An intervention on how using easily accessible resources to carry out hands-on practical activities in science influences science teachers’ conceptual development and dispositions
- Authors: Asheela, Eva Ndagwedha
- Date: 2017
- Subjects: Science teachers -- In-service training -- Namibia , Science teachers -- Namibia -- Case studies , Science -- Study and teaching -- Activity programs -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8330 , 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.
- Full Text:
- Authors: Asheela, Eva Ndagwedha
- Date: 2017
- Subjects: Science teachers -- In-service training -- Namibia , Science teachers -- Namibia -- Case studies , Science -- Study and teaching -- Activity programs -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8330 , 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.
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An investigation into Science teachers’ conceptions of and dispositions towards the implementation of ‘assessment for learning’ (formative assessment) during science practical activities
- Authors: Sheehama, Felisia Nauyele
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50166 , vital:25964
- Description: Assessment is an integral part of the teaching and learning process. Research by the Assessment Reform Group (ARG) (1999) and others has shown that assessment for learning, or formative assessment, is one of the most powerful educational tools for promoting effective learning and improving performance. Assessment for learning (formative assessment) and summative assessment form part of most national education policies and is advocated in the Namibian curricula. However, most of the focus of official programs in Namibia has been on summative assessment resulting in assessment for learning being neglected. It is against this backdrop that this study investigated science teachers’ conceptions of, and dispositions towards, the implementation of assessment for learning during science practical lessons. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 25 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered at NIED 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 assessment for learning, practical activities, lesson observations (which were videotaped), as well as teacher reflections were used. The lesson observations were conducted in two schools in the Omusati region of Namibia. The theoretical frameworks guiding the study were Vygotsky’s social constructivist theory and Shulman’s pedagogical content knowledge (PCK). The findings of the study revealed that teachers held different notions toward assessment for learning before the intervention in the form of a workshop. However, after the workshop the teachers demonstrated understanding of what assessment for learning entails and how it can be implemented during hands-on practical activities 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 and an appropriate orientation towards assessment for learning that includes model strategies they can be enabled and motivated to research and begin to implement assessment for learning in their science classrooms.
- Full Text:
- Authors: Sheehama, Felisia Nauyele
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50166 , vital:25964
- Description: Assessment is an integral part of the teaching and learning process. Research by the Assessment Reform Group (ARG) (1999) and others has shown that assessment for learning, or formative assessment, is one of the most powerful educational tools for promoting effective learning and improving performance. Assessment for learning (formative assessment) and summative assessment form part of most national education policies and is advocated in the Namibian curricula. However, most of the focus of official programs in Namibia has been on summative assessment resulting in assessment for learning being neglected. It is against this backdrop that this study investigated science teachers’ conceptions of, and dispositions towards, the implementation of assessment for learning during science practical lessons. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 25 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered at NIED 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 assessment for learning, practical activities, lesson observations (which were videotaped), as well as teacher reflections were used. The lesson observations were conducted in two schools in the Omusati region of Namibia. The theoretical frameworks guiding the study were Vygotsky’s social constructivist theory and Shulman’s pedagogical content knowledge (PCK). The findings of the study revealed that teachers held different notions toward assessment for learning before the intervention in the form of a workshop. However, after the workshop the teachers demonstrated understanding of what assessment for learning entails and how it can be implemented during hands-on practical activities 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 and an appropriate orientation towards assessment for learning that includes model strategies they can be enabled and motivated to research and begin to implement assessment for learning in their science classrooms.
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Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science
- Authors: Mukwambo, Muzwangowenyu
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/8382 , vital:21389
- Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
- Full Text:
- Authors: Mukwambo, Muzwangowenyu
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/8382 , vital:21389
- Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
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Exploring Grade 12 Biology teachers’ conceptions, dispositions and pedagogic strategies when mediating learning of evolution in Namibia
- Authors: Katuuo, Henry U
- Date: 2017
- Subjects: Biology teachers -- Attitudes -- Namibia , Biology teachers -- Training of -- Namibia , Evolution -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13762 , vital:21856
- Description: The Namibian Senior Secondary Certificate Examiners’ Reports (2013) shed light on the topics in which learners often perform poorly and evolution is one of such problematic topics. Anecdotal reasons include religious views of teachers, opposition by learners to the topic, and inadequate understanding of the subject content knowledge. I have not come across any literature on evolution in Namibia that formally look closely at this problem. We do not have a clear idea of what is going on in Namibian science classrooms, when evolution is taught. We do not have a clear idea of the factors at play in the teaching of evolution in these classrooms, either when it is done well and completely or when it is not so. It is against this background that I was inspired to engage in this study which examined teachers’ conceptions, dispositions and pedagogical strategies that they use when teaching evolution. The study is underpinned by an interpretive paradigm, which afforded me an opportunity to understand the teachers’ worldviews in relation to evolution. It also allowed me to gain insight on the pedagogical strategies that teachers use when mediating learning of the topic of evolution and its related concepts. Within the interpretive paradigm, a case study approach was adopted, using a mixed-method design generating both quantitative and qualitative data. Teachers from two regions, namely, the Hardap region and Khomas region, participated in the study. Data were generated using questionnaires, semi-structured interviews and lesson observations. Fifteen questionnaires were completed and from those questionnaires, the sample included six teachers (40%) from the Hardap region while nine teachers (60%) were from the Khomas region. For the interview, the sample included two teachers - one from each region. For the observations, I observed five teachers teaching evolution. I presented quantitative data in tables and graphs, whereas the qualitative data was analysed inductively using Vygotsky’s (1978) socio-cultural theory as a theoretical framework. In addition, I used Ogunniyi’s (2006) Contiguity Argumentative Theory (CAT) as an analytical framework. These theories were used as lenses to interpret and make sense of the qualitative data, which I colour coded to form sub-themes. Thereafter, overlapping sub-themes were combined to form themes, which were linked to the research questions and in relation to literature/theory. Similarly, overlapping themes were combined to form analytical statements. It emerged from the study that religious views did not play a large role in most teachers’ views and attitudes towards the teaching of evolution. Instead, it emerged that lack of content knowledge on evolution is the main factor that influences teachers’ views and attitudes towards teaching evolution in schools. This is quite profound, as the assumption is that when teachers are religious, the likelihood is that they would object to the teaching of evolution. In light of this, the study recommends that there is a need for professional development and support of science teachers, so that they are able to properly mediate the learning of evolution.
- Full Text:
- Authors: Katuuo, Henry U
- Date: 2017
- Subjects: Biology teachers -- Attitudes -- Namibia , Biology teachers -- Training of -- Namibia , Evolution -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13762 , vital:21856
- Description: The Namibian Senior Secondary Certificate Examiners’ Reports (2013) shed light on the topics in which learners often perform poorly and evolution is one of such problematic topics. Anecdotal reasons include religious views of teachers, opposition by learners to the topic, and inadequate understanding of the subject content knowledge. I have not come across any literature on evolution in Namibia that formally look closely at this problem. We do not have a clear idea of what is going on in Namibian science classrooms, when evolution is taught. We do not have a clear idea of the factors at play in the teaching of evolution in these classrooms, either when it is done well and completely or when it is not so. It is against this background that I was inspired to engage in this study which examined teachers’ conceptions, dispositions and pedagogical strategies that they use when teaching evolution. The study is underpinned by an interpretive paradigm, which afforded me an opportunity to understand the teachers’ worldviews in relation to evolution. It also allowed me to gain insight on the pedagogical strategies that teachers use when mediating learning of the topic of evolution and its related concepts. Within the interpretive paradigm, a case study approach was adopted, using a mixed-method design generating both quantitative and qualitative data. Teachers from two regions, namely, the Hardap region and Khomas region, participated in the study. Data were generated using questionnaires, semi-structured interviews and lesson observations. Fifteen questionnaires were completed and from those questionnaires, the sample included six teachers (40%) from the Hardap region while nine teachers (60%) were from the Khomas region. For the interview, the sample included two teachers - one from each region. For the observations, I observed five teachers teaching evolution. I presented quantitative data in tables and graphs, whereas the qualitative data was analysed inductively using Vygotsky’s (1978) socio-cultural theory as a theoretical framework. In addition, I used Ogunniyi’s (2006) Contiguity Argumentative Theory (CAT) as an analytical framework. These theories were used as lenses to interpret and make sense of the qualitative data, which I colour coded to form sub-themes. Thereafter, overlapping sub-themes were combined to form themes, which were linked to the research questions and in relation to literature/theory. Similarly, overlapping themes were combined to form analytical statements. It emerged from the study that religious views did not play a large role in most teachers’ views and attitudes towards the teaching of evolution. Instead, it emerged that lack of content knowledge on evolution is the main factor that influences teachers’ views and attitudes towards teaching evolution in schools. This is quite profound, as the assumption is that when teachers are religious, the likelihood is that they would object to the teaching of evolution. In light of this, the study recommends that there is a need for professional development and support of science teachers, so that they are able to properly mediate the learning of evolution.
