusing on critical thinking, problem-solving, and using technology responsibly.’

Basitheva sought to examine both the extent to which the subject is taught in an integrated manner and how this integration is implemented in practice. A particular focus was placed on the perceived imbalance in content coverage, with Natural Sciences receiving significantly more emphasis than Technology.

As a specialist in Technology education with a love and passion for the subject, Basitheva contends that Technology is marginalised, particularly due to the way integration is approached. ‘Whilst mine is not the first study related to the integration of Natural Science and Technology, it is the first that accentuates the need for and importance of Technology,’ she said.

‘My findings revealed that Technology receives significantly less content coverage compared to Natural Sciences,’ said Basitheva, ‘with most participating teachers reporting a lack of confidence and subject knowledge in Technology due to their educational background being rooted in Natural Sciences.’

Consequently, they also acknowledged that they are unable to effectively deliver the subject as an integrated whole, often prioritising Natural Sciences over Technology. This imbalance results in the marginalisation of Technology, thereby limiting learners’ exposure to its full educational value.

‘My study was driven by a desire to enhance learners’ experiences by promoting a more equitable and authentic engagement with Technology – a subject that fosters critical thinking, creativity, and innovative problem-solving. The neglect of Technology in the curriculum has broader implications for society, as it undermines efforts to develop learners into capable and future-oriented problem solvers,’ she said.

Somewhat surprisingly, one of the major challenges she faced was finding schools and teachers to participate in the study. ‘As much as my study was for the benefit of learners and schools, it was extremely difficult to get principals on board,’ she shared. Determined to succeed, she carved out time to find more participants and finish her studies.

It was well worth the effort, as Basitheva recounted the unforgettable moment her supervisor, Professor Asheena Singh-Pillay, called with her results. ‘Professor Singh-Pillay is a superwoman! A remarkable supervisor and mentor who encouraged me to push myself. I am grateful for all that she has done for me, especially as I completed this study in just one year. I did not think it was possible, therefore her delivering my results to me was incredibly special,’ she said.

Her motivation to finish her degree drew from the awareness she wanted to bring to this imbalance. ‘I always believed that I would contribute to the field of education in a positive and impactful manner to bring about positive change.’

‘UKZN will always be the university I choose to study at. I have done my undergrad, honours and now masters here. I am also grateful that the University funded my master’s study.’

Recognising the rest of her support system, she said: ‘My greatest supporter was my fiancé who believed in me completely, understanding my love and passion for education. I was born and raised in Phoenix, Durban, in a loving home, with parents who encouraged and provided my brother and I with opportunities that they did not have, and for that I am truly grateful. They have always been my cheerleaders and supporters.’

Fulfilled and grateful, she intends to register for her PhD soon. More importantly, she hopes that her research reaches the people it should, and that Natural Sciences and Technology are separated in the intermediate phase of school.

Words: Jennene Naidu
Photograph: Sethu Dlamini