Exploring indiginising the university’s science curriculum through bottom-up decolonisation: Affordances and hindrances
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
Exploring the effect of the indigenous technology of oil extraction on Grade 10 Biology learners’ perspectives and sense making of enzymes
- Authors: Nyamakuti, Martha Ndeyatila
- Date: 2021-10-29
- Subjects: Biology Study and teaching (Secondary) , Enzymes , Traditional ecological knowledge Namibia , Culturally relevant pedagogy Namibia , Reasoning , Contiguity Argumentation Theory (CAT) , Namibian National Curriculum for Basic Education(NCBE) , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192019 , vital:45188
- Description: The current status quo is that African learners’ local indigenous knowledge (IK) and experiences from home (cultural heritage) are not considered in science classrooms. In the context of Namibia, it seems that the Namibian curriculum policies do little or nothing to decolonise and address the issues of equity and social injustice in Namibian schools. For instance, although the Namibian National Curriculum for Basic Education (NCBE) claims that it “embraces traditional knowledge”, it does not specify how this should be done in schools. As a result, little or no integration of IK is enacted in many of our schools in Namibia. Resultantly, learners seem to find science inaccessible and irrelevant to their everyday lives. It is against this background that in this study I sought to explore how the mobilisation of the indigenous technology of oil extraction (okuyenga) from marula nuts and melon seeds influences (or not) Grade 10 Biology learners’ conceptions, dispositions and sense making of the topic of enzymes. The study was located within the interpretive and indigenous research paradigms. Central to the interpretive paradigm is the development of a greater understanding of how people make sense of the contexts in which they live and work. On the other hand, central to indigenous research paradigms are belief systems based on the lived experiences, values, and histories of the participants. The Ubuntu perspective or approach in which respect and humble togetherness is emphasised is critical in indigenous research paradigms especially when researchers are working with and in communities as I did in this study. The study was conducted in an under resourced school in Walvis Bay, Namibia. A qualitative case study approach was used and data were derived from a focus group interview, participatory classroom observations, learners’ reflections, and a stimulated recall interview. Vygotsky’s socio-cultural theory was employed as a theoretical framework. Within the socio-cultural theory, mediation of learning, social interactions, and the zone of proximal development (ZPD) were used as analytical lenses. The conceptual framework comprised of perspectives (conceptions, dispositions) and sense making of enzymes by the learners. Criteria were also adapted from Atallah, Bryant, and Dada to analyse learners’ perspectives. A thematic approach to analysis was employed to come up with categories and sub-themes and thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the presentations on the indigenous technology of oil extraction by the expert community members influenced learners’ conceptions, dispositions, and sense making of enzymes and other associated science concepts. This was noticed when learners extracted emerging science concepts from the indigenous technology of oil extraction. The implication of this study is that there is a need for science teachers to consider learners’ cultural heritage and integrate local IK in their Biology classrooms in order to make science accessible and relevant to learners. Moreover, the integration of local IK is critical for learners to embrace and respect their cultural heritage. This study thus recommends that teachers should make efforts to collaborate with expert community members who are the custodians of local IK and tap into their cultural heritage and wisdom to enrich teaching in their science classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Nyamakuti, Martha Ndeyatila
- Date: 2021-10-29
- Subjects: Biology Study and teaching (Secondary) , Enzymes , Traditional ecological knowledge Namibia , Culturally relevant pedagogy Namibia , Reasoning , Contiguity Argumentation Theory (CAT) , Namibian National Curriculum for Basic Education(NCBE) , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192019 , vital:45188
- Description: The current status quo is that African learners’ local indigenous knowledge (IK) and experiences from home (cultural heritage) are not considered in science classrooms. In the context of Namibia, it seems that the Namibian curriculum policies do little or nothing to decolonise and address the issues of equity and social injustice in Namibian schools. For instance, although the Namibian National Curriculum for Basic Education (NCBE) claims that it “embraces traditional knowledge”, it does not specify how this should be done in schools. As a result, little or no integration of IK is enacted in many of our schools in Namibia. Resultantly, learners seem to find science inaccessible and irrelevant to their everyday lives. It is against this background that in this study I sought to explore how the mobilisation of the indigenous technology of oil extraction (okuyenga) from marula nuts and melon seeds influences (or not) Grade 10 Biology learners’ conceptions, dispositions and sense making of the topic of enzymes. The study was located within the interpretive and indigenous research paradigms. Central to the interpretive paradigm is the development of a greater understanding of how people make sense of the contexts in which they live and work. On the other hand, central to indigenous research paradigms are belief systems based on the lived experiences, values, and histories of the participants. The Ubuntu perspective or approach in which respect and humble togetherness is emphasised is critical in indigenous research paradigms especially when researchers are working with and in communities as I did in this study. The study was conducted in an under resourced school in Walvis Bay, Namibia. A qualitative case study approach was used and data were derived from a focus group interview, participatory classroom observations, learners’ reflections, and a stimulated recall interview. Vygotsky’s socio-cultural theory was employed as a theoretical framework. Within the socio-cultural theory, mediation of learning, social interactions, and the zone of proximal development (ZPD) were used as analytical lenses. The conceptual framework comprised of perspectives (conceptions, dispositions) and sense making of enzymes by the learners. Criteria were also adapted from Atallah, Bryant, and Dada to analyse learners’ perspectives. A thematic approach to analysis was employed to come up with categories and sub-themes and thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the presentations on the indigenous technology of oil extraction by the expert community members influenced learners’ conceptions, dispositions, and sense making of enzymes and other associated science concepts. This was noticed when learners extracted emerging science concepts from the indigenous technology of oil extraction. The implication of this study is that there is a need for science teachers to consider learners’ cultural heritage and integrate local IK in their Biology classrooms in order to make science accessible and relevant to learners. Moreover, the integration of local IK is critical for learners to embrace and respect their cultural heritage. This study thus recommends that teachers should make efforts to collaborate with expert community members who are the custodians of local IK and tap into their cultural heritage and wisdom to enrich teaching in their science classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
Exploring affordances and hindrances when using Grade 8 Physical Science learners’ home language to mediate learning of chemical bonding
- Shilongo, Wilhelm Nghidiputate
- Authors: Shilongo, Wilhelm Nghidiputate
- Date: 2021-10
- Subjects: Science Study and teaching (Secondary) Namibia , Code switching (Linguistics) , Chemical bonds , Education, Bilingual Namibia , Native language and education Namibia , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191079 , vital:45056
- Description: It seems code-switching from English to learners’ home language is a regular practice in Namibian schools. That is, science teachers mediate specific challenging science topics such as chemical bonding through code-switching from English to learners’ home languages. Based on anecdotal evidence and on Grade 10 Examiners’ Reports for previous years, chemical bonding is one of the challenging key concepts in Physical Science, and yet it is an important concept in the study of chemistry. Therefore, the purpose of this interventionist study was to investigate how the use of learners’ home language enables and/or constrains Grade 8 Physical Science learners’ sense making of the topic, chemical bonding. The study is a convergent parallel mixed method case study and was underpinned by an interpretive paradigm. It was conducted with 17 Grade 8 learners in a rural school, where I teach, in the Oshana region. I used a diagnostic test to elicit learners’ prior knowledge on this topic, a post-intervention test, observation, reflections, focus group interview and stimulated recall interviews as my data collection methods. I used Vygotsky’s (1978) Socio-Cultural Theory as my theoretical framework to help explain how learners make sense of the concept of chemical bonding when learners’ home language is used in a Physical Science class. To analyse the quantitative data obtained, I used a descriptive statistics and inferential statistics method. In the descriptive statistics, data were compiled into graphs, tables, and other visual representations, while for the inferential statistics, a t-test was used to establish the significant difference of the data collected. On the other hand, a thematic approach to analyse the qualitative data was employed to come up with sub-themes and themes. The findings of the study revealed that learners’ home language stimulates learners’ interest to learn new concepts, and enhances learners’ understanding and participation during the science lessons. Another finding of the study revealed that learners’ prior knowledge in chemical bonding contained some misconceptions. Furthermore, the findings of the study also revealed that learners learn best when their prior knowledge are elicited before they are introduced to new concepts in their science classrooms. The study recommends that learners’ home language should be incorporated into Physical Science lessons, especially when the teachers are teaching challenging concepts such as chemical bonding. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Shilongo, Wilhelm Nghidiputate
- Date: 2021-10
- Subjects: Science Study and teaching (Secondary) Namibia , Code switching (Linguistics) , Chemical bonds , Education, Bilingual Namibia , Native language and education Namibia , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191079 , vital:45056
