Exploring how Grade 10 Biology teachers implement practical activities on food tests in Otjozondjupa Region, Namibia
- Authors: Shoopala, Julia Nelago
- Date: 2022-10-14
- Subjects: Pedagogical content knowledge , Biology Study and teaching (Secondary) Namibia , Biology Study and teaching Activity programs Namibia , Food Testing , Visual learning , Biology teachers In-service training Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405401 , vital:70168
- Description: The Namibian examiners’ reports have repeatedly reported that Biology is generally poorly performed in most schools and the topic on food tests has been identified as one of the problematic areas. My assumption is that this could be due in part to the lack of inadequate hands-on practical activities that are conducted in most schools in Namibia. In my view, for students to understand food tests and its associated concepts, they need to do hands-on practical activities. It is against this background that in this study I explored enablers and/or constraints when Grade 10 Biology teachers mediate learning of food tests using hands-on practical activities. This study is underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. For my baseline data, I used a questionnaire and I also interviewed two Grade 10 Biology teachers using semi-structured interviews. Afterwards, the two Grade 10 Biology teachers were observed while teaching the topic of food tests. The lessons were videotaped and thereafter I conducted a stimulated recall interview watching the videos with each of these teachers. Further, we also discussed and reflected as a group on the mediation of learning on food tests. I used Shulman’s Pedagogical Content Knowledge (PCK) as my theoretical framework. Within PCK, I used the five Topic-Specific Pedagogical Knowledge (TSPCK) components by Mavhunga and Rollnick as my analytical framework. A thematic approach to data analysis was employed to come up with categories, sub-themes and themes. The findings revealed that Biology teachers do not have a dedicated laboratory for conducting Biology practicals and would instead conduct them in a common laboratory that is employed for both Physical Science and Biology or in their classrooms. There are inadequate resources to complement hands-on activities and teachers lack the capacity, skills and necessary knowledge needed to deliver practical work. The two participants did not bother to do enough practical work and instead taught Biology as a very theoretical topic, which disadvantaged learners for Paper 3, which serves as an alternative to course work. The study also revealed that teachers failed to conduct Biology practicals. They claimed to be doing so, but there were few practicals/experiments being carried out in those schools. The participants stated that the issue of time to conduct practical experiments for food tests was not sufficient. They complained that the processes were exhausting and tiresome and left them drained as they ran around trying to implement the practical experiments. Furthermore, a large number of learners results in overcrowded Biology classes and makes it difficult for the teachers to control them, which affected the teachers’ ability to perform practical experiments. The participants said that the high number of learners makes it difficult for them to accommodate all students in the laboratories, and that the laboratories themselves do not accommodate many learners. The study, thus, recommends that there should be continuous professional development programmes in schools to assist Biology teachers who have challenges in doing hands-on practical activities. Additionally, improvisation in terms of field trips that deal with biological aspects such as food and chemical manufacturers and hospitals should be carried out to allow learners to gain appreciation of the practical aspects of Biology in education. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Authors: Shoopala, Julia Nelago
- Date: 2022-10-14
- Subjects: Pedagogical content knowledge , Biology Study and teaching (Secondary) Namibia , Biology Study and teaching Activity programs Namibia , Food Testing , Visual learning , Biology teachers In-service training Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405401 , vital:70168
- Description: The Namibian examiners’ reports have repeatedly reported that Biology is generally poorly performed in most schools and the topic on food tests has been identified as one of the problematic areas. My assumption is that this could be due in part to the lack of inadequate hands-on practical activities that are conducted in most schools in Namibia. In my view, for students to understand food tests and its associated concepts, they need to do hands-on practical activities. It is against this background that in this study I explored enablers and/or constraints when Grade 10 Biology teachers mediate learning of food tests using hands-on practical activities. This study is underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. For my baseline data, I used a questionnaire and I also interviewed two Grade 10 Biology teachers using semi-structured interviews. Afterwards, the two Grade 10 Biology teachers were observed while teaching the topic of food tests. The lessons were videotaped and thereafter I conducted a stimulated recall interview watching the videos with each of these teachers. Further, we also discussed and reflected as a group on the mediation of learning on food tests. I used Shulman’s