A critical analysis of selected teachers’ perceptions and experiences of the role that visualisation processes play in their Van Hiele level 1 teaching to migrate their learners to the next Van Hiele level
- Authors: Munichinga, Ben Muyambango
- Date: 2019
- Subjects: Hiele, Pierre M. van. Structure and insight , Visualization , Mathematics -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Activity programs -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96735 , vital:31313
- Description: Learning is a process that involves building on prior knowledge, enriching and exchanging existing understanding where learners’ knowledge base is scaffolded in the construction of knowledge. Research on the teaching and learning of geometry in mathematics suggests that physical manipulation experiences, especially of shapes, is an important process in learning at all ages. The focus of the study was the migration of Grade 8 learners from one Van Hiele level to the next as a result of teachers incorporating visualisation processes and Van Hiele phases of instructions in their teaching. The study underpinned by the social constructivist’s theory, therefore aimed at teachers developing visual materials and using Van Hiele’s phases of instruction to teach two dimensional figures in Geometry. The study was carried out in Namibia, Zambezi region in Bukalo circuit. It involved four schools, with 93 learners and three teacher participants. The research is an interpretive case study of a planned intervention programme, which took a four weeks to complete. Participating learners wrote a Van Hiele Geometric test prior and post the intervention programme to determine their geometric level of thought. Participating teachers all received training on visualisation in mathematics and the Van Hiele theory before the intervention. During the intervention, teacher planned and each taught three lessons on two-dimensional figures. Qualitative data was collected from classroom observation, stimulus recall interviews and focus group interviews. Quantitative data came from the pre and post-test of learners. This study found that on average, Grade 8 learners who participated in the study were operating at levels lower than expected of pupils at their stage of schooling. This study also found that, visualisation processes and the Van Hiele phases are effective when used in geometry lessons to migrate learners from lower Van Hiele levels to higher. For teachers in the same circuit, partnership and planning of difficult topics on an agreed regular basis is recommended. When planning lessons teachers are encouraged to take advantage of the Van Hiele phases of instructions. This study thus recommends the incorporation of visualisation strategies of teaching geometry in particular at primary and lower secondary levels. Mathematics teachers are further encouraged to design visual materials such as Geoboards to use for every topic in geometry. Such visual materials should be carefully developed and evaluated to ensure that their use in the classroom is effectively linked to concepts under discussion in a given lesson.
- Full Text:
- Authors: Munichinga, Ben Muyambango
- Date: 2019
- Subjects: Hiele, Pierre M. van. Structure and insight , Visualization , Mathematics -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Activity programs -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96735 , vital:31313
- Description: Learning is a process that involves building on prior knowledge, enriching and exchanging existing understanding where learners’ knowledge base is scaffolded in the construction of knowledge. Research on the teaching and learning of geometry in mathematics suggests that physical manipulation experiences, especially of shapes, is an important process in learning at all ages. The focus of the study was the migration of Grade 8 learners from one Van Hiele level to the next as a result of teachers incorporating visualisation processes and Van Hiele phases of instructions in their teaching. The study underpinned by the social constructivist’s theory, therefore aimed at teachers developing visual materials and using Van Hiele’s phases of instruction to teach two dimensional figures in Geometry. The study was carried out in Namibia, Zambezi region in Bukalo circuit. It involved four schools, with 93 learners and three teacher participants. The research is an interpretive case study of a planned intervention programme, which took a four weeks to complete. Participating learners wrote a Van Hiele Geometric test prior and post the intervention programme to determine their geometric level of thought. Participating teachers all received training on visualisation in mathematics and the Van Hiele theory before the intervention. During the intervention, teacher planned and each taught three lessons on two-dimensional figures. Qualitative data was collected from classroom observation, stimulus recall interviews and focus group interviews. Quantitative data came from the pre and post-test of learners. This study found that on average, Grade 8 learners who participated in the study were operating at levels lower than expected of pupils at their stage of schooling. This study also found that, visualisation processes and the Van Hiele phases are effective when used in geometry lessons to migrate learners from lower Van Hiele levels to higher. For teachers in the same circuit, partnership and planning of difficult topics on an agreed regular basis is recommended. When planning lessons teachers are encouraged to take advantage of the Van Hiele phases of instructions. This study thus recommends the incorporation of visualisation strategies of teaching geometry in particular at primary and lower secondary levels. Mathematics teachers are further encouraged to design visual materials such as Geoboards to use for every topic in geometry. Such visual materials should be carefully developed and evaluated to ensure that their use in the classroom is effectively linked to concepts under discussion in a given lesson.
- Full Text:
A design experiment exploring the influence of visual and kinesthetic tools in learning Grade 8 linear algebra in a Namibian secondary school
- Authors: Kalua, Enos
- Date: 2019
- Subjects: Algebra -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92683 , vital:30724
- Description: Based on a broad literature review, understanding algebra is a challenge among learners in middle schools around the world. Early researches also indicated that algebra is often taught through inherent symbols and procedures. This does not exclude Namibian learners in secondary schools whom I have worked with for over 10 years. Examination reports (2014, 2016 and 2017) serve as evidence that learners performed poorly (below 45%) in the area of algebra, with these reports indicating that teachers need to strongly emphasise the issue of solving linear equations. Therefore, this study presents a proposed design research in an attempt to help learners develop meaningful understanding of linear algebra at Grade 8 level. Eight learners whose ages ranged from 13 - 14 years from one Namibian secondary school in Oshikoto region, in northern Namibia, were the participants in this study. The learners represented different groups of learning abilities, ranging from low learning abilities to high learning abilities. The designed programme for this intervention consisting of eight lessons was planned for three weeks and the lessons were conducted in the afternoon to avoid any interruption with normal learning hours. The study used four tools for data collection, namely, benchmark tests (pre-test and post-test), observation, focus groups and unstructured interviews. The data collected for this study was inductively analysed. The purpose of this study was to determine whether and how the specific visual and kinaesthetic teaching tools (diagrams, expansion box and balance method) used may have contributed to learners’ understanding of algebraic concepts and techniques (variables, expressions and equations). The study used diagrams (geometrical plane shapes) for separating terms, an expansion box for expanding brackets and the balance method for solving linear equations. The study revealed the use of diagrams helped the learners in understanding the separation of variable and constant terms when simplifying expressions through addition and/or subtraction. Moreover, the study also revealed that the use of an expansion box was useful for the learners in understanding expansion of brackets in expressions with more than one term. Regarding the use of the balance method, the study showed that learners were already able to solve linear equations by the transfer method, hence, the balance method was not necessary.
- Full Text:
- Authors: Kalua, Enos
- Date: 2019
- Subjects: Algebra -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92683 , vital:30724
- Description: Based on a broad literature review, understanding algebra is a challenge among learners in middle schools around the world. Early researches also indicated that algebra is often taught through inherent symbols and procedures. This does not exclude Namibian learners in secondary schools whom I have worked with for over 10 years. Examination reports (2014, 2016 and 2017) serve as evidence that learners performed poorly (below 45%) in the area of algebra, with these reports indicating that teachers need to strongly emphasise the issue of solving linear equations. Therefore, this study presents a proposed design research in an attempt to help learners develop meaningful understanding of linear algebra at Grade 8 level. Eight learners whose ages ranged from 13 - 14 years from one Namibian secondary school in Oshikoto region, in northern Namibia, were the participants in this study. The learners represented different groups of learning abilities, ranging from low learning abilities to high learning abilities. The designed programme for this intervention consisting of eight lessons was planned for three weeks and the lessons were conducted in the afternoon to avoid any interruption with normal learning hours. The study used four tools for data collection, namely, benchmark tests (pre-test and post-test), observation, focus groups and unstructured interviews. The data collected for this study was inductively analysed. The purpose of this study was to determine whether and how the specific visual and kinaesthetic teaching tools (diagrams, expansion box and balance method) used may have contributed to learners’ understanding of algebraic concepts and techniques (variables, expressions and equations). The study used diagrams (geometrical plane shapes) for separating terms, an expansion box for expanding brackets and the balance method for solving linear equations. The study revealed the use of diagrams helped the learners in understanding the separation of variable and constant terms when simplifying expressions through addition and/or subtraction. Moreover, the study also revealed that the use of an expansion box was useful for the learners in understanding expansion of brackets in expressions with more than one term. Regarding the use of the balance method, the study showed that learners were already able to solve linear equations by the transfer method, hence, the balance method was not necessary.
- Full Text:
A phenomenological study of Senior Primary school teachers’ understandings of an English Across the Curriculum approach to language teaching in Namibia
- Authors: Kambonde, Emily
- Date: 2019
- Subjects: English teachers -- Training of -- Namibia , English language -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92381 , vital:30718
- Description: This is a phenomenological study designed to investigate English teachers’ understandings of the concept of English Across the Curriculum (EAC), and the extent to which such understandings inform their pedagogic practices at the Senior Primary phase, in a Namibian context. The study was located within the qualitative, interpretive paradigm, using a multi-method approach of semi-structured interviews, classroom observations and documentary evidence as research instruments. The participants were three English second-language teachers at a primary school in a suburban area. Findings from the study revealed that there were several understandings of EAC, and though there might have been an underlying understanding of the concept, classroom practices were incongruent with what EAC requires. It was also found that there are documents based on social constructivist and Genre Theory in the National Professional Standards for teachers, but teachers were not familiar with the content of these documents and they were not used by teachers as guiding documents on how they need to implement EAC. It is recommended that English teachers receive continuous professional development courses on language development theories and EAC, as well as specific training to implement EAC so that “every teacher can be a language teacher”.
- Full Text:
- Authors: Kambonde, Emily
- Date: 2019
- Subjects: English teachers -- Training of -- Namibia , English language -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92381 , vital:30718
- Description: This is a phenomenological study designed to investigate English teachers’ understandings of the concept of English Across the Curriculum (EAC), and the extent to which such understandings inform their pedagogic practices at the Senior Primary phase, in a Namibian context. The study was located within the qualitative, interpretive paradigm, using a multi-method approach of semi-structured interviews, classroom observations and documentary evidence as research instruments. The participants were three English second-language teachers at a primary school in a suburban area. Findings from the study revealed that there were several understandings of EAC, and though there might have been an underlying understanding of the concept, classroom practices were incongruent with what EAC requires. It was also found that there are documents based on social constructivist and Genre Theory in the National Professional Standards for teachers, but teachers were not familiar with the content of these documents and they were not used by teachers as guiding documents on how they need to implement EAC. It is recommended that English teachers receive continuous professional development courses on language development theories and EAC, as well as specific training to implement EAC so that “every teacher can be a language teacher”.