- Description: It seems code-switching from English to learners’ home language is a regular practice in Namibian schools. That is, science teachers mediate specific challenging science topics such as chemical bonding through code-switching from English to learners’ home languages. Based on anecdotal evidence and on Grade 10 Examiners’ Reports for previous years, chemical bonding is one of the challenging key concepts in Physical Science, and yet it is an important concept in the study of chemistry. Therefore, the purpose of this interventionist study was to investigate how the use of learners’ home language enables and/or constrains Grade 8 Physical Science learners’ sense making of the topic, chemical bonding. The study is a convergent parallel mixed method case study and was underpinned by an interpretive paradigm. It was conducted with 17 Grade 8 learners in a rural school, where I teach, in the Oshana region. I used a diagnostic test to elicit learners’ prior knowledge on this topic, a post-intervention test, observation, reflections, focus group interview and stimulated recall interviews as my data collection methods. I used Vygotsky’s (1978) Socio-Cultural Theory as my theoretical framework to help explain how learners make sense of the concept of chemical bonding when learners’ home language is used in a Physical Science class. To analyse the quantitative data obtained, I used a descriptive statistics and inferential statistics method. In the descriptive statistics, data were compiled into graphs, tables, and other visual representations, while for the inferential statistics, a t-test was used to establish the significant difference of the data collected. On the other hand, a thematic approach to analyse the qualitative data was employed to come up with sub-themes and themes. The findings of the study revealed that learners’ home language stimulates learners’ interest to learn new concepts, and enhances learners’ understanding and participation during the science lessons. Another finding of the study revealed that learners’ prior knowledge in chemical bonding contained some misconceptions. Furthermore, the findings of the study also revealed that learners learn best when their prior knowledge are elicited before they are introduced to new concepts in their science classrooms. The study recommends that learners’ home language should be incorporated into Physical Science lessons, especially when the teachers are teaching challenging concepts such as chemical bonding. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
Mobilising stories about cultural beliefs and practices on traditional foods to contextualise the topic on nutrition in a Grade 6 township class
- Authors: Nuntsu, Sipho Nimrod
- Date: 2021-10
- Subjects: Culturally relevant pedagogy South Africa , Science Study and teaching (Elementary) South Africa , Nutrition Study and teaching (Elementary) South Africa , Traditional ecological knowledge South Africa , Storytelling , Reasoning , Contiguity Argumentation Theory (CAT) , South African Curriculum Assessment and Policy Statement (CAPS) , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190940 , vital:45043
- Description: The South African Curriculum Assessment and Policy Statement (CAPS) document stipulates that science teachers should integrate indigenous knowledge (IK) into their science teaching. The rationale for this is to contextualise the content and make science accessible and relevant to learners. Despite these ideals, however, CAPS seems to be silent on how science teachers should go about doing this. Instead, it assumes that all teachers know how to integrate IK in their science teaching. As a result, many teachers are still not sure of how to integrate IK into their science classrooms. Such rhetoric and tension between curriculum formulation and implementation triggered my interest to do a study on how to mobilise stories about cultural beliefs and practices of traditional foods to mediate learning of nutrition in a Grade 6 Natural Sciences township class. The study was underpinned by an interprevist paradigm complemented with an Ubuntu paradigm to enhance explanations. Within these paradigms, a qualitative case study research design was adopted. It was conducted at Mdoko Primary school (pseudonym) in a semi-urban community in the Amathole West district of the Eastern Cape. The participants were 34 Grade 6 learners (15 boys and 19 girls), a Grade 6 Natural Sciences teacher who was my critical friend, and two expert community members. To generate data, I used a focus group discussion, group activities, classroom observations, and learners’ reflective journals. Vygotsky’s socio-cultural theory and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed. That is, data were analysed inductively to identify sub-themes and subsequently similar sub-themes were grouped together to form themes. The two expert community members’ presentations equipped my learners with stories on cultural beliefs and practices that were used in the olden days (past) and how such stories are used in our days (present). For instance, the findings of this study revealed that women during menstruation must not drink amasi as it is believed that it would prolong the menstruation time. The findings also revealed that eating of amaqanda and inside meat by youths should be minimised as it is believed that it can stimulate their sex hormones. It also revealed that there is no relevance to science that men eating imifino would be weak among other men who do not eat them. The implications for this study is that science teachers should make some efforts to integrate IK in their teaching to make science accessible and relevant to their learners. To achieve this, the study thus recommends that science teachers should find ways of tapping into the cultural heritage and wisdom that is possessed by the expert community members to enable learners to cross the bridge from home to school. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Nuntsu, Sipho Nimrod
- Date: 2021-10
- Subjects: Culturally relevant pedagogy South Africa , Science Study and teaching (Elementary) South Africa , Nutrition Study and teaching (Elementary) South Africa , Traditional ecological knowledge South Africa , Storytelling , Reasoning , Contiguity Argumentation Theory (CAT) , South African Curriculum Assessment and Policy Statement (CAPS) , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/190940 , vital:45043
- Description: The South African Curriculum Assessment and Policy Statement (CAPS) document stipulates that science teachers should integrate indigenous knowledge (IK) into their science teaching. The rationale for this is to contextualise the content and make science accessible and relevant to learners. Despite these ideals, however, CAPS seems to be silent on how science teachers should go about doing this. Instead, it assumes that all teachers know how to integrate IK in their science teaching. As a result, many teachers are still not sure of how to integrate IK into their science classrooms. Such rhetoric and tension between curriculum formulation and implementation triggered my interest to do a study on how to mobilise stories about cultural beliefs and practices of traditional foods to mediate learning of nutrition in a Grade 6 Natural Sciences township class. The study was underpinned by an interprevist paradigm complemented with an Ubuntu paradigm to enhance explanations. Within these paradigms, a qualitative case study research design was adopted. It was conducted at Mdoko Primary school (pseudonym) in a semi-urban community in the Amathole West district of the Eastern Cape. The participants were 34 Grade 6 learners (15 boys and 19 girls), a Grade 6 Natural Sciences teacher who was my critical friend, and two expert community members. To generate data, I used a focus group discussion, group activities, classroom observations, and learners’ reflective journals. Vygotsky’s socio-cultural theory and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed. That is, data were analysed inductively to identify sub-themes and subsequently similar sub-themes were grouped together to form themes. The two expert community members’ presentations equipped my learners with stories on cultural beliefs and practices that were used in the olden days (past) and how such stories are used in our days (present). For instance, the findings of this study revealed that women during menstruation must not drink amasi as it is believed that it would prolong the menstruation time. The findings also revealed that eating of amaqanda and inside meat by youths should be minimised as it is believed that it can stimulate their sex hormones. It also revealed that there is no relevance to science that men eating imifino would be weak among other men who do not eat them. The implications for this study is that science teachers should make some efforts to integrate IK in their teaching to make science accessible and relevant to their learners. To achieve this, the study thus recommends that science teachers should find ways of tapping into the cultural heritage and wisdom that is possessed by the expert community members to enable learners to cross the bridge from home to school. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
Motivation to learn science and make sense of the concept of malleability through the traditional blast furnace in a grade 9 Physical Science class
- Authors: Kudumo, Wilfred Peter
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Kavango West , Metals -- Effect of high temperatures on , Blast furnaces , Ethnoscience -- Namibia -- Kavango West , Ubuntu (Philosophy) , Culturally relevant pedagogy , Motivation in education -- Namibia -- Kavango West , Continuity Argumentative Theory (CAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177262 , vital:42804
- Description: The current situation of teaching and learning science in Namibia is of great concern since it does not seem to take into consideration learners’ socio-cultural backgrounds. As a result, learners are finding that science is not relevant to their everyday life experiences and hence are not motivated to learn it. This is compounded in part by the fact that the Namibian curriculum seems to be silent on how science teachers should include learners’ socio-cultural backgrounds, for example, local or indigenous knowledge in their teaching repertoires. It is against this background that in this study I explored how mobilising the cultural practice of a traditional blast furnace (mudukuto) as an approach enables and/or constrains learners’ motivation to learn science and make sense of the concept of malleability. This is a qualitative case study underpinned by a combination of interpretive and Ubuntu paradigms. It was carried out in a rural school in Namibia, Kavango West Region, where I am currently teaching. The participants in the study were grade 9 learners and one expert community member. Focus group interviews, participatory observation, learners’ reflections, and stimulated recall interviews were used to gather qualitative data. Vygotsky’s socio-cultural theory was used as a theoretical framework and Ogunniyi`s Continuity Argumentative Theory (CAT) was used as analytical framework or lens to analyse the data. A thematic approach to analyse data was employed. That is, qualitative data were analysed inductively to come up with sub-themes and themes. The findings of the study revealed that the traditional furnace motivated the learners involved in this study to learn science and learners were able to extract science concepts on malleability from the traditional practice. The implication for this study is that when science is related to learners’ daily life or real-world experiences, they are enabled to bridge the gap from what they learn at home or in the community with school science. The study thus recommends that teachers should make an effort to integrate local or indigenous knowledge and practices to make science accessible and relevant in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Kudumo, Wilfred Peter
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Kavango West , Metals -- Effect of high temperatures on , Blast furnaces , Ethnoscience -- Namibia -- Kavango West , Ubuntu (Philosophy) , Culturally relevant pedagogy , Motivation in education -- Namibia -- Kavango West , Continuity Argumentative Theory (CAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177262 , vital:42804