Pedagogical Content Knowledge (PCK) as my theoretical framework. Within PCK, I used the five Topic-Specific Pedagogical Knowledge (TSPCK) components by Mavhunga and Rollnick as my analytical framework. A thematic approach to data analysis was employed to come up with categories, sub-themes and themes. The findings revealed that Biology teachers do not have a dedicated laboratory for conducting Biology practicals and would instead conduct them in a common laboratory that is employed for both Physical Science and Biology or in their classrooms. There are inadequate resources to complement hands-on activities and teachers lack the capacity, skills and necessary knowledge needed to deliver practical work. The two participants did not bother to do enough practical work and instead taught Biology as a very theoretical topic, which disadvantaged learners for Paper 3, which serves as an alternative to course work. The study also revealed that teachers failed to conduct Biology practicals. They claimed to be doing so, but there were few practicals/experiments being carried out in those schools. The participants stated that the issue of time to conduct practical experiments for food tests was not sufficient. They complained that the processes were exhausting and tiresome and left them drained as they ran around trying to implement the practical experiments. Furthermore, a large number of learners results in overcrowded Biology classes and makes it difficult for the teachers to control them, which affected the teachers’ ability to perform practical experiments. The participants said that the high number of learners makes it difficult for them to accommodate all students in the laboratories, and that the laboratories themselves do not accommodate many learners. The study, thus, recommends that there should be continuous professional development programmes in schools to assist Biology teachers who have challenges in doing hands-on practical activities. Additionally, improvisation in terms of field trips that deal with biological aspects such as food and chemical manufacturers and hospitals should be carried out to allow learners to gain appreciation of the practical aspects of Biology in education. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
Exploring how the use of a mini-ecosystem enables and/or constrains grade 5 learners to make sense of scientific inquiry
- Authors: Tobias, Ruusa Taimi
- Date: 2022-10-14
- Subjects: Science Study and teaching (Elementary) Namibia , Health education (Elementary) Namibia , Education for sustainable development , Sensemaking , Inquiry-based learning Namibia , Terrariums , Social learning Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405423 , vital:70170
- Description: The Namibian Science curriculum clearly states that learning of science should be promoted through using inquiry-based approaches. However, it does not state how teachers should go about promoting inquiry-based approaches in their classrooms, especially in under-resourced rural schools. This is exacerbated in part by the fact that there is inadequate or lack of professional development for science teachers which focus in particular on promotion of inquiry-based approaches. As a result, science teachers tend to ignore inquiry-based approaches in their classrooms. It is against this background that my study sought to explore how the use of a ‘mini-ecosystem’ enables and/or constrains grade 5 learners from an under-resourced rural school to make sense of scientific inquiry. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach, using the Predict-Explain-Explore-Observe-Explain (PEEOE) framework was adopted. This case study was carried out in an under-resourced rural Namibian school and the participants were grade 5 Natural Science and Health Education learners. I also invited a teacher from the school to be my critical friend and a participant observer. Data were generated using the Views About Scientific Inquiry (VASI) questionnaire, observations, focus group interviews and learners’ reflections. Vygotsky’s socio-cultural theory was my theoretical framework, and within this theory, I used mediation of learning, social interactions, the zone of proximal development and self-regulation as lenses to analyse my data. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes and thereafter common sub-themes were combined to form themes. The findings of the study revealed that the observation of mini-ecosystems enabled learners to interact and participate with each other in their respective groups. Moreover, learners were able to identify some scientific concepts such as evaporation, condensation, water cycle and rainfall. These findings are in contrast with the fact that they seemed to struggle to answer the VASI questionnaire that was conducted prior to observation. The study thus recommends that science teachers should make efforts to use easily accessible resources such as a ‘mini-ecosystem’ to promote scientific inquiry amongst their learners. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Authors: Tobias, Ruusa Taimi
- Date: 2022-10-14
- Subjects: Science Study and teaching (Elementary) Namibia , Health education (Elementary) Namibia , Education for sustainable development , Sensemaking , Inquiry-based learning Namibia , Terrariums , Social learning Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405423 , vital:70170
