- Title
- Understanding how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching static electricity: A case study
- Creator
- Iyambo, Toini
- ThesisAdvisor
- Ngcoza, Kenneth
- ThesisAdvisor
- Chikunda, Charles
- Date
- 2016
- Type
- Thesis
- Type
- Masters
- Type
- MEd
- Identifier
- http://hdl.handle.net/10962/1320
- Identifier
- vital:20046
- Description
- Over the last decade of my teaching I have been grappling with how to incorporate learners’ prior everyday knowledge into my Physical Science lessons to enable me to close the gap between school science and everyday knowledge. I conducted this case study in two schools, one in Omusati region and one in Ohangwena Region, Namibia. Its purpose was to investigate how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching the topic of static electricity. Underpinned by an interpretive paradigm, the study made use of document analysis, observation (lessons were also video-taped) and semi-structured interviews to generate the data. Three data generating techniques were used for triangulation and validation purposes. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The main findings of my study are that teachers did incorporate learners’ prior knowledge in the lesson presentation on static electricity. It emerged from the study that, learners possess a great deal of prior everyday scientific and non-scientific knowledge and experiences about static electricity that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about static electricity enabled learner engagement during the science lessons. Likewise, engaging learners in demonstrations on static electricity helped them to make meaning of the scientific concepts involved in the topic. It also emerged from this study that teachers face challenges of lack of documentation of indigenous knowledge which is potentially a form of prior knowledge, language barriers and a lack of resources. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about static electricity should be incorporated during the teaching and learning process.
- Format
- 127 leaves, pdf
- Publisher
- Rhodes University, Faculty of Education, Education
- Language
- English
- Rights
- Iyambo, Toini
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