An exploration of what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity
- Authors: Isaacs, Dorelle
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1309 , vital:20045
- Description: In the context of the newly implemented Curriculum and Assessment Policy Statements (CAPS) for Natural Science, this study explores what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity. Despite its significance to environmental sustainability, biodiversity loss is accelerating in South Africa and internationally, driven by unsustainable economic development models, population growth and associated problems of habitat loss and widespread pollution. Against the backdrop of these challenges, this study shares insights into how teachers’ biodiversity knowledge relates to the CAPS and to international agreements and policies on biodiversity. The study seeks to inform teacher education and support programmes and future curriculum implementation decisions, especially those associated with the Fundisa for Change programme. The study is designed as a qualitative case study inquiry that has used classroom observation, semistructured interviews and document (textbook) analysis to generate data. Theories of teacher cognition (after Shulman, 1987) were used to gain an understanding of teachers’ biodiversity knowledge. Different environmental and biodiversity metaphors and narratives were reviewed to gain an understanding of how teachers represented biodiversity and Kronlid & Öhman’s work on environmental ethics (2012) provided a framework for considering teachers’ values and ethical responses to biodiversity. The study found that the biodiversity knowledge of the teachers in these three case studies was mostly limited to what they access in the curriculum and textbooks. Secondly, there appears to be the assumption that if teachers teach from certain textbooks, they will meet the Specific Aims for Natural Science, as well as implement the process skills which are the ‘new’ knowledge according to the Senior Education Specialist. It was found that teachers’ close adherence to activities prescribed in the textbook seems to limit the depth, scope and criticality of their biodiversity teaching. The study also revealed that all three teachers expressed a pragmatic view of the value of biodiversity. The study recommends that the Natural Science CAPS as well as textbook authors should reflect a more systemic approach to biodiversity knowledge, recognising the interrelations and interdependence of the ecological systems that make up biodiversity – including relationships with humans – and convey a sense of the changeability of biodiversity. Natural Science teachers should be supported in broadening their understanding of biodiversity and biodiversity loss. They should be encouraged and supported to develop or adapt textbook material where necessary and develop learner activities that will encourage their learners to question, deliberate, look for cause and effect, and seek solutions. This may help to realise the final recommendation, that learners and teachers become citizen scientists who will access and contribute to the various biodiversity databases and so join scientists in generating biodiversity knowledge.
- Full Text:
- Date Issued: 2016
- Authors: Isaacs, Dorelle
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1309 , vital:20045
- Description: In the context of the newly implemented Curriculum and Assessment Policy Statements (CAPS) for Natural Science, this study explores what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity. Despite its significance to environmental sustainability, biodiversity loss is accelerating in South Africa and internationally, driven by unsustainable economic development models, population growth and associated problems of habitat loss and widespread pollution. Against the backdrop of these challenges, this study shares insights into how teachers’ biodiversity knowledge relates to the CAPS and to international agreements and policies on biodiversity. The study seeks to inform teacher education and support programmes and future curriculum implementation decisions, especially those associated with the Fundisa for Change programme. The study is designed as a qualitative case study inquiry that has used classroom observation, semistructured interviews and document (textbook) analysis to generate data. Theories of teacher cognition (after Shulman, 1987) were used to gain an understanding of teachers’ biodiversity knowledge. Different environmental and biodiversity metaphors and narratives were reviewed to gain an understanding of how teachers represented biodiversity and Kronlid & Öhman’s work on environmental ethics (2012) provided a framework for considering teachers’ values and ethical responses to biodiversity. The study found that the biodiversity knowledge of the teachers in these three case studies was mostly limited to what they access in the curriculum and textbooks. Secondly, there appears to be the assumption that if teachers teach from certain textbooks, they will meet the Specific Aims for Natural Science, as well as implement the process skills which are the ‘new’ knowledge according to the Senior Education Specialist. It was found that teachers’ close adherence to activities prescribed in the textbook seems to limit the depth, scope and criticality of their biodiversity teaching. The study also revealed that all three teachers expressed a pragmatic view of the value of biodiversity. The study recommends that the Natural Science CAPS as well as textbook authors should reflect a more systemic approach to biodiversity knowledge, recognising the interrelations and interdependence of the ecological systems that make up biodiversity – including relationships with humans – and convey a sense of the changeability of biodiversity. Natural Science teachers should be supported in broadening their understanding of biodiversity and biodiversity loss. They should be encouraged and supported to develop or adapt textbook material where necessary and develop learner activities that will encourage their learners to question, deliberate, look for cause and effect, and seek solutions. This may help to realise the final recommendation, that learners and teachers become citizen scientists who will access and contribute to the various biodiversity databases and so join scientists in generating biodiversity knowledge.
- Full Text:
- Date Issued: 2016
An investigation into how Grade 10 Physical Sciences learners make sense of resultant vectors
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
- Full Text:
- Date Issued: 2016
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
- Full Text:
- Date Issued: 2016
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
An investigation into how participation in science expo projects influences grade 9 learners’ dispositions towards science learning: a case study
- Authors: Musekiwa, Beatrice K
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1430 , vital:20056
- Description: There has been increasing participation of learners from disadvantaged backgrounds in competitive events like the Eskom Science Expo over the past few years. It is against this backdrop that this study sought to find out how some grade 9 learners’ participation in science expo projects influences their disposition towards science. In the context of this study, disposition refers to how learners view themselves in relation to science learning as a result of participating in science expos. The study is underpinned by an interpretative paradigm and I made use of a qualitative case study. My research participants were five grade 9 learners from two secondary schools in Grahamstown in the Eastern Cape Province of South Africa. I used observations, semistructured interviews and learners’ journals for my data collection. To analyse the data I used the inductive approach where I made use of themes emerging from the data. The social learning theory described by Vygotsky (1978) is the guiding theory in the research with a focus on mediation of learning and the zone of proximal development (ZPD). The main findings from my study were that indeed participation in science expos does influence the disposition of learners towards science among the grade 9 learners. I also found an improved understanding of scientific concepts as the learners interacted with science in everyday and familiar contexts. Lastly, doing projects that are close to learners’ interests resulted in them enjoying doing science more. The learners’ science expo projects contribution to the Grahamstown community is of no small value, as has already been seen by the achievement of previous participants. The current group is already showing their impact and influence of the science–expo project involvement in terms of their performance in their classrooms and in their awareness of their role as young ‘scientists’. I therefore recommend that more learners be encouraged to take part in such projects as the science-expo projects not only improve learners’ understanding of the subject matter but also encourages a positive shift in their attitude towards science learning. It also enhances their understanding by allowing the young learners to interact with their environment to find solutions to problems that the community might be faced with, for example, water shortages and sustainable development initiations like gardening and the proper use of naturally acquired water resources.