- Description: The Namibian Science curriculum clearly states that learning of science should be promoted through using inquiry-based approaches. However, it does not state how teachers should go about promoting inquiry-based approaches in their classrooms, especially in under-resourced rural schools. This is exacerbated in part by the fact that there is inadequate or lack of professional development for science teachers which focus in particular on promotion of inquiry-based approaches. As a result, science teachers tend to ignore inquiry-based approaches in their classrooms. It is against this background that my study sought to explore how the use of a ‘mini-ecosystem’ enables and/or constrains grade 5 learners from an under-resourced rural school to make sense of scientific inquiry. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach, using the Predict-Explain-Explore-Observe-Explain (PEEOE) framework was adopted. This case study was carried out in an under-resourced rural Namibian school and the participants were grade 5 Natural Science and Health Education learners. I also invited a teacher from the school to be my critical friend and a participant observer. Data were generated using the Views About Scientific Inquiry (VASI) questionnaire, observations, focus group interviews and learners’ reflections. Vygotsky’s socio-cultural theory was my theoretical framework, and within this theory, I used mediation of learning, social interactions, the zone of proximal development and self-regulation as lenses to analyse my data. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes and thereafter common sub-themes were combined to form themes. The findings of the study revealed that the observation of mini-ecosystems enabled learners to interact and participate with each other in their respective groups. Moreover, learners were able to identify some scientific concepts such as evaporation, condensation, water cycle and rainfall. These findings are in contrast with the fact that they seemed to struggle to answer the VASI questionnaire that was conducted prior to observation. The study thus recommends that science teachers should make efforts to use easily accessible resources such as a ‘mini-ecosystem’ to promote scientific inquiry amongst their learners. , Thesis (MEd) -- Faculty of Education, Education, 2022
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Revitalisation and indigenisation of the Science curriculum through drum making, drumming, music and dance
- Authors: Liveve, Angelius Kanyanga
- Date: 2022-10-14
- Subjects: Curriculum change Namibia , Science Study and teaching (Secondary) Namibia , Traditional ecological knowledge Namibia , Drum Performance , Drum making , Pedagogical content knowledge , Social learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405482 , vital:70175 , DOI 10.21504/10962/405482
- Description: The integration of IK is a common phenomenon in many postcolonial states, where it is viewed as a means to redress the injustices of the colonial era. It is believed that the recognition of IK in education represents an acknowledgement of diversity and other ways of knowing. In Namibia, for instance, the National Curriculum for Basic Education encourages the integration of IK in Science teaching. However, this goal is still far from being achieved because the curriculum seems to be silent on how teachers should integrate IK into their teaching. As a result, research shows that many Science teachers in Namibia seem to find it difficult to integrate IK into their science teaching because they were not properly trained to do so during both their pre-service and in-service training. This suggests that there is a dire need to empower science teachers who are implementers of the curriculum on appropriate pedagogical content knowledge on how to integrate IK into their science teaching in particular. It is against this backdrop that this interventionist study sought to explore how to mobilise the indigenous technology of drum making, drumming, music and dance for cultural revitalisation and indigenisation of the science curriculum. The study is underpinned by an interpretivist paradigm and augmented with an indigenous research paradigm. The interpretivist paradigm enabled me to understand the teachers’ perspectives in their contexts. On the other hand, within the indigenous research paradigm, I used the Ubuntu perspective which afforded each of us an opportunity to understand each other’s ways of knowing, doing and being. Within these two complementary paradigms, a qualitative case study approach was employed. The case study was in the form of intervention with six Grade 10 Physics teachers from three senior secondary schools in the Kavango West Region in Namibia. Moreover, a critical friend who was a lecturer at the university and expert community members of the Unongo Cultural Youth Group who are the custodians of the cultural heritage. Data were generated using semi-structured interviews, workshop discussions (audio-recorded), observations (participatory and lesson observations), stimulated recall interviews as well as journal reflections. Vygotsky’s Socio-cultural Theory, Ogunniyi’s Contiguity Argumentation Theory and Mavhunga and Rollnick’s Topic-specific Pedagogical Content Knowledge were used as the theoretical lenses in this study. The data gathered were analysed thematically and then categorised into sub-themes and themes. The findings of the study revealed that tapping into the cultural heritage of community members through giving them a voice has great potential to revitalise and indigenise the science curriculum. It also emerged in this study that storytelling is a potential instructional strategy to make science accessible and relevant to learners. The use of the indigenous technology of drum making, drumming, music and dance contributed to the Physics teachers’ agency and empowered them to co-develop their learning and teaching support materials in the form of exemplar lesson plans that integrated IK. Moreover, their pedagogical content knowledge was enhanced through enacting such exemplar lessons and thereafter reflecting on them. The study thus recommends that those in academia should promote the use of indigenous technologies as hubs for mediating the learning of science concepts. It also recommends that learners should be taken out of their science classrooms into the community to learn IK and wisdom from expert community members, something which could assist them in understanding the science taught at school. This might also benefit teachers in effectively implementing the integration of IK in schools and thereby use learners’ cultural heritage as a starting point to enrich meaningful and authentic learning. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Authors: Liveve, Angelius Kanyanga
- Date: 2022-10-14
- Subjects: Curriculum change Namibia , Science Study and teaching (Secondary) Namibia , Traditional ecological knowledge Namibia , Drum Performance , Drum making , Pedagogical content knowledge , Social learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405482 , vital:70175 , DOI 10.21504/10962/405482
- Description: The integration of IK is a common phenomenon in many postcolonial states, where it is viewed as a means to redress the injustices of the colonial era. It is believed that the recognition of IK in education represents an acknowledgement of diversity and other ways of knowing. In Namibia, for instance, the National Curriculum for Basic Education encourages the integration of IK in Science teaching. However, this goal is still far from being achieved because the curriculum seems to be silent on how teachers should integrate IK into their teaching. As a result, research shows that many Science teachers in Namibia seem to find it difficult to integrate IK into their science teaching because they were not properly trained to do so during both their pre-service and in-service training. This suggests that there is a dire need to empower science teachers who are implementers of the curriculum on appropriate pedagogical content knowledge on how to integrate IK into their science teaching in particular. It is against this backdrop that this interventionist study sought to explore how to mobilise the indigenous technology of drum making, drumming, music and dance for cultural revitalisation and indigenisation of the science curriculum. The study is underpinned by an interpretivist paradigm and augmented with an indigenous research paradigm. The interpretivist paradigm enabled me to understand the teachers’ perspectives in their contexts. On the other hand, within the indigenous research paradigm, I used the Ubuntu perspective which afforded each of us an opportunity to understand each other’s ways of knowing, doing and being. Within these two complementary paradigms, a qualitative case study approach was employed. The case study was in the form of intervention with six Grade 10 Physics teachers from three senior secondary schools in the Kavango West Region in Namibia. Moreover, a critical friend who was a lecturer at the university and expert community members of the Unongo Cultural Youth Group who are the custodians of the cultural heritage. Data were generated using semi-structured interviews, workshop discussions (audio-recorded), observations (participatory and lesson observations), stimulated recall interviews as well as journal reflections. Vygotsky’s Socio-cultural Theory, Ogunniyi’s Contiguity Argumentation Theory and Mavhunga and Rollnick’s Topic-specific Pedagogical Content Knowledge were used as the theoretical lenses in this study. The data gathered were analysed thematically and then categorised into sub-themes and themes. The findings of the study revealed that tapping into the cultural heritage of community members through giving them a voice has great potential to revitalise and indigenise the science curriculum. It also emerged in this study that storytelling is a potential instructional strategy to make science accessible and relevant to learners. The use of the indigenous technology of drum making, drumming, music and dance contributed to the Physics teachers’ agency and empowered them to co-develop their learning and teaching support materials in the form of exemplar lesson plans that integrated IK. Moreover, their pedagogical content knowledge was enhanced through enacting such exemplar lessons and thereafter reflecting on them. The study thus recommends that those in academia should promote the use of indigenous technologies as hubs for mediating the learning of science concepts. It also recommends that learners should be taken out of their science classrooms into the community to learn IK and wisdom from expert community members, something which could assist them in understanding the science taught at school. This might also benefit teachers in effectively implementing the integration of IK in schools and thereby use learners’ cultural heritage as a starting point to enrich meaningful and authentic learning. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
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