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A social realist account of constraints and enablements navigated by South African students during the four year professional accounting programme at Rhodes University, South Africa
- Authors: Myers, Lyndrianne Peta
- Date: 2019
- Subjects: Rhodes University -- Students , Accounting -- Study and teaching (Higher) -- South Africa , Education, Higher -- South Africa , Education, Higher -- Social aspects -- South Africa , Education, Higher -- Finance -- South Africa , Higher education and state -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93800 , vital:30946
- Description: This dissertation is an analysis of the enablements and constraints navigated by 43 students from different academic years within the Department of Accounting, Rhodes University, in their pursuit of obtaining the postgraduate Diploma in Accounting (DipAcc) qualification. Passing this diploma year entitles students to become Trainee Accountants, which is one of the requirements for their ultimate goal of becoming a chartered accountant. In the course of semi-structured, face-to-face interviews conducted for this study, students from across the four years of the professional degree programme, shared what had helped or hindered them on their journeys to and through Rhodes University, and within the Department of Accounting at this university. Focus group discussions were then held with academics from the department, where the student participants’ experiences were shared. The responses of the members of the focus groups confirmed many of the student participants’ experiences as did interviews with representatives from the South African Institute of Chartered Accountants (SAICA). These representatives also spoke about students’ experiences at other campuses. To determine how localised the student participants’ experiences were, selected individuals from a number of other Departments or Schools of Accounting at SAICA-accredited institutions in South Africa were also interviewed. SAICA representatives also discussed the ‘pervasive skills’ which trainee accountants are expected to acquire. The perspectives from these different groups, have provided validation of the student research participants’ experiences. Critical Realism and Social Realism were used as theoretical underpinnings while Social Realism, Bernstein’s Pedagogic Device, Legitimation Code Theory and New Literacies Theory were used as explanatory theories. Using these theories, the participants’ experiences were analysed and could be understood in a different way. This dissertation reveals how this unequal privileging of individuals as a result of the existing structures is perpetuated at university level. It is the poorer students from under-resourced schools who generally struggle with the language and the practices and ways of being required for success at university. Student participants’ experiences of constraint and enablement arose primarily in the areas of the finances required for tuition and living expenses while at university; having English as a language of learning; and difficulties experienced with taking advantage of the learning opportunities within the department. Research participants also spoke about their experiences of transformation in terms of both student protests, and a mentoring programme which assisted them in gaining access to the practises and ways of being required for the discipline. In so doing they were inducted into the discipline’s community of practice. This dissertation has assisted in providing an understanding of what has helped and what has hindered students at Rhodes University, on their journeys towards obtaining the Postgraduate Diploma in Accounting qualification. It has also provided insight into the mechanisms which lie behind these experiences. This study will provide practitioners and policy-makers with the opportunity to be better informed about students’ struggles, to contemplate their interactions with students and to identify, remove or reduce unnecessarily burdensome hurdles. Equally and perhaps more importantly, this study and the work which emerges as a result of this research, will provide students with tools to assist them in their academic journeys, to manage essential hurdles, and to eliminate or avoid unnecessary hurdles.
- Full Text:
- Authors: Myers, Lyndrianne Peta
- Date: 2019
- Subjects: Rhodes University -- Students , Accounting -- Study and teaching (Higher) -- South Africa , Education, Higher -- South Africa , Education, Higher -- Social aspects -- South Africa , Education, Higher -- Finance -- South Africa , Higher education and state -- South Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/93800 , vital:30946
- Description: This dissertation is an analysis of the enablements and constraints navigated by 43 students from different academic years within the Department of Accounting, Rhodes University, in their pursuit of obtaining the postgraduate Diploma in Accounting (DipAcc) qualification. Passing this diploma year entitles students to become Trainee Accountants, which is one of the requirements for their ultimate goal of becoming a chartered accountant. In the course of semi-structured, face-to-face interviews conducted for this study, students from across the four years of the professional degree programme, shared what had helped or hindered them on their journeys to and through Rhodes University, and within the Department of Accounting at this university. Focus group discussions were then held with academics from the department, where the student participants’ experiences were shared. The responses of the members of the focus groups confirmed many of the student participants’ experiences as did interviews with representatives from the South African Institute of Chartered Accountants (SAICA). These representatives also spoke about students’ experiences at other campuses. To determine how localised the student participants’ experiences were, selected individuals from a number of other Departments or Schools of Accounting at SAICA-accredited institutions in South Africa were also interviewed. SAICA representatives also discussed the ‘pervasive skills’ which trainee accountants are expected to acquire. The perspectives from these different groups, have provided validation of the student research participants’ experiences. Critical Realism and Social Realism were used as theoretical underpinnings while Social Realism, Bernstein’s Pedagogic Device, Legitimation Code Theory and New Literacies Theory were used as explanatory theories. Using these theories, the participants’ experiences were analysed and could be understood in a different way. This dissertation reveals how this unequal privileging of individuals as a result of the existing structures is perpetuated at university level. It is the poorer students from under-resourced schools who generally struggle with the language and the practices and ways of being required for success at university. Student participants’ experiences of constraint and enablement arose primarily in the areas of the finances required for tuition and living expenses while at university; having English as a language of learning; and difficulties experienced with taking advantage of the learning opportunities within the department. Research participants also spoke about their experiences of transformation in terms of both student protests, and a mentoring programme which assisted them in gaining access to the practises and ways of being required for the discipline. In so doing they were inducted into the discipline’s community of practice. This dissertation has assisted in providing an understanding of what has helped and what has hindered students at Rhodes University, on their journeys towards obtaining the Postgraduate Diploma in Accounting qualification. It has also provided insight into the mechanisms which lie behind these experiences. This study will provide practitioners and policy-makers with the opportunity to be better informed about students’ struggles, to contemplate their interactions with students and to identify, remove or reduce unnecessarily burdensome hurdles. Equally and perhaps more importantly, this study and the work which emerges as a result of this research, will provide students with tools to assist them in their academic journeys, to manage essential hurdles, and to eliminate or avoid unnecessary hurdles.
- Full Text:
An analysis of how the use of geoboards as visualisation tools can be utilised in the teaching of quadrilaterals
- Authors: Matengu, Given Kahale
- Date: 2019
- Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96724 , vital:31312
- Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
- Full Text:
- Authors: Matengu, Given Kahale
- Date: 2019
- Subjects: Manipulatives (Education) , Information visualization , Visualization , Mathematics -- Study and teaching , Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96724 , vital:31312
- Description: The relationship between visualisation processes and using manipulatives in the teaching and learning of mathematics is apparent and yet not so vocal in the literature. This could be because of the common mistaken understanding that because manipulatives are visual in nature, then visualisation processes should be obvious. Literature warns that just because something is visual therefore it is transparent, is incorrect. This study argues that the effective use of manipulatives in the teaching of mathematics helps learners to effectively understand mathematical concepts. Research on the teaching and learning of mathematics suggests that physical manipulation experiences, especially of concrete materials concerning shapes, is an important process in learning at all ages. One such teaching tool, the Geoboard, a physical manipulative that employs visualisation processes when correctly used, is explored in this study. The aim of this interpretive case study was to investigate and analyse the use of Geoboards as a visualisation tool in the teaching of the properties of quadrilaterals. The study focused on visualisation processes and the use of Geoboards through a teaching framework that was informed by the Van Hiele phases of teaching geometry. The study was conducted in the Opuwo circuit of the Kunene region, Namibia, and it involved three selected Grade 7 mathematics teachers, each from a different primary school. It was underpinned by a constructivist theory using the Van Hiele phases of teaching geometry and framed within visualisation processes. The study employed the use of qualitative data collection techniques such as observations and interviews. The analysis of the findings of this study revealed that Geoboards were very useful in demonstrating the visual representations of the properties of quadrilaterals in a cheap and yet novel way in the selected teachers’ classes. Moreover, the use of Geoboards by the selected teachers effectively fostered visualisation processes such as concrete pictorial imagery, dynamic imagery, perceptual apprehension, sequential apprehension, discursive apprehension and operative apprehension. It was also revealed that Geoboards enabled the selected teachers to structure and teach their lessons in a well-planned manner according to the Van Hiele phases, although it was difficult for them to adhere strictly to the hierarchy of the phases.
- Full Text:
An analysis of the roles and functions of teachers’ gestures as visualisation tools in the teaching of mathematics at the junior primary phase (Grades 0 –3)
- Authors: Namakalu, Dietlinde Nelao
- Date: 2019
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Education, Elementary -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96713 , vital:31311
- Description: There is ample evidence in the literature that gestures are important hand and bodily actions that play vital roles during interactions between learners and teachers in the mathematics classroom. These gestures enable both the teacher and the learner to visualise mathematical concepts and ideas. The aim of this Namibian interpretive case study, located in enactivist theory, was to analyse the types of gestures that three selected teachers at the junior primary phase (Grades 0–3) used in their teaching of mathematics. The study also interrogated the roles that these gestures played in the teaching process of the three teachers. As I intended to analyse the types of gestures the selected teachers used and understand their views and perceptions of the roles and functions their gestures played as visualisation tools in the teaching of mathematics, I observed ten lessons of each teacher and video recorded them. I then interviewed them (one-on-one stimulus-recall interviews) and interpreted the gestures they used and utterances they made about using these gestures. The types of gestures that the participating teachers used are classified according to McNeill‘s (1992) framework, namely pointing (deictic) gestures, iconic (illustrators) gestures, metaphoric gestures, beat (motor) gestures and symbolic (emblems) gestures. The study found that the participating teachers incorporated a variety of gestures into their lessons and used them strategically. According to the teachers, gestures made the lessons interesting and encouraged active participation of the learners in the lessons. The teachers also revealed that gestures assist in explaining mathematical concepts and thus affected the learners‘ understanding positively. This study strongly suggests that the usefulness and efficacy of employing gestures as visualisation tools in mathematics education should be strategically harnessed.
- Full Text:
- Authors: Namakalu, Dietlinde Nelao
- Date: 2019
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Education, Elementary -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96713 , vital:31311
- Description: There is ample evidence in the literature that gestures are important hand and bodily actions that play vital roles during interactions between learners and teachers in the mathematics classroom. These gestures enable both the teacher and the learner to visualise mathematical concepts and ideas. The aim of this Namibian interpretive case study, located in enactivist theory, was to analyse the types of gestures that three selected teachers at the junior primary phase (Grades 0–3) used in their teaching of mathematics. The study also interrogated the roles that these gestures played in the teaching process of the three teachers. As I intended to analyse the types of gestures the selected teachers used and understand their views and perceptions of the roles and functions their gestures played as visualisation tools in the teaching of mathematics, I observed ten lessons of each teacher and video recorded them. I then interviewed them (one-on-one stimulus-recall interviews) and interpreted the gestures they used and utterances they made about using these gestures. The types of gestures that the participating teachers used are classified according to McNeill‘s (1992) framework, namely pointing (deictic) gestures, iconic (illustrators) gestures, metaphoric gestures, beat (motor) gestures and symbolic (emblems) gestures. The study found that the participating teachers incorporated a variety of gestures into their lessons and used them strategically. According to the teachers, gestures made the lessons interesting and encouraged active participation of the learners in the lessons. The teachers also revealed that gestures assist in explaining mathematical concepts and thus affected the learners‘ understanding positively. This study strongly suggests that the usefulness and efficacy of employing gestures as visualisation tools in mathematics education should be strategically harnessed.