- Full Text:
- Date Issued: 2016
- Authors: Musekiwa, Beatrice K
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1430 , vital:20056
- Description: There has been increasing participation of learners from disadvantaged backgrounds in competitive events like the Eskom Science Expo over the past few years. It is against this backdrop that this study sought to find out how some grade 9 learners’ participation in science expo projects influences their disposition towards science. In the context of this study, disposition refers to how learners view themselves in relation to science learning as a result of participating in science expos. The study is underpinned by an interpretative paradigm and I made use of a qualitative case study. My research participants were five grade 9 learners from two secondary schools in Grahamstown in the Eastern Cape Province of South Africa. I used observations, semistructured interviews and learners’ journals for my data collection. To analyse the data I used the inductive approach where I made use of themes emerging from the data. The social learning theory described by Vygotsky (1978) is the guiding theory in the research with a focus on mediation of learning and the zone of proximal development (ZPD). The main findings from my study were that indeed participation in science expos does influence the disposition of learners towards science among the grade 9 learners. I also found an improved understanding of scientific concepts as the learners interacted with science in everyday and familiar contexts. Lastly, doing projects that are close to learners’ interests resulted in them enjoying doing science more. The learners’ science expo projects contribution to the Grahamstown community is of no small value, as has already been seen by the achievement of previous participants. The current group is already showing their impact and influence of the science–expo project involvement in terms of their performance in their classrooms and in their awareness of their role as young ‘scientists’. I therefore recommend that more learners be encouraged to take part in such projects as the science-expo projects not only improve learners’ understanding of the subject matter but also encourages a positive shift in their attitude towards science learning. It also enhances their understanding by allowing the young learners to interact with their environment to find solutions to problems that the community might be faced with, for example, water shortages and sustainable development initiations like gardening and the proper use of naturally acquired water resources.
- Full Text:
- Date Issued: 2016
An investigation into the promotion and development of awareness intergenerational transmission of prejudice in adolescents
- Authors: Vermaas, Shanna Maureen
- Date: 2016
- Subjects: Adolescence , Bibliotherapy for teenagers , Prejudices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7211 , vital:21302
- Description: South Africa is a country where those who were oppressed in the past are trying to live in a society with their former oppressors. The youth of today appear to be carrying the anger, fears and uncertainties of the past. This could be the result of intergenerational transmission of prejudice, whereby memories of experiences, fears, anger and levels of anxiety may be absorbed by the next generation. The purpose of this study was to develop and implement an intervention programme that could assist adolescent learners in making their own informed decisions, despite the influences of the intergenerational transmission of prejudice. This was achieved by combining three theories, namely the transgenerational theory, historical trauma and social learning theory, with the principles of bibliotherapy. The research conducted was based in the interpretive paradigm, with the study methodology being qualitative in nature. The research design implemented was a case study. Data generation was achieved by utilising a variety of methods, namely open-ended questions, small focus groups and reflection journals. Analysis of the data was accomplished by applying a thematic analysis approach. The sample for this study was selected from a local, government high school and the participants consisted of a group of Grade 10 learners, who all held leadership positions in the school. The purpose of this study was achieved by utilising the principles of bibliotherapy to inform a programme to develop awareness of intergenerational transmission of prejudice. This was then combined with the principles of bibliotherapy, with scenarios taken from the animated film, The Land Before Time, to further assist in creating awareness and a better understanding of the intergenerational transmission of knowledge. Finally, the programme was used to equip the participants with the tools needed, to transfer what they had learnt from the programme to decisions they would need to make in their daily lives. This study has shown that the principles of bibliotherapy can be used to promote and develop awareness of intergenerational transmission of prejudice in adolescent learners.
- Full Text:
- Date Issued: 2016
- Authors: Vermaas, Shanna Maureen
- Date: 2016
- Subjects: Adolescence , Bibliotherapy for teenagers , Prejudices
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7211 , vital:21302
- Description: South Africa is a country where those who were oppressed in the past are trying to live in a society with their former oppressors. The youth of today appear to be carrying the anger, fears and uncertainties of the past. This could be the result of intergenerational transmission of prejudice, whereby memories of experiences, fears, anger and levels of anxiety may be absorbed by the next generation. The purpose of this study was to develop and implement an intervention programme that could assist adolescent learners in making their own informed decisions, despite the influences of the intergenerational transmission of prejudice. This was achieved by combining three theories, namely the transgenerational theory, historical trauma and social learning theory, with the principles of bibliotherapy. The research conducted was based in the interpretive paradigm, with the study methodology being qualitative in nature. The research design implemented was a case study. Data generation was achieved by utilising a variety of methods, namely open-ended questions, small focus groups and reflection journals. Analysis of the data was accomplished by applying a thematic analysis approach. The sample for this study was selected from a local, government high school and the participants consisted of a group of Grade 10 learners, who all held leadership positions in the school. The purpose of this study was achieved by utilising the principles of bibliotherapy to inform a programme to develop awareness of intergenerational transmission of prejudice. This was then combined with the principles of bibliotherapy, with scenarios taken from the animated film, The Land Before Time, to further assist in creating awareness and a better understanding of the intergenerational transmission of knowledge. Finally, the programme was used to equip the participants with the tools needed, to transfer what they had learnt from the programme to decisions they would need to make in their daily lives. This study has shown that the principles of bibliotherapy can be used to promote and develop awareness of intergenerational transmission of prejudice in adolescent learners.
- Full Text:
- Date Issued: 2016
An investigation of participative management in a museum in the Eastern Cape, South Africa
- Authors: Madinda, Nozipho
- Date: 2016
- Subjects: Museums -- South Africa -- Eastern Cape -- Management , Management -- Employee participation , Albany Museum (Grahamstown, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2068 , http://hdl.handle.net/10962/d1020847
- Description: The purpose of my research was to investigate participative management at the Albany Museum with a view to generating knowledge and insights that can be used to support senior management’s engagement with participative management at mid-management level. My interest was to investigate participative management with regards to five HODs of the Albany Museum with a view to generating knowledge and insights that can be used to support senior management’s engagement with participative management at mid-management level. The research was informed by the interpretive paradigm. The interpretive paradigm does not concern itself with the search for broadly applicable laws and rules but rather seeks to produce descriptive analyses that emphasise deep interpretation and understanding of social phenomena through the meaning that the people assign to them. This study is mostly descriptive and presents the reality of participants from their own experience. Semi-structured interviews and observation capture ‘insider’ knowledge that is part of an interpretive methodology. The study found that participative management was both understood and generally accepted as a good way to manage an organisation, and even members who were critical of it could see its benefits. However, the fractured and diversified structure of the organisation calls for a particularly skillful application of this management approach, one which would also demand leadership and a greater sense of working towards what are called collegial models of management. Whether this is in fact desirable for a museum is debatable.