- Description: The current situation of teaching and learning science in Namibia is of great concern since it does not seem to take into consideration learners’ socio-cultural backgrounds. As a result, learners are finding that science is not relevant to their everyday life experiences and hence are not motivated to learn it. This is compounded in part by the fact that the Namibian curriculum seems to be silent on how science teachers should include learners’ socio-cultural backgrounds, for example, local or indigenous knowledge in their teaching repertoires. It is against this background that in this study I explored how mobilising the cultural practice of a traditional blast furnace (mudukuto) as an approach enables and/or constrains learners’ motivation to learn science and make sense of the concept of malleability. This is a qualitative case study underpinned by a combination of interpretive and Ubuntu paradigms. It was carried out in a rural school in Namibia, Kavango West Region, where I am currently teaching. The participants in the study were grade 9 learners and one expert community member. Focus group interviews, participatory observation, learners’ reflections, and stimulated recall interviews were used to gather qualitative data. Vygotsky’s socio-cultural theory was used as a theoretical framework and Ogunniyi`s Continuity Argumentative Theory (CAT) was used as analytical framework or lens to analyse the data. A thematic approach to analyse data was employed. That is, qualitative data were analysed inductively to come up with sub-themes and themes. The findings of the study revealed that the traditional furnace motivated the learners involved in this study to learn science and learners were able to extract science concepts on malleability from the traditional practice. The implication for this study is that when science is related to learners’ daily life or real-world experiences, they are enabled to bridge the gap from what they learn at home or in the community with school science. The study thus recommends that teachers should make an effort to integrate local or indigenous knowledge and practices to make science accessible and relevant in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
Using the indigenous technology of dyeing and weaving African baskets as a cultural tool to mediate learning of chemical and physical changes
- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
An exploration of how Grade 3 Foundation Phase teachers develop basic scientific process skills using an inquiry-based approach in their classrooms
- Authors: Nhase, Zukiswa
- Date: 2020
- Subjects: Elementary school teaching-- South Africa , Elementary school teachers -- South Africa , Elementary school teachers -- In-service training -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Cognition in children , Inquiry-based learning -- South Africa , Active learning -- South Africa , Pedagogical content knowledge -- South Africa , Educational change -- South Africa , Socio-cultural theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145181 , vital:38416
- Description: Some studies have looked at Foundation Phase teachers’ perspectives on the teaching of science in this phase. Such studies have highlighted various challenges on the teaching of science in the Foundation Phase. They pointed out issues such as large class numbers, lack of resources and lack of science knowledge from Foundation Phase teachers. However, none of these studies have looked at how Foundation Phase teachers are using an Inquiry-Based Approach in their classrooms instead few studies have looked at the Foundation Phase teachers’ perspectives about scientific inquiry in this phase. Even though many scholars have presented several challenges to the teaching of science both at secondary and primary level, the argument is strongly made that Foundation Phase learners should be exposed to the learning of science. Generally, children at the Foundation Phase level naturally enjoy observing and thinking about nature; exposing learners to science develops positive attitudes towards science; the use of scientifically informed language at an early age influences the eventual development of scientific concepts; children can understand scientific concepts and reason scientifically; and science is an efficient means for developing scientific thinking. It is within these arguments and discussions that this interpretive case study research sought to explore the Pedagogical Content Knowledge of four Foundation Phase teachers in developing the Scientific Process Skills using an Inquiry-Based Approach in their classrooms and subsequently, the significance of this research study. The socio-cultural theory, Topic Specific Pedagogical Content Knowledge, Zaretskii’s six conditions for development during mediation and the principles of an Inquiry-Based Approach were used as analytical lenses in this research. To use an Inquiry-Based Approach, generally teachers have to understand its principles and know how to develop basic Scientific Process Skills while teaching the science content. In the Foundation Phase, the Natural Sciences component or content is embedded in the Beginning Knowledge study area of the Life Skills subject and this can create difficulties for teachers to even recognise the scientific concepts in the Life Skills. The four IsiXhosa female teachers used the home language of learners as the language of instruction to implement an Inquiry-Based Approach in their classrooms. Data were generated in four phases. Phase one was baseline data through document analysis. Three of the phases were directed by the research question asked. Data were generated using questionnaires, interviews (semi-structured and stimulated recall), lesson observations (videotaped) and group reflections and discussions. From the work of Vygotsky, Zaretskii formulated six conditions that can be used to develop learners’ zone of proximal development in learning and these were used as analytical lenses to analyse data to understand how teachers mediated learning and development of Scientific Inquiry in their Grade 3 classrooms. In addition, the principles of an Inquiry-Based Approach were used as analytical lenses as to how teachers implemented the scientific inquiry approach. The categories or components of Topic Specific Pedagogical Content Knowledge were used as analytical lenses as to how these teachers dealt with science concepts or content when using an inquiry-based Approach in their classrooms. Using the home language of learners as an instructional tool, data showed that learners were afforded the opportunity to freely engage in activities and as a result, the context of learning was non-threatening for both teachers and learners. Although learning activities could be improved, teachers created social spaces for learners to take part in learning. In addition, the use of learners’ environments in the observed lessons made it comfortable for learners to act as young scientists. The new knowledge in this research was presented by the use of the adapted analytical tool, which combined diverse components of theory and literature that aligned with each other. The reflection space for the participants did not only afford the participants to discuss about each other’s lessons or experiences in this research, it allowed the participants to engage with the research objectives. The reflection space strengthened the research ethics if this study. Hence, the concept that says, ‘Absenting the absences’. In conclusion, the study thus recommends further professional development spaces that promote community of practice in using an Inquiry-Based Approach in the Foundation Phase.
- Full Text:
- Authors: Nhase, Zukiswa
- Date: 2020
- Subjects: Elementary school teaching-- South Africa , Elementary school teachers -- South Africa , Elementary school teachers -- In-service training -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Cognition in children , Inquiry-based learning -- South Africa , Active learning -- South Africa , Pedagogical content knowledge -- South Africa , Educational change -- South Africa , Socio-cultural theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145181 , vital:38416
- Description: Some studies have looked at Foundation Phase teachers’ perspectives on the teaching of science in this phase. Such studies have highlighted various challenges on the teaching of science in the Foundation Phase. They pointed out issues such as large class numbers, lack of resources and lack of science knowledge from Foundation Phase teachers. However, none of these studies have looked at how Foundation Phase teachers are using an Inquiry-Based Approach in their classrooms instead few studies have looked at the Foundation Phase teachers’ perspectives about scientific inquiry in this phase. Even though many scholars have presented several challenges to the teaching of science both at secondary and primary level, the argument is strongly made that Foundation Phase learners should be exposed to the learning of science. Generally, children at the Foundation Phase level naturally enjoy observing and thinking about nature; exposing learners to science develops positive attitudes towards science; the use of scientifically informed language at an early age influences the eventual development of scientific concepts; children can understand scientific concepts and reason scientifically; and science is an efficient means for developing scientific thinking. It is within these arguments and discussions that this interpretive case study research sought to explore the Pedagogical Content Knowledge of four Foundation Phase teachers in developing the Scientific Process Skills using an Inquiry-Based Approach in their classrooms and subsequently, the significance of this research study. The socio-cultural theory, Topic Specific Pedagogical Content Knowledge, Zaretskii’s six conditions for development during mediation and the principles of an Inquiry-Based Approach were used as analytical lenses in this research. To use an Inquiry-Based Approach, generally teachers have to understand its principles and know how to develop basic Scientific Process Skills while teaching the science content. In the Foundation Phase, the Natural Sciences component or content is embedded in the Beginning Knowledge study area of the Life Skills subject and this can create difficulties for teachers to even recognise the scientific concepts in the Life Skills. The four IsiXhosa female teachers used the home language of learners as the language of instruction to implement an Inquiry-Based Approach in their classrooms. Data were generated in four phases. Phase one was baseline data through document analysis. Three of the phases were directed by the research question asked. Data were generated using questionnaires, interviews (semi-structured and stimulated recall), lesson observations (videotaped) and group reflections and discussions. From the work of Vygotsky, Zaretskii formulated six conditions that can be used to develop learners’ zone of proximal development in learning and these were used as analytical lenses to analyse data to understand how teachers mediated learning and development of Scientific Inquiry in their Grade 3 classrooms. In addition, the principles of an Inquiry-Based Approach were used as analytical lenses as to how teachers implemented the scientific inquiry approach. The categories or components of Topic Specific Pedagogical Content Knowledge were used as analytical lenses as to how these teachers dealt with science concepts or content when using an inquiry-based Approach in their classrooms. Using the home language of learners as an instructional tool, data showed that learners were afforded the opportunity to freely engage in activities and as a result, the context of learning was non-threatening for both teachers and learners. Although learning activities could be improved, teachers created social spaces for learners to take part in learning. In addition, the use of learners’ environments in the observed lessons made it comfortable for learners to act as young scientists. The new knowledge in this research was presented by the use of the adapted analytical tool, which combined diverse components of theory and literature that aligned with each other. The reflection space for the participants did not only afford the participants to discuss about each other’s lessons or experiences in this research, it allowed the participants to engage with the research objectives. The reflection space strengthened the research ethics if this study. Hence, the concept that says, ‘Absenting the absences’. In conclusion, the study thus recommends further professional development spaces that promote community of practice in using an Inquiry-Based Approach in the Foundation Phase.
