The mediating processes within social learning: women’s food and water security practices in the rural Eastern Cape
- Authors: Rivers, Nina
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/888 , vital:20000
- Description: The focus of this study was to explore the implicit and explicit mediating processes within the social learning of women’s food and water security practices in the rural Eastern Cape, South Africa. The study was undertaken in response to a growing problem of learning resources being decontextualised and therefore being of little relevance or use to the everyday practices of the people they were developed for. The central thesis of this study is that if the mediating processes that shape practice and learning are understood then these practices and learning can be better supported. One of the main foci of this study therefore is the concept of mediation and the importance of understanding the implicit and explicit mediating processes that shape learning and practice within the context of rainwater harvesting and food gardening practices of rural women. The study interprets these as social learning processes after the work of Lev Vygotsky and post-Vygotskian learning and activity development research, which recognises that all learning is socially mediated. This study also attempts to show that ontological factors also shape social learning processes via structural mediations (which are often also socially structured over time in history). Working within the broad framework of change oriented social learning, education for sustainability and the southern African water and food nexus the study is focused around two central research questions: 1) What are the mediating processes evident in and surrounding the learning of rainwater harvesting in the context of women’s water and food security in rural communities? And 2) How can a question-based learning resource extend the learning practices in this context? Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT), underpinned by critical realism, to reveal how the learning of rainwater and food gardening practitioners is constrained and enabled by mediating processes. The theory of mediation provided a useful theoretical lens with which to examine data generated. A case study approach was used in two sites in the rural Eastern Cape. The first was Cata village in the Amathole district and the second was a peri-urban settlement called Glenconnor in the Cacadu district. Each case study is constituted within a networked activity system. The study also used a narrative inquiry approach in order to bring to life the case studies, activity systems and some of the dynamics of social learning within the study. The methodological tools of document analysis, observations, in-depth interviews and focus group discussions were used to explore the implicit and explicit mediating processes that shape research participants’ rainwater harvesting and food gardening practices and their learning. Inductive, abductive and retroductive modes of inference were used to analyse data in and across case studies. One of the first findings of this study is that learning is embedded in and emergent from context in that it is mediated by implicit and explicit processes within each context. This makes such learning social, in the sense of social used by Vygotsky. The second finding showed that implicit and explicit mediation processes are constantly interacting in a dialectical process whether people are conscious of this interplay or not. This is an important dynamic to understand when trying to bring about societal transformation through education. Understanding the interaction between the implicit and explicit alerts researchers to the sociocultural dynamics inherent within social learning processes and therefore informs how learning resources and educational and development programmes should be designed and implemented. This study contributes to new knowledge in the environmental education field and the water knowledge sector. It makes a theoretical and empirical contribution to the body of knowledge concerned with socially mediated learning and situated learning approaches. The study illustrates how learning is embedded in context and also how learning emerges in relation to context via interactions between implicit and explicit mediation processes, and considers what this means for learning and development in the rural nexus of water and food security practices. This study also contributes to the growing body of post-Vygotskian social learning research in southern Africa that is being developed in the context of cultural historical activity theory as it shows the dialectical relationship that exists between implicit and explicit forms of mediation as these are embedded in, emergent from, and are externally mediated into activity systems in rural community contexts. This study contributes to a second area of knowledge: the water sector. With a background in anthropology which sensitised the researcher to contextual factors and approaching the study through an educational lens, the data has been worked with to surface and present the nuanced mediating processes that shape the learning and knowledge around water issues. This way of working and this focus on the socio-cultural is relatively new in the water sector in South Africa and gains significance in the light of an emergent interest in more complex social studies in the water sector which has traditionally been dominated by natural sciences and engineering. The significance of this study for rural South African women’s lives is that by understanding and taking account of their history, context, struggles and experiences, their learning and practices can be better supported through more relevant learning resources and programmes.