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Exploring Grade 9 Physical Science teachers’ views and experiences on the inclusion of indigenous knowledge in their lessons: a Namibian case study
- Authors: Simasiku, Fredrick Simataa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6919 , vital:21200
- Description: There is extensive research on the fact that the learning of science is assisted through the inclusion of the prior everyday knowledge and local knowledge that learners bring from home and from within their communities. It is precisely for this reason that the Namibian Learner Centered Education (LCE) curriculum encourages teachers to include learners’ prior everyday knowledge in their science lessons. However, the inclusion of traditional knowledge/local knowledge or indigenous knowledge (IK) and how this should be done has been largely ignored both in the Namibian school science curriculum and textbooks. It is against this background that this study sought to explore teachers’ views and experiences on the inclusion of IK in Physical Science Grade 9 lessons as well as the pedagogical strategies that they use. This research used a mixed methods approach (quantitative and qualitative data were collected) which was underpinned by the interpretive paradigm. Within the interpretive paradigm, I employed a case study approach. The study was carried out in the Endola education circuit of the Ohangwena Region. Essentially, the study explored three things: Firstly, the views, experiences and pedagogical strategies of Grade 9 Physical Science teachers on the inclusion of indigenous knowledge in their lessons. Secondly, to find out what factors enable the teachers to integrate their local knowledge into Physical Science lessons? Thirdly, to look at constraints that affect Grade 9 Physical Science teachers in the use of local knowledge in their science lessons. Data were collected using questionnaires and semi-structured interviews. The data obtained were validated in two ways, firstly, the data were triangulated from different data gathering techniques, and secondly, validation was done by member checking of the transcribed scripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyze the data. The data generated were coded inductively and presented in graphs, tables and descriptive texts to make meaning. The findings from the research revealed that teachers in the Endola circuit do make some efforts to include indigenous knowledge in their lessons. Furthermore, teachers seemed to grasp the benefits and constraints that come with the inclusion of indigenous knowledge in their science lessons. For example, it emerged that indigenous knowledge enables learners to link what they are taught in the science classroom to what is happening in the community or at home, thereby enhancing their understanding of the concepts. Topics such as acids and bases, friction, combustion, static electricity and pressure emerged as some of the topics in which teachers include indigenous knowledge. On the other hand, the issue of language, textbooks and lack of indigenous knowledge by teachers affects the way teachers are able to include IK in their lessons. This study thus recommends that teachers should explore different indigenous practices that can be linked to the topics in the curriculum or syllabus to enhance learning and teaching. Furthermore, they need to involve local communities that possess indigenous knowledge to help in delivering indigenous practices during the lessons. Lastly, teachers and communities should start developing learning and teaching support materials that are useful when local knowledge is included.
- Full Text:
- Authors: Simasiku, Fredrick Simataa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6919 , vital:21200
- Description: There is extensive research on the fact that the learning of science is assisted through the inclusion of the prior everyday knowledge and local knowledge that learners bring from home and from within their communities. It is precisely for this reason that the Namibian Learner Centered Education (LCE) curriculum encourages teachers to include learners’ prior everyday knowledge in their science lessons. However, the inclusion of traditional knowledge/local knowledge or indigenous knowledge (IK) and how this should be done has been largely ignored both in the Namibian school science curriculum and textbooks. It is against this background that this study sought to explore teachers’ views and experiences on the inclusion of IK in Physical Science Grade 9 lessons as well as the pedagogical strategies that they use. This research used a mixed methods approach (quantitative and qualitative data were collected) which was underpinned by the interpretive paradigm. Within the interpretive paradigm, I employed a case study approach. The study was carried out in the Endola education circuit of the Ohangwena Region. Essentially, the study explored three things: Firstly, the views, experiences and pedagogical strategies of Grade 9 Physical Science teachers on the inclusion of indigenous knowledge in their lessons. Secondly, to find out what factors enable the teachers to integrate their local knowledge into Physical Science lessons? Thirdly, to look at constraints that affect Grade 9 Physical Science teachers in the use of local knowledge in their science lessons. Data were collected using questionnaires and semi-structured interviews. The data obtained were validated in two ways, firstly, the data were triangulated from different data gathering techniques, and secondly, validation was done by member checking of the transcribed scripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyze the data. The data generated were coded inductively and presented in graphs, tables and descriptive texts to make meaning. The findings from the research revealed that teachers in the Endola circuit do make some efforts to include indigenous knowledge in their lessons. Furthermore, teachers seemed to grasp the benefits and constraints that come with the inclusion of indigenous knowledge in their science lessons. For example, it emerged that indigenous knowledge enables learners to link what they are taught in the science classroom to what is happening in the community or at home, thereby enhancing their understanding of the concepts. Topics such as acids and bases, friction, combustion, static electricity and pressure emerged as some of the topics in which teachers include indigenous knowledge. On the other hand, the issue of language, textbooks and lack of indigenous knowledge by teachers affects the way teachers are able to include IK in their lessons. This study thus recommends that teachers should explore different indigenous practices that can be linked to the topics in the curriculum or syllabus to enhance learning and teaching. Furthermore, they need to involve local communities that possess indigenous knowledge to help in delivering indigenous practices during the lessons. Lastly, teachers and communities should start developing learning and teaching support materials that are useful when local knowledge is included.
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Exploring how Grade 11 Physical Science learners make sense of the concept of rates of reactions through the inclusion of the indigenous practice of making oshikundu: a Namibian case study
- Nikodemus, Kristof Shingwilila
- Authors: Nikodemus, Kristof Shingwilila
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8154 , vital:21360
- Description: It has been observed that the teaching and learning of the concept of rates of reactions is seen as being difficult for most Namibian learners. Concerns have been expressed in Examiners’ Reports about candidates showing little knowledge of the topic ‘rates of reactions’. Hence, this study sought to explore how indigenous knowledge and practices through a practical activity of making oshikundu, enabled or constrained learner-engagement and sense-making of the concept of rates of reactions in Namibian schools. Underpinned by an interpretive paradigm, the study tried to describe and understand how learners make sense of their world. Within the interpretive paradigm, a mixed-method case study approach was adopted. It is informed by Vygotsky’s socio-cultural theory, which recognises that learning and meaning-making are represented as originating from social interactions among individuals. The research study was conducted in a rural secondary school in the northern part of Namibia with Grade 11 Physical Science learners. Purposive sampling techniques were used to select three learners from the class, as the interview sample. A pre-test was used to gather data on the type of prior knowledge that Grade 11 Physical Science learners had of concepts related to rates of reactions. The pre-test’s content was validated by two Physical Science specialists. Observations were used to explore how learners make sense of rates of reactions during lessons. In addition to observations, interviews and a post-test were used in order to gather data on how the practical activity of making oshikundu enabled or constrained Grade 11 Physical Science: (a) learner engagement and (b) sense-making of the concept of rates of reactions. The findings of the study found that learners were more engaged and participated more fully in class than in previous year when the indigenous practice of making oshikundu was incorporated during the science lessons. The study thus recommends that indigenous knowledge and practices be integrated into Physical Science classrooms for effective teaching and learning and sense making of science concepts.
- Full Text:
- Authors: Nikodemus, Kristof Shingwilila
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8154 , vital:21360
- Description: It has been observed that the teaching and learning of the concept of rates of reactions is seen as being difficult for most Namibian learners. Concerns have been expressed in Examiners’ Reports about candidates showing little knowledge of the topic ‘rates of reactions’. Hence, this study sought to explore how indigenous knowledge and practices through a practical activity of making oshikundu, enabled or constrained learner-engagement and sense-making of the concept of rates of reactions in Namibian schools. Underpinned by an interpretive paradigm, the study tried to describe and understand how learners make sense of their world. Within the interpretive paradigm, a mixed-method case study approach was adopted. It is informed by Vygotsky’s socio-cultural theory, which recognises that learning and meaning-making are represented as originating from social interactions among individuals. The research study was conducted in a rural secondary school in the northern part of Namibia with Grade 11 Physical Science learners. Purposive sampling techniques were used to select three learners from the class, as the interview sample. A pre-test was used to gather data on the type of prior knowledge that Grade 11 Physical Science learners had of concepts related to rates of reactions. The pre-test’s content was validated by two Physical Science specialists. Observations were used to explore how learners make sense of rates of reactions during lessons. In addition to observations, interviews and a post-test were used in order to gather data on how the practical activity of making oshikundu enabled or constrained Grade 11 Physical Science: (a) learner engagement and (b) sense-making of the concept of rates of reactions. The findings of the study found that learners were more engaged and participated more fully in class than in previous year when the indigenous practice of making oshikundu was incorporated during the science lessons. The study thus recommends that indigenous knowledge and practices be integrated into Physical Science classrooms for effective teaching and learning and sense making of science concepts.
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Exploring how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew
- Authors: Paulus, Demetria
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17637 , vital:22266
- Description: Physical Science is one of the subjects in which learners perform poorly in most Namibian schools. For instance, in ║Kharas region where the study was conducted, from 2010 to 2016, the overall performance has ranged between 20-40%. Furthermore, according to the results analysis report from the Directorate of National, Examination and Assessments (DNEA), from 2012 to 2016, the ||Kharas region was ranked 11th, 12th, 13th, 14th and 10th in the regional rankings. From the Examiner’s reports, the most poorly answered questions in the National Senior Certificate examinations are those that require learners to explain and show understanding. Additionally, the reports highlighted that learners lack practical skills or lack exposure to experiments and demonstrations to enhance their understanding (Namibia, 20142015). It is against this background that this study sought to explore how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew. In particular, the study addressed the following sub-questions:1) what are Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge during Science lessons? 2) What factors influence Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge? 3) How do Grade 11 Physical Science teachers teach experimental techniques conventionally- fermentation and distillation? 4) How does the inclusion of a practical demonstration on making Ombike enable or constrain Grade 11 Physical Science teachers when explaining concepts on experimental techniques - fermentation and distillation? Thus, the focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretive paradigm whose focus is on understanding people’s worldviews. Within the interpretive paradigm, a mixed methods (Quant-QUAL methods) case study approach was employed in two sequential phases with Physical Science teachers at one secondary school in Keetmanshoop. Data were collected using document analysis (to strengthen my context). In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative and qualitative data from 17 Physical Science teachers. Additionally, I conducted interviews with two Physical Science teachers from one Secondary School in Keetmanshoop who were selected based on their expertise, teaching experience and their qualifications. Quantitative data were analysed using frequency tables and graphs. For phase two, lesson and the practical demonstration observations were videotaped and transcribed inductively. Thematic analysis was used to analyse the qualitative data. The study was informed by Vygotsky’s (1978) socio-cultural theory with a focus on the mediation of learning, social interactions and learner engagement within the learners’ Zone of Proximal Development (ZPD) in conjunction with Shulman’s (1987) theory on pedagogical content knowledge (PCK). The findings of the study indicated that the majority of the Physical Science teachers were aware of and supported the inclusion of IK; on the other hand the teachers indicated some challenges that come with IK integration. Some teachers acknowledged the importance of IK, such as the enhancement of understanding, proving of theories, and arousal of interest and context relevance. However, some teachers felt that there are misconceptions in IK that can be carried into the classroom, IK resources like textbooks are not available, and IK is not integrated in the syllabus and examinations and lack of teacher training inter alia.The study recommends that the Ministry of Education, Arts and Culture especially the Division of Curriculum Planning and Development (NIED) needs to explicitly include IK in the Syllabus documents and suggest the inclusion of IK in the textbooks to the publishers to address these challenges. In order to enhance the teaching and learning with IK in Science, it is critical that teachers’ training workshops are conducted and IK resources are designed so that IK integration can be successfully implemented. For that to happen, it is recognized that the teachers’ PCK should be regularly upgraded through Continuous Professional Development (CPD) by the Subject Advisors (SA) so that the teachers are consistently guided on appropriate teaching methodologies and pedagogies about the inclusion of IK.
- Full Text:
- Authors: Paulus, Demetria
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17637 , vital:22266
- Description: Physical Science is one of the subjects in which learners perform poorly in most Namibian schools. For instance, in ║Kharas region where the study was conducted, from 2010 to 2016, the overall performance has ranged between 20-40%. Furthermore, according to the results analysis report from the Directorate of National, Examination and Assessments (DNEA), from 2012 to 2016, the ||Kharas region was ranked 11th, 12th, 13th, 14th and 10th in the regional rankings. From the Examiner’s reports, the most poorly answered questions in the National Senior Certificate examinations are those that require learners to explain and show understanding. Additionally, the reports highlighted that learners lack practical skills or lack exposure to experiments and demonstrations to enhance their understanding (Namibia, 20142015). It is against this background that this study sought to explore how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew. In particular, the study addressed the following sub-questions:1) what are Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge during Science lessons? 2) What factors influence Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge? 3) How do Grade 11 Physical Science teachers teach experimental techniques conventionally- fermentation and distillation? 4) How does the inclusion of a practical demonstration on making Ombike enable or constrain Grade 11 Physical Science teachers when explaining concepts on experimental techniques - fermentation and distillation? Thus, the focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretive paradigm whose focus is on understanding people’s worldviews. Within the interpretive paradigm, a mixed methods (Quant-QUAL methods) case study approach was employed in two sequential phases with Physical Science teachers at one secondary school in Keetmanshoop. Data were collected using document analysis (to strengthen my context). In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative and qualitative data from 17 Physical Science teachers. Additionally, I conducted interviews with two Physical Science teachers from one Secondary School in Keetmanshoop who were selected based on their expertise, teaching experience and their qualifications. Quantitative data were analysed using frequency tables and graphs. For phase two, lesson and the practical demonstration observations were videotaped and transcribed inductively. Thematic analysis was used to analyse the qualitative data. The study was informed by Vygotsky’s (1978) socio-cultural theory with a focus on the mediation of learning, social interactions and learner engagement within the learners’ Zone of Proximal Development (ZPD) in conjunction with Shulman’s (1987) theory on pedagogical content knowledge (PCK). The findings of the study indicated that the majority of the Physical Science teachers were aware of and supported the inclusion of IK; on the other hand the teachers indicated some challenges that come with IK integration. Some teachers acknowledged the importance of IK, such as the enhancement of understanding, proving of theories, and arousal of interest and context relevance. However, some teachers felt that there are misconceptions in IK that can be carried into the classroom, IK resources like textbooks are not available, and IK is not integrated in the syllabus and examinations and lack of teacher training inter alia.The study recommends that the Ministry of Education, Arts and Culture especially the Division of Curriculum Planning and Development (NIED) needs to explicitly include IK in the Syllabus documents and suggest the inclusion of IK in the textbooks to the publishers to address these challenges. In order to enhance the teaching and learning with IK in Science, it is critical that teachers’ training workshops are conducted and IK resources are designed so that IK integration can be successfully implemented. For that to happen, it is recognized that the teachers’ PCK should be regularly upgraded through Continuous Professional Development (CPD) by the Subject Advisors (SA) so that the teachers are consistently guided on appropriate teaching methodologies and pedagogies about the inclusion of IK.
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Exploring rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction in junior secondary schools: a Namibian case study
- Authors: Kavila, Kornelius Embumbulu
- Date: 2017
- Subjects: Human reproduction -- Study and teaching (Secondary) -- Namibia , Parents -- Namibia -- Attitudes , Sex instruction for teenagers -- Namibia , Sexual health -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13543 , vital:21836
- Description: The Namibian school curriculum mandates that the subject of Life Science should be taught in all schools from grade 8-10. Among the main themes in this subject is Human Biology which covers topics of human reproduction. According to the Junior Secondary Certificate JSC Life Science Examiners’ reports (2010-2015), and my personal experience, learners perform poorly in the topics of human reproduction. Many of the parents in Namibian communities are not comfortable talking to their children about their sexuality, and some believe that communication about sexuality could influence adolescents to become more sexually active (Silas, 2015). Yet, there is agreement among educationists that parents’ involvement in their children’s education has an impact on the mediation of concepts, skills and attitudes. It is against this backdrop that this study explored rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction being taught to their children in junior secondary schools (Grade 8-10). This study was informed by Vygotsky’s socio-cultural theory with the focus on how adults and peers influence individual learning and how cultural beliefs impact on instruction and learning in science classrooms. The sociocultural theory was supplemented by the Feminist Standpoint Theory (FST) with the focus on how different knowledge systems and standpoints produced from a specific social community (that is, rural parents) in terms of who to say what and when, to whom regarding sex-related information. The study was located within the interpretive paradigm. Within an interpretive paradigm, a case study approach was employed. This case study used a mixed method approach, that is, both quantitative and qualitative data were gathered to help understand the subjective nature of human’s attitudes and experiences. Data were collected using an administered questionnaire with twenty-two rural parents, workshop observation and semi-structured interviews with four of the twenty-two participated parents. Additionally, data from documents such as textbooks and curriculum documents were used to strengthen the context of this study. The study provided valuable information regarding issues around discussions about sex education. It revealed that the majority of rural parents regard sexual health education a taboo. However, the majority are of the supportive attitude towards sexual health education. The study provided some insights on the factors that influence rural parents’ attitude and experiences towards sexual health education. It was also found that parent-child communication is an essential skill, which needs to be developed either through parents’ workshops or other means to support and empower parents to understand the importance of teaching and learning about sexual health issues. It is also recommended to empower and support parents on how to talk to their children about sexual health issues.
- Full Text:
- Authors: Kavila, Kornelius Embumbulu
- Date: 2017
- Subjects: Human reproduction -- Study and teaching (Secondary) -- Namibia , Parents -- Namibia -- Attitudes , Sex instruction for teenagers -- Namibia , Sexual health -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13543 , vital:21836
- Description: The Namibian school curriculum mandates that the subject of Life Science should be taught in all schools from grade 8-10. Among the main themes in this subject is Human Biology which covers topics of human reproduction. According to the Junior Secondary Certificate JSC Life Science Examiners’ reports (2010-2015), and my personal experience, learners perform poorly in the topics of human reproduction. Many of the parents in Namibian communities are not comfortable talking to their children about their sexuality, and some believe that communication about sexuality could influence adolescents to become more sexually active (Silas, 2015). Yet, there is agreement among educationists that parents’ involvement in their children’s education has an impact on the mediation of concepts, skills and attitudes. It is against this backdrop that this study explored rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction being taught to their children in junior secondary schools (Grade 8-10). This study was informed by Vygotsky’s socio-cultural theory with the focus on how adults and peers influence individual learning and how cultural beliefs impact on instruction and learning in science classrooms. The sociocultural theory was supplemented by the Feminist Standpoint Theory (FST) with the focus on how different knowledge systems and standpoints produced from a specific social community (that is, rural parents) in terms of who to say what and when, to whom regarding sex-related information. The study was located within the interpretive paradigm. Within an interpretive paradigm, a case study approach was employed. This case study used a mixed method approach, that is, both quantitative and qualitative data were gathered to help understand the subjective nature of human’s attitudes and experiences. Data were collected using an administered questionnaire with twenty-two rural parents, workshop observation and semi-structured interviews with four of the twenty-two participated parents. Additionally, data from documents such as textbooks and curriculum documents were used to strengthen the context of this study. The study provided valuable information regarding issues around discussions about sex education. It revealed that the majority of rural parents regard sexual health education a taboo. However, the majority are of the supportive attitude towards sexual health education. The study provided some insights on the factors that influence rural parents’ attitude and experiences towards sexual health education. It was also found that parent-child communication is an essential skill, which needs to be developed either through parents’ workshops or other means to support and empower parents to understand the importance of teaching and learning about sexual health issues. It is also recommended to empower and support parents on how to talk to their children about sexual health issues.
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Integrating local indigenous knowledge in the teaching of water conservation by senior primary school Natural Science teachers: a Namibian case study
- Authors: Visagie, Ronald Arnold
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6907 , vital:21199
- Description: The conservation of biodiversity to meet the needs and aspirations of present and future generations is a cornerstone for sustainable development. In response to this, one of the aims of Basic Education in Namibia is to develop an environmentally friendly society which has a concern for the conservation of water. Thus, the National Curriculum of Basic Education [NCBE], 2010, p. 8) expects Grade 6 Natural Science learners to be competent in using simple scientific models, methods and skills to make scientific sense of the natural environment; and most importantly for the learners to relate the implications of this scientific understanding to their personal and social health and the sustainable use of all natural resources for future generations. Additionally, teachers are encouraged to make innovative use of various knowledge systems including indigenous knowledge. However, there is no mention of how teachers should make use of local indigenous knowledge (IK) when teaching the topic on water conservation in particular. It is against this backdrop that in this study I sought to understand how two Grade 6 Natural Science teachers use local indigenous knowledge in their classrooms to teach the topic of water conservation. This interpretive case study was carried out in collaboration with a rural community in the Erongo region. Data were collected in three stages. The first stage was the gathering of information through document analysis to strengthen my context. Documents such as the National Curriculum, Science Curriculum, Syllabi, Grade 6 Natural Science textbooks and SATs results were analysed to gain some insight and understanding of the issue before conducting interviews. In the second phase of this study I conducted semi-structured interviews with the Topnaar community members and two teachers. This was followed by classroom observations. Additionally, I used stimulated recall interviews (SRI) to provide clarity on how teachers use prior knowledge and mediate learning when teaching the topic water conservation using indigenous knowledge. The study is informed by Vygotsky’s (1978) socio-cultural theory in conjunction with Shulman’s (1986) pedagogical content knowledge (PCK). Since a classroom is a social unit where interactions occur between teachers and learners, and learners and learners, these theories provided a useful lens for observing lessons and analysing teachers’ content knowledge and how they mediate learning using local indigenous knowledge. A thematic approach to data analysis was adopted and qualitative data were analysed inductively. The findings of the study revealed that the indigenous knowledge amongst the Topnaars are governed by the ideals of Ubuntu. Findings also revealed that proper planning is needed to incorporate IK into science lessons as it may clear up misconceptions that may arise from indigenous knowledge. The study recommends that teachers and curriculum planners should explore different indigenous practices that are linked to the topics in the curriculum or syllabus to enhance learning and teaching in their science classrooms. It also recommends that curriculum developers, with the help of subject advisors, teachers and community members, should start planning on how indigenous knowledge can best be integrated into science textbooks as it has become a hindrance for the teachers to incorporate it.
- Full Text:
- Authors: Visagie, Ronald Arnold
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6907 , vital:21199
- Description: The conservation of biodiversity to meet the needs and aspirations of present and future generations is a cornerstone for sustainable development. In response to this, one of the aims of Basic Education in Namibia is to develop an environmentally friendly society which has a concern for the conservation of water. Thus, the National Curriculum of Basic Education [NCBE], 2010, p. 8) expects Grade 6 Natural Science learners to be competent in using simple scientific models, methods and skills to make scientific sense of the natural environment; and most importantly for the learners to relate the implications of this scientific understanding to their personal and social health and the sustainable use of all natural resources for future generations. Additionally, teachers are encouraged to make innovative use of various knowledge systems including indigenous knowledge. However, there is no mention of how teachers should make use of local indigenous knowledge (IK) when teaching the topic on water conservation in particular. It is against this backdrop that in this study I sought to understand how two Grade 6 Natural Science teachers use local indigenous knowledge in their classrooms to teach the topic of water conservation. This interpretive case study was carried out in collaboration with a rural community in the Erongo region. Data were collected in three stages. The first stage was the gathering of information through document analysis to strengthen my context. Documents such as the National Curriculum, Science Curriculum, Syllabi, Grade 6 Natural Science textbooks and SATs results were analysed to gain some insight and understanding of the issue before conducting interviews. In the second phase of this study I conducted semi-structured interviews with the Topnaar community members and two teachers. This was followed by classroom observations. Additionally, I used stimulated recall interviews (SRI) to provide clarity on how teachers use prior knowledge and mediate learning when teaching the topic water conservation using indigenous knowledge. The study is informed by Vygotsky’s (1978) socio-cultural theory in conjunction with Shulman’s (1986) pedagogical content knowledge (PCK). Since a classroom is a social unit where interactions occur between teachers and learners, and learners and learners, these theories provided a useful lens for observing lessons and analysing teachers’ content knowledge and how they mediate learning using local indigenous knowledge. A thematic approach to data analysis was adopted and qualitative data were analysed inductively. The findings of the study revealed that the indigenous knowledge amongst the Topnaars are governed by the ideals of Ubuntu. Findings also revealed that proper planning is needed to incorporate IK into science lessons as it may clear up misconceptions that may arise from indigenous knowledge. The study recommends that teachers and curriculum planners should explore different indigenous practices that are linked to the topics in the curriculum or syllabus to enhance learning and teaching in their science classrooms. It also recommends that curriculum developers, with the help of subject advisors, teachers and community members, should start planning on how indigenous knowledge can best be integrated into science textbooks as it has become a hindrance for the teachers to incorporate it.
- Full Text:
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