- Full Text:
An intervention on supporting teachers’ understanding of and mediation of learning of stoichiometry in selected schools in the Zambezi Region
- Authors: Denuga, Desalu Dedayo
- Date: 2020
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Participant observation -- Namibia , Constructivism (Education) -- Namibia , Pedagogical content knowledge -- Namibia , Continuing education -- Namibia , Teachers -- In-service training -- Namibia
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/103855 , vital:32315
- Description: This study has been triggered by the results on stoichiometry questions in the Directorate of Namibian Examination Assessment’s (DNEA) scripts. As highlighted in the examiners’ reports, stoichiometry is an ongoing annual problem for most students in Namibia. It is against this background that I decided to explore the possibility of an intervention in the form of continuing professional development (CPD) and collaboration workshops to improve the understanding and the mediation of learning of stoichiometry by Physical Science teachers in the Zambezi Region of Namibia. The study was underpinned by an interpretive paradigm and within this paradigm a qualitative case study approach was adopted. Since this study was in a form of an intervention, a participatory action research (PAR) approach was employed within the community of practice (CoP). I used document analysis, workshop discussions, observations and videotaped lessons, interviews (semi-structured and stimulated recall interviews) and reflections to gather data. The study was carried out at three senior secondary schools and six Physical Science teachers were involved. The study drew on the theory of constructivism as a theoretical framework, namely, Piaget’s cognitive constructivism and Vygotsky‘s social constructivism as well as Shulman’s pedagogical content knowledge (PCK). Within PCK, Mavhunga and Rollnick’s Topic Specific Pedagogical Content Knowledge (TSPCK) was used as an analytical lens (Appendix L) in this study. The findings reveal that the use of a diagnostic test on learners made the Physical Science teachers aware of the learners’ challenges and what was difficult for them to understand in stoichiometry. It also helped in their understanding of the use of prior knowledge, one of the tenets of TSPCK, to access what learners knew about stoichiometry. Further findings of the study illuminate that the Physical Science teachers’ subject matter knowledge, pedagogical content knowledge and skills had shifted as a result of their participation in the intervention workshops. The findings of this study indicate that the CoP members acquired the professional transformations which were important breakthroughs in their careers. The study thus recommends that teachers should develop effective teacher professional development activities such as study teams, exemplary lessons, cluster teaching, and peer coaching where teachers are expected to examine their assumptions and practices continuously. The implication of my study is that the developed exemplary lesson during the intervention workshops by CoP members could be useful to other Physical Science teachers in the teaching of stoichiometry in all the schools in the Zambezi Region.
- Full Text:
- Authors: Denuga, Desalu Dedayo
- Date: 2020
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Participant observation -- Namibia , Constructivism (Education) -- Namibia , Pedagogical content knowledge -- Namibia , Continuing education -- Namibia , Teachers -- In-service training -- Namibia
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/103855 , vital:32315
- Description: This study has been triggered by the results on stoichiometry questions in the Directorate of Namibian Examination Assessment’s (DNEA) scripts. As highlighted in the examiners’ reports, stoichiometry is an ongoing annual problem for most students in Namibia. It is against this background that I decided to explore the possibility of an intervention in the form of continuing professional development (CPD) and collaboration workshops to improve the understanding and the mediation of learning of stoichiometry by Physical Science teachers in the Zambezi Region of Namibia. The study was underpinned by an interpretive paradigm and within this paradigm a qualitative case study approach was adopted. Since this study was in a form of an intervention, a participatory action research (PAR) approach was employed within the community of practice (CoP). I used document analysis, workshop discussions, observations and videotaped lessons, interviews (semi-structured and stimulated recall interviews) and reflections to gather data. The study was carried out at three senior secondary schools and six Physical Science teachers were involved. The study drew on the theory of constructivism as a theoretical framework, namely, Piaget’s cognitive constructivism and Vygotsky‘s social constructivism as well as Shulman’s pedagogical content knowledge (PCK). Within PCK, Mavhunga and Rollnick’s Topic Specific Pedagogical Content Knowledge (TSPCK) was used as an analytical lens (Appendix L) in this study. The findings reveal that the use of a diagnostic test on learners made the Physical Science teachers aware of the learners’ challenges and what was difficult for them to understand in stoichiometry. It also helped in their understanding of the use of prior knowledge, one of the tenets of TSPCK, to access what learners knew about stoichiometry. Further findings of the study illuminate that the Physical Science teachers’ subject matter knowledge, pedagogical content knowledge and skills had shifted as a result of their participation in the intervention workshops. The findings of this study indicate that the CoP members acquired the professional transformations which were important breakthroughs in their careers. The study thus recommends that teachers should develop effective teacher professional development activities such as study teams, exemplary lessons, cluster teaching, and peer coaching where teachers are expected to examine their assumptions and practices continuously. The implication of my study is that the developed exemplary lesson during the intervention workshops by CoP members could be useful to other Physical Science teachers in the teaching of stoichiometry in all the schools in the Zambezi Region.
- Full Text:
Enactment of hands-on practical activities through using easily accessible resources in a Grade 10 Physical Science classroom
- Authors: Ndevahoma, Martha Kashike
- Date: 2020
- Subjects: Physical science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/110229 , vital:33251
- Description: The Namibian National Subject Policy Guide for Physical Science Grade 8-12 (MoE, 2010) indicates that science teachers should be creative and innovative in producing their own teaching and learning support materials that are linked to practice. Practical activities play a major role in the learning of science. Due to the lack of science laboratory equipment, however, minimal practical activities are done in some schools especially under-resourced disadvantaged schools. It is against this background that this case study investigated the possibilities and challenges associated with the use of easily accessible resources to carry out hands-on practical activities. Underpinned by an interpretive paradigm, this study used a mixed-method approach by generating both quantitative and qualitative data. It was carried out in the Otjozondjupa region in Namibia at Wato Secondary School (pseudonym). It was conducted with a Grade 10 Physical Science class consisting of 30 learners. To generate data, questionnaires, focus group interviews, lesson observations, stimulated recall interviews, as well as learners’ journal reflections were used. Conceptions, dispositions, interest and sense-making were used as conceptual lenses while Vygotsky’s social constructivism was the theoretical framework that informed this study. Quantitative data were analysed using the conceptual lenses and were subsequently presented in tables and graphs. That is, a deductive approach to analysis was used. On the other hand, a thematic approach was used to analyse the qualitative data. That is, qualitative data were inductively analysed to come up with sub-themes and themes. The findings from this study revealed significant shifts in learners’ conceptions, dispositions and interest towards science after the use of easily accessible resources to do hands-on practical activities. Similarly, learners’ sense-making of science concepts improved. This study thus recommends that science teachers should, where possible, make use of easily accessible resources to carry out hands-on practical activities during their science lessons. During such hands-on practicals, however, emphasis should be on the development of scientific concepts.
- Full Text:
- Authors: Ndevahoma, Martha Kashike
- Date: 2020
- Subjects: Physical science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/110229 , vital:33251
- Description: The Namibian National Subject Policy Guide for Physical Science Grade 8-12 (MoE, 2010) indicates that science teachers should be creative and innovative in producing their own teaching and learning support materials that are linked to practice. Practical activities play a major role in the learning of science. Due to the lack of science laboratory equipment, however, minimal practical activities are done in some schools especially under-resourced disadvantaged schools. It is against this background that this case study investigated the possibilities and challenges associated with the use of easily accessible resources to carry out hands-on practical activities. Underpinned by an interpretive paradigm, this study used a mixed-method approach by generating both quantitative and qualitative data. It was carried out in the Otjozondjupa region in Namibia at Wato Secondary School (pseudonym). It was conducted with a Grade 10 Physical Science class consisting of 30 learners. To generate data, questionnaires, focus group interviews, lesson observations, stimulated recall interviews, as well as learners’ journal reflections were used. Conceptions, dispositions, interest and sense-making were used as conceptual lenses while Vygotsky’s social constructivism was the theoretical framework that informed this study. Quantitative data were analysed using the conceptual lenses and were subsequently presented in tables and graphs. That is, a deductive approach to analysis was used. On the other hand, a thematic approach was used to analyse the qualitative data. That is, qualitative data were inductively analysed to come up with sub-themes and themes. The findings from this study revealed significant shifts in learners’ conceptions, dispositions and interest towards science after the use of easily accessible resources to do hands-on practical activities. Similarly, learners’ sense-making of science concepts improved. This study thus recommends that science teachers should, where possible, make use of easily accessible resources to carry out hands-on practical activities during their science lessons. During such hands-on practicals, however, emphasis should be on the development of scientific concepts.