- Full Text:
An exploration of how Professional Learning Communities can contribute to the development of teachers’ capabilities and valued functionings in teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences
- Authors: Thomas, Kgomotso Emily
- Date: 2019
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Science teachers -- In-service training -- South Africa , Science -- Study and teaching (Secondary) -- South Africa , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92584 , vital:30739
- Description: The study explored how professional learning communities can contribute to the development of teachers’ capabilities and achievement of valued functionings related to teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences. This is in the context of the Curriculum Assessment and Policy Statement (CAPS), which is a content-referenced curriculum that requires active and critical approaches to learning, and to environment and sustainability content. This study is designed as a qualitative case study of a professional support forum (PSF) in the Mahikeng sub-district, in North West. The study made use of questionnaires, observations, interviews and document analysis as data generation methods. The Capability Approach was used as a theoretical and conceptual framework to explore teachers’ valued functionings, as well as the conversion factors related to those functionings. A functioning is defined as what a person values to be or do, hence the term valued beings and doings has been used interchangeably with the term valued functionings throughout the study. The analysis of data was done in three phases. Phase one analysis was inductive with the data from questionnaires, classroom observations, document analysis (work schedules and lesson plans or preparation books). The purpose of this phase was to answer the first research sub-question of how teachers teach environmental content. Phase two was a deductive analysis, and the purpose was to present teachers’ valued beings and doings in teaching environmental content, and in belonging to the PSF. The last phase of analysis was abductive, and it employed the theoretical framework of Sen’s Capability Approach to get a deeper understanding of factors that either enabled or constrained teachers’ valued beings and doings associated with their capabilities. The study found that teachers have gaps in their environmental content knowledge in the Life and Living strand grade 8 Natural Sciences. This was mainly as a result of teachers not having relevant qualifications, and/or not having any professional development in teaching the environmental content knowledge. Secondly, teachers used traditional methods which were teacher-centred to teach environmental content knowledge. The gaps in the environmental content knowledge were constraints to how the teachers taught environmental content in their classrooms. Teachers’ valued beings and doings related to teaching environmental content were discussed under the three conversion factors of the capability approach: personal, social and environmental conversion factors. The study found that teachers’ qualifications, experiences, passion for environmental content topics, level of confidence, teaching and learning resources, learners’ interest and participation, support, classroom and schools’ environment were among conversion factors that either enabled or constrained teachers’ valued functionings in teaching environmental content Findings also revealed that teachers have different valued functionings related to belonging to the PSF: shared responsibilities, shared values and vision, collaboration, and discussion of subject content. The conversion factors related to these functionings were found to be learning space, time and duration of the PSF, activities in the PSF, teaching and learning resources, teaching experience, and facilitation. The study recommends that teachers’ professional development programmes should promote subject content discussions as well as group and individual learning. They should also create supportive conditions that will expand teachers’ capabilities in teaching environmental content knowldge. Lastly, the teachers’ professional development programmes should explicitly take into account teachers’ valued functionings and conversion factors that can enable teachers to develop their professional capabilities.
- Full Text:
- Authors: Thomas, Kgomotso Emily
- Date: 2019
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Science teachers -- In-service training -- South Africa , Science -- Study and teaching (Secondary) -- South Africa , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92584 , vital:30739
- Description: The study explored how professional learning communities can contribute to the development of teachers’ capabilities and achievement of valued functionings related to teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences. This is in the context of the Curriculum Assessment and Policy Statement (CAPS), which is a content-referenced curriculum that requires active and critical approaches to learning, and to environment and sustainability content. This study is designed as a qualitative case study of a professional support forum (PSF) in the Mahikeng sub-district, in North West. The study made use of questionnaires, observations, interviews and document analysis as data generation methods. The Capability Approach was used as a theoretical and conceptual framework to explore teachers’ valued functionings, as well as the conversion factors related to those functionings. A functioning is defined as what a person values to be or do, hence the term valued beings and doings has been used interchangeably with the term valued functionings throughout the study. The analysis of data was done in three phases. Phase one analysis was inductive with the data from questionnaires, classroom observations, document analysis (work schedules and lesson plans or preparation books). The purpose of this phase was to answer the first research sub-question of how teachers teach environmental content. Phase two was a deductive analysis, and the purpose was to present teachers’ valued beings and doings in teaching environmental content, and in belonging to the PSF. The last phase of analysis was abductive, and it employed the theoretical framework of Sen’s Capability Approach to get a deeper understanding of factors that either enabled or constrained teachers’ valued beings and doings associated with their capabilities. The study found that teachers have gaps in their environmental content knowledge in the Life and Living strand grade 8 Natural Sciences. This was mainly as a result of teachers not having relevant qualifications, and/or not having any professional development in teaching the environmental content knowledge. Secondly, teachers used traditional methods which were teacher-centred to teach environmental content knowledge. The gaps in the environmental content knowledge were constraints to how the teachers taught environmental content in their classrooms. Teachers’ valued beings and doings related to teaching environmental content were discussed under the three conversion factors of the capability approach: personal, social and environmental conversion factors. The study found that teachers’ qualifications, experiences, passion for environmental content topics, level of confidence, teaching and learning resources, learners’ interest and participation, support, classroom and schools’ environment were among conversion factors that either enabled or constrained teachers’ valued functionings in teaching environmental content Findings also revealed that teachers have different valued functionings related to belonging to the PSF: shared responsibilities, shared values and vision, collaboration, and discussion of subject content. The conversion factors related to these functionings were found to be learning space, time and duration of the PSF, activities in the PSF, teaching and learning resources, teaching experience, and facilitation. The study recommends that teachers’ professional development programmes should promote subject content discussions as well as group and individual learning. They should also create supportive conditions that will expand teachers’ capabilities in teaching environmental content knowldge. Lastly, the teachers’ professional development programmes should explicitly take into account teachers’ valued functionings and conversion factors that can enable teachers to develop their professional capabilities.
- Full Text:
An investigation into amaXhosa new initiates’ masculine identity construction, mediation and negotiation: implications for the Life Orientation Curriculum
- Authors: Mdaka, Sizwe
- Date: 2019
- Subjects: Xhosa (African people) -- Rites and ceremonies , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Masculinity -- South Africa -- Eastern Cape , Life skills -- Study and teaching -- South Africa -- Eastern Cape -- Case studies , Life skills -- Study and teaching -- South Africa -- Curricula , Men -- Identity -- South Africa , Boys -- Education -- South Africa , Gender identity in education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94926 , vital:31097
- Description: This study asked questions about dominant discourses shaping new amaXhosa initiates masculine identities. In particular, it asked questions on the interface between tradition and modern values and how the new initiates negotiate these in constructing masculine identities and the implications this has for schooling (and specifically LO classes). This was a qualitative case study that relied on multiple sources of data including individual and focus groups interview with AmaXhosa new initiates as well as individual interviews with teachers. The study also included classroom observations of Life Orientation classes as the selected schools. Initially, informal discussions with the new initiates were held to gain insights on their perspective of initiation schools. The findings of this study revealed three broad themes. The first was that normative masculine conceptions and manhood, with particular attention paid to constructions of manhood and masculine identity and their relation to emotional display, men as breadwinners and family providers, marriage, and heterosexuality and fatherhood. The second one was on gender space and power in the classroom which revealed masculine performance inside and outside the classroom, and the role played by sitting positions and spatial arrangements as a discursive spaces for the construction of particular masculine identities. The third related the curriculum in practice versus the stated LO curriculum and revealed a disjuncture between the two. With teachers tolerating the traditional male structures and behaviours in the classroom, despite being in conflict with the stated LO curriculum core messages on gender, patriarchy and equality, intentionally or unintentionally select a position of collusion rather than disruption of these classroom behaviours. The study results highlight the complex social space that new initiates inhabit in order to make meaning of their masculine identities, and the challenges for teachers and schools in mediating between the traditional values and behaviours of some leaners, some of which are in conflict with the values and behaviours espoused by the LO curriculum and the modernizing project goals of SA education and the Constitution.
- Full Text:
- Authors: Mdaka, Sizwe
- Date: 2019
- Subjects: Xhosa (African people) -- Rites and ceremonies , Xhosa (African people) -- Social life and customs , Initiation rites -- South Africa -- Eastern Cape , Masculinity -- South Africa -- Eastern Cape , Life skills -- Study and teaching -- South Africa -- Eastern Cape -- Case studies , Life skills -- Study and teaching -- South Africa -- Curricula , Men -- Identity -- South Africa , Boys -- Education -- South Africa , Gender identity in education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94926 , vital:31097
- Description: This study asked questions about dominant discourses shaping new amaXhosa initiates masculine identities. In particular, it asked questions on the interface between tradition and modern values and how the new initiates negotiate these in constructing masculine identities and the implications this has for schooling (and specifically LO classes). This was a qualitative case study that relied on multiple sources of data including individual and focus groups interview with AmaXhosa new initiates as well as individual interviews with teachers. The study also included classroom observations of Life Orientation classes as the selected schools. Initially, informal discussions with the new initiates were held to gain insights on their perspective of initiation schools. The findings of this study revealed three broad themes. The first was that normative masculine conceptions and manhood, with particular attention paid to constructions of manhood and masculine identity and their relation to emotional display, men as breadwinners and family providers, marriage, and heterosexuality and fatherhood. The second one was on gender space and power in the classroom which revealed masculine performance inside and outside the classroom, and the role played by sitting positions and spatial arrangements as a discursive spaces for the construction of particular masculine identities. The third related the curriculum in practice versus the stated LO curriculum and revealed a disjuncture between the two. With teachers tolerating the traditional male structures and behaviours in the classroom, despite being in conflict with the stated LO curriculum core messages on gender, patriarchy and equality, intentionally or unintentionally select a position of collusion rather than disruption of these classroom behaviours. The study results highlight the complex social space that new initiates inhabit in order to make meaning of their masculine identities, and the challenges for teachers and schools in mediating between the traditional values and behaviours of some leaners, some of which are in conflict with the values and behaviours espoused by the LO curriculum and the modernizing project goals of SA education and the Constitution.
