In the global south, and South Africa in particular, the increasing demographic, economic and political weight of this part of the world is calling for the development of research capacity, which has so far been lacking, to guide society in making informed choices that suit and enhance the African culture and context. Fundamentals of research in Humanities, Social Sciences and Science Education follows all the steps of the research endeavour, from the selection and formulation of a research problem, to the writing or reporting, to the publication of research results. Fundamentals of research in Humanities, Social Sciences and Science Education is informed by practical experience. It is easy to read and understand, is context based and interactive, and can be used for self-study. Fundamentals of research in Humanities, Social Sciences and Science Education is aimed at students and novice researchers.

The book discusses the interrelated dynamics of schooling, society and inclusive education, focussing on the knowledge and skills Teacher Education students need to make sense of their professional and social environment and to engage with the realities of schooling in South Africa and Africa. The book comprises three parts of 17 chapters. Part one looks at various theories in education and their applications to teaching and learning in the context of oriental and indigenous theories in education. Theories are presented in such a way as to enable students to understand, as well as to know how to apply theories to their everyday classroom experience. Part two of this book focusses on the child and environmental dynamics. At the end of the readings in this part, students should be able to discuss the theory on which the ecology of the child is based; explain the various layers of the theory; explain the interconnectedness of the home, school and society in the overall ecology of the child; apply the experiences gained from this unit to your everyday dealings with your pupils; and understand the implications of this theory to the overall development and wellbeing of the child. The final part of the book looks at the concept of Education for All. In this section, problems and prospects of barriers to formal learning are explored, as well as focussing on educating children with disabilities. The last chapter takes a more interactive approach to understanding the dynamics of Education for All and Inclusive Education.