- Full Text:
- Date Issued: 2016
- Authors: Madinda, Nozipho
- Date: 2016
- Subjects: Museums -- South Africa -- Eastern Cape -- Management , Management -- Employee participation , Albany Museum (Grahamstown, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2068 , http://hdl.handle.net/10962/d1020847
- Description: The purpose of my research was to investigate participative management at the Albany Museum with a view to generating knowledge and insights that can be used to support senior management’s engagement with participative management at mid-management level. My interest was to investigate participative management with regards to five HODs of the Albany Museum with a view to generating knowledge and insights that can be used to support senior management’s engagement with participative management at mid-management level. The research was informed by the interpretive paradigm. The interpretive paradigm does not concern itself with the search for broadly applicable laws and rules but rather seeks to produce descriptive analyses that emphasise deep interpretation and understanding of social phenomena through the meaning that the people assign to them. This study is mostly descriptive and presents the reality of participants from their own experience. Semi-structured interviews and observation capture ‘insider’ knowledge that is part of an interpretive methodology. The study found that participative management was both understood and generally accepted as a good way to manage an organisation, and even members who were critical of it could see its benefits. However, the fractured and diversified structure of the organisation calls for a particularly skillful application of this management approach, one which would also demand leadership and a greater sense of working towards what are called collegial models of management. Whether this is in fact desirable for a museum is debatable.
- Full Text:
- Date Issued: 2016
An investigation of the practices employed by an environmental community-based organization to successfully sustain its school based and community based projects (A case study)
- Authors: Hlophe, Nomalanga Nokuthula
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2073 , http://hdl.handle.net/10962/d1021252
- Description: Community-based organizations (CBOs) play a crucial role in sustainable development and hence it is important that they are promoted, guided and supported by state agencies and the private sector. The South African government encourages communities to establish co-operatives as a tool or strategy to address local social issues and risks and act accordingly. The purpose of this case study was to determine what aspects of the establishment and operation of a successful community-based environmental organization are producing sustained school and community projects. The study set out to investigate and audit the activities of a successful environmental CBO so as to determine how it has successfully sustained its school and community environmental projects. The reason for this investigation was to inform other CBOs and the state environmental agencies that support them on how to sustain their environmental activities in community and school contexts. The investigation was designed as an interpretive case study, which used document analysis, semi-structured interviews and observations to gather data. The gathered data was analyzed through inductive analysis to interpret and audit reported activities. Analytical memos were used to represent key themes in relation to the successful operations of the organization. Through auditing and reporting the activities in the analytical memos, analytical statements were developed. Those statements guided the discussion and informed the study‟s findings and recommendations. After investigating this CBO, it was concluded that, their success is a result of the establishment of a networking forum with different stakeholders and parties, community involvement in different projects, partnerships with local schools to develop and expand their curriculum practice, CBO networking locally and internationally and finally, their participation in annual and continuous environmental competitions/projects/programs. The insights gained and lessons learned will be used to advice and support community based co-operatives in environmental learning activities in school and community contexts as part of my ongoing work.
- Full Text:
- Date Issued: 2016
- Authors: Hlophe, Nomalanga Nokuthula
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2073 , http://hdl.handle.net/10962/d1021252
- Description: Community-based organizations (CBOs) play a crucial role in sustainable development and hence it is important that they are promoted, guided and supported by state agencies and the private sector. The South African government encourages communities to establish co-operatives as a tool or strategy to address local social issues and risks and act accordingly. The purpose of this case study was to determine what aspects of the establishment and operation of a successful community-based environmental organization are producing sustained school and community projects. The study set out to investigate and audit the activities of a successful environmental CBO so as to determine how it has successfully sustained its school and community environmental projects. The reason for this investigation was to inform other CBOs and the state environmental agencies that support them on how to sustain their environmental activities in community and school contexts. The investigation was designed as an interpretive case study, which used document analysis, semi-structured interviews and observations to gather data. The gathered data was analyzed through inductive analysis to interpret and audit reported activities. Analytical memos were used to represent key themes in relation to the successful operations of the organization. Through auditing and reporting the activities in the analytical memos, analytical statements were developed. Those statements guided the discussion and informed the study‟s findings and recommendations. After investigating this CBO, it was concluded that, their success is a result of the establishment of a networking forum with different stakeholders and parties, community involvement in different projects, partnerships with local schools to develop and expand their curriculum practice, CBO networking locally and internationally and finally, their participation in annual and continuous environmental competitions/projects/programs. The insights gained and lessons learned will be used to advice and support community based co-operatives in environmental learning activities in school and community contexts as part of my ongoing work.
- Full Text:
- Date Issued: 2016
An investigation of the teaching strategies employed by a selection of educators at an FET college to support at risk L2 tourism students
- Authors: Tsotso, Nosipho
- Date: 2016
- Subjects: Critical thinking -- Study and teaching , Vocational education -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7225 , vital:21310
- Description: The South African education system is based on learner centred principles and encourages the development of critical thinking. This approach is reflected in the South African Qualifications Framework, which identifies critical thinking as a primary outcome of education. In the vocational Tourism programme, there is a link between the subject learning outcomes and critical crossfield outcomes. The role of the vocational college educator is central in facilitating the development of critical thinking skills of all learners. The purpose of this study was to investigate how the selected Tourism educators develop critical thinking skills of risk L2 students. I conducted the study in a selected FET College using a qualitative case study in order to gain deeper understanding of how the educators implement curriculum policy in their classrooms. This study used four data collection instruments to gain an in-depth understanding of the research topic. The findings of the study reveal that educators understand the value of teaching critical thinking. However, there is a gap between educators’ conceptual understanding of critical thinking and their instructional practice to develop critical thinking skills during classroom instruction. The findings also reveal that there are factors that hinder the development of at risk students’ critical thinking skills such as; limited English language proficiency, poor behaviour, and subject guidelines which do not provide educators with guidance on teaching critical thinking skills. The study recommends in-service training sessions that will support educators on how to teach critical thinking skills explicitly. This study also recommends the development of practical guidelines to enhance educators’ critical thinking teaching strategies. The findings of this research will assist me in improving the support that I provide to Tourism educators.
- Full Text:
- Date Issued: 2016
- Authors: Tsotso, Nosipho
- Date: 2016
- Subjects: Critical thinking -- Study and teaching , Vocational education -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/7225 , vital:21310
- Description: The South African education system is based on learner centred principles and encourages the development of critical thinking. This approach is reflected in the South African Qualifications Framework, which identifies critical thinking as a primary outcome of education. In the vocational Tourism programme, there is a link between the subject learning outcomes and critical crossfield outcomes. The role of the vocational college educator is central in facilitating the development of critical thinking skills of all learners. The purpose of this study was to investigate how the selected Tourism educators develop critical thinking skills of risk L2 students. I conducted the study in a selected FET College using a qualitative case study in order to gain deeper understanding of how the educators implement curriculum policy in their classrooms. This study used four data collection instruments to gain an in-depth understanding of the research topic. The findings of the study reveal that educators understand the value of teaching critical thinking. However, there is a gap between educators’ conceptual understanding of critical thinking and their instructional practice to develop critical thinking skills during classroom instruction. The findings also reveal that there are factors that hinder the development of at risk students’ critical thinking skills such as; limited English language proficiency, poor behaviour, and subject guidelines which do not provide educators with guidance on teaching critical thinking skills. The study recommends in-service training sessions that will support educators on how to teach critical thinking skills explicitly. This study also recommends the development of practical guidelines to enhance educators’ critical thinking teaching strategies. The findings of this research will assist me in improving the support that I provide to Tourism educators.
- Full Text:
- Date Issued: 2016
Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences
- Authors: Deysel, Sanet
- Date: 2016
- Subjects: Inclusive education , Early childhood special education , Early childhood teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6834 , vital:21152
- Description: The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the educational system. South Africa as a cosignatory to this global call responded with the implementation of the South African Education White Paper 6 (Department of Education, 2001) where the principles and foundations towards inclusive education were stipulated. It was expected of teachers to be able to accommodate learners with barriers to learning in their classrooms (Dednam, 2009, p. 371), although Ntombela and Green (2013, p. 2) state that teachers are not equipped to work with learners with specific disabilities. Learners present with various barriers to learning and these barriers pose problems and challenges in the classroom. One of these problems in the classroom is learners presenting with Auditory Processing Disorder. This qualitative study employed phenomenology as the research design. Through the use of memory work, drawings and focus group discussions as data production tools, the five Foundation Phase teachers’ experiences regarding learners presenting with Auditory Processing Disorder in the inclusive classroom, were explored. Bronfenbrenner’s ecological model was used to make meaning of the findings of the study. The findings of the study indicate that teachers are torn between the expectations of global and national policies regarding inclusive education and the management and support of learners presenting with Auditory Processing Disorder in their classrooms. Various challenges and problems arise with the inclusion of learners presenting with Auditory Processing Disorder in the classroom. The findings of the study were used to formulate guidelines to support Foundation Phase teachers working with learners presenting with auditory processing problems as well as policy suggestions for the Department of Basic Education. The Department of Basic Education should revise the implementation of CAPS to include the necessary adaptations for learners presenting with Auditory Processing Disorder; and also provide teacher assistants in Foundation Phase classrooms to enable the full inclusion of all learners.
- Full Text:
- Date Issued: 2016
- Authors: Deysel, Sanet
- Date: 2016
- Subjects: Inclusive education , Early childhood special education , Early childhood teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6834 , vital:21152
- Description: The Salamanca Statement (UNESCO, 1994) called upon all governments to implement inclusive education, ensuring that all learners with barriers to learning are included in the educational system. South Africa as a cosignatory to this global call responded with the implementation of the South African Education White Paper 6 (Department of Education, 2001) where the principles and foundations towards inclusive education were stipulated. It was expected of teachers to be able to accommodate learners with barriers to learning in their classrooms (Dednam, 2009, p. 371), although Ntombela and Green (2013, p. 2) state that teachers are not equipped to work with learners with specific disabilities. Learners present with various barriers to learning and these barriers pose problems and challenges in the classroom. One of these problems in the classroom is learners presenting with Auditory Processing Disorder. This qualitative study employed phenomenology as the research design. Through the use of memory work, drawings and focus group discussions as data production tools, the five Foundation Phase teachers’ experiences regarding learners presenting with Auditory Processing Disorder in the inclusive classroom, were explored. Bronfenbrenner’s ecological model was used to make meaning of the findings of the study. The findings of the study indicate that teachers are torn between the expectations of global and national policies regarding inclusive education and the management and support of learners presenting with Auditory Processing Disorder in their classrooms. Various challenges and problems arise with the inclusion of learners presenting with Auditory Processing Disorder in the classroom. The findings of the study were used to formulate guidelines to support Foundation Phase teachers working with learners presenting with auditory processing problems as well as policy suggestions for the Department of Basic Education. The Department of Basic Education should revise the implementation of CAPS to include the necessary adaptations for learners presenting with Auditory Processing Disorder; and also provide teacher assistants in Foundation Phase classrooms to enable the full inclusion of all learners.
- Full Text:
- Date Issued: 2016
Exploring fathers’ reading involvement in a grade 4 classroom
- Authors: Nel, Chantel Eve
- Date: 2016
- Subjects: Reading (Elementary) -- South Africa Reading -- Remedial teaching Effective teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/12505 , vital:27077
- Description: The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.
- Full Text:
- Date Issued: 2016
- Authors: Nel, Chantel Eve
- Date: 2016
- Subjects: Reading (Elementary) -- South Africa Reading -- Remedial teaching Effective teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/12505 , vital:27077
- Description: The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.
- Full Text:
- Date Issued: 2016
Exploring how grade 12 Physical Sciences learners make sense of the concepts of work and energy
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1363 , vital:20050
- Description: Physical Sciences is one of the subjects in which students perform most poorly in the National Senior Certificate examinations. For example, in the Eastern Cape in 2013, a mere 29.9% of the candidates who sat for the Physical Sciences National Senior Certificate examination managed to achieve a mark of 40% or above (Department of Basic Education, 2014). According to the Chief Markers’ reports (ibid), questions on the topic of Work, Energy and Power are amongst the most poorly answered in the National Senior Certificate examinations. This fact triggered my interest to explore how grade 12 Physical Sciences learners make sense of the concepts of Work and Energy with particular emphasis on the work-energy theorem and its application in problem solving. I carried out the study in a village school in the Queenstown district. The study adopted an interpretive paradigm in which the case study approach was used. Data were generated using a diagnostic test, focus group interviews, video-recorded lessons, analysis of learner journals and a summative test. Analysis of the qualitative data involved identifying themes from the data and using analytical statements that answered the research questions. The study was informed by Vygotsky’s (1978) social constructivism theory, and in particular, the notions of the mediation of learning and the Zone of Proximal Development (ZPD). Learners were given tasks on the work-energy theorem and related concepts and these were designed in such a way that they were situated in the learners’ ZPD, since this is where most powerful learning takes place (Thompson, 2013). The findings of the study revealed that grade 12 Physical Sciences learners do not have sufficient prior knowledge on concepts related to the work-energy theory to successfully make sense of the work-energy theorem. The other finding is that learners construct knowledge of the work-energy theorem and its application collaboratively through group work. In the group discussions learners used isiXhosa and this enhanced their sense making. A number of challenges that make it difficult for learners to solve problems using the work-energy theorem were identified.
- Full Text:
- Date Issued: 2016
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1363 , vital:20050
- Description: Physical Sciences is one of the subjects in which students perform most poorly in the National Senior Certificate examinations. For example, in the Eastern Cape in 2013, a mere 29.9% of the candidates who sat for the Physical Sciences National Senior Certificate examination managed to achieve a mark of 40% or above (Department of Basic Education, 2014). According to the Chief Markers’ reports (ibid), questions on the topic of Work, Energy and Power are amongst the most poorly answered in the National Senior Certificate examinations. This fact triggered my interest to explore how grade 12 Physical Sciences learners make sense of the concepts of Work and Energy with particular emphasis on the work-energy theorem and its application in problem solving. I carried out the study in a village school in the Queenstown district. The study adopted an interpretive paradigm in which the case study approach was used. Data were generated using a diagnostic test, focus group interviews, video-recorded lessons, analysis of learner journals and a summative test. Analysis of the qualitative data involved identifying themes from the data and using analytical statements that answered the research questions. The study was informed by Vygotsky’s (1978) social constructivism theory, and in particular, the notions of the mediation of learning and the Zone of Proximal Development (ZPD). Learners were given tasks on the work-energy theorem and related concepts and these were designed in such a way that they were situated in the learners’ ZPD, since this is where most powerful learning takes place (Thompson, 2013). The findings of the study revealed that grade 12 Physical Sciences learners do not have sufficient prior knowledge on concepts related to the work-energy theory to successfully make sense of the work-energy theorem. The other finding is that learners construct knowledge of the work-energy theorem and its application collaboratively through group work. In the group discussions learners used isiXhosa and this enhanced their sense making. A number of challenges that make it difficult for learners to solve problems using the work-energy theorem were identified.
- Full Text:
- Date Issued: 2016
Exploring teacher leadership: A case study at a senior secondary school in the Ohangwena region, Namibia
- Authors: Hamatwi, Isak
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1275 , vital:20042
- Description: Leadership has been for long thought to centre on the actions of a positional head of the organisation crafting the vision and influencing followers’ behaviour based on his/her charisma and legal authority in a quest to achieve the set goals (Christie, 2010). However, contemporary views “emphasise leadership as relational” (Van der Mescht & Tyala, 2008, p. 226) and focuses more on the practice while taking form “in the interactions between leaders and followers” (Spillane, 2005, p. 146). Looking through the lens of distributed leadership and using the Grant’s (2008; 2012) model of teacher leadership as a data analytical tool, this research study aimed to explore the enactment of teacher leadership at a secondary school in the Ohangwena region, Namibia. The motivation of this research study was twofold; one, it was due to my personal interest in getting a deeper understanding of what constituted teacher leadership as a concept which is gaining momentum in the educational leadership discipline; two, it was due to the evident knowledge gap existing on the concept of teacher leadership as there seemed to be very less research done on the concept. Using observation schedules, survey questionnaires, semi-structured interview schedules and analysing documents as data collecting tools, the study was geared towards answering four research questions which were driving the study, namely; i) In what ways do teachers participate in the leadership activities of the school? ii) What is the nature of the relations of these leadership activities? iii) What factors that may constrain the leadership activities of these teachers? iv) How do the principal and the School Management Team (SMT) encourage teacher leadership at the school? The study was of a qualitative nature located in the interpretive paradigm. A purposive sampling method was used to select research participants The findings of the study indicated that the research participants had a general understanding of what teacher leadership entails. Teachers enacted leadership across the four zones of Grant’s (2008; 2012) model of teacher leadership, though with very limited teacher leadership enactment in zone four. Zones one, two and three proved to be the popular media of teacher leadership enactment wherein teachers led in their classrooms enforcing discipline, serving as guides and caregivers to their learners (zone one). Teachers then extended their leadership outside their classrooms where they served as decision makers, curriculum developers for knowledge enhancement through reflective teaching and sport coaches (zone two). In Zone three, teachers led in committees’ structures, as mentors of learners, policy makers and as models of good practice. Zone four was the least media of teacher leadership. The data pointed to a host of factors that prevented teachers to assume leadership at the case study school, namely; ignorance and fear for accountability, policy and regulatory limitations, time limitations, limited skills and teachers as barriers to teacher leadership in terms of apathy, lack of confidence, negative attitude and anti-social behaviours as well as professional jealous. Nevertheless, the principal and the SMT emerged as catalysts for teacher leadership at the school as they enabled teacher leadership in a number of ways, namely, through delegation, motivation, free choice, open engagement, moral support and interdependence leadership practices. In the final analysis, the findings revealed that, leadership at the case study school was manifested as spontaneous collaborated leadership practices through institutionalised practices embarked upon with intuitive working relationships.
- Full Text:
- Date Issued: 2016
- Authors: Hamatwi, Isak
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1275 , vital:20042
- Description: Leadership has been for long thought to centre on the actions of a positional head of the organisation crafting the vision and influencing followers’ behaviour based on his/her charisma and legal authority in a quest to achieve the set goals (Christie, 2010). However, contemporary views “emphasise leadership as relational” (Van der Mescht & Tyala, 2008, p. 226) and focuses more on the practice while taking form “in the interactions between leaders and followers” (Spillane, 2005, p. 146). Looking through the lens of distributed leadership and using the Grant’s (2008; 2012) model of teacher leadership as a data analytical tool, this research study aimed to explore the enactment of teacher leadership at a secondary school in the Ohangwena region, Namibia. The motivation of this research study was twofold; one, it was due to my personal interest in getting a deeper understanding of what constituted teacher leadership as a concept which is gaining momentum in the educational leadership discipline; two, it was due to the evident knowledge gap existing on the concept of teacher leadership as there seemed to be very less research done on the concept. Using observation schedules, survey questionnaires, semi-structured interview schedules and analysing documents as data collecting tools, the study was geared towards answering four research questions which were driving the study, namely; i) In what ways do teachers participate in the leadership activities of the school? ii) What is the nature of the relations of these leadership activities? iii) What factors that may constrain the leadership activities of these teachers? iv) How do the principal and the School Management Team (SMT) encourage teacher leadership at the school? The study was of a qualitative nature located in the interpretive paradigm. A purposive sampling method was used to select research participants The findings of the study indicated that the research participants had a general understanding of what teacher leadership entails. Teachers enacted leadership across the four zones of Grant’s (2008; 2012) model of teacher leadership, though with very limited teacher leadership enactment in zone four. Zones one, two and three proved to be the popular media of teacher leadership enactment wherein teachers led in their classrooms enforcing discipline, serving as guides and caregivers to their learners (zone one). Teachers then extended their leadership outside their classrooms where they served as decision makers, curriculum developers for knowledge enhancement through reflective teaching and sport coaches (zone two). In Zone three, teachers led in committees’ structures, as mentors of learners, policy makers and as models of good practice. Zone four was the least media of teacher leadership. The data pointed to a host of factors that prevented teachers to assume leadership at the case study school, namely; ignorance and fear for accountability, policy and regulatory limitations, time limitations, limited skills and teachers as barriers to teacher leadership in terms of apathy, lack of confidence, negative attitude and anti-social behaviours as well as professional jealous. Nevertheless, the principal and the SMT emerged as catalysts for teacher leadership at the school as they enabled teacher leadership in a number of ways, namely, through delegation, motivation, free choice, open engagement, moral support and interdependence leadership practices. In the final analysis, the findings revealed that, leadership at the case study school was manifested as spontaneous collaborated leadership practices through institutionalised practices embarked upon with intuitive working relationships.
- Full Text:
- Date Issued: 2016
Exploring the course-led development of a learning network as a community of practice around a shared interest of rainwater harvesting and conservation agricultural practices: a case study in the Amathole District in the Eastern Cape, South Africa
- Authors: Weaver, Kim Nichole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1184 , vital:20032
- Description: South Africa has water and food security challenges, especially the Eastern Cape Province where there is a high level of poverty. These challenges place heavy pressure on the agricultural sector as it is the main user of the allocated water in the country. Rainwater harvesting and conservation (RWH&C) practices are explored as a response to these challenges, however information on these practices is not readily available to rural farmers. Agricultural extension has been moving from a top down approach towards a more participatory, collaborative process where what farmers need and want is considered. These participatory approaches need to be explored to enable change in farmer’s practice. This research forms part of a Water Resource Commission (WRC) project, Amanzi for Food. (Project K5/2277). The project has the explicit intention of supporting the use of two sets of WRC materials on RWH&C and expanding the learning of these practices through a courseled process within a learning network structure centred around an agricultural college. The network was established with a participatory, applied training of trainer’s course that supports and expands knowledge of RWH&C practices amongst network members from different groups within the sector; farmers, trainers, researchers and educators. My main research question was to investigate the process of cultivating a learning network amongst different agricultural actors through a course-led initiative to strengthen the engagement with RWH&C practices. To address this research I used focus group discussions, course observations, participant interviews, participant questionnaires and participant assignment progress to generate data. These data were analysed using Wenger’s theory of communities of practice to gauge levels of engagement, participation and learning. Main findings of the study are that the course-led activation of the learning network supported the community of practice members to share their personal experience and achieve social competence in the learning of RWH&C agricultural practices in their context.
- Full Text:
- Date Issued: 2016
- Authors: Weaver, Kim Nichole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1184 , vital:20032
- Description: South Africa has water and food security challenges, especially the Eastern Cape Province where there is a high level of poverty. These challenges place heavy pressure on the agricultural sector as it is the main user of the allocated water in the country. Rainwater harvesting and conservation (RWH&C) practices are explored as a response to these challenges, however information on these practices is not readily available to rural farmers. Agricultural extension has been moving from a top down approach towards a more participatory, collaborative process where what farmers need and want is considered. These participatory approaches need to be explored to enable change in farmer’s practice. This research forms part of a Water Resource Commission (WRC) project, Amanzi for Food. (Project K5/2277). The project has the explicit intention of supporting the use of two sets of WRC materials on RWH&C and expanding the learning of these practices through a courseled process within a learning network structure centred around an agricultural college. The network was established with a participatory, applied training of trainer’s course that supports and expands knowledge of RWH&C practices amongst network members from different groups within the sector; farmers, trainers, researchers and educators. My main research question was to investigate the process of cultivating a learning network amongst different agricultural actors through a course-led initiative to strengthen the engagement with RWH&C practices. To address this research I used focus group discussions, course observations, participant interviews, participant questionnaires and participant assignment progress to generate data. These data were analysed using Wenger’s theory of communities of practice to gauge levels of engagement, participation and learning. Main findings of the study are that the course-led activation of the learning network supported the community of practice members to share their personal experience and achieve social competence in the learning of RWH&C agricultural practices in their context.
- Full Text:
- Date Issued: 2016
Exploring the influence of learners’ participation in an after-school science enrichment programme on their disposition towards science: a case study of Khanya Maths and Science Club
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Date Issued: 2016
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Date Issued: 2016
Exploring the role of corrective feedback in helping Grade 8 learners to improve the accuracy of their written English: an action research case study
- Authors: Miranda, Zoachina Nangobe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2072 , http://hdl.handle.net/10962/d1021167
- Description: This action research study explored and analysed the role of teacher corrective feedback in helping Grade 8 learners to improve the accuracy of their written English as their second language. Therefore, the goals of this study were to examine the kind of language errors my grade 8 learners’ made in their writing, to find out whether these errors could be categorized linguistically, and to determine if they were errors, mistakes or lapses. The study further analysed how learners responded to my feedback, and also determined which feedback strategies worked best to help my learners deal with their errors, mistakes or lapses. This study set out to look at six learners from one Grade 8 class of 40 learners. The data were gathered from six written essay scripts, and each learner wrote four essay draft revisions. The learners’ written essays were analysed by means of checklists in order to identify the types and patterns of errors made. Errors such as punctuation, past tense verbs, spelling and vocabulary were identified, analysed and categorized to provide insights into reasons underlying the instances in which they were committed. The findings of this study showed that factors underlying learners’ written errors included mother-tongue interference, overgeneralization, fossilization, translation, lack of concentration, and carelessness. The findings further showed that corrective feedback on learners’ draft revisions provided them with extensive exposure and practice in English, enabled them to internalize language rules, and reduced the tendency to commit errors in their writing. The findings further suggest that procedures such as multiple-draft activities, indirect feedback, direct feedback, focused corrective feedback, error correction and written feedback with explicit corrective comments improved their levels of writing. Furthermore, putting these procedures into practice and reflecting critically on how to apply them helped enrich my own teaching practices and development in relation to the provision of corrective feedback to improve accuracy in learners’ writing. The findings are discussed in the context of the related literature. This study should be read by ESL teacher-trainers, ESL teachers, ESL student-teachers and ESL learners/students in general.
- Full Text:
- Date Issued: 2016
- Authors: Miranda, Zoachina Nangobe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2072 , http://hdl.handle.net/10962/d1021167
- Description: This action research study explored and analysed the role of teacher corrective feedback in helping Grade 8 learners to improve the accuracy of their written English as their second language. Therefore, the goals of this study were to examine the kind of language errors my grade 8 learners’ made in their writing, to find out whether these errors could be categorized linguistically, and to determine if they were errors, mistakes or lapses. The study further analysed how learners responded to my feedback, and also determined which feedback strategies worked best to help my learners deal with their errors, mistakes or lapses. This study set out to look at six learners from one Grade 8 class of 40 learners. The data were gathered from six written essay scripts, and each learner wrote four essay draft revisions. The learners’ written essays were analysed by means of checklists in order to identify the types and patterns of errors made. Errors such as punctuation, past tense verbs, spelling and vocabulary were identified, analysed and categorized to provide insights into reasons underlying the instances in which they were committed. The findings of this study showed that factors underlying learners’ written errors included mother-tongue interference, overgeneralization, fossilization, translation, lack of concentration, and carelessness. The findings further showed that corrective feedback on learners’ draft revisions provided them with extensive exposure and practice in English, enabled them to internalize language rules, and reduced the tendency to commit errors in their writing. The findings further suggest that procedures such as multiple-draft activities, indirect feedback, direct feedback, focused corrective feedback, error correction and written feedback with explicit corrective comments improved their levels of writing. Furthermore, putting these procedures into practice and reflecting critically on how to apply them helped enrich my own teaching practices and development in relation to the provision of corrective feedback to improve accuracy in learners’ writing. The findings are discussed in the context of the related literature. This study should be read by ESL teacher-trainers, ESL teachers, ESL student-teachers and ESL learners/students in general.
- Full Text:
- Date Issued: 2016
Grade 12 learners' perceptions of the effect of urban agriculture on life satisfaction in Duncan Village
- Authors: Beni, Ntombomzi Octavia
- Date: 2016
- Subjects: Urban agriculture -- South Africa -- Eastern Cape Agricultural education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17861 , vital:41461
- Description: The importance of agricultural sciences in the school curriculum all over the world cannot be over-emphasized. It includes an alternative source of fresh produce, improved life satisfaction and a way to preserve cultural identity and traditions. This research study seeks to investigate the perception of Grade 12 learners on the effects of urban agriculture on life satisfaction in Duncan Village. The study adopts a descriptive survey design to elicit information from the respondents on their perceptions on the effects of urban agriculture on life satisfaction. A validated structured questionnaire whose reliability co-efficient is 0.81 was used to collect information. The simple random sampling technique was used to select 78 (seventy-eight) Grade 12 learners. The study reveals among others some components of life satisfaction as a result of urban agriculture. These components are; nutrition, self-employment, food security and poverty eradication and they have positive effects on life satisfaction of the respondents. The study recommends that the South Africa Government should make agriculture education as a compulsory subject for grade 10 and 11 learners in rural areas. This will enable them to develop entrepreneurial skills and self-reliance mentality before they finish their secondary school careers. Similarly, the practical components of this subject should constitute 50percent if not more from the overall marks. Realisation of this idea will alleviate, to some extent burden of unemployment and food scarcity as school leavers will be able to implement right away agricultural skills already acquired.
- Full Text:
- Date Issued: 2016
- Authors: Beni, Ntombomzi Octavia
- Date: 2016
- Subjects: Urban agriculture -- South Africa -- Eastern Cape Agricultural education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/17861 , vital:41461
- Description: The importance of agricultural sciences in the school curriculum all over the world cannot be over-emphasized. It includes an alternative source of fresh produce, improved life satisfaction and a way to preserve cultural identity and traditions. This research study seeks to investigate the perception of Grade 12 learners on the effects of urban agriculture on life satisfaction in Duncan Village. The study adopts a descriptive survey design to elicit information from the respondents on their perceptions on the effects of urban agriculture on life satisfaction. A validated structured questionnaire whose reliability co-efficient is 0.81 was used to collect information. The simple random sampling technique was used to select 78 (seventy-eight) Grade 12 learners. The study reveals among others some components of life satisfaction as a result of urban agriculture. These components are; nutrition, self-employment, food security and poverty eradication and they have positive effects on life satisfaction of the respondents. The study recommends that the South Africa Government should make agriculture education as a compulsory subject for grade 10 and 11 learners in rural areas. This will enable them to develop entrepreneurial skills and self-reliance mentality before they finish their secondary school careers. Similarly, the practical components of this subject should constitute 50percent if not more from the overall marks. Realisation of this idea will alleviate, to some extent burden of unemployment and food scarcity as school leavers will be able to implement right away agricultural skills already acquired.
- Full Text:
- Date Issued: 2016
Interrogating the specific challenges of teaching play texts in heterogeneous classrooms in the Eastern Cape
- Authors: Hayes, Nicola
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:6022 , http://hdl.handle.net/10962/d1021251
- Description: This study is an autoethnographic reflection, rooted in Action Research based on my teaching experience in a multicultural high school environment in the Eastern Cape, South Africa. It is an analysis, in particular, of teaching play texts in two classes, Dramatic Arts and English Home Language, at matric level. A combination of discourse analysis and autoethnography formed the theoretical basis for the interpretation of data drawn from lesson transcripts, group interviews, learners’ reflections and my own journalled reflections. This analysis has formed the foundation for a deeper reflection on culture, the colonist within, and the colonialism embedded with in my teaching, and in the education system more broadly. At a practical level, I suggest embracing student-led and co-led discussions of literature, as advocated by Mayer (2012), as well as transcultural readings (Keating, 2007), and Drama activities, as ideals in the teaching of play texts. These techniques are designed to encourage learners to develop intellectual authority as well as allowing them the space to enter discussions around culturally sensitive topics, while minimising the teacher’s hierarchical, dominant position. I also argue for the importance of making culture an overt topic of conversation. White English-speaking South African culture, in particular has been prone to “invisibility” and, through this, an unspoken normative position, particularly in multicultural school environments. I challenge myself and others to engage in ongoing efforts to articulate our particular perception of our cultures, dynamic and diverse though they may be.
- Full Text:
- Date Issued: 2016
- Authors: Hayes, Nicola
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:6022 , http://hdl.handle.net/10962/d1021251
- Description: This study is an autoethnographic reflection, rooted in Action Research based on my teaching experience in a multicultural high school environment in the Eastern Cape, South Africa. It is an analysis, in particular, of teaching play texts in two classes, Dramatic Arts and English Home Language, at matric level. A combination of discourse analysis and autoethnography formed the theoretical basis for the interpretation of data drawn from lesson transcripts, group interviews, learners’ reflections and my own journalled reflections. This analysis has formed the foundation for a deeper reflection on culture, the colonist within, and the colonialism embedded with in my teaching, and in the education system more broadly. At a practical level, I suggest embracing student-led and co-led discussions of literature, as advocated by Mayer (2012), as well as transcultural readings (Keating, 2007), and Drama activities, as ideals in the teaching of play texts. These techniques are designed to encourage learners to develop intellectual authority as well as allowing them the space to enter discussions around culturally sensitive topics, while minimising the teacher’s hierarchical, dominant position. I also argue for the importance of making culture an overt topic of conversation. White English-speaking South African culture, in particular has been prone to “invisibility” and, through this, an unspoken normative position, particularly in multicultural school environments. I challenge myself and others to engage in ongoing efforts to articulate our particular perception of our cultures, dynamic and diverse though they may be.
- Full Text:
- Date Issued: 2016
Introducing and intervention programme for grade 2 Afrikaans home language learners with reading, comprehension and phonics barriers
- De Jager, Marina, Geldenhuys, Johanna
- Authors: De Jager, Marina , Geldenhuys, Johanna
- Date: 2016
- Subjects: Holistic education -- South Africa , Inclusive education -- South Africa , Remedial teaching -- South Africa , Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6801 , vital:21143
- Description: This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.
- Full Text:
- Date Issued: 2016
- Authors: De Jager, Marina , Geldenhuys, Johanna
- Date: 2016
- Subjects: Holistic education -- South Africa , Inclusive education -- South Africa , Remedial teaching -- South Africa , Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/6801 , vital:21143
- Description: This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.
- Full Text:
- Date Issued: 2016
Investigating a mathematics recovery program for assessment and intervention with groups of Grade 4 learners
- Authors: Wasserman, Anelia
- Date: 2016
- Subjects: Mathematics -- Study and teaching (Primary) , Mathematics -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2065 , http://hdl.handle.net/10962/d1020340
- Description: This study reports on the findings of my research, which was based on an intervention focused on recovery of early arithmetic strategies with one Grade 4 class of learners in a township school in Port Elizabeth in the Eastern Cape. Learners came from poor socio-economic backgrounds and initial evaluations showed that the majority of learners still relied on concrete methods, like tally counting, to perform addition and subtraction calculations even with numbers less than 10. This is not uncommon in the South African context especially with learners in low Socio-economic Status (SES) schools. The results of numerous assessments including the Department of Education’s Annual National Assessments point to a crisis in primary mathematics education where intermediate phase learners are generally operating several grade levels below the grade they are in. A large drop in mathematics performance is seen in the ANA results in grade 4 learners (the first grade of the transition from foundation phase to intermediate phase). Within this context, and my background in learning support for students, my research aimed to understand the possibilities and constraints of the implementation of a recovery program adapted from the widely implemented work of Wright et al. (2006, 2012). The primary adaptation made to the MR program involved administering the assessments and intervention with groups of (rather than individual) learners. Within the context of the many low SES under-resourced schools in SA, individualised interview based assessments and recovery is not seen as a possible remediation strategy. Drawing on a socio- constructivist perspective, my study used action research with one class of 23 learners and found that adaptation of the MR program for a group, based on eight recovery sessions, was useful for enabling some progress for all learners in terms of their early arithmetic strategies and conceptual place value. Although the need for a longer recovery period is acknowledged, the adapted program enabled some progress in levels and stages of conceptual knowledge (as conceptualized by Wright et al.’s (2006) Learning Framework in Number) for these two domains. The study concludes with some reflections and recommendations for the future.
- Full Text:
- Date Issued: 2016
- Authors: Wasserman, Anelia
- Date: 2016
- Subjects: Mathematics -- Study and teaching (Primary) , Mathematics -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2065 , http://hdl.handle.net/10962/d1020340
- Description: This study reports on the findings of my research, which was based on an intervention focused on recovery of early arithmetic strategies with one Grade 4 class of learners in a township school in Port Elizabeth in the Eastern Cape. Learners came from poor socio-economic backgrounds and initial evaluations showed that the majority of learners still relied on concrete methods, like tally counting, to perform addition and subtraction calculations even with numbers less than 10. This is not uncommon in the South African context especially with learners in low Socio-economic Status (SES) schools. The results of numerous assessments including the Department of Education’s Annual National Assessments point to a crisis in primary mathematics education where intermediate phase learners are generally operating several grade levels below the grade they are in. A large drop in mathematics performance is seen in the ANA results in grade 4 learners (the first grade of the transition from foundation phase to intermediate phase). Within this context, and my background in learning support for students, my research aimed to understand the possibilities and constraints of the implementation of a recovery program adapted from the widely implemented work of Wright et al. (2006, 2012). The primary adaptation made to the MR program involved administering the assessments and intervention with groups of (rather than individual) learners. Within the context of the many low SES under-resourced schools in SA, individualised interview based assessments and recovery is not seen as a possible remediation strategy. Drawing on a socio- constructivist perspective, my study used action research with one class of 23 learners and found that adaptation of the MR program for a group, based on eight recovery sessions, was useful for enabling some progress for all learners in terms of their early arithmetic strategies and conceptual place value. Although the need for a longer recovery period is acknowledged, the adapted program enabled some progress in levels and stages of conceptual knowledge (as conceptualized by Wright et al.’s (2006) Learning Framework in Number) for these two domains. The study concludes with some reflections and recommendations for the future.
- Full Text:
- Date Issued: 2016
Investigating teachers’ experiences of using multiple representations to teach fractions for conceptual understanding in 'Grades 5-7': a Namibian case study
- Authors: Iiyambo,Julia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1296 , vital:20044
- Description: This study investigated teachers’ experiences of using multiple representations to teach fractions for conceptual understanding in ‘grades 5 – 7’. Three teachers were involved in the study and the main goal was to explore how teachers might work with the additional tools of multiple representations to improve the teaching of fractions for conceptual understanding. Different types of multiple representations such as written mathematical symbols, descriptive written words, pictorial representations, manipulations, concrete reality, oral representations, and experience-based representations and videos or power point presentations were examined. This investigation was carried out through a focus group workshop developed by the researcher and though observations of fraction teaching which took place in schools. The research focused on the teachers working to develop their use of multiple representations to teach fractions and how they implemented what they learned in the workshop into their own classroom teaching. This study was conducted using a qualitative case study design and was oriented in the interpretive paradigm. The three participating teachers in the focus group workshop were observed and interviewed individually. The purpose of observing teaching before the workshop was to observe how the selected teachers taught fractions and in particular to observe which types of representations they used and how these were used to enhance the conceptual understanding of the learners. Post teaching took place after the focus group workshop and the different multiple representations which were used in different lessons were observed and analyzed. The purpose of the interview was to gain an understanding of the teachers’ views of using multiple representations when teaching fractions for conceptual understanding. The data showed that teachers who participated in the focus group workshop worked positively to develop their use of multiple representations to teach fractions. They made sense of fractions and were able to look at representations in different ways to develop the meaning and concepts of fractions. Teachers developed an understanding of working with multiple representations and were able to make connections among concepts and the use of concrete representations. Teachers also developed their lesson plans effectively to involve a variety of teaching methods and multiple representations, despite the limited time available to them. Moreover, teachers used different modes of representation to improve learner engagement in learning activities. Lastly, teachers used multiple representations to teach in ways that improved the learners’ conception of fractions. On the basis of this research, it can be concluded that in-service workshops for teachers on the integration of multiple representative tools in the teaching of ‘Grades 5 – 7’ fractions could provide a valuable contribution to further developing the teaching of fractions in schools.
- Full Text:
- Date Issued: 2016
- Authors: Iiyambo,Julia
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1296 , vital:20044
- Description: This study investigated teachers’ experiences of using multiple representations to teach fractions for conceptual understanding in ‘grades 5 – 7’. Three teachers were involved in the study and the main goal was to explore how teachers might work with the additional tools of multiple representations to improve the teaching of fractions for conceptual understanding. Different types of multiple representations such as written mathematical symbols, descriptive written words, pictorial representations, manipulations, concrete reality, oral representations, and experience-based representations and videos or power point presentations were examined. This investigation was carried out through a focus group workshop developed by the researcher and though observations of fraction teaching which took place in schools. The research focused on the teachers working to develop their use of multiple representations to teach fractions and how they implemented what they learned in the workshop into their own classroom teaching. This study was conducted using a qualitative case study design and was oriented in the interpretive paradigm. The three participating teachers in the focus group workshop were observed and interviewed individually. The purpose of observing teaching before the workshop was to observe how the selected teachers taught fractions and in particular to observe which types of representations they used and how these were used to enhance the conceptual understanding of the learners. Post teaching took place after the focus group workshop and the different multiple representations which were used in different lessons were observed and analyzed. The purpose of the interview was to gain an understanding of the teachers’ views of using multiple representations when teaching fractions for conceptual understanding. The data showed that teachers who participated in the focus group workshop worked positively to develop their use of multiple representations to teach fractions. They made sense of fractions and were able to look at representations in different ways to develop the meaning and concepts of fractions. Teachers developed an understanding of working with multiple representations and were able to make connections among concepts and the use of concrete representations. Teachers also developed their lesson plans effectively to involve a variety of teaching methods and multiple representations, despite the limited time available to them. Moreover, teachers used different modes of representation to improve learner engagement in learning activities. Lastly, teachers used multiple representations to teach in ways that improved the learners’ conception of fractions. On the basis of this research, it can be concluded that in-service workshops for teachers on the integration of multiple representative tools in the teaching of ‘Grades 5 – 7’ fractions could provide a valuable contribution to further developing the teaching of fractions in schools.
- Full Text:
- Date Issued: 2016