- Full Text:
- Date Issued: 2016
- Authors: Rivers, Nina
- Date: 2016
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/888 , vital:20000
- Description: The focus of this study was to explore the implicit and explicit mediating processes within the social learning of women’s food and water security practices in the rural Eastern Cape, South Africa. The study was undertaken in response to a growing problem of learning resources being decontextualised and therefore being of little relevance or use to the everyday practices of the people they were developed for. The central thesis of this study is that if the mediating processes that shape practice and learning are understood then these practices and learning can be better supported. One of the main foci of this study therefore is the concept of mediation and the importance of understanding the implicit and explicit mediating processes that shape learning and practice within the context of rainwater harvesting and food gardening practices of rural women. The study interprets these as social learning processes after the work of Lev Vygotsky and post-Vygotskian learning and activity development research, which recognises that all learning is socially mediated. This study also attempts to show that ontological factors also shape social learning processes via structural mediations (which are often also socially structured over time in history). Working within the broad framework of change oriented social learning, education for sustainability and the southern African water and food nexus the study is focused around two central research questions: 1) What are the mediating processes evident in and surrounding the learning of rainwater harvesting in the context of women’s water and food security in rural communities? And 2) How can a question-based learning resource extend the learning practices in this context? Drawing on three sensitising concepts of dialectics, reflexivity and agency, the study worked with Cultural Historical Activity Theory (CHAT), underpinned by critical realism, to reveal how the learning of rainwater and food gardening practitioners is constrained and enabled by mediating processes. The theory of mediation provided a useful theoretical lens with which to examine data generated. A case study approach was used in two sites in the rural Eastern Cape. The first was Cata village in the Amathole district and the second was a peri-urban settlement called Glenconnor in the Cacadu district. Each case study is constituted within a networked activity system. The study also used a narrative inquiry approach in order to bring to life the case studies, activity systems and some of the dynamics of social learning within the study. The methodological tools of document analysis, observations, in-depth interviews and focus group discussions were used to explore the implicit and explicit mediating processes that shape research participants’ rainwater harvesting and food gardening practices and their learning. Inductive, abductive and retroductive modes of inference were used to analyse data in and across case studies. One of the first findings of this study is that learning is embedded in and emergent from context in that it is mediated by implicit and explicit processes within each context. This makes such learning social, in the sense of social used by Vygotsky. The second finding showed that implicit and explicit mediation processes are constantly interacting in a dialectical process whether people are conscious of this interplay or not. This is an important dynamic to understand when trying to bring about societal transformation through education. Understanding the interaction between the implicit and explicit alerts researchers to the sociocultural dynamics inherent within social learning processes and therefore informs how learning resources and educational and development programmes should be designed and implemented. This study contributes to new knowledge in the environmental education field and the water knowledge sector. It makes a theoretical and empirical contribution to the body of knowledge concerned with socially mediated learning and situated learning approaches. The study illustrates how learning is embedded in context and also how learning emerges in relation to context via interactions between implicit and explicit mediation processes, and considers what this means for learning and development in the rural nexus of water and food security practices. This study also contributes to the growing body of post-Vygotskian social learning research in southern Africa that is being developed in the context of cultural historical activity theory as it shows the dialectical relationship that exists between implicit and explicit forms of mediation as these are embedded in, emergent from, and are externally mediated into activity systems in rural community contexts. This study contributes to a second area of knowledge: the water sector. With a background in anthropology which sensitised the researcher to contextual factors and approaching the study through an educational lens, the data has been worked with to surface and present the nuanced mediating processes that shape the learning and knowledge around water issues. This way of working and this focus on the socio-cultural is relatively new in the water sector in South Africa and gains significance in the light of an emergent interest in more complex social studies in the water sector which has traditionally been dominated by natural sciences and engineering. The significance of this study for rural South African women’s lives is that by understanding and taking account of their history, context, struggles and experiences, their learning and practices can be better supported through more relevant learning resources and programmes.
- Full Text:
- Date Issued: 2016
The role of leadership in shaping organisational culture in a school in Namibia.
- Authors: Nangolo, Filemon
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2075 , http://hdl.handle.net/10962/d1021303
- Description: The purpose of this study was to investigate the role of leadership in shaping the culture of a rural combined school in Oshikoto Region, northern Namibia. This school had previously performed poorly in terms of Grade 10 examination statistics for many years. However, after the appointment of a new Principal, the academic performance of the school has improved tremendously over for the past five years. Having been a teacher, Head of Department, Deputy Principal, Principal, and later an Inspector of Education, I had long held the view that the academic performance of the school depended entirely on the type of leadership the school had. Equally, I have always been aware of the negative impact of the past segregation and the discriminatory education provided by the colonial masters in South Africa and South West Africa/Namibia. The poor education provided to South Africans and the then South West Africa /Namibia posed a serious challenge to the leadership and management of schools as the majority of Principals, if not all, were poorly and inadequately trained to provide the necessary skills needed for one to be a successful Principal. Given this background, I tried to use a case study to explore the role of leadership in shaping the culture of the organisation. Research suggests that there is a strong relationship between organisational culture and school effectiveness. This study was guided by Schein’s three levels of organisational culture namely artifacts, espoused values and basic assumptions (Schein, 1992, p. 17). From these arise the following research questions: What do artifacts (symbols, structures, procedures and policies) reveal about the school culture? What are the espoused values shaping the school culture? What basic assumptions underpin the leadership of the school culture? How does leadership contribute to the creation and maintenance of a positive organisational culture at a school? The data was collected by using three different data collection methods namely, observation, document analysis and interviewing different people who hold leadership positions in the school. These were the Principal, a Head of Department, School Board chairperson, a teacher in the school management team (SMT) and a class monitor. With regard to data analysis, I first immersed myself in the data and I developed themes that formed the basis of my discussion with my research questions in mind. The analysis revealed that leadership plays a pivotal role in shaping the culture at the case study school. However, it emerged that despite the existence of a strong culture at the case study school, as with all other organisations, there are some challenges that limit the school to realise its goal of 100 % A-B symbols in all subjects.
- Full Text:
- Date Issued: 2016
- Authors: Nangolo, Filemon
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2075 , http://hdl.handle.net/10962/d1021303
- Description: The purpose of this study was to investigate the role of leadership in shaping the culture of a rural combined school in Oshikoto Region, northern Namibia. This school had previously performed poorly in terms of Grade 10 examination statistics for many years. However, after the appointment of a new Principal, the academic performance of the school has improved tremendously over for the past five years. Having been a teacher, Head of Department, Deputy Principal, Principal, and later an Inspector of Education, I had long held the view that the academic performance of the school depended entirely on the type of leadership the school had. Equally, I have always been aware of the negative impact of the past segregation and the discriminatory education provided by the colonial masters in South Africa and South West Africa/Namibia. The poor education provided to South Africans and the then South West Africa /Namibia posed a serious challenge to the leadership and management of schools as the majority of Principals, if not all, were poorly and inadequately trained to provide the necessary skills needed for one to be a successful Principal. Given this background, I tried to use a case study to explore the role of leadership in shaping the culture of the organisation. Research suggests that there is a strong relationship between organisational culture and school effectiveness. This study was guided by Schein’s three levels of organisational culture namely artifacts, espoused values and basic assumptions (Schein, 1992, p. 17). From these arise the following research questions: What do artifacts (symbols, structures, procedures and policies) reveal about the school culture? What are the espoused values shaping the school culture? What basic assumptions underpin the leadership of the school culture? How does leadership contribute to the creation and maintenance of a positive organisational culture at a school? The data was collected by using three different data collection methods namely, observation, document analysis and interviewing different people who hold leadership positions in the school. These were the Principal, a Head of Department, School Board chairperson, a teacher in the school management team (SMT) and a class monitor. With regard to data analysis, I first immersed myself in the data and I developed themes that formed the basis of my discussion with my research questions in mind. The analysis revealed that leadership plays a pivotal role in shaping the culture at the case study school. However, it emerged that despite the existence of a strong culture at the case study school, as with all other organisations, there are some challenges that limit the school to realise its goal of 100 % A-B symbols in all subjects.
- Full Text:
- Date Issued: 2016
The role of training and organizational support in strengthening GIS interns’ (‘incubants’) participation in workplace occupations: a case study of the Groen Sebenza internship project
- Authors: Madiba, Morakane
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1330 , vital:20047
- Description: The cases in this study are embedded within a multi-layered, nested case study design. An in-depth exploration of each case is provided with a view to understand the ways in which the internship training in the incubation model strengthens the learning, experience, knowledge, skills and interest of the university graduate interns/incubants to prepare them for full participation in their communities of practice in workplaces. The case study of Groen Sebenza internship project works across more than 40 partnering organisations. It is using incubation model for the first time in the biodiversity sector which is why its training needs to be investigated. To examine this question “In what way can training and the organizational support, of the incubation model strengthen the learning, experience, knowledge, skills and interest of interns/incubants to prepare them towards full participation in workplace roles and responsibilities in biodiversity occupations?” the research was undertaken in the context of university graduate incubants/interns in the Geographic Information System (GIS) field from three host-organizations; Limpopo Economic Development Environment and Tourism (LEDET), Environmental Systems Research Institute (ESRI) and South African National Biodiversity Institute (SANBI). The participants of the study were purposefully selected. Data was collected twice (i.e. after the first seven months and then a follow-up interview was conducted after a further five months) during the first twelve months of the project in the form of interviews and observations. There was also ongoing data collected in the form of documents which focused on their participation in workplaces and training. Data was analysed using different layers of qualitative content analysis and examination of documents at different stages of the study. Through immersion with the data and literature insights were developed regarding the enablers and constraints of the training in the incubation model related to the GIS interns. These included:- 1. The twelve months period spent by the GIS incubants in the Groen Sebenza internship project was not enough to prepare them towards full participation in workplace roles and responsibilities in biodiversity occupations. 2. Internship training is not just a ‘passing insignificant episode of the lives of the incubants/newcomers’ [specifically those from disadvantaged communities] but is a ‘real source of hope’. 3. The investigated institutions (and their members) need to make a real effort to improve if they want to stay relevant and useful in the Groen Sebenza internship project. 4. The incubants and mentors need to make the process of reflexivity real and practical. 5. The 2.5 years incubation model has high potential to work if the institutions, the mentors and the mentees involved in GIS improve the challenges mentioned in the study. Drawing from the data and literature I have discussed and recommended a model which could assist in improving the internship programmes specifically for the university students who are from underprivileged communities.
- Full Text:
- Date Issued: 2016
- Authors: Madiba, Morakane
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1330 , vital:20047
- Description: The cases in this study are embedded within a multi-layered, nested case study design. An in-depth exploration of each case is provided with a view to understand the ways in which the internship training in the incubation model strengthens the learning, experience, knowledge, skills and interest of the university graduate interns/incubants to prepare them for full participation in their communities of practice in workplaces. The case study of Groen Sebenza internship project works across more than 40 partnering organisations. It is using incubation model for the first time in the biodiversity sector which is why its training needs to be investigated. To examine this question “In what way can training and the organizational support, of the incubation model strengthen the learning, experience, knowledge, skills and interest of interns/incubants to prepare them towards full participation in workplace roles and responsibilities in biodiversity occupations?” the research was undertaken in the context of university graduate incubants/interns in the Geographic Information System (GIS) field from three host-organizations; Limpopo Economic Development Environment and Tourism (LEDET), Environmental Systems Research Institute (ESRI) and South African National Biodiversity Institute (SANBI). The participants of the study were purposefully selected. Data was collected twice (i.e. after the first seven months and then a follow-up interview was conducted after a further five months) during the first twelve months of the project in the form of interviews and observations. There was also ongoing data collected in the form of documents which focused on their participation in workplaces and training. Data was analysed using different layers of qualitative content analysis and examination of documents at different stages of the study. Through immersion with the data and literature insights were developed regarding the enablers and constraints of the training in the incubation model related to the GIS interns. These included:- 1. The twelve months period spent by the GIS incubants in the Groen Sebenza internship project was not enough to prepare them towards full participation in workplace roles and responsibilities in biodiversity occupations. 2. Internship training is not just a ‘passing insignificant episode of the lives of the incubants/newcomers’ [specifically those from disadvantaged communities] but is a ‘real source of hope’. 3. The investigated institutions (and their members) need to make a real effort to improve if they want to stay relevant and useful in the Groen Sebenza internship project. 4. The incubants and mentors need to make the process of reflexivity real and practical. 5. The 2.5 years incubation model has high potential to work if the institutions, the mentors and the mentees involved in GIS improve the challenges mentioned in the study. Drawing from the data and literature I have discussed and recommended a model which could assist in improving the internship programmes specifically for the university students who are from underprivileged communities.
- Full Text:
- Date Issued: 2016
Understanding how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching static electricity: A case study
- Authors: Iyambo, Toini
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1320 , vital:20046
- Description: Over the last decade of my teaching I have been grappling with how to incorporate learners’ prior everyday knowledge into my Physical Science lessons to enable me to close the gap between school science and everyday knowledge. I conducted this case study in two schools, one in Omusati region and one in Ohangwena Region, Namibia. Its purpose was to investigate how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching the topic of static electricity. Underpinned by an interpretive paradigm, the study made use of document analysis, observation (lessons were also video-taped) and semi-structured interviews to generate the data. Three data generating techniques were used for triangulation and validation purposes. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The main findings of my study are that teachers did incorporate learners’ prior knowledge in the lesson presentation on static electricity. It emerged from the study that, learners possess a great deal of prior everyday scientific and non-scientific knowledge and experiences about static electricity that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about static electricity enabled learner engagement during the science lessons. Likewise, engaging learners in demonstrations on static electricity helped them to make meaning of the scientific concepts involved in the topic. It also emerged from this study that teachers face challenges of lack of documentation of indigenous knowledge which is potentially a form of prior knowledge, language barriers and a lack of resources. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about static electricity should be incorporated during the teaching and learning process.
- Full Text:
- Date Issued: 2016
- Authors: Iyambo, Toini
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1320 , vital:20046
- Description: Over the last decade of my teaching I have been grappling with how to incorporate learners’ prior everyday knowledge into my Physical Science lessons to enable me to close the gap between school science and everyday knowledge. I conducted this case study in two schools, one in Omusati region and one in Ohangwena Region, Namibia. Its purpose was to investigate how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching the topic of static electricity. Underpinned by an interpretive paradigm, the study made use of document analysis, observation (lessons were also video-taped) and semi-structured interviews to generate the data. Three data generating techniques were used for triangulation and validation purposes. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The main findings of my study are that teachers did incorporate learners’ prior knowledge in the lesson presentation on static electricity. It emerged from the study that, learners possess a great deal of prior everyday scientific and non-scientific knowledge and experiences about static electricity that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about static electricity enabled learner engagement during the science lessons. Likewise, engaging learners in demonstrations on static electricity helped them to make meaning of the scientific concepts involved in the topic. It also emerged from this study that teachers face challenges of lack of documentation of indigenous knowledge which is potentially a form of prior knowledge, language barriers and a lack of resources. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about static electricity should be incorporated during the teaching and learning process.
- Full Text:
- Date Issued: 2016
Understanding how the incorporation of indigenous knowledge (IK) enables or constrains the teaching and learning of alcoholic fermentation in Life Sciences in Grade 11
- Authors: Mutanho, Chrispen
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1264 , vital:20041
- Description: There is growing interest in the role of indigenous knowledge (IK) in science education in many parts of the world. In South Africa, this comes against the backdrop of a long history of cultural alienation, neglect and suppression of the IK of the indigenous people by colonial governments. Hence, the first post-independence National Curriculum Policy Statement (Curriculum, 2005) and its subsequent modified versions emphasised the need to redress the imbalances of the past so as to make science accessible to learners from diverse cultural backgrounds. However, literature reveals that the efforts to implement an IK-based curriculum are constrained by the lack of clarity, knowledge and skills on how to effectively make use of IK in the classroom situation so as to bring about effective teaching and learning. Against this background, this study sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Underpinned by an interpretive paradigm, a qualitative case study was conducted at a high school in Mthatha District in the Eastern Cape Province of South Africa. The study comprised of a sample of ten Life Sciences teachers from four neighbouring high schools, two Grade 11 Life Sciences teachers and their classes and two focus groups of six learners from each class. Convenience and purposive sampling were used to select the participants and the research site. The study made use of a questionnaire, document analysis, lesson observation, stimulated recall interviews and focus group interviews to generate data. The questionnaire sought to get an overview of Life Sciences teachers’ attitudes, opinions and experiences on incorporating IK in science teaching. The data gathered were then used as baseline information to inform the main study. The lesson observations, stimulated recall interviews and the focus group interviews sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Document analysis, lesson observation, stimulated recall interviews and focus group interviews were conducted to understand the experience of incorporating IK in a real life classroom situation. The study was informed by Vygotsky’s socio-cultural constructivism and Shulman’s pedagogical content knowledge (PCK) theory. From Vygotsky’s theory I borrowed the idea of mediated learning, scaffolding (Bruner, 1986), zone of proximal development (ZPD), as well as the use of language and cultural artefacts as tools of analysis of the classroom interaction between the teacher and the learners during the teaching-learning process. Shulman’s theory of PCK was also used to analyse how teachers apply IK in teaching Science. The data obtained were coded inductively and presented in tables, graphs and thick descriptive texts to make it easy to understand. The findings of this research show that incorporating IK improved the teaching-learning process by arousing learners’ interest in science, increasing learners’ participation and motivation, meaning making, language use, questioning and engagement in the learning process. Teaching became learner-centred, for it was directed by learners’ questions. Collaborative learning through group discussions, debates, arguments and brainstorming emerged to be an effective way of engaging learners in learning. The teachers used probing to encourage critical thinking before scaffolding learners. However, even though teachers generally accept IK as valuable in their teaching they lack the pedagogical content knowledge to effectively incorporate it into meaningful teaching and learning. Furthermore, teachers viewed cultural diversity as a constraint to their efforts to incorporate IK in teaching science. On the contrary, their learners held the view that having cultural diversity in classrooms created an opportunity to learn from other people’s cultures. Variables such as experience and difference in the cultural background of learners and teachers alike, tended to affect the teachers’ ability to incorporate IK.
- Full Text:
- Date Issued: 2016
- Authors: Mutanho, Chrispen
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1264 , vital:20041
- Description: There is growing interest in the role of indigenous knowledge (IK) in science education in many parts of the world. In South Africa, this comes against the backdrop of a long history of cultural alienation, neglect and suppression of the IK of the indigenous people by colonial governments. Hence, the first post-independence National Curriculum Policy Statement (Curriculum, 2005) and its subsequent modified versions emphasised the need to redress the imbalances of the past so as to make science accessible to learners from diverse cultural backgrounds. However, literature reveals that the efforts to implement an IK-based curriculum are constrained by the lack of clarity, knowledge and skills on how to effectively make use of IK in the classroom situation so as to bring about effective teaching and learning. Against this background, this study sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Underpinned by an interpretive paradigm, a qualitative case study was conducted at a high school in Mthatha District in the Eastern Cape Province of South Africa. The study comprised of a sample of ten Life Sciences teachers from four neighbouring high schools, two Grade 11 Life Sciences teachers and their classes and two focus groups of six learners from each class. Convenience and purposive sampling were used to select the participants and the research site. The study made use of a questionnaire, document analysis, lesson observation, stimulated recall interviews and focus group interviews to generate data. The questionnaire sought to get an overview of Life Sciences teachers’ attitudes, opinions and experiences on incorporating IK in science teaching. The data gathered were then used as baseline information to inform the main study. The lesson observations, stimulated recall interviews and the focus group interviews sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Document analysis, lesson observation, stimulated recall interviews and focus group interviews were conducted to understand the experience of incorporating IK in a real life classroom situation. The study was informed by Vygotsky’s socio-cultural constructivism and Shulman’s pedagogical content knowledge (PCK) theory. From Vygotsky’s theory I borrowed the idea of mediated learning, scaffolding (Bruner, 1986), zone of proximal development (ZPD), as well as the use of language and cultural artefacts as tools of analysis of the classroom interaction between the teacher and the learners during the teaching-learning process. Shulman’s theory of PCK was also used to analyse how teachers apply IK in teaching Science. The data obtained were coded inductively and presented in tables, graphs and thick descriptive texts to make it easy to understand. The findings of this research show that incorporating IK improved the teaching-learning process by arousing learners’ interest in science, increasing learners’ participation and motivation, meaning making, language use, questioning and engagement in the learning process. Teaching became learner-centred, for it was directed by learners’ questions. Collaborative learning through group discussions, debates, arguments and brainstorming emerged to be an effective way of engaging learners in learning. The teachers used probing to encourage critical thinking before scaffolding learners. However, even though teachers generally accept IK as valuable in their teaching they lack the pedagogical content knowledge to effectively incorporate it into meaningful teaching and learning. Furthermore, teachers viewed cultural diversity as a constraint to their efforts to incorporate IK in teaching science. On the contrary, their learners held the view that having cultural diversity in classrooms created an opportunity to learn from other people’s cultures. Variables such as experience and difference in the cultural background of learners and teachers alike, tended to affect the teachers’ ability to incorporate IK.
- Full Text:
- Date Issued: 2016
A comparison of Grade 10 Mathematics classroom-based test items and the end-of-year national examinations, using Stein's framework of cognitive demands : a Namibian case study
- Authors: Ihonya, Saima Namupa
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena , Educational tests and measurements -- Namibia -- Ohangwena , Cognitive learning , Critical thinking , Examinations -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2032 , http://hdl.handle.net/10962/d1017343
- Description: This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.