- Full Text:
An investigation of learning and emerging knowledge in the Mpophomeni Sanitation Education Project, Howick, KwaZulu-Natal
- Authors: Boothway, Reinetta Louina
- Date: 2019
- Subjects: Environmental education -- South Africa , Mpophomeni Sanitation Education Project (South Africa) , Water quality management -- Study and teaching -- South Africa , Knowledge and learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/115377 , vital:34121
- Description: This study took place within the broader context of water resources management in South Africa. With the democratisation of water stewardship through an enabling international and South African water policy landscape, an opportunity opened up for citizens to participate in the effective management of their own water resources. In this context, a community-engaged citizen science project known as the Mpophomeni Sanitation Education Project emerged to demonstrate how a diverse range of knowledge agents can work and learn together to better manage their water resources and address problems of sewage pollution threatening their provincial water source. The following study aimed to shed light on the learning and emerging knowledge in the MSEP. The study was conducted in three phases. Wenger’s Communities of Practice (CoP) theory provided a lens to look at Phase One, which aimed to answer the following sub-question: Is the MSEP a CoP? Wenger’s CoP theory also assisted with the investigation during Phase Two, which looked at the following question: What is the nature of learning in the MSEP? Social realist theories of knowledge and education, and Tàbara and Chabay with their Ideal Type (IT) worldviews, provided suitable lenses for Phase Three’s investigation of the following question: What is the nature of emerging knowledge in the MSEP? The main finding for Phase One is that the MSEP does function as a CoP. With its strong focus on relationships, it’s clearly defined joint enterprise of solving the problem of sewage pollution, individual and joint commitment to engage with the problem and the sharing of a repertoire of tools, ideas and practices it is cultivating a culture conducive to purposeful learning. Regarding the exploration of the nature of learning in Phase Two, findings confirming the engagement of identity with learning and the importance of context for meaning-making emerged. Finally, study findings about the nature of knowledge in the MSEP found that the knowledge practices in the MSEP that are both social and epistemic in nature are produced by a diverse range of knowledge agents in an open knowledge space.
- Full Text:
- Authors: Boothway, Reinetta Louina
- Date: 2019
- Subjects: Environmental education -- South Africa , Mpophomeni Sanitation Education Project (South Africa) , Water quality management -- Study and teaching -- South Africa , Knowledge and learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/115377 , vital:34121
- Description: This study took place within the broader context of water resources management in South Africa. With the democratisation of water stewardship through an enabling international and South African water policy landscape, an opportunity opened up for citizens to participate in the effective management of their own water resources. In this context, a community-engaged citizen science project known as the Mpophomeni Sanitation Education Project emerged to demonstrate how a diverse range of knowledge agents can work and learn together to better manage their water resources and address problems of sewage pollution threatening their provincial water source. The following study aimed to shed light on the learning and emerging knowledge in the MSEP. The study was conducted in three phases. Wenger’s Communities of Practice (CoP) theory provided a lens to look at Phase One, which aimed to answer the following sub-question: Is the MSEP a CoP? Wenger’s CoP theory also assisted with the investigation during Phase Two, which looked at the following question: What is the nature of learning in the MSEP? Social realist theories of knowledge and education, and Tàbara and Chabay with their Ideal Type (IT) worldviews, provided suitable lenses for Phase Three’s investigation of the following question: What is the nature of emerging knowledge in the MSEP? The main finding for Phase One is that the MSEP does function as a CoP. With its strong focus on relationships, it’s clearly defined joint enterprise of solving the problem of sewage pollution, individual and joint commitment to engage with the problem and the sharing of a repertoire of tools, ideas and practices it is cultivating a culture conducive to purposeful learning. Regarding the exploration of the nature of learning in Phase Two, findings confirming the engagement of identity with learning and the importance of context for meaning-making emerged. Finally, study findings about the nature of knowledge in the MSEP found that the knowledge practices in the MSEP that are both social and epistemic in nature are produced by a diverse range of knowledge agents in an open knowledge space.
- Full Text:
An investigation of the teaching of writing in Grade-9 English first-language classrooms: a case study of a selected government school in Namibia
- Martins, Simone Alexandra Domingues
- Authors: Martins, Simone Alexandra Domingues
- Date: 2019
- Subjects: English language -- Rhetoric -- Study and teaching -- Namibia , English language -- Study and teaching (Secondary) -- Namibia , English language == Composition and exercises -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92280 , vital:30699
- Description: The pedagogical practice choices teachers make when teaching writing in Grade-9 English first- language classrooms, as well as the extent to which these pedagogical practices appear to enable or constrain learners’ acquisition of writing skills as per grade-specific curricular expectations, are the focus of the study. It draws from Bernstein’s (1971) curriculum and society theory, as well as genre theory. Located within the qualitative case study approach, it is designed to investigate the reasons for Grade-9 English first-language learners’ underperformance in Paper 2, the composition component of the Namibian external examinations. Drawing from the interpretivist paradigm, the study uses one-on-one interviews, semi-structured classroom observations, as well as documentary evidence of the Namibian English first-language syllabus and examples of learners’ written work, to generate data. The research site and study participants were purposefully selected. The study involves two Grade-9 English first-language teachers and classrooms at one Namibian High School, and took place from the second to the third terms of 2017.
- Full Text:
- Authors: Martins, Simone Alexandra Domingues
- Date: 2019
- Subjects: English language -- Rhetoric -- Study and teaching -- Namibia , English language -- Study and teaching (Secondary) -- Namibia , English language == Composition and exercises -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92280 , vital:30699
- Description: The pedagogical practice choices teachers make when teaching writing in Grade-9 English first- language classrooms, as well as the extent to which these pedagogical practices appear to enable or constrain learners’ acquisition of writing skills as per grade-specific curricular expectations, are the focus of the study. It draws from Bernstein’s (1971) curriculum and society theory, as well as genre theory. Located within the qualitative case study approach, it is designed to investigate the reasons for Grade-9 English first-language learners’ underperformance in Paper 2, the composition component of the Namibian external examinations. Drawing from the interpretivist paradigm, the study uses one-on-one interviews, semi-structured classroom observations, as well as documentary evidence of the Namibian English first-language syllabus and examples of learners’ written work, to generate data. The research site and study participants were purposefully selected. The study involves two Grade-9 English first-language teachers and classrooms at one Namibian High School, and took place from the second to the third terms of 2017.
- Full Text:
Boundary-crossing learning in agricultural learning systems: formative interventions for water and seed provision in southern Africa
- Authors: Pesanayi, Victor Tichaona
- Date: 2019
- Subjects: Agriultural extension work -- Africa, Southern , Agriultural colleges -- Africa, Southern , Farmers -- Education -- Africa, Southern , Agriculture and state -- Africa, Southern , Sustainable agriculture -- Africa, Southern
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/94067 , vital:30997
- Description: This research was conducted in the Amathole rural district of the Eastern Cape Province of South Africa, and in Zvishavane and Zhombe rural districts of the Midlands Province of Zimbabwe over a period of four years. In the first two years of this period I was involved in co-engaged boundary-crossing expansive learning processes with research participants from agricultural education (agricultural college lecturers, principals and university lecturers), extension services (extension officers, advisors and workers), small-scale farmers and a local economic development (LED) agency as agricultural learning activity systems. The latter was applicable only to the South African nested case while the rest applied to both country nested cases. The study focusses on the boundary-crossing learning of sustainable agricultural water relevant for small-scale farming contexts under rain-fed and climate constrained conditions with specific attention to rainwater harvesting and conservation and climate-adaptive seed. The study employed cultural-historical activity theory (CHAT) and developmental work research methodology developed by Yrjö Engeström and his colleagues at the Centre for Researching Activity Development and Learning (CRADLE) at the University of Helsinki in Finland. The study was guided by three objectives. The first objective was to find out how the different groups represented across the activity systems listed above learn together to mediate and communicate sustainable agricultural water and seed saving. To address this objective I conducted focus groups and interviews with key informants, made observations and analysed documents. The second objective was to explore and document the socio-ecological histories of rainwater harvesting and conservation, locally-adaptive seed systems and associated value chains, and socio-cultural histories of agricultural learning systems in the context of small-scale farming using historical and ethnographic research techniques. The third objective was to understand how learning, curriculum innovation and mediation tools for agricultural extension education and farmer training that can expand learning of rainwater harvesting and conservation sustainable practices for improved local agricultural water and climate-adaptive non-formal seed systems in agricultural education and small-scale farmer activity systems could be co-generated. This third objective constituted the boundary-crossing expansive learning that emerged from change laboratory workshops carefully designed to explore the common water for food object across the different but related activity systems. The study reveals historically-persisting tensions and contradictions in the work of agricultural college lecturers, small-scale farmers and extension workers that limit their ability to work together relationally leaving them operating in isolated ‘silos’. The industrially-driven agricultural college curriculum promoting conventional irrigated agriculture conflicted with the college’s objective of producing extension workers who will work with resource-poor small-scale farmers in rain-fed farming systems. This conflict was aggravated by the work of extension workers who had little to no knowledge regarding how to support small-scale farmers facing persistent drought and consequent crop failure due to poor and erratic rainfall. At the same time extension services promoting genetically modified (GMO) seed in South Africa were in conflict with some small-scale farmers’ demands for seed that was adapted to their changing climate and their ability to operate independently with access to and ownership of land. This study shows that the work of agricultural colleges and extension services often defeats its intended structural objectives due to historically-constituted power relations around knowledge. This study has demonstrated the effectiveness of co-generative formative interventions in boundary-crossing scenarios in learning network contexts for expansion of activity in farming communities, agricultural colleges and extension services, with emphasis of transformed activity towards engaging a collective object of rainwater harvesting and conservation for more sustainable agriculture and poverty alleviation. The study shows that diverse combinations of change practice courses, change laboratories, demonstration sites and media engagements as mediation processes in the context of learning networks strengthened the possibility for boundary-crossing expansive learning across activity systems of agricultural college lecturers, smallholder farmers, extension workers and local economic development agency facilitators. Three of the five mediation processes emerged out of the formative intervention processes in both the South African and Zimbabwean case studies while two were not realised in the Zimbabwean case study, namely the change practice course and media engagements, due to different formative intervention conditions, inadequate time and resources. Boundary-crossing was enabled by a variety of actions including understanding and identifying with the context of the other (i.e. developing empathy) as a result of change laboratory workshops that also ensured confrontation with relational contradictions. The study concludes that it is possible for historically-constituted contradictions around water for food to be resolved when participants from different agricultural learning systems co-engage as equals in boundary-crossing change laboratory fora mediated by appropriate tools and processes. The study contributes to innovation in agricultural learning systems in southern Africa, in particular to means of engaging across boundaries of previously largely disconnected activity systems in ways that benefit smallholder farmers who have previously been marginalised from mainstream agricultural learning systems.
- Full Text:
- Authors: Pesanayi, Victor Tichaona
- Date: 2019
- Subjects: Agriultural extension work -- Africa, Southern , Agriultural colleges -- Africa, Southern , Farmers -- Education -- Africa, Southern , Agriculture and state -- Africa, Southern , Sustainable agriculture -- Africa, Southern
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/94067 , vital:30997
- Description: This research was conducted in the Amathole rural district of the Eastern Cape Province of South Africa, and in Zvishavane and Zhombe rural districts of the Midlands Province of Zimbabwe over a period of four years. In the first two years of this period I was involved in co-engaged boundary-crossing expansive learning processes with research participants from agricultural education (agricultural college lecturers, principals and university lecturers), extension services (extension officers, advisors and workers), small-scale farmers and a local economic development (LED) agency as agricultural learning activity systems. The latter was applicable only to the South African nested case while the rest applied to both country nested cases. The study focusses on the boundary-crossing learning of sustainable agricultural water relevant for small-scale farming contexts under rain-fed and climate constrained conditions with specific attention to rainwater harvesting and conservation and climate-adaptive seed. The study employed cultural-historical activity theory (CHAT) and developmental work research methodology developed by Yrjö Engeström and his colleagues at the Centre for Researching Activity Development and Learning (CRADLE) at the University of Helsinki in Finland. The study was guided by three objectives. The first objective was to find out how the different groups represented across the activity systems listed above learn together to mediate and communicate sustainable agricultural water and seed saving. To address this objective I conducted focus groups and interviews with key informants, made observations and analysed documents. The second objective was to explore and document the socio-ecological histories of rainwater harvesting and conservation, locally-adaptive seed systems and associated value chains, and socio-cultural histories of agricultural learning systems in the context of small-scale farming using historical and ethnographic research techniques. The third objective was to understand how learning, curriculum innovation and mediation tools for agricultural extension education and farmer training that can expand learning of rainwater harvesting and conservation sustainable practices for improved local agricultural water and climate-adaptive non-formal seed systems in agricultural education and small-scale farmer activity systems could be co-generated. This third objective constituted the boundary-crossing expansive learning that emerged from change laboratory workshops carefully designed to explore the common water for food object across the different but related activity systems. The study reveals historically-persisting tensions and contradictions in the work of agricultural college lecturers, small-scale farmers and extension workers that limit their ability to work together relationally leaving them operating in isolated ‘silos’. The industrially-driven agricultural college curriculum promoting conventional irrigated agriculture conflicted with the college’s objective of producing extension workers who will work with resource-poor small-scale farmers in rain-fed farming systems. This conflict was aggravated by the work of extension workers who had little to no knowledge regarding how to support small-scale farmers facing persistent drought and consequent crop failure due to poor and erratic rainfall. At the same time extension services promoting genetically modified (GMO) seed in South Africa were in conflict with some small-scale farmers’ demands for seed that was adapted to their changing climate and their ability to operate independently with access to and ownership of land. This study shows that the work of agricultural colleges and extension services often defeats its intended structural objectives due to historically-constituted power relations around knowledge. This study has demonstrated the effectiveness of co-generative formative interventions in boundary-crossing scenarios in learning network contexts for expansion of activity in farming communities, agricultural colleges and extension services, with emphasis of transformed activity towards engaging a collective object of rainwater harvesting and conservation for more sustainable agriculture and poverty alleviation. The study shows that diverse combinations of change practice courses, change laboratories, demonstration sites and media engagements as mediation processes in the context of learning networks strengthened the possibility for boundary-crossing expansive learning across activity systems of agricultural college lecturers, smallholder farmers, extension workers and local economic development agency facilitators. Three of the five mediation processes emerged out of the formative intervention processes in both the South African and Zimbabwean case studies while two were not realised in the Zimbabwean case study, namely the change practice course and media engagements, due to different formative intervention conditions, inadequate time and resources. Boundary-crossing was enabled by a variety of actions including understanding and identifying with the context of the other (i.e. developing empathy) as a result of change laboratory workshops that also ensured confrontation with relational contradictions. The study concludes that it is possible for historically-constituted contradictions around water for food to be resolved when participants from different agricultural learning systems co-engage as equals in boundary-crossing change laboratory fora mediated by appropriate tools and processes. The study contributes to innovation in agricultural learning systems in southern Africa, in particular to means of engaging across boundaries of previously largely disconnected activity systems in ways that benefit smallholder farmers who have previously been marginalised from mainstream agricultural learning systems.
- Full Text:
Conditions constraining and enabling research production in Historically Black Universities in South Africa
- Authors: Muthama, Evelyn
- Date: 2019
- Subjects: Universities and colleges, Black -- South Africa , Universities and colleges -- Research -- South Africa , Education, Higher -- South Africa , Universities and colleges -- South Africa -- History , Black people -- Education -- South Africa -- History , Discrimination in higher education -- South Africa -- History
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/131527 , vital:36591
- Description: The South African higher education system has a highly uneven landscape emerging from its apartheid past. Institutions remain categorised along racial lines within categories known as ‘Historically Black’ and ‘Historically White’ institutions, or alternatively ‘Historically Disadvantaged’ and ‘Historically Advantaged’ universities. Alongside such categorisations, universities fall within three types, which arose from the restructuring of the higher education landscape post-apartheid through a series of mergers: traditional universities, comprehensive universities, and universities of technology. This study which is part of a larger National Research Foundation-funded project looking at institutional differentiation in South Africa, sought to investigate the conditions enabling and constraining production of research in the Historically Black Universities (HBUs). By providing clarity as to the nature of truth and the concept of knowledge underpinning study, Critical Realism ensures that the study moves beyond the experiences and events captured in the data to the identification of causal mechanisms. Archer’s theory of Social Realism is used alongside Critical Realism, both as a meta-theory to provide an account of the social world and as a more substantive theory in the analysis of data. Social Realism entails understanding that the social world emerges in a complex interplay of powers in the domains of structure, culture and agency. Identifying the powers in each of these domains that enabled or constrained research development meant moving beyond suggesting simple causal relationships to ensure that I identified the complexities of the interplay of mechanisms. Data was collected from all seven institutions designated by the Department of Higher Education and Training as HBUs, by online survey, in depth interviews with academics and heads of research, and through the collection of a range of national and institutional documentation. Using analytical dualism, I endeavoured to identify some of the enablements and constraints at play. There were a number of areas of strength in research in the HBUs. There has also been a significant increase in research output over the last decade; however, the study also identified a number of mechanisms that constrained research productivity. The study found that while there were a number of mechanisms that appeared to have causal tendencies across all the institutions, there were a number of very specific institutional differences. There was very little consistency in understanding of the purpose of research as being key to what universities and academics do. The implication of this incoherence in the domain of culture (i.e. beliefs and discourses in Archer’s terms) is that various interventions in the structural domain intended to foster increased research output often had unintended consequences. Unless there are explicit discussions about how and why research is valuable to the institution and to the country there is unlikely to be sustained growth in output. In particular, the data analysis raises concerns about an instrumentalist understanding of research output in the domain of culture. This in part emerged from the lack of a historical culture of research and was found to be complimentary to managerialist discourses. Another key mechanism identified in the analysis was the use of direct incentives to drive research productivity. Such initiatives seemed to be complementary to a more instrumentalist understanding of the purpose of research and thereby to potentially constrain the likelihood of sustained research growth. While many of the participants were in favour of the use of research incentives, it was also evident that this was often problematic because it steered academics towards salami slicing, and other practices focused on quantity as opposed to quality research. Predatory publications, in particular, have emerged as a problem whereby the research does not get read or cited and so it fails to contribute to knowledge dissemination. Another constraint to research production was related to the increased casualisation of academic staff, which has exacerbated difficulties in attracting and retaining staff especially in rural areas. In South Africa, 56% of academics in universities are now hired on a contract basis which constrained the nurturing of an academic identity and the extent of commitment to the university and its particular academic project. In the HBUs, these employment conditions were exacerbated by increased teaching loads as a result of increased number of students (undergraduates and postgraduates) that have not been matched with similar increases in academic staff. There was a nascent discourse of social justice that focused on research as a core driver of knowledge production in some of the HBUs. This is potentially an area of strength for the HBUs especially emerging from their rural position as there was a complementary culture of social concerns. There was evidence that the nexus between research and community engagement could be a strong means of both strengthening institutional identity and increasing research productivity. But unless the nexus is clearly articulated, a systematic process of support is unlikely to emerge. Given the extent to which the rural positioning of HBUs has been acknowledged to constrain research engagement, this finding has a number of positive implications.
- Full Text:
- Authors: Muthama, Evelyn
- Date: 2019
- Subjects: Universities and colleges, Black -- South Africa , Universities and colleges -- Research -- South Africa , Education, Higher -- South Africa , Universities and colleges -- South Africa -- History , Black people -- Education -- South Africa -- History , Discrimination in higher education -- South Africa -- History
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/131527 , vital:36591
- Description: The South African higher education system has a highly uneven landscape emerging from its apartheid past. Institutions remain categorised along racial lines within categories known as ‘Historically Black’ and ‘Historically White’ institutions, or alternatively ‘Historically Disadvantaged’ and ‘Historically Advantaged’ universities. Alongside such categorisations, universities fall within three types, which arose from the restructuring of the higher education landscape post-apartheid through a series of mergers: traditional universities, comprehensive universities, and universities of technology. This study which is part of a larger National Research Foundation-funded project looking at institutional differentiation in South Africa, sought to investigate the conditions enabling and constraining production of research in the Historically Black Universities (HBUs). By providing clarity as to the nature of truth and the concept of knowledge underpinning study, Critical Realism ensures that the study moves beyond the experiences and events captured in the data to the identification of causal mechanisms. Archer’s theory of Social Realism is used alongside Critical Realism, both as a meta-theory to provide an account of the social world and as a more substantive theory in the analysis of data. Social Realism entails understanding that the social world emerges in a complex interplay of powers in the domains of structure, culture and agency. Identifying the powers in each of these domains that enabled or constrained research development meant moving beyond suggesting simple causal relationships to ensure that I identified the complexities of the interplay of mechanisms. Data was collected from all seven institutions designated by the Department of Higher Education and Training as HBUs, by online survey, in depth interviews with academics and heads of research, and through the collection of a range of national and institutional documentation. Using analytical dualism, I endeavoured to identify some of the enablements and constraints at play. There were a number of areas of strength in research in the HBUs. There has also been a significant increase in research output over the last decade; however, the study also identified a number of mechanisms that constrained research productivity. The study found that while there were a number of mechanisms that appeared to have causal tendencies across all the institutions, there were a number of very specific institutional differences. There was very little consistency in understanding of the purpose of research as being key to what universities and academics do. The implication of this incoherence in the domain of culture (i.e. beliefs and discourses in Archer’s terms) is that various interventions in the structural domain intended to foster increased research output often had unintended consequences. Unless there are explicit discussions about how and why research is valuable to the institution and to the country there is unlikely to be sustained growth in output. In particular, the data analysis raises concerns about an instrumentalist understanding of research output in the domain of culture. This in part emerged from the lack of a historical culture of research and was found to be complimentary to managerialist discourses. Another key mechanism identified in the analysis was the use of direct incentives to drive research productivity. Such initiatives seemed to be complementary to a more instrumentalist understanding of the purpose of research and thereby to potentially constrain the likelihood of sustained research growth. While many of the participants were in favour of the use of research incentives, it was also evident that this was often problematic because it steered academics towards salami slicing, and other practices focused on quantity as opposed to quality research. Predatory publications, in particular, have emerged as a problem whereby the research does not get read or cited and so it fails to contribute to knowledge dissemination. Another constraint to research production was related to the increased casualisation of academic staff, which has exacerbated difficulties in attracting and retaining staff especially in rural areas. In South Africa, 56% of academics in universities are now hired on a contract basis which constrained the nurturing of an academic identity and the extent of commitment to the university and its particular academic project. In the HBUs, these employment conditions were exacerbated by increased teaching loads as a result of increased number of students (undergraduates and postgraduates) that have not been matched with similar increases in academic staff. There was a nascent discourse of social justice that focused on research as a core driver of knowledge production in some of the HBUs. This is potentially an area of strength for the HBUs especially emerging from their rural position as there was a complementary culture of social concerns. There was evidence that the nexus between research and community engagement could be a strong means of both strengthening institutional identity and increasing research productivity. But unless the nexus is clearly articulated, a systematic process of support is unlikely to emerge. Given the extent to which the rural positioning of HBUs has been acknowledged to constrain research engagement, this finding has a number of positive implications.
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Examination of teacher mediation and its impact on foundational reading skills in Grade-R classrooms in Namibia
- Authors: Nzwala, Kenneth
- Date: 2019
- Subjects: Reading (Elementary) -- Namibia -- Case studies , Elementary school teachers -- Namibia -- Case studies , Early childhood education -- Curricula -- Namibia , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92291 , vital:30700
- Description: Grounded in the Sociocultural Theory (SCT) of Lev Vygotsky, this study examined teacher mediation and its impact on development of foundational reading skills in six Grade-R classrooms in the Zambezi Region of Namibia. It was a multiple case study with a mixed methods approach. Six Grade R classes attached to primary schools were studied to facilitate following of the same learners to Grade One. A purposive sampling technique was used to draw a sample of six Grade-R and Grade-One teachers. Learners were selected using stratified random sampling. Data were collected by means of interviews, observation of Grade R lessons, and an emergent Early Grade Reading Assessment (eEGRA) test. eEGRA facilitated benchmarking teacher efficacy in mediating Grade R learners’ foundational reading skills. Nine Grade One learners per teacher per school took part in the test at the beginning of Grade One. Three 35-minute lessons, per Grade-R teacher, were observed. Data were analysed statistically using ANOVA with thematic qualitative analysis of interview data against document analysis of curricula, teacher planning and learner exercise books. The study established that teachers had no understanding of ‘emergent literacy’, did not promote a love of books, or promote learning through play. There was evidence of a language barrier during lessons, which potentially reduced the efficacy of teacher mediation. The curriculum was found to be inappropriate as it lacked guidance relevant to Grade R teachers. This point was particularly pertinent as all teachers in this study had not received Grade-R training and were therefore looking to the curriculum for support. The difference between what teachers said and what they did was revealed in their classroom practice. Lesson planning was found to be superficial and non-reflective, with a marked discrepancy between what was planned and what was done. The style of pedagogy was primarily transmissive and authoritarian. Finally, the socio-economic distribution of the schools did not demonstrate significant impact on learner performance in the benchmark test. This study concludes that the Grade-R curriculum needs to be revised to be culturally and age appropriate. Teachers should be trained to understand the speciality of Grade R, and support should be given to current teachers to adopt a child-centred, play-based approach to pedagogy.
- Full Text:
- Authors: Nzwala, Kenneth
- Date: 2019
- Subjects: Reading (Elementary) -- Namibia -- Case studies , Elementary school teachers -- Namibia -- Case studies , Early childhood education -- Curricula -- Namibia , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92291 , vital:30700
- Description: Grounded in the Sociocultural Theory (SCT) of Lev Vygotsky, this study examined teacher mediation and its impact on development of foundational reading skills in six Grade-R classrooms in the Zambezi Region of Namibia. It was a multiple case study with a mixed methods approach. Six Grade R classes attached to primary schools were studied to facilitate following of the same learners to Grade One. A purposive sampling technique was used to draw a sample of six Grade-R and Grade-One teachers. Learners were selected using stratified random sampling. Data were collected by means of interviews, observation of Grade R lessons, and an emergent Early Grade Reading Assessment (eEGRA) test. eEGRA facilitated benchmarking teacher efficacy in mediating Grade R learners’ foundational reading skills. Nine Grade One learners per teacher per school took part in the test at the beginning of Grade One. Three 35-minute lessons, per Grade-R teacher, were observed. Data were analysed statistically using ANOVA with thematic qualitative analysis of interview data against document analysis of curricula, teacher planning and learner exercise books. The study established that teachers had no understanding of ‘emergent literacy’, did not promote a love of books, or promote learning through play. There was evidence of a language barrier during lessons, which potentially reduced the efficacy of teacher mediation. The curriculum was found to be inappropriate as it lacked guidance relevant to Grade R teachers. This point was particularly pertinent as all teachers in this study had not received Grade-R training and were therefore looking to the curriculum for support. The difference between what teachers said and what they did was revealed in their classroom practice. Lesson planning was found to be superficial and non-reflective, with a marked discrepancy between what was planned and what was done. The style of pedagogy was primarily transmissive and authoritarian. Finally, the socio-economic distribution of the schools did not demonstrate significant impact on learner performance in the benchmark test. This study concludes that the Grade-R curriculum needs to be revised to be culturally and age appropriate. Teachers should be trained to understand the speciality of Grade R, and support should be given to current teachers to adopt a child-centred, play-based approach to pedagogy.
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Examining mathematical reasoning through enacted visualisation
- Authors: Dongwi, Beata Lididimikeni
- Date: 2019
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia , Mathematics -- Study and teaching -- Audio-visual aids , Geometry -- Study and teaching , Reasoning , Mathematical ability
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68192 , vital:29217
- Description: This study sets out to analyse the co-emergence of visualisation and reasoning processes when selected learners engaged in solving word problems. The study argues that visualisation processes and mathematical reasoning processes are closely interlinked in the process of engaging in any mathematical activity. This qualitative research project adopted a case study methodology embedded within a broader interpretative orientation. The research participants were a cohort of 17 mixedgender and mixed-ability Grade 11 learners from a private school in southern Namibia. Data was collected in three phases and comprised of one-on-one task-based interviews in the first phase, focus group task-based interviews in the second, and semi-structured reflective interviews in the third. The analytical framework was informed by elements of enactivism and consisted of a hybrid of observable visualisation and mathematical reasoning indicators. The study was framed by an enactivist perspective that served as a linking mediator to bring visualisation and reasoning processes together, and as a lens through which the coemergence of these processes was observed and analysed. The key enactivist concepts of structural coupling and co-emergence were the two mediating ideas that enabled me to discuss the links between visualisation and reasoning that emerged whilst my participants solved the set word problems. The study argues that the visualisation processes enacted by the participants when solving these problems are inseparable from the reasoning processes that the participants brought to bear; that is, they co-emerged.
- Full Text:
- Authors: Dongwi, Beata Lididimikeni
- Date: 2019
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia , Mathematics -- Study and teaching -- Audio-visual aids , Geometry -- Study and teaching , Reasoning , Mathematical ability
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/68192 , vital:29217
- Description: This study sets out to analyse the co-emergence of visualisation and reasoning processes when selected learners engaged in solving word problems. The study argues that visualisation processes and mathematical reasoning processes are closely interlinked in the process of engaging in any mathematical activity. This qualitative research project adopted a case study methodology embedded within a broader interpretative orientation. The research participants were a cohort of 17 mixedgender and mixed-ability Grade 11 learners from a private school in southern Namibia. Data was collected in three phases and comprised of one-on-one task-based interviews in the first phase, focus group task-based interviews in the second, and semi-structured reflective interviews in the third. The analytical framework was informed by elements of enactivism and consisted of a hybrid of observable visualisation and mathematical reasoning indicators. The study was framed by an enactivist perspective that served as a linking mediator to bring visualisation and reasoning processes together, and as a lens through which the coemergence of these processes was observed and analysed. The key enactivist concepts of structural coupling and co-emergence were the two mediating ideas that enabled me to discuss the links between visualisation and reasoning that emerged whilst my participants solved the set word problems. The study argues that the visualisation processes enacted by the participants when solving these problems are inseparable from the reasoning processes that the participants brought to bear; that is, they co-emerged.
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Expanding learning in clergy leadership formation in an Anglican Church Province in Southern Africa: a critical realist study
- Authors: Chinganga, Percy
- Date: 2019
- Subjects: Leadership -- Africa, Southern -- Religious aspects -- Christianity , Church management -- Africa, Southern , Critical realism , Educational leadership , Anglican Church of Southern Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92258 , vital:30704
- Description: The focus of this study was to investigate the kind of learning that happened when participants involved in clergy leadership formation programmes and activities in the Anglican Church of Southern Africa (ACSA) engaged in their responsibilities as a collective. Further, the research sought to explore collaborative and transforming practices in ACSA clergy leadership formation programmes and activities which could be expanded through learning. The study is premised on an investigation of the historical foundations of Christian leadership formation processes which sought to establish clergy leadership formation models relevant to ACSA (the context of the study) from inception (1848) to date (2017). This entailed investigating how the developments which have happened in the church from its inception in the New Testament times through the Medieval and Reformation periods, have contributed to the emergence of distinct Christian leadership formation models which have formed the basis of clergy leadership formation in ACSA. Accordingly, the study highlighted key issues relating to clergy leadership formation which are discernible in the different historical phases of the life and work of the church with the objective of establishing how ACSA, through expansive learning, could transform her current clergy leadership formation model(s) towards collaborative and transforming practices. The concept of expansive learning, drawn from Cultural Historical Activity Theory (CHAT), was used in the study as a methodological tool to create an environment where research participants (formators) from several dioceses would engage in collective work activities which would surface contradictions relating to how clergy leadership formation programmes and activities were understood and facilitated in ACSA. In response to the surfaced contradictions, the study engaged research participants in Change Laboratory Workshops whose goal was to transform the organisation (ACSA) in two particular ways: empowerment of participants (formators) with conceptual tools relevant to their responsibilities in clergy leadership formation programmes and activities in ACSA, and improvement of organisational cultural practices, that is, the manner in which ACSA ought to conceptualise, design, plan, facilitate and manage clergy leadership formation programmes and activities. The latter brought into the discourse the need for participants (formators) to select and employ methodologies, methods, approaches and resources relevant to the southern African context where ACSA is located even though the study also acknowledged the influence of other Anglican Church contexts on what happened at the local level. In order to decipher meaning out of investigated phenomena about clergy leadership formation in ACSA, the study employed the critical realist “underlabouring” philosophy advanced by theorists such as Bhaskar to surface underlying mechanisms that exist at the level of the “real” in order to understand the causes of particular events and experiences as they manifest in the “actual” and “empirical” domains of the world, ACSA in the case of the study. In particular, the study engaged critically the opinion deliberated by critical realists concerning the interplay between structure and agency in relation to the responsibilities of the research participants (formators) in ACSA clergy leadership formation programmes and activities. For instance, the study had an interest in investigating why bishops (principal formators in ACSA) exercised their episcopal authority in the manner they do and why individual formators were concerned about particular issues which relate to the facilitation of clergy leadership formation in ACSA (agential reflexivity/subjectivity). The study observed that, in the case of diocesan bishops, critical realists would argue that, by virtue of the authority which comes with their responsibilities (agency), they have the power to influence transformation of practices in clergy leadership formation in ACSA at any given point in time. The flip side of the discourse was also taken note of: that some bishops, for reasons known to themselves and their predecessors, are often reluctant to embrace new ideas relating to clergy leadership formation practices in their dioceses. Further, through critical realist lens, the study concluded that Canons, Vision and Mission statements, Acts, and structures such as Synod of Bishops, Provincial Synod, ABoTE, Cott, and TfM structurally shape ACSA, thus providing the organisation with a stable ontology which ought to direct, regulate and control the manner in which clergy leadership formation programmes and activities were conceptualised, designed, planned, facilitated and managed. As such, the study had an interest in establishing what would happen, in relation to clergy leadership formation practices in ACSA, when these structures would have been activated? Beyond that, in view of the goal of the study, it was enquired how expansive learning processes could be helpful in responding to the research findings towards exploring collaborative and transforming clergy leadership formation practices in ACSA. Drawing from the conceptual framework which was carved in the study on the basis of the theoretical tools (critical realism and educational leadership theory) and methodological tools (CHAT orientated concepts) undergirded by the Vygotskian theorisation of human consciousness development, the study concluded that clergy leadership formation is a collaborative activity which calls for the recognition, appreciation and utilisation of available expertise in ACSA and provision of a platform where participants (formators) could engage collectively on issues relating to their work with the objective of building each other up in knowledge and skills (expansive learning) towards realisation of the goals and objectives of the organisation. Diverse understandings (contradictions) of what needed to be prioritised in the facilitation of clergy leadership formation in ACSA would be considered as a positive rather than a negative. Ultimately, through the use of inductive, abductive and retroductive modes of inference, the study modelled a transforming, transformational, transformative, embodied and incarnational model of clergy leadership formation which ACSA could consider using in future deliberations on the object of study particularly in relation to the key research findings across the case studies which were used in the study.
- Full Text:
- Authors: Chinganga, Percy
- Date: 2019
- Subjects: Leadership -- Africa, Southern -- Religious aspects -- Christianity , Church management -- Africa, Southern , Critical realism , Educational leadership , Anglican Church of Southern Africa
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/92258 , vital:30704
- Description: The focus of this study was to investigate the kind of learning that happened when participants involved in clergy leadership formation programmes and activities in the Anglican Church of Southern Africa (ACSA) engaged in their responsibilities as a collective. Further, the research sought to explore collaborative and transforming practices in ACSA clergy leadership formation programmes and activities which could be expanded through learning. The study is premised on an investigation of the historical foundations of Christian leadership formation processes which sought to establish clergy leadership formation models relevant to ACSA (the context of the study) from inception (1848) to date (2017). This entailed investigating how the developments which have happened in the church from its inception in the New Testament times through the Medieval and Reformation periods, have contributed to the emergence of distinct Christian leadership formation models which have formed the basis of clergy leadership formation in ACSA. Accordingly, the study highlighted key issues relating to clergy leadership formation which are discernible in the different historical phases of the life and work of the church with the objective of establishing how ACSA, through expansive learning, could transform her current clergy leadership formation model(s) towards collaborative and transforming practices. The concept of expansive learning, drawn from Cultural Historical Activity Theory (CHAT), was used in the study as a methodological tool to create an environment where research participants (formators) from several dioceses would engage in collective work activities which would surface contradictions relating to how clergy leadership formation programmes and activities were understood and facilitated in ACSA. In response to the surfaced contradictions, the study engaged research participants in Change Laboratory Workshops whose goal was to transform the organisation (ACSA) in two particular ways: empowerment of participants (formators) with conceptual tools relevant to their responsibilities in clergy leadership formation programmes and activities in ACSA, and improvement of organisational cultural practices, that is, the manner in which ACSA ought to conceptualise, design, plan, facilitate and manage clergy leadership formation programmes and activities. The latter brought into the discourse the need for participants (formators) to select and employ methodologies, methods, approaches and resources relevant to the southern African context where ACSA is located even though the study also acknowledged the influence of other Anglican Church contexts on what happened at the local level. In order to decipher meaning out of investigated phenomena about clergy leadership formation in ACSA, the study employed the critical realist “underlabouring” philosophy advanced by theorists such as Bhaskar to surface underlying mechanisms that exist at the level of the “real” in order to understand the causes of particular events and experiences as they manifest in the “actual” and “empirical” domains of the world, ACSA in the case of the study. In particular, the study engaged critically the opinion deliberated by critical realists concerning the interplay between structure and agency in relation to the responsibilities of the research participants (formators) in ACSA clergy leadership formation programmes and activities. For instance, the study had an interest in investigating why bishops (principal formators in ACSA) exercised their episcopal authority in the manner they do and why individual formators were concerned about particular issues which relate to the facilitation of clergy leadership formation in ACSA (agential reflexivity/subjectivity). The study observed that, in the case of diocesan bishops, critical realists would argue that, by virtue of the authority which comes with their responsibilities (agency), they have the power to influence transformation of practices in clergy leadership formation in ACSA at any given point in time. The flip side of the discourse was also taken note of: that some bishops, for reasons known to themselves and their predecessors, are often reluctant to embrace new ideas relating to clergy leadership formation practices in their dioceses. Further, through critical realist lens, the study concluded that Canons, Vision and Mission statements, Acts, and structures such as Synod of Bishops, Provincial Synod, ABoTE, Cott, and TfM structurally shape ACSA, thus providing the organisation with a stable ontology which ought to direct, regulate and control the manner in which clergy leadership formation programmes and activities were conceptualised, designed, planned, facilitated and managed. As such, the study had an interest in establishing what would happen, in relation to clergy leadership formation practices in ACSA, when these structures would have been activated? Beyond that, in view of the goal of the study, it was enquired how expansive learning processes could be helpful in responding to the research findings towards exploring collaborative and transforming clergy leadership formation practices in ACSA. Drawing from the conceptual framework which was carved in the study on the basis of the theoretical tools (critical realism and educational leadership theory) and methodological tools (CHAT orientated concepts) undergirded by the Vygotskian theorisation of human consciousness development, the study concluded that clergy leadership formation is a collaborative activity which calls for the recognition, appreciation and utilisation of available expertise in ACSA and provision of a platform where participants (formators) could engage collectively on issues relating to their work with the objective of building each other up in knowledge and skills (expansive learning) towards realisation of the goals and objectives of the organisation. Diverse understandings (contradictions) of what needed to be prioritised in the facilitation of clergy leadership formation in ACSA would be considered as a positive rather than a negative. Ultimately, through the use of inductive, abductive and retroductive modes of inference, the study modelled a transforming, transformational, transformative, embodied and incarnational model of clergy leadership formation which ACSA could consider using in future deliberations on the object of study particularly in relation to the key research findings across the case studies which were used in the study.
- Full Text:
Exploring a shift in teacher practices after going through an intervention on the integration of local knowledge in grade 9 physical science lessons
- Authors: Mika, Rauha T
- Date: 2019
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96801 , vital:31323
- Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
- Full Text:
- Authors: Mika, Rauha T
- Date: 2019
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96801 , vital:31323
- Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
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Exploring how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources in the Oshikoto Region, Namibia
- Authors: Nangolo, Rosalia Ndawapeka
- Date: 2019
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Osmosis -- Study and teaching (Secondary) -- Namibia , Ethnobiology -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92595 , vital:30740
- Description: Exploring the use easily accessible resources to carry out the hands-on practical activities to science learning has become one of the significant aspects in the educational research, particularly in science education. It could be deduced from the literature that hands-on practical activities are useful, enjoyable and foster conceptual understanding. The National Curriculum for Basic Education advocates empowering teachers to be knowledgeable on use of hands-on practical activities to produce learners who are scientifically equipped. Yet, the performance of the learners in Science and Mathematics continues to be worrisome and has not been improving over years as reported in TIMSS reports. For instance, the Namibian Examiners’ Reports have repeatedly reported that Biology is one of the subjects that are poorly performed. Essentially, the section on osmosis has been identified as one of the scientific concepts that is problematic to learners. In my view, in order for learners to understand osmosis and its associated concepts, there is a need to strengthen the use of hands-on practical activities. It is recognized that this is something that is lacking in most rural Namibian schools especially where laboratory resources are scarce. It is against this background that the goal of this study was to explore how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources. This study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was employed to obtain in-depth understanding on how Biology teachers mediate learning. This study was conducted in two conveniently selected secondary schools in the Oshikoto region, which I could easily access. It focused on four Grade 11 Biology teachers. Data were generated through semi-structured interviews, workshop discussions, lesson observation and stimulated interviews. Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse my data. The findings from semi-structured interviews revealed that teachers demonstrated positive attitudes towards teaching of osmosis using easily accessible resources. However, challenges regarding inadequate materials that hinder the teaching and learning process were registered. Another finding of this study was that teachers used a variety of mediation tools such as prior and local knowledge, language and easily accessible resources to enhance learning. The study thus recommends that, if teachers are exposed to numerous professional development platforms that include the use of easily accessible resources might improve their pedagogical approaches.
- Full Text:
- Authors: Nangolo, Rosalia Ndawapeka
- Date: 2019
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Osmosis -- Study and teaching (Secondary) -- Namibia , Ethnobiology -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92595 , vital:30740
- Description: Exploring the use easily accessible resources to carry out the hands-on practical activities to science learning has become one of the significant aspects in the educational research, particularly in science education. It could be deduced from the literature that hands-on practical activities are useful, enjoyable and foster conceptual understanding. The National Curriculum for Basic Education advocates empowering teachers to be knowledgeable on use of hands-on practical activities to produce learners who are scientifically equipped. Yet, the performance of the learners in Science and Mathematics continues to be worrisome and has not been improving over years as reported in TIMSS reports. For instance, the Namibian Examiners’ Reports have repeatedly reported that Biology is one of the subjects that are poorly performed. Essentially, the section on osmosis has been identified as one of the scientific concepts that is problematic to learners. In my view, in order for learners to understand osmosis and its associated concepts, there is a need to strengthen the use of hands-on practical activities. It is recognized that this is something that is lacking in most rural Namibian schools especially where laboratory resources are scarce. It is against this background that the goal of this study was to explore how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources. This study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was employed to obtain in-depth understanding on how Biology teachers mediate learning. This study was conducted in two conveniently selected secondary schools in the Oshikoto region, which I could easily access. It focused on four Grade 11 Biology teachers. Data were generated through semi-structured interviews, workshop discussions, lesson observation and stimulated interviews. Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse my data. The findings from semi-structured interviews revealed that teachers demonstrated positive attitudes towards teaching of osmosis using easily accessible resources. However, challenges regarding inadequate materials that hinder the teaching and learning process were registered. Another finding of this study was that teachers used a variety of mediation tools such as prior and local knowledge, language and easily accessible resources to enhance learning. The study thus recommends that, if teachers are exposed to numerous professional development platforms that include the use of easily accessible resources might improve their pedagogical approaches.
- Full Text:
Exploring how the integration of indigenous knowledge in the topic of acids and bases influences Grade 10 Physical Science learners’ conceptions, dispositions and sense-making
- Authors: Haimene, Johanna Shetulimba
- Date: 2019
- Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94996 , vital:31105
- Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
- Full Text:
- Authors: Haimene, Johanna Shetulimba
- Date: 2019
- Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94996 , vital:31105
- Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
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Exploring Intersemiotic Complementarity in three Namibian Physical Science teachers’ classroom practice
- Authors: Nakakuwa, Tomas
- Date: 2019
- Subjects: Semiotics , Communication in science , Communication in education , Physical sciences -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Language and education -- Namibia , Science teachers -- Training of -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96812 , vital:31324
- Description: The Namibian Science curriculum promotes learners’ development of self-confidence, self-knowledge and understanding of the world in which they live. The world we live in is increasingly multimodal, necessitating a multiliteracy in learners in order for them to engage meaningfully with knowledge and skills. Furthermore, scientists themselves engage in a range of inscription practices. While verbal language is the primary medium through which scientific knowledge and concepts are constructed, communicated, and learned, visuals can help learners to gain knowledge that they may not receive from verbal explanation alone. The verbal and visual semiotic modes can also function in a complementarity way, and this is significant in contexts where science lessons are for the most part in a second language - as is the case in Namibia where the language of learning and teaching (LoLT) of English is commonly not the learners’ mother tongue. However, no studies were found exploring the nature of verbal-visual intersemiotic complementarity in the practice of Namibian science teachers, or whether it was related to the number of years of science teaching experience. This study thus aimed to explore the dynamics of verbal-visual intersemiotic complementarity in the classroom practice of three Junior Secondary Physical Science teachers, with varying amounts of science teaching experience, in the Oshana region of Namibia. This qualitative case study, on the dynamics of verbal-visual intersemiotic complementarity in science teacher classroom practice follows in the path of earlier studies which employed Systemic Functional Linguistics (SFL) in the analysis of multimodal discourse. This thesis is also informed by Social Constructivism in which the various semiotic modes are recognised as components of the toolkit for mediating learning. The study adopted the interpretive paradigm. Data collection involved lesson observations and semi-structured interviews. Data analysis involved identification and coding of themes and categories inductively. The results reveal that the participant teachers employed the full range of intersemiotic sense relations which literature outlines. It was found that the ideational meanings in the verbal and visual modes of the science teachers’ practice are lexico-semantically related through these intersemiotic sense relations. While some teachers utilised some intersemiotic sense relations more often than others, there were no correspondences evident between the use of verbal-visual intersemiotic complementarity and the number of years of science teaching experience. The results also indicated that different intersemiotic sense relations served different purposes in the science classroom. The verbal-visual intersemiotic complementarity in the participant teachers’ practice tended to focus on: physical material, processes, symbolism or resemblance. This study has significant implications, providing an empirical basis for informing pre-service Physical Science teachers’ training and guiding the in-service training of Physical Science teachers in Namibia. Since its effective use may not be left up to teaching experience, Namibian Physical Science teacher training programmes need to include the use of verbal-visual intersemiotic complementarity in order to equip and empower Physical Science teachers.
- Full Text:
- Authors: Nakakuwa, Tomas
- Date: 2019
- Subjects: Semiotics , Communication in science , Communication in education , Physical sciences -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Language and education -- Namibia , Science teachers -- Training of -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96812 , vital:31324
- Description: The Namibian Science curriculum promotes learners’ development of self-confidence, self-knowledge and understanding of the world in which they live. The world we live in is increasingly multimodal, necessitating a multiliteracy in learners in order for them to engage meaningfully with knowledge and skills. Furthermore, scientists themselves engage in a range of inscription practices. While verbal language is the primary medium through which scientific knowledge and concepts are constructed, communicated, and learned, visuals can help learners to gain knowledge that they may not receive from verbal explanation alone. The verbal and visual semiotic modes can also function in a complementarity way, and this is significant in contexts where science lessons are for the most part in a second language - as is the case in Namibia where the language of learning and teaching (LoLT) of English is commonly not the learners’ mother tongue. However, no studies were found exploring the nature of verbal-visual intersemiotic complementarity in the practice of Namibian science teachers, or whether it was related to the number of years of science teaching experience. This study thus aimed to explore the dynamics of verbal-visual intersemiotic complementarity in the classroom practice of three Junior Secondary Physical Science teachers, with varying amounts of science teaching experience, in the Oshana region of Namibia. This qualitative case study, on the dynamics of verbal-visual intersemiotic complementarity in science teacher classroom practice follows in the path of earlier studies which employed Systemic Functional Linguistics (SFL) in the analysis of multimodal discourse. This thesis is also informed by Social Constructivism in which the various semiotic modes are recognised as components of the toolkit for mediating learning. The study adopted the interpretive paradigm. Data collection involved lesson observations and semi-structured interviews. Data analysis involved identification and coding of themes and categories inductively. The results reveal that the participant teachers employed the full range of intersemiotic sense relations which literature outlines. It was found that the ideational meanings in the verbal and visual modes of the science teachers’ practice are lexico-semantically related through these intersemiotic sense relations. While some teachers utilised some intersemiotic sense relations more often than others, there were no correspondences evident between the use of verbal-visual intersemiotic complementarity and the number of years of science teaching experience. The results also indicated that different intersemiotic sense relations served different purposes in the science classroom. The verbal-visual intersemiotic complementarity in the participant teachers’ practice tended to focus on: physical material, processes, symbolism or resemblance. This study has significant implications, providing an empirical basis for informing pre-service Physical Science teachers’ training and guiding the in-service training of Physical Science teachers in Namibia. Since its effective use may not be left up to teaching experience, Namibian Physical Science teacher training programmes need to include the use of verbal-visual intersemiotic complementarity in order to equip and empower Physical Science teachers.
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Exploring opportunities for integrating indigenous knowledge and practices into animal husbandry in Grade 10 Agricultural Science lessons
- Authors: Siseho, Robert Simwanza
- Date: 2019
- Subjects: Agriculture -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Ethnoscience -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96790 , vital:31320
- Description: The performance of learners in Agricultural Science at secondary schools in the Omaheke region of Namibia is worrisome. For some years performance in the subject has been below the national average, even though the region is known for its agricultural activities. My assumption is that this could be compounded by the fact that even though the Namibian curriculum encourages teachers to integrate local or indigenous knowledge (IK) in their lessons, it is not clear how this should be executed. It is against this background that this study set out to explore opportunities for integrating indigenous animal husbandry knowledge and practices into the animal husbandry section of Namibian Grade 10 Agricultural Science lessons. This was a qualitative case study underpinned by the interpretive paradigm. The study first focused on finding out what practices and knowledge might be integrated into animal husbandry within Grade 10 Agricultural Science. Secondly, it aimed at finding strategies for integrating indigenous knowledge into Grade 10 Agricultural Science. Thirdly, using my experience of co-developing model lessons with two Grade 10 Agricultural Science teachers, it sought to identify what assistance teachers need to integrate IK. The fourth goal was to observe the lessons taught in order to find out how the two teachers mediated the lessons featuring IK. Data were collected using interviews, workshop discussions, observations (videotaped lessons) and reflections. The data were validated through member checking and triangulation via various techniques. I used Vygotsky’s (1978) sociocultural theory and Wenger’s (1998) community of practice as a composite lens to analyse my data. The findings showed that there is indigenous knowledge in animal husbandry of disease prevention and treatment, the feeding of livestock, castration, de-horning and parasite control. Strategies to integrate IK included inviting or visiting parents or farmers, using the learners’ mother tongue and exploiting local resources. It emerged that teachers need help with teaching strategies, the development of worksheets, lesson planning and the use of technology. The mediation of the lessons included use of the chalkboard and a data projector, worksheets, the teacher assisting learners, and learners assisting one another. The study recommends that teachers integrate IK into their lessons to contextualize learning, increase learners’ participation in class and enhance their understanding of science. It also recommends that curriculum developers make it clear how IK should be integrated and assessed. The study further recommends that institutions of higher education should train teachers on how to integrate IK in the curriculum.
- Full Text:
- Authors: Siseho, Robert Simwanza
- Date: 2019
- Subjects: Agriculture -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Ethnoscience -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96790 , vital:31320
- Description: The performance of learners in Agricultural Science at secondary schools in the Omaheke region of Namibia is worrisome. For some years performance in the subject has been below the national average, even though the region is known for its agricultural activities. My assumption is that this could be compounded by the fact that even though the Namibian curriculum encourages teachers to integrate local or indigenous knowledge (IK) in their lessons, it is not clear how this should be executed. It is against this background that this study set out to explore opportunities for integrating indigenous animal husbandry knowledge and practices into the animal husbandry section of Namibian Grade 10 Agricultural Science lessons. This was a qualitative case study underpinned by the interpretive paradigm. The study first focused on finding out what practices and knowledge might be integrated into animal husbandry within Grade 10 Agricultural Science. Secondly, it aimed at finding strategies for integrating indigenous knowledge into Grade 10 Agricultural Science. Thirdly, using my experience of co-developing model lessons with two Grade 10 Agricultural Science teachers, it sought to identify what assistance teachers need to integrate IK. The fourth goal was to observe the lessons taught in order to find out how the two teachers mediated the lessons featuring IK. Data were collected using interviews, workshop discussions, observations (videotaped lessons) and reflections. The data were validated through member checking and triangulation via various techniques. I used Vygotsky’s (1978) sociocultural theory and Wenger’s (1998) community of practice as a composite lens to analyse my data. The findings showed that there is indigenous knowledge in animal husbandry of disease prevention and treatment, the feeding of livestock, castration, de-horning and parasite control. Strategies to integrate IK included inviting or visiting parents or farmers, using the learners’ mother tongue and exploiting local resources. It emerged that teachers need help with teaching strategies, the development of worksheets, lesson planning and the use of technology. The mediation of the lessons included use of the chalkboard and a data projector, worksheets, the teacher assisting learners, and learners assisting one another. The study recommends that teachers integrate IK into their lessons to contextualize learning, increase learners’ participation in class and enhance their understanding of science. It also recommends that curriculum developers make it clear how IK should be integrated and assessed. The study further recommends that institutions of higher education should train teachers on how to integrate IK in the curriculum.
- Full Text: