An investigation of a Systemic Functional Linguistic approach for teaching Energy to grade 7 Natural Science and Health Education Learners: a Namibian case study
- Authors: Silvanus, Secilia Tulikefo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8165 , vital:21361
- Description: Learners’ general poor performance in science is a concern in science education. The literature mentions pedagogic strategies such as the use of practical activities and inclusion of indigenous knowledge, which are now acknowledged in various science curricula. In addition, many science educators and researchers are exploring innovative pedagogical approaches which may possibly help learners understand science better in order to improve their performance in the subject. Learners’ poor performance in science and possible strategies for improving this, are also a concern in Namibia. The Namibian national examination results (MoE, 2010-2014) revealed that the topic of Energy is one of those in which learners perform poorly. Energy is an important scientific concept that is widely used in various disciplines and it is thus problematic when science learners struggle to make sense of the scientific description of energy and related concepts. This triggered my interest to conduct a study focusing on the topic of energy. The study involved functional recasting from Systemic Functional Linguistic theory, as an intervention during my teaching the topic of energy to English second language grade 7 Natural Science and Health Education learners. The influence of the approach was investigated through the lens of social constructivism. The interpretive paradigm was adopted in order to make meaning of the learners’ experiences, during and after the intervention. Data collection instruments such as pre and post test, stimulated recall interviews, observation and learners’ journals were used. A qualitative approach was used to analyze the data. The pretest and post test results showed that a noticeable shift had occurred in learners’ understanding - the functional recasting teaching approach positively influenced learners’ sense making of energy concepts. Sense-making of energy concepts was evident in learners’ demonstrating the ability to construct and deconstruct technicality, making comprehensible output, meaningful use of gestures, scientific reasoning and asking relevant questions. The results also revealed dialogic discourse and positive attitudes as factors enabling learners’ progress. The language of learning and teaching, and negative attitudes were found to be constraining factors for learners’ progress. Functional recasting might be useful to science teachers and science teacher training programs as the finding for this study revealed that it enabled learners to make sense of energy concepts using scientific English. When using functional recasting, science teachers should consider the constraining factors and possibly avoid or minimize the impact.
- Full Text:
- Authors: Silvanus, Secilia Tulikefo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8165 , vital:21361
- Description: Learners’ general poor performance in science is a concern in science education. The literature mentions pedagogic strategies such as the use of practical activities and inclusion of indigenous knowledge, which are now acknowledged in various science curricula. In addition, many science educators and researchers are exploring innovative pedagogical approaches which may possibly help learners understand science better in order to improve their performance in the subject. Learners’ poor performance in science and possible strategies for improving this, are also a concern in Namibia. The Namibian national examination results (MoE, 2010-2014) revealed that the topic of Energy is one of those in which learners perform poorly. Energy is an important scientific concept that is widely used in various disciplines and it is thus problematic when science learners struggle to make sense of the scientific description of energy and related concepts. This triggered my interest to conduct a study focusing on the topic of energy. The study involved functional recasting from Systemic Functional Linguistic theory, as an intervention during my teaching the topic of energy to English second language grade 7 Natural Science and Health Education learners. The influence of the approach was investigated through the lens of social constructivism. The interpretive paradigm was adopted in order to make meaning of the learners’ experiences, during and after the intervention. Data collection instruments such as pre and post test, stimulated recall interviews, observation and learners’ journals were used. A qualitative approach was used to analyze the data. The pretest and post test results showed that a noticeable shift had occurred in learners’ understanding - the functional recasting teaching approach positively influenced learners’ sense making of energy concepts. Sense-making of energy concepts was evident in learners’ demonstrating the ability to construct and deconstruct technicality, making comprehensible output, meaningful use of gestures, scientific reasoning and asking relevant questions. The results also revealed dialogic discourse and positive attitudes as factors enabling learners’ progress. The language of learning and teaching, and negative attitudes were found to be constraining factors for learners’ progress. Functional recasting might be useful to science teachers and science teacher training programs as the finding for this study revealed that it enabled learners to make sense of energy concepts using scientific English. When using functional recasting, science teachers should consider the constraining factors and possibly avoid or minimize the impact.
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An investigation of how code switching between English and Oshiwambo enables or constrains teaching and learning of ‘force’ in Grade 7 Natural Science and Health Education in a rural Namibian school
- Nambahu, Paulus Tulimekondjo
- Authors: Nambahu, Paulus Tulimekondjo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7622 , vital:21279
- Description: Anecdotal evidence over the years of my teaching reveals the use of code switching to be a regular practice in rural schools in the northern part of Namibia. Some recent studies focused on how Namibian teachers mediate specific science topics through code switching. However, although the 2013 Grade 10 examiners’ report and the latest (2014) Grade 7 National Standardized Achievement Test (NSAT) indicate that learners performed poorly in the important science topic Force, no literature could be found which explored this problem in Namibian science education. This triggered my interest to investigate how the use of code switching between English and Oshiwambo enables or constrains teaching and learning of the topic Force in Natural Science and Health Education (NSHE) lessons at a rural Namibian school. I accomplished this by implementing strategic code switching as an intervention in my own teaching with a class of Grade 7 NSHE learners and with the participation of a critical friend. An initial action research cycle of teaching was done in the medium of instruction (English) without any code switching and a Pre-test was then administered to assess learners understanding prior to the intervention. After this first cycle, code switching was integrated into the teaching as an intervention in the second cycle of teaching in the action research and a Post test was then administered. This research study is informed by social constructivism theory of Vygotsky (1978) with a focus on the concept of Zone of Proximal Development (ZPD) using language as a tool for mediating learning through strategic code switching as an aspect of Pedagogical Content Knowledge (PCK). The two action research cycles included me undertaking regular and in-depth reflections after my teaching of each lesson. Data were also collected through document analysis, learners’ responses to tests, lesson observation with video recording and stimulated recall interviews. The analysis of the data involved qualitative coding of data. Informed consent of all participants was sought by obtaining signed written informed consent letters from parents of learners taking part in the study, as well as from the teacher participating as a critical friend, the school governing body and the regional director of education, arts and culture. Findings from this study revealed that code switching between English and Oshiwambo as a teaching intervention influenced learners performance positively. The results reveal that when code switching, linguistic, dispositional, hands-on experience and relating abstract concepts to everyday life experience were either enabling or constraining factors for learning the concept Force. Furthermore, the study reveals reinforcement and relating abstract concepts to everyday life world as an enabling factor for teaching the concept Force, when code switching. Linguistic and time have been identified as constrain factors when teaching Force through code switching. Finally, it was evident that when teaching and learning is mediated through code switching some factors are enabling when/if present but constraining when/if they are absent. The results from this study have the potential to enhance my own teaching practice as well the practice of other science teachers in similar education contexts.
- Full Text:
- Authors: Nambahu, Paulus Tulimekondjo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7622 , vital:21279
- Description: Anecdotal evidence over the years of my teaching reveals the use of code switching to be a regular practice in rural schools in the northern part of Namibia. Some recent studies focused on how Namibian teachers mediate specific science topics through code switching. However, although the 2013 Grade 10 examiners’ report and the latest (2014) Grade 7 National Standardized Achievement Test (NSAT) indicate that learners performed poorly in the important science topic Force, no literature could be found which explored this problem in Namibian science education. This triggered my interest to investigate how the use of code switching between English and Oshiwambo enables or constrains teaching and learning of the topic Force in Natural Science and Health Education (NSHE) lessons at a rural Namibian school. I accomplished this by implementing strategic code switching as an intervention in my own teaching with a class of Grade 7 NSHE learners and with the participation of a critical friend. An initial action research cycle of teaching was done in the medium of instruction (English) without any code switching and a Pre-test was then administered to assess learners understanding prior to the intervention. After this first cycle, code switching was integrated into the teaching as an intervention in the second cycle of teaching in the action research and a Post test was then administered. This research study is informed by social constructivism theory of Vygotsky (1978) with a focus on the concept of Zone of Proximal Development (ZPD) using language as a tool for mediating learning through strategic code switching as an aspect of Pedagogical Content Knowledge (PCK). The two action research cycles included me undertaking regular and in-depth reflections after my teaching of each lesson. Data were also collected through document analysis, learners’ responses to tests, lesson observation with video recording and stimulated recall interviews. The analysis of the data involved qualitative coding of data. Informed consent of all participants was sought by obtaining signed written informed consent letters from parents of learners taking part in the study, as well as from the teacher participating as a critical friend, the school governing body and the regional director of education, arts and culture. Findings from this study revealed that code switching between English and Oshiwambo as a teaching intervention influenced learners performance positively. The results reveal that when code switching, linguistic, dispositional, hands-on experience and relating abstract concepts to everyday life experience were either enabling or constraining factors for learning the concept Force. Furthermore, the study reveals reinforcement and relating abstract concepts to everyday life world as an enabling factor for teaching the concept Force, when code switching. Linguistic and time have been identified as constrain factors when teaching Force through code switching. Finally, it was evident that when teaching and learning is mediated through code switching some factors are enabling when/if present but constraining when/if they are absent. The results from this study have the potential to enhance my own teaching practice as well the practice of other science teachers in similar education contexts.
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Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
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- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
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The use of an analogy in conjunction with a conventional practical activity to mediate Grade 11 learners’ sense making of Ohm’s law
- Authors: Ramasike, Lineo Florence
- Date: 2017
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa Ohm's law Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4558 , vital:20689
- Description: In most South African schools Grade 12 Physical Sciences learners are generally not performing well. As Examiners’ Reports reveal, they are particularly weak on the topic of electrical circuits. Because of this, the Examiners recommended that conventional practical activities and revision should be implemented to improve learners’ performance whilst they are in Grade 11. These factors contributed to the rationale of this study in using the ‘straw electricity’ analogy in conjunction with a conventional practical activity to mediate learners’ sense making of Ohm’s law. The study falls within the interpretive paradigm, whose focus is on the understanding of human world-views. Within the interpretive paradigm a qualitative case study approach was employed. It is a case study because it aimed to investigate a group of learners in a given context. This qualitative case study used purposive sampling to select participants. Various data gathering techniques were employed, namely, documents, observations and stimulated recall interviews. The gathered data was analysed so as to determine the indicators of how learners made sense of Ohm’s law. The findings of this study are that learners were able to construct new knowledge within a social context where the ‘straw electricity’ analogy, using easily accessible resources, was incorporated in tandem with a conventional practical classroom task. Moreover, the ‘straw electricity’ analogy enabled a better understanding of science concepts as it tested and supported different learning skills.
- Full Text:
- Authors: Ramasike, Lineo Florence
- Date: 2017
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa Ohm's law Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4558 , vital:20689
- Description: In most South African schools Grade 12 Physical Sciences learners are generally not performing well. As Examiners’ Reports reveal, they are particularly weak on the topic of electrical circuits. Because of this, the Examiners recommended that conventional practical activities and revision should be implemented to improve learners’ performance whilst they are in Grade 11. These factors contributed to the rationale of this study in using the ‘straw electricity’ analogy in conjunction with a conventional practical activity to mediate learners’ sense making of Ohm’s law. The study falls within the interpretive paradigm, whose focus is on the understanding of human world-views. Within the interpretive paradigm a qualitative case study approach was employed. It is a case study because it aimed to investigate a group of learners in a given context. This qualitative case study used purposive sampling to select participants. Various data gathering techniques were employed, namely, documents, observations and stimulated recall interviews. The gathered data was analysed so as to determine the indicators of how learners made sense of Ohm’s law. The findings of this study are that learners were able to construct new knowledge within a social context where the ‘straw electricity’ analogy, using easily accessible resources, was incorporated in tandem with a conventional practical classroom task. Moreover, the ‘straw electricity’ analogy enabled a better understanding of science concepts as it tested and supported different learning skills.
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