- Full Text:
- Date Issued: 2015
- Authors: Ihonya, Saima Namupa
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Ohangwena , Educational tests and measurements -- Namibia -- Ohangwena , Cognitive learning , Critical thinking , Examinations -- Namibia -- Ohangwena
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2032 , http://hdl.handle.net/10962/d1017343
- Description: This study researched the nature of tasks used in Grade 10 mathematics tests and end-of-year national examinations. The study was carried out in three, purposively selected, Grade 10 schools in the Ohangwena region in Northern Namibia. For the purpose of this study, a mixed method approach was employed to analyse a combination of both quantitative and qualitative data. A sample of three tests per mathematics teacher from the three participating schools and national examinations question papers for the past three consecutive years (2011-2013) were analysed using Stein, Smith, Henningsen, & Silver’s (2000) framework of cognitive demand. The study was divided into two phases. Phase 1 was the analysis of teacher test items and national examination items in terms of their cognitive demand. Phase 2 involved semi-structured interviews with three selected teachers to probe their views and find out their basis for selecting test items. The findings of this study revealed that there was no substantial difference in the distribution of the levels of cognitive demand in both tests and national examinations items. The study, however, showed that mainly tasks requiring only procedures without connections dominated the tests and the examinations. The number of higher level tasks in both tests and examinations analysed was low. There was no single task coded at level 4 in any of the teachers’ tests. Only 2% of tasks could be classified at level 4 in the examination items. The study also revealed that since tests and examinations assess the same learning objectives from the syllabus, most of the test items set by teachers were extracted from the national examinations question papers. The paper recommends that more tasks at a higher level category need to be included in assessment tasks to promote critical thinking amongst learners.
- Full Text:
- Date Issued: 2015
An analysis of the certificate of the theory of accounting knowledge and knower structures : a case study of professional knowledge
- Authors: Mkhize, Thandeka Fortunate
- Date: 2015
- Subjects: Accounting -- Study and teaching (Higher) , Dropout behavior, Prediction of , Knowledge, Theory of , Knowledge and learning , Critical realism , Education -- Philosophy , Educational sociology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2057 , http://hdl.handle.net/10962/d1019771
- Description: This research project explores issues around the poor throughput and high dropout rate in the Certificate of the Theory of Accounting (CTA) by focusing on Accounting knowledge as an object of study. The CTA was identified as a serious block in the steps that one needs to go through on the journey to becoming a Chartered Accountant. Having a clear understanding of Accounting knowledge can lead to finding ways that can make the subject more accessible to students from diverse backgrounds. This study contributes to understanding Accounting knowledge at the CTA level with the aim of clearly delineating its legitimate knowledge and knower structures. It answers the following two research questions: • What constitutes legitimate knowledge structures in the CTA? • What constitutes legitimate knower structures in the CTA? Academics from nine universities and representatives of the South African Institute of Chartered Accountants (SAICA) participated in this study. Data was collected through interviews, observation and document analysis. Eighteen CTA lecturers and two members of the SAICA management team were interviewed. Three universities provided documents on their practices, which included learner guides, examination papers, suggested answers, lecture notes, tutorials and other curriculum documents for each of the four CTA subjects. SAICA provided the competency framework and examinable pronouncements. A conference that was jointly hosted by SAICA and International Financial Reporting Standards (IFRS) Foundation was observed. This study used Critical Realism as its ontological underpinnings and Legitimation Code Theory (LCT) as its substantive theory. It used the Specialisation and Autonomy principles of LCT to analyse the data. Specialization establishes the ways agents and discourses within a field are constructed as special, different or unique and thus deserving of distinction and status (Maton, 2014). The principle of Autonomy is concerned with the extent to which the field is self-governing and can do things of its own free-will (Maton, 2004). The study found that the CTA has a hierarchical knowledge structure, which means that when new knowledge is created in Accounting it is integrated into existing knowledge, resulting in coherent and integrated knowledge. CTA also has a hierarchical curriculum structure. While horizontal curriculum structures evolve through the replacement of existing knowledge by new approaches and content, a hierarchical curriculum typically grows through integration and subsumption of new knowledge into