- Full Text:
Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class
- Authors: Manyana, Xolani Justice
- Date: 2020
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa , Schools -- South Africa -- Curricula , Social change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142889 , vital:38173
- Description: The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways in which Science is taught. As an attempt to address this challenge, the new South African National Curriculum Policy Statement (CAPS) encourages Science teachers to use culturally responsive pedagogies through integrating local or indigenous knowledge (IK) in Science lessons to make it accessible and relevant to learners. But, it does not explicitly state how Science teachers should go about enacting this. It is against this caveat that this study aimed at finding out indigenous practices and knowledge in the community and from two community members that could be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons with the view to establishing its influence (or not) on learners’ conceptions and dispositions towards Science. The study was conducted at Buyelembo Combined School (pseudonym), a township school in the Sarah Baartman District, in the Eastern Cape in South Africa. The research participants were 18 Grade 10 Physical Sciences learners, two Physical Sciences teachers and two community members. Data were generated using the learners’ group activity, discussions and presentations, observations (participatory observations and lesson observations), stimulated recall interviews and reflections. A thematic and inductive-deductive approach to data analysis was employed to come up with sub-themes and themes. Underpinned by an interpretivist perspective and informed by Vygotsky’s socio-cultural theory, a qualitative case study approach was adopted. Additionally, Ogunniyi’s Contiguity Argumentative Theory (CAT) was used as an analytical framework. The five cognitive states of CAT were employed to analyse data during the social interactions to surface any contradictions. The findings from this study revealed that there are indigenous practices and knowledge in relation to the sea that can be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons. However, regarding relevance of those indigenous practices and knowledge to science, the study revealed that the learners found no relevance at all but discussions and argumentation were enhanced. In addition, findings from this study revealed that the learners’ conceptions, dispositions, and sense-making in science were influenced positively through using hands-on practical activities when teaching Science concepts. Lastly, the study revealed that the use of mother tongue by the community members, learners and the teachers together with the language of learning and teaching promoted learner talk. Based on the findings of this study, I recommend that there is a need to support teachers on how to integrate indigenous practices and knowledge in their teaching, particularly when teaching Physical Sciences.
- Full Text:
- Authors: Manyana, Xolani Justice
- Date: 2020
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa , Schools -- South Africa -- Curricula , Social change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142889 , vital:38173
- Description: The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways in which Science is taught. As an attempt to address this challenge, the new South African National Curriculum Policy Statement (CAPS) encourages Science teachers to use culturally responsive pedagogies through integrating local or indigenous knowledge (IK) in Science lessons to make it accessible and relevant to learners. But, it does not explicitly state how Science teachers should go about enacting this. It is against this caveat that this study aimed at finding out indigenous practices and knowledge in the community and from two community members that could be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons with the view to establishing its influence (or not) on learners’ conceptions and dispositions towards Science. The study was conducted at Buyelembo Combined School (pseudonym), a township school in the Sarah Baartman District, in the Eastern Cape in South Africa. The research participants were 18 Grade 10 Physical Sciences learners, two Physical Sciences teachers and two community members. Data were generated using the learners’ group activity, discussions and presentations, observations (participatory observations and lesson observations), stimulated recall interviews and reflections. A thematic and inductive-deductive approach to data analysis was employed to come up with sub-themes and themes. Underpinned by an interpretivist perspective and informed by Vygotsky’s socio-cultural theory, a qualitative case study approach was adopted. Additionally, Ogunniyi’s Contiguity Argumentative Theory (CAT) was used as an analytical framework. The five cognitive states of CAT were employed to analyse data during the social interactions to surface any contradictions. The findings from this study revealed that there are indigenous practices and knowledge in relation to the sea that can be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons. However, regarding relevance of those indigenous practices and knowledge to science, the study revealed that the learners found no relevance at all but discussions and argumentation were enhanced. In addition, findings from this study revealed that the learners’ conceptions, dispositions, and sense-making in science were influenced positively through using hands-on practical activities when teaching Science concepts. Lastly, the study revealed that the use of mother tongue by the community members, learners and the teachers together with the language of learning and teaching promoted learner talk. Based on the findings of this study, I recommend that there is a need to support teachers on how to integrate indigenous practices and knowledge in their teaching, particularly when teaching Physical Sciences.
- Full Text:
Exploring an intervention on how to integrate local or indigenous knowledge on the features of the moon in Grade 4 classes
- Authors: Magwentshu, Thando
- Date: 2020
- Subjects: Moon -- Study and teaching (Elementary) -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Education, Elementary -- South Africa , Ethnoscience -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166387 , vital:41358
- Description: The National Curriculum Statement (R-12) calls on all Natural Sciences teachers to integrate local or indigenous knowledge (IK) into their lessons. However, this seems to be easier said than done. For instance, in my experience as a Natural Sciences teacher I have observed that the Department of Education does not adequately equip and support teachers with the necessary pedagogical skills to integrate IK in science lessons. It is against this background that this study sought to explore an intervention on the development and implementation of model lessons on features of the moon that integrate local or IK in Grade 4 classes. The study adopted a qualitative case study approach underpinned by an interpretivist perspective. Within the interpretive paradigm, a qualitative case study approach was employed. The participants were four Grade 4 Natural Sciences and Technology teachers from selected schools in the Chris Hani West District. Data were gathered and triangulated using questionnaires, semi-structured interviews, document analysis, a presentation by an expert community member, workshop discussions and journal reflections. Vygotsky’s socio-cultural theory and Shulman’s pedagogical content knowledge (PCK) were used as a theoretical framework and analytical framework respectively. From the socio-cultural theory, three concepts were used: social interactions, mediation of learning and the zone of proximal development (ZPD). Additionally, within PCK, Mavhunga and Rollnick’s (2013) five Topic Specific Pedagogical Content Knowledge components: learners’ prior knowledge, what is difficult to understand, curricular saliency, representations and conceptual teaching strategies were used as analytical tools. A thematic approach to qualitative data analysis was adopted, to come up with sub-themes in relation to my research questions. The findings from this study revealed that before the intervention, some teachers had a narrow understanding of local or IK and how it could be integrated in their lessons. As a result, some teachers had never implemented integration of local or IK as required by the Curriculum and Assessment Policy Statement (CAPS) and the principles of the National Curriculum Statement. The findings of this study thus showed that after the intervention, teachers felt equipped with understanding of local or IK. Additionally, they were able to develop their own model lessons that integrated it. The study thus recommends that teachers should be supported as far as possible in order to be able to integrate local or IK in their science lessons.
- Full Text:
- Authors: Magwentshu, Thando
- Date: 2020
- Subjects: Moon -- Study and teaching (Elementary) -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Education, Elementary -- South Africa , Ethnoscience -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166387 , vital:41358
- Description: The National Curriculum Statement (R-12) calls on all Natural Sciences teachers to integrate local or indigenous knowledge (IK) into their lessons. However, this seems to be easier said than done. For instance, in my experience as a Natural Sciences teacher I have observed that the Department of Education does not adequately equip and support teachers with the necessary pedagogical skills to integrate IK in science lessons. It is against this background that this study sought to explore an intervention on the development and implementation of model lessons on features of the moon that integrate local or IK in Grade 4 classes. The study adopted a qualitative case study approach underpinned by an interpretivist perspective. Within the interpretive paradigm, a qualitative case study approach was employed. The participants were four Grade 4 Natural Sciences and Technology teachers from selected schools in the Chris Hani West District. Data were gathered and triangulated using questionnaires, semi-structured interviews, document analysis, a presentation by an expert community member, workshop discussions and journal reflections. Vygotsky’s socio-cultural theory and Shulman’s pedagogical content knowledge (PCK) were used as a theoretical framework and analytical framework respectively. From the socio-cultural theory, three concepts were used: social interactions, mediation of learning and the zone of proximal development (ZPD). Additionally, within PCK, Mavhunga and Rollnick’s (2013) five Topic Specific Pedagogical Content Knowledge components: learners’ prior knowledge, what is difficult to understand, curricular saliency, representations and conceptual teaching strategies were used as analytical tools. A thematic approach to qualitative data analysis was adopted, to come up with sub-themes in relation to my research questions. The findings from this study revealed that before the intervention, some teachers had a narrow understanding of local or IK and how it could be integrated in their lessons. As a result, some teachers had never implemented integration of local or IK as required by the Curriculum and Assessment Policy Statement (CAPS) and the principles of the National Curriculum Statement. The findings of this study thus showed that after the intervention, teachers felt equipped with understanding of local or IK. Additionally, they were able to develop their own model lessons that integrated it. The study thus recommends that teachers should be supported as far as possible in order to be able to integrate local or IK in their science lessons.
