- Title
- An intervention on how using easily accessible resources to carry out hands-on practical activities in science influences science teachers’ conceptual development and dispositions
- Creator
- Asheela, Eva Ndagwedha
- ThesisAdvisor
- Ngcoza, K M
- ThesisAdvisor
- Sewry, J
- Subject
- Science teachers -- In-service training -- Namibia
- Subject
- Science teachers -- Namibia -- Case studies
- Subject
- Science -- Study and teaching -- Activity programs -- Namibia
- Date
- 2017
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10962/8330
- Identifier
- vital:21385
- Description
- The reform and transformation of education systems in terms of enhancing Science, Technology Engineering and Mathematics (STEM) education in the schooling systems is gaining momentum in different parts of the world. It is argued that there is a need to enhance science education, particularly in Africa, because science education is considered to be the main vehicle through which the greater objectives such as national development and improvement in the quality of life can be realised. Namibia as a country is no exception. A key way through which science education can be enhanced is through carrying out practical activities during teaching and learning. Despite the crucial role that practical activities play in science subjects, it appears that they are not carried out in most of the Namibian science classrooms. It is against this background that this study explored an intervention on how easily accessible resources to carry out hands-on practical activities in science, influenced science teachers’ conceptual development and dispositions towards the use of practical activities in science. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 21 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on practical activities, lesson observations, which were videotaped, as well as teacher reflections were used. Conceptual development, disposition and professional development served as the conceptual lenses. Vygotsky’s sociocultural theory in conjunction with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study.The findings showed that there was a general perception among the participants before the intervention that in order to carry out practical activities, well-equipped laboratories, conventional chemicals and equipment are needed. Some teachers had never used practical activities in their science classes with a range of constraints or hindrances provided as reasons. The findings additionally showed that for teachers to use easily accessible resources to carry out practical activities in their science classrooms, they need the knowledge and exposure on how to use these resources. The findings thus showed that this professional development approach raised motivation, knowledge and the skills of the science teacher participants to include practical activities in their science lessons using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms to engage in hands- on practical activities using easily accessible resources, they can be enabled and motivated to implement these in their science classrooms.
- Format
- 208 pages, pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Asheela, Eva Ndagwedha
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| Thumbnail | File | Description | Size | Format | |||
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