LSK3701
EXAM PACK
, LSK3701 EXAM 2025
OCTOBER 2025
QUESTION 1
1.1 Define scientific literacy and discuss how this skill can be developed in the
Foundation Phase when teaching “Seasons and What We Wear”.
Scientific literacy refers to the ability of learners to understand and engage with the
world around them using scientific thinking. According to Goodrum, Hackling and
Rennie (in LSK3701/1:16), it is the capacity to be interested in and understand the
world, engage in scientific discussions, question claims, identify problems, draw
evidence-based conclusions, and make informed decisions about health and the
environment.
Development in the Foundation Phase
In the Foundation Phase, scientific literacy can be developed through observation,
questioning, comparing and classifying activities related to learners’ daily experiences
(Bosman, 2009). When teaching “Seasons and What We Wear,” the teacher should
encourage learners to notice changes in temperature, daylight, and how plants or
animals behave across the seasons. Learners can record or draw what they wear
during each season and discuss why certain clothes are suitable.
Practical classroom example
For instance, the teacher may display pictures of children wearing clothes for summer,
winter, autumn, and spring. Learners can sort these pictures into groups (classification
EXAM PACK
, LSK3701 EXAM 2025
OCTOBER 2025
QUESTION 1
1.1 Define scientific literacy and discuss how this skill can be developed in the
Foundation Phase when teaching “Seasons and What We Wear”.
Scientific literacy refers to the ability of learners to understand and engage with the
world around them using scientific thinking. According to Goodrum, Hackling and
Rennie (in LSK3701/1:16), it is the capacity to be interested in and understand the
world, engage in scientific discussions, question claims, identify problems, draw
evidence-based conclusions, and make informed decisions about health and the
environment.
Development in the Foundation Phase
In the Foundation Phase, scientific literacy can be developed through observation,
questioning, comparing and classifying activities related to learners’ daily experiences
(Bosman, 2009). When teaching “Seasons and What We Wear,” the teacher should
encourage learners to notice changes in temperature, daylight, and how plants or
animals behave across the seasons. Learners can record or draw what they wear
during each season and discuss why certain clothes are suitable.
Practical classroom example
For instance, the teacher may display pictures of children wearing clothes for summer,
winter, autumn, and spring. Learners can sort these pictures into groups (classification