- Full Text:
Exploring the influence of marine science camps on learners’ motivation and dispositions towards scientific inquiry
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
Exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge in food preservation
- Authors: Sabina, Hashondili
- Date: 2020
- Subjects: Agriculture -- Study and teaching (Elementary) -- Namibia , Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Education, Elementary -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/148093 , vital:38709
- Description: Many scholars have reported that science teachers are grappling with linking science to learners’ everyday life experiences and Namibian science teachers are no exception. As a result, learners are finding that scientific concepts often remain decontextualised and abstract. In light of this, the Namibian National Curriculum indicates that teaching and learning should start with the knowledge and experiences of learners from home. It also encourages teachers to integrate local knowledge into their science lessons but does not give proper guidelines on how science teachers should go about enacting this. This tension between curriculum formulation and implementation triggered my interest to carry out an interventionist research study aimed at exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge on food preservation in particular. This study is underpinned by an interpretive paradigm, within which a qualitative case study was employed. It was conducted with three Grade 6 Elementary Agricultural Science teachers from three different schools in the Oshana region of Namibia. I used semi-structured interviews, document analysis, workshop discussions, participatory observation and reflections to gather data. Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge theories was used as lenses to analyse my data. The findings of the study revealed that the sample teachers understood what indigenous knowledge is and its benefits but struggled to integrate it in their lessons. The findings of the study further revealed that the presentations by the expert community members enabled these teachers to identify possible science topics that they could teach, using some of the traditional practices such as food preservation. The study thus recommends that teachers need to be supported on how to integrate local knowledge or indigenous knowledge in their classrooms. Teachers should therefore be involved in professional learning communities that will help them share their difficulties they encounter during their teaching practices and to collaboratively come up with strategies to overcome such difficulties. Community members who are custodians of the cultural heritage should be invited to share their indigenous knowledge with science teachers so that they can link it from community members to classroom science.
- Full Text:
- Authors: Sabina, Hashondili
- Date: 2020
- Subjects: Agriculture -- Study and teaching (Elementary) -- Namibia , Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Education, Elementary -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/148093 , vital:38709
- Description: Many scholars have reported that science teachers are grappling with linking science to learners’ everyday life experiences and Namibian science teachers are no exception. As a result, learners are finding that scientific concepts often remain decontextualised and abstract. In light of this, the Namibian National Curriculum indicates that teaching and learning should start with the knowledge and experiences of learners from home. It also encourages teachers to integrate local knowledge into their science lessons but does not give proper guidelines on how science teachers should go about enacting this. This tension between curriculum formulation and implementation triggered my interest to carry out an interventionist research study aimed at exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge on food preservation in particular. This study is underpinned by an interpretive paradigm, within which a qualitative case study was employed. It was conducted with three Grade 6 Elementary Agricultural Science teachers from three different schools in the Oshana region of Namibia. I used semi-structured interviews, document analysis, workshop discussions, participatory observation and reflections to gather data. Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge theories was used as lenses to analyse my data. The findings of the study revealed that the sample teachers understood what indigenous knowledge is and its benefits but struggled to integrate it in their lessons. The findings of the study further revealed that the presentations by the expert community members enabled these teachers to identify possible science topics that they could teach, using some of the traditional practices such as food preservation. The study thus recommends that teachers need to be supported on how to integrate local knowledge or indigenous knowledge in their classrooms. Teachers should therefore be involved in professional learning communities that will help them share their difficulties they encounter during their teaching practices and to collaboratively come up with strategies to overcome such difficulties. Community members who are custodians of the cultural heritage should be invited to share their indigenous knowledge with science teachers so that they can link it from community members to classroom science.
- Full Text:
Integrating local knowledge when mediating learning of food preservation in a Namibian multicultural Grade 6 class
- Shetunyenga, Shetunyenga Fillipus
- Authors: Shetunyenga, Shetunyenga Fillipus
- Date: 2020
- Subjects: Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Namibia , Education, Elementary -- Namibia , Multicultural education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163602 , vital:41052
- Description: The challenge posed by multicultural classrooms has been acknowledged in many studies. Some scholars believe that the knowledge learners bring to school from their homes or community forms a basis for the knowledge to be acquired at school. That is, if learners’ cultural experiences and/or indigenous knowledge are integrated into teaching of science, learners might make good sense of science. Even though the Namibian National Curriculum has responded well to the calls of recognising and integrating indigeno us knowledge during teaching and learning, it has failed to provide guidance on how this should be done. Therefore, there is a need to minimise the gap between the intention of the National Curriculum and the implementation of this intended curriculum at classroom level. It is against this background that this study sought to investigate whether or not learners’ conceptions and attitudes are influenced by integrating local or indigenous knowledge when teaching food preservation in a Namibian multicultural classroom context. Underpinned by an interpretive paradigm, the study took the form of a mixed-method case study approach. It was conducted at an urban combined school in the Oshana region, Namibia. The sample consisted of 29 Grade 6 learners doing Agricultural Science, the grade 6 Agricultural Science teacher and four community members from different cultural groups. The community members were invited to demonstrate how they culturally preserve mahangu (wheat), fish, milk, and meat in their respective cultures. Data were generated using the pre-and post-intervention questionnaires, a group activity, observations (videotaped lessons) and learners’ journal reflections. Quantitative data from the pre- and post-intervention questionnaires were analysed deductively and presented in tables and graphs. On the other hand, a thematic approach was used to inductively analyse qualitative data, where Vygotsky’s (1978) socio-cultural theory was used as a theoretical lens focusing on culture, mediation, and social interactions. The findings of this study revealed that learners’ conceptions, attitudes, and interest shifted positively as a result of the integration of local or indigenous knowledge on food preservation. Additionally, during the presentations by the community members, learners were actively engaged, asking questions and showing interest in learning about other cultures. The study thus recommends that Agricultural Science or science teachers should, where possible, make efforts to integrate local or indigenous knowledge in their multicultural classrooms.
- Full Text:
- Authors: Shetunyenga, Shetunyenga Fillipus
- Date: 2020
- Subjects: Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Namibia , Education, Elementary -- Namibia , Multicultural education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163602 , vital:41052
- Description: The challenge posed by multicultural classrooms has been acknowledged in many studies. Some scholars believe that the knowledge learners bring to school from their homes or community forms a basis for the knowledge to be acquired at school. That is, if learners’ cultural experiences and/or indigenous knowledge are integrated into teaching of science, learners might make good sense of science. Even though the Namibian National Curriculum has responded well to the calls of recognising and integrating indigeno us knowledge during teaching and learning, it has failed to provide guidance on how this should be done. Therefore, there is a need to minimise the gap between the intention of the National Curriculum and the implementation of this intended curriculum at classroom level. It is against this background that this study sought to investigate whether or not learners’ conceptions and attitudes are influenced by integrating local or indigenous knowledge when teaching food preservation in a Namibian multicultural classroom context. Underpinned by an interpretive paradigm, the study took the form of a mixed-method case study approach. It was conducted at an urban combined school in the Oshana region, Namibia. The sample consisted of 29 Grade 6 learners doing Agricultural Science, the grade 6 Agricultural Science teacher and four community members from different cultural groups. The community members were invited to demonstrate how they culturally preserve mahangu (wheat), fish, milk, and meat in their respective cultures. Data were generated using the pre-and post-intervention questionnaires, a group activity, observations (videotaped lessons) and learners’ journal reflections. Quantitative data from the pre- and post-intervention questionnaires were analysed deductively and presented in tables and graphs. On the other hand, a thematic approach was used to inductively analyse qualitative data, where Vygotsky’s (1978) socio-cultural theory was used as a theoretical lens focusing on culture, mediation, and social interactions. The findings of this study revealed that learners’ conceptions, attitudes, and interest shifted positively as a result of the integration of local or indigenous knowledge on food preservation. Additionally, during the presentations by the community members, learners were actively engaged, asking questions and showing interest in learning about other cultures. The study thus recommends that Agricultural Science or science teachers should, where possible, make efforts to integrate local or indigenous knowledge in their multicultural classrooms.
- Full Text:
Mobilising the indigenous practice of making Oshikundu using an inquiry-based approach to support Grade 8 Life Science teachers in mediating learning of enzymes
- Shinana, Ester Ndakondja Lineekela
- Authors: Shinana, Ester Ndakondja Lineekela
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Ethnoscience -- Namibia , Fermented beverages -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Enzymes -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163615 , vital:41061
- Description: The Namibian curriculum encourages Life Science teachers to integrate indigenous knowledge into their science lessons. Additionally, it also encourages teachers to promote scientific inquiry in their science classrooms. However, it is not clear how Life Science teachers should go about doing this. As a result, science is taught in decontextualised ways and inquiry-based methods are neglected. It is against this background that this study sought to mobilise the indigenous practice of making oshikundu to mediate learning of enzymes and to promote inquiry-based methods. Essentially, an attempt was made to mediate the learning of enzymes through inquiry-based methods using, in particular, the Predict-Explain-Explore-Observe-Explain (PEEOE)approach.The approach entails learners making predictions and providing explanations for their predictions before they do their observations. The study employed a qualitative case study approach underpinned by an interpretive paradigm. It was conducted at two schools in the Omusati Region in Namibia and three Life Science teachers (two from one school and one from a different school) participated in this study.A variety of data gathering techniques such as document analysis, workshop discussions, participatory observation, and journal reflections were used to gather data and for triangulation purposes. A thematic approach to data analysis was adopted and data analysis and interpretation we redone inductively using Vygotsky’s socio-cultural theory and Shulman’s Pedagogical Content Kno Knowledge (TSPCK) model was used as the analytical framework to identify and improve the quality of Life Science teachers’ PCK in the topic of enzyme s in particular. Findings from this study revealed that some teachers had a narrow understanding of the concept of scientific inquiry, whereas some demonstrated a better understanding of the concept and how it is used in Life Science classrooms. The findings also revealed that the understanding of the teachers of an inquiry approach and how they understood science should be taught, further influenced their practice ; this was in addition to resource constraints. Furthermore, it was also established that some teachers did not include the concept of enzymes in their teaching. The workshop intervention equipped teachers with the knowledge on an inquiry approach and how to promote scientific inquiry skills in their classrooms. Likewise, the practical demonstration of making oshikundu also equipped the teachers with the knowledge of enzymes and together with the PEEOE approach, how to teach enzyme s using an inquiry approach. Teachers experienced challenges, as they had to use their creative, critical thinking and reasoning skills in order to identify the scientific concepts from the practical demonstration of oshikundu. The study suggests that there is a need for professional development programmes focusing specifically on supporting in-service science teachers’ understanding of inquiry and how to use the inquiry-based approach in their classrooms. Equally, the pre-service science teachers need such preparations during their training. Furthermore, the study also presents that there is a need to engage both pre-service and in-service teachers deeply with the new content of the Life Science syllabus.
- Full Text:
- Authors: Shinana, Ester Ndakondja Lineekela
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Ethnoscience -- Namibia , Fermented beverages -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Enzymes -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163615 , vital:41061
- Description: The Namibian curriculum encourages Life Science teachers to integrate indigenous knowledge into their science lessons. Additionally, it also encourages teachers to promote scientific inquiry in their science classrooms. However, it is not clear how Life Science teachers should go about doing this. As a result, science is taught in decontextualised ways and inquiry-based methods are neglected. It is against this background that this study sought to mobilise the indigenous practice of making oshikundu to mediate learning of enzymes and to promote inquiry-based methods. Essentially, an attempt was made to mediate the learning of enzymes through inquiry-based methods using, in particular, the Predict-Explain-Explore-Observe-Explain (PEEOE)approach.The approach entails learners making predictions and providing explanations for their predictions before they do their observations. The study employed a qualitative case study approach underpinned by an interpretive paradigm. It was conducted at two schools in the Omusati Region in Namibia and three Life Science teachers (two from one school and one from a different school) participated in this study.A variety of data gathering techniques such as document analysis, workshop discussions, participatory observation, and journal reflections were used to gather data and for triangulation purposes. A thematic approach to data analysis was adopted and data analysis and interpretation we redone inductively using Vygotsky’s socio-cultural theory and Shulman’s Pedagogical Content Kno Knowledge (TSPCK) model was used as the analytical framework to identify and improve the quality of Life Science teachers’ PCK in the topic of enzyme s in particular. Findings from this study revealed that some teachers had a narrow understanding of the concept of scientific inquiry, whereas some demonstrated a better understanding of the concept and how it is used in Life Science classrooms. The findings also revealed that the understanding of the teachers of an inquiry approach and how they understood science should be taught, further influenced their practice ; this was in addition to resource constraints. Furthermore, it was also established that some teachers did not include the concept of enzymes in their teaching. The workshop intervention equipped teachers with the knowledge on an inquiry approach and how to promote scientific inquiry skills in their classrooms. Likewise, the practical demonstration of making oshikundu also equipped the teachers with the knowledge of enzymes and together with the PEEOE approach, how to teach enzyme s using an inquiry approach. Teachers experienced challenges, as they had to use their creative, critical thinking and reasoning skills in order to identify the scientific concepts from the practical demonstration of oshikundu. The study suggests that there is a need for professional development programmes focusing specifically on supporting in-service science teachers’ understanding of inquiry and how to use the inquiry-based approach in their classrooms. Equally, the pre-service science teachers need such preparations during their training. Furthermore, the study also presents that there is a need to engage both pre-service and in-service teachers deeply with the new content of the Life Science syllabus.
- Full Text:
The influence of the integration of local knowledge during chemistry hands-on practical activities on grade 8/9 learners’ attitude towards science
- Authors: Ngqinambi, Akhona
- Date: 2020
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Science teachers -- South Africa , High school students -- Attitudes , Communities of practice -- South Africa , Science clubs -- South Africa , Science projects -- South Africa , Constructivism (Education) -- South Africa , Educational counseling -- South Africa , Local knowledge
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/144724 , vital:38373
- Description: With every passing year, there is a decrease in the number of learners pursuing science degrees after completion of grade 12. One of the main reasons for this is the negative attitude that high school learners have towards science learning and science as an entity. The Natural Sciences curriculum suggests the use of local knowledge to introduce the usefulness and the relatability of science to learners. This study is an intervention that seeks to ascertain the influence that local knowledge has on the attitudes of grade 8/9 learners when integrated into their chemistry hands-on practical activities. The study was informed by Vygotsky’s social constructivist theory and Wenger’s community of practice theory. Grade 8/9 learners from four high school science clubs did three local knowledge integrated experiments based on acids and bases. The learners completed pre- and post- surveys and were interviewed about their experiences. Volunteers at the science clubs were also interviewed. Excel was used to deductively analyse quantitative data. On the other hand, an inductive-deductive thematic approach was used to analyse the qualitative data. The findings of the study showed a divergence of qualitative and quantitative methods. The quantitative data showed that there was a slight decrease (but not statistically significant) in the attitude of the learners after engaging in chemistry hands-on practical activities into which local knowledge had been integrated. On the other hand, the qualitative data showed that there was a positive shift in the learners’ attitudes after they had been engaged in the chemistry hands-on practical activities. Additionally, the findings of the study revealed that the integration of local knowledge promotes conceptual understanding and improves the performance of the learners. This study thus recommends that local knowledge should be integrated into the grade 8 and 9 learners’ curriculum to enrich and promote contextualized science for learners. Additionally, the integration of local knowledge would promote conceptual understanding and spark interest and motivation in learners to pursue science-related careers.
- Full Text:
- Authors: Ngqinambi, Akhona
- Date: 2020
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Science teachers -- South Africa , High school students -- Attitudes , Communities of practice -- South Africa , Science clubs -- South Africa , Science projects -- South Africa , Constructivism (Education) -- South Africa , Educational counseling -- South Africa , Local knowledge
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/144724 , vital:38373
- Description: With every passing year, there is a decrease in the number of learners pursuing science degrees after completion of grade 12. One of the main reasons for this is the negative attitude that high school learners have towards science learning and science as an entity. The Natural Sciences curriculum suggests the use of local knowledge to introduce the usefulness and the relatability of science to learners. This study is an intervention that seeks to ascertain the influence that local knowledge has on the attitudes of grade 8/9 learners when integrated into their chemistry hands-on practical activities. The study was informed by Vygotsky’s social constructivist theory and Wenger’s community of practice theory. Grade 8/9 learners from four high school science clubs did three local knowledge integrated experiments based on acids and bases. The learners completed pre- and post- surveys and were interviewed about their experiences. Volunteers at the science clubs were also interviewed. Excel was used to deductively analyse quantitative data. On the other hand, an inductive-deductive thematic approach was used to analyse the qualitative data. The findings of the study showed a divergence of qualitative and quantitative methods. The quantitative data showed that there was a slight decrease (but not statistically significant) in the attitude of the learners after engaging in chemistry hands-on practical activities into which local knowledge had been integrated. On the other hand, the qualitative data showed that there was a positive shift in the learners’ attitudes after they had been engaged in the chemistry hands-on practical activities. Additionally, the findings of the study revealed that the integration of local knowledge promotes conceptual understanding and improves the performance of the learners. This study thus recommends that local knowledge should be integrated into the grade 8 and 9 learners’ curriculum to enrich and promote contextualized science for learners. Additionally, the integration of local knowledge would promote conceptual understanding and spark interest and motivation in learners to pursue science-related careers.
- Full Text:
Exploring a shift in teacher practices after going through an intervention on the integration of local knowledge in grade 9 physical science lessons
- Authors: Mika, Rauha T
- Date: 2019
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96801 , vital:31323
- Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
- Full Text:
- Authors: Mika, Rauha T
- Date: 2019
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96801 , vital:31323
- Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
- Full Text:
Exploring how the integration of indigenous knowledge in the topic of acids and bases influences Grade 10 Physical Science learners’ conceptions, dispositions and sense-making
- Authors: Haimene, Johanna Shetulimba
- Date: 2019
- Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94996 , vital:31105
- Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
- Full Text:
- Authors: Haimene, Johanna Shetulimba
- Date: 2019
- Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94996 , vital:31105
- Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
- Full Text:
Exploring opportunities for integrating indigenous knowledge and practices into animal husbandry in Grade 10 Agricultural Science lessons
- Authors: Siseho, Robert Simwanza
- Date: 2019
- Subjects: Agriculture -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Ethnoscience -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96790 , vital:31320
- Description: The performance of learners in Agricultural Science at secondary schools in the Omaheke region of Namibia is worrisome. For some years performance in the subject has been below the national average, even though the region is known for its agricultural activities. My assumption is that this could be compounded by the fact that even though the Namibian curriculum encourages teachers to integrate local or indigenous knowledge (IK) in their lessons, it is not clear how this should be executed. It is against this background that this study set out to explore opportunities for integrating indigenous animal husbandry knowledge and practices into the animal husbandry section of Namibian Grade 10 Agricultural Science lessons. This was a qualitative case study underpinned by the interpretive paradigm. The study first focused on finding out what practices and knowledge might be integrated into animal husbandry within Grade 10 Agricultural Science. Secondly, it aimed at finding strategies for integrating indigenous knowledge into Grade 10 Agricultural Science. Thirdly, using my experience of co-developing model lessons with two Grade 10 Agricultural Science teachers, it sought to identify what assistance teachers need to integrate IK. The fourth goal was to observe the lessons taught in order to find out how the two teachers mediated the lessons featuring IK. Data were collected using interviews, workshop discussions, observations (videotaped lessons) and reflections. The data were validated through member checking and triangulation via various techniques. I used Vygotsky’s (1978) sociocultural theory and Wenger’s (1998) community of practice as a composite lens to analyse my data. The findings showed that there is indigenous knowledge in animal husbandry of disease prevention and treatment, the feeding of livestock, castration, de-horning and parasite control. Strategies to integrate IK included inviting or visiting parents or farmers, using the learners’ mother tongue and exploiting local resources. It emerged that teachers need help with teaching strategies, the development of worksheets, lesson planning and the use of technology. The mediation of the lessons included use of the chalkboard and a data projector, worksheets, the teacher assisting learners, and learners assisting one another. The study recommends that teachers integrate IK into their lessons to contextualize learning, increase learners’ participation in class and enhance their understanding of science. It also recommends that curriculum developers make it clear how IK should be integrated and assessed. The study further recommends that institutions of higher education should train teachers on how to integrate IK in the curriculum.
- Full Text:
- Authors: Siseho, Robert Simwanza
- Date: 2019
- Subjects: Agriculture -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Ethnoscience -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96790 , vital:31320
- Description: The performance of learners in Agricultural Science at secondary schools in the Omaheke region of Namibia is worrisome. For some years performance in the subject has been below the national average, even though the region is known for its agricultural activities. My assumption is that this could be compounded by the fact that even though the Namibian curriculum encourages teachers to integrate local or indigenous knowledge (IK) in their lessons, it is not clear how this should be executed. It is against this background that this study set out to explore opportunities for integrating indigenous animal husbandry knowledge and practices into the animal husbandry section of Namibian Grade 10 Agricultural Science lessons. This was a qualitative case study underpinned by the interpretive paradigm. The study first focused on finding out what practices and knowledge might be integrated into animal husbandry within Grade 10 Agricultural Science. Secondly, it aimed at finding strategies for integrating indigenous knowledge into Grade 10 Agricultural Science. Thirdly, using my experience of co-developing model lessons with two Grade 10 Agricultural Science teachers, it sought to identify what assistance teachers need to integrate IK. The fourth goal was to observe the lessons taught in order to find out how the two teachers mediated the lessons featuring IK. Data were collected using interviews, workshop discussions, observations (videotaped lessons) and reflections. The data were validated through member checking and triangulation via various techniques. I used Vygotsky’s (1978) sociocultural theory and Wenger’s (1998) community of practice as a composite lens to analyse my data. The findings showed that there is indigenous knowledge in animal husbandry of disease prevention and treatment, the feeding of livestock, castration, de-horning and parasite control. Strategies to integrate IK included inviting or visiting parents or farmers, using the learners’ mother tongue and exploiting local resources. It emerged that teachers need help with teaching strategies, the development of worksheets, lesson planning and the use of technology. The mediation of the lessons included use of the chalkboard and a data projector, worksheets, the teacher assisting learners, and learners assisting one another. The study recommends that teachers integrate IK into their lessons to contextualize learning, increase learners’ participation in class and enhance their understanding of science. It also recommends that curriculum developers make it clear how IK should be integrated and assessed. The study further recommends that institutions of higher education should train teachers on how to integrate IK in the curriculum.
- Full Text:
An investigation of an innovative teaching approach to explore how Grade 11 Physical Science learners make sense of the topic light
- Mutikisha, Nghidixumo Jeremia
- Authors: Mutikisha, Nghidixumo Jeremia
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8055 , vital:21340
- Description: In the Namibian education curriculum the topic light is offered in Grade 7 Natural Science and Health Education (NSHE) and in Grades 10, 11 and 12 Physical Science. The Namibian junior secondary certificate (JSC) Examiners’ reports for 2011 to 2013 indicate that more than 50% of learners have been performing poorly on questions on the topic light particularly on the questions related to the properties of light. Similarly, the Namibian senior secondary certificate ordinary (NSSCO) level Examiners’ reports for2011 to 2013indicate that many learners struggled to answer questions related to reflection and refraction of light. These results triggered my interest to investigate how Grade 11Physical Science learners make sense of the topic light based on their conceptions, experiences, prior knowledge as well as looking into factors that enable or constrain them in making sense of the topic light. This research was a case study of one secondary school in Namibian urban area. It was carried out with 22 Grade 11 Physical Science learners through a designed ASEI-PDSI (Activities, Students, Experiment, Improvisation-Plan, Do, See, Improve) teaching intervention to explore how they make sense of the topic light. Underpinned by an interpretive paradigm, the study tried to explore how learners make sense of the topic light through ASEI-PDSI teaching approach. Within the interpretive paradigm, a mixed method case study approach was adopted. In the context of this study the quan→QUAL design was applied. The study was informed by constructivism consisting of both cognitive and social constructivism as a theoretical framework looking into learners’ sense making, prior knowledge and social interaction as well as knowledge construction. Convenience and purposive sampling were used to select those 22 grade 11 Physical Science learners. The data were generated using tests (pre-test and post-test), questionnaires, stimulated recall interviews, lesson observations and video-stimulated recall interviews. Triangulation of data was employed to ensure validity and trustworthiness of the research findings. Prior the commencement of the study, informed consents were obtained in writing from the Director of Ohangwena Directorate of Education, school principal, Grade 11Physical Science teacher, learners as well as from the parents of the learners involved in the study. The findings of the study revealed that there was a positive shift in learners’ sense making as it was reflected by the learners’ post-test scores in comparison to the pre-test scores. The post test scores were higher than the pre-test scores. The study thus recommends for the adoption of an ASEI teaching approach to be used during science lessons in schools in Namibia for better academic improvement.
- Full Text:
- Authors: Mutikisha, Nghidixumo Jeremia
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8055 , vital:21340
- Description: In the Namibian education curriculum the topic light is offered in Grade 7 Natural Science and Health Education (NSHE) and in Grades 10, 11 and 12 Physical Science. The Namibian junior secondary certificate (JSC) Examiners’ reports for 2011 to 2013 indicate that more than 50% of learners have been performing poorly on questions on the topic light particularly on the questions related to the properties of light. Similarly, the Namibian senior secondary certificate ordinary (NSSCO) level Examiners’ reports for2011 to 2013indicate that many learners struggled to answer questions related to reflection and refraction of light. These results triggered my interest to investigate how Grade 11Physical Science learners make sense of the topic light based on their conceptions, experiences, prior knowledge as well as looking into factors that enable or constrain them in making sense of the topic light. This research was a case study of one secondary school in Namibian urban area. It was carried out with 22 Grade 11 Physical Science learners through a designed ASEI-PDSI (Activities, Students, Experiment, Improvisation-Plan, Do, See, Improve) teaching intervention to explore how they make sense of the topic light. Underpinned by an interpretive paradigm, the study tried to explore how learners make sense of the topic light through ASEI-PDSI teaching approach. Within the interpretive paradigm, a mixed method case study approach was adopted. In the context of this study the quan→QUAL design was applied. The study was informed by constructivism consisting of both cognitive and social constructivism as a theoretical framework looking into learners’ sense making, prior knowledge and social interaction as well as knowledge construction. Convenience and purposive sampling were used to select those 22 grade 11 Physical Science learners. The data were generated using tests (pre-test and post-test), questionnaires, stimulated recall interviews, lesson observations and video-stimulated recall interviews. Triangulation of data was employed to ensure validity and trustworthiness of the research findings. Prior the commencement of the study, informed consents were obtained in writing from the Director of Ohangwena Directorate of Education, school principal, Grade 11Physical Science teacher, learners as well as from the parents of the learners involved in the study. The findings of the study revealed that there was a positive shift in learners’ sense making as it was reflected by the learners’ post-test scores in comparison to the pre-test scores. The post test scores were higher than the pre-test scores. The study thus recommends for the adoption of an ASEI teaching approach to be used during science lessons in schools in Namibia for better academic improvement.
- Full Text: