An investigation into how Grade 8 Natural Sciences learners make sense of chemical reactions during lessons involving familiar resources: a case study
- Authors: Mashozhera, Farasten
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1374 , vital:20051
- Description: My experience of working with science learners for the past 25 years and witnessing their difficulty in comprehending chemical reactions motivated me to investigate how learners make sense of chemical reactions in lessons involving the use of familiar resources. Essentially, this study sought to gain insights into whether engaging learners during practical activities using familiar resources facilitated meaning-making of chemical reactions. There is not much literature on early high school learning of concepts linked to chemical reactions which opened the way for this research. This study was conducted at a public high school comprised of Grades 8-12 (FET band) in Grahamstown in the Eastern Cape, South Africa. It is located within the interpretive paradigm. Within this paradigm, both quantitative and qualitative methods were conducted with a Grade 8 Natural Sciences class. Data sets were analysed in relation to the research questions. A variety of data gathering techniques were used, namely diagnostic and summative tests, worksheets and a semistructured interview with a focus group. Both inductive and deductive processes were applied during the data analysis process. The validation process was done through data analysis using mixed methods (quantitative and qualitative), checking transcriptions with the focus group and the use of a research participant. Learners in the focus group verified their responses, checking for any misrepresentations. The main finding of this study is that the use of practical activities, using familiar resources, facilitated learner engagement and meaningful learning. However, this study further revealed that some concepts associated with chemical reactions were challenging to learners. Similarly, that some prior everyday knowledge and experiences that learners bring to the science classroom impede sense-making in Natural Sciences. In addition, the language of learning and teaching (LoLT) and the language of science are other factors impeding sense-making of scientific concepts. It is thus recommended that teachers plan well in order to incorporate the use of practical activities using familiar resources during mediation of learning.
- Full Text:
- Date Issued: 2016
- Authors: Mashozhera, Farasten
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1374 , vital:20051
- Description: My experience of working with science learners for the past 25 years and witnessing their difficulty in comprehending chemical reactions motivated me to investigate how learners make sense of chemical reactions in lessons involving the use of familiar resources. Essentially, this study sought to gain insights into whether engaging learners during practical activities using familiar resources facilitated meaning-making of chemical reactions. There is not much literature on early high school learning of concepts linked to chemical reactions which opened the way for this research. This study was conducted at a public high school comprised of Grades 8-12 (FET band) in Grahamstown in the Eastern Cape, South Africa. It is located within the interpretive paradigm. Within this paradigm, both quantitative and qualitative methods were conducted with a Grade 8 Natural Sciences class. Data sets were analysed in relation to the research questions. A variety of data gathering techniques were used, namely diagnostic and summative tests, worksheets and a semistructured interview with a focus group. Both inductive and deductive processes were applied during the data analysis process. The validation process was done through data analysis using mixed methods (quantitative and qualitative), checking transcriptions with the focus group and the use of a research participant. Learners in the focus group verified their responses, checking for any misrepresentations. The main finding of this study is that the use of practical activities, using familiar resources, facilitated learner engagement and meaningful learning. However, this study further revealed that some concepts associated with chemical reactions were challenging to learners. Similarly, that some prior everyday knowledge and experiences that learners bring to the science classroom impede sense-making in Natural Sciences. In addition, the language of learning and teaching (LoLT) and the language of science are other factors impeding sense-making of scientific concepts. It is thus recommended that teachers plan well in order to incorporate the use of practical activities using familiar resources during mediation of learning.
- Full Text:
- Date Issued: 2016
Teaching and Learning of ‘Water for Agriculture’in Primary Schools in Lesotho, South Africa and Zimbabwe
- Pesanayi, Tichaona V, Mashozhera, Farasten, Khitsane, Lintle
- Authors: Pesanayi, Tichaona V , Mashozhera, Farasten , Khitsane, Lintle
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387289 , vital:68222 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/152741"
- Description: Teaching youths about the subject of water for agriculture is vital in southern Africa where climate adaptation is imperative. Fresh water is a critical natural resource experiencing dangerous scarcity globally, with climate change and variability being key drivers. Agriculture consumes most of the allocated water in most of the southern African countries, so this sector needs particular water harvesting and conservation education. The Food and Agriculture Organisation (FAO) reported that 93% of cultivated land in southern Africa was rain-fed at the beginning of the 21st century. Drought hinders effective agricultural practices in poor-rainfall areas and is a common feature in most southern African countries. Increasingly frequent drought events affect Lesotho, South Africa and Zimbabwe chronically due to climate variability and change. These three countries have school curricula that carry agricultural and sustainability learning to varying extents. Agriculture is taught as a science subject, and tends to be inclined towards normative technicist approaches at the expense of traditional and innovative sustainability practices. This omission in curriculum development and teaching may miss the opportunity to learn from lessons offered by these traditional and innovative systems that have demonstrated resilience to climate variability and change. This paper explores the opportunities and enablers of sustainability learning and relevance in the primary school agriculture curricula of these three countries. The paper argues for inclusion of sustainable agricultural water learning as an act of educational quality and relevance that reflects 21st century socio-ecological, agro-climate and socioeconomic challenges in southern Africa.
- Full Text:
- Date Issued: 2016
- Authors: Pesanayi, Tichaona V , Mashozhera, Farasten , Khitsane, Lintle
- Date: 2016
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/387289 , vital:68222 , xlink:href="https://www.ajol.info/index.php/sajee/article/view/152741"
- Description: Teaching youths about the subject of water for agriculture is vital in southern Africa where climate adaptation is imperative. Fresh water is a critical natural resource experiencing dangerous scarcity globally, with climate change and variability being key drivers. Agriculture consumes most of the allocated water in most of the southern African countries, so this sector needs particular water harvesting and conservation education. The Food and Agriculture Organisation (FAO) reported that 93% of cultivated land in southern Africa was rain-fed at the beginning of the 21st century. Drought hinders effective agricultural practices in poor-rainfall areas and is a common feature in most southern African countries. Increasingly frequent drought events affect Lesotho, South Africa and Zimbabwe chronically due to climate variability and change. These three countries have school curricula that carry agricultural and sustainability learning to varying extents. Agriculture is taught as a science subject, and tends to be inclined towards normative technicist approaches at the expense of traditional and innovative sustainability practices. This omission in curriculum development and teaching may miss the opportunity to learn from lessons offered by these traditional and innovative systems that have demonstrated resilience to climate variability and change. This paper explores the opportunities and enablers of sustainability learning and relevance in the primary school agriculture curricula of these three countries. The paper argues for inclusion of sustainable agricultural water learning as an act of educational quality and relevance that reflects 21st century socio-ecological, agro-climate and socioeconomic challenges in southern Africa.
- Full Text:
- Date Issued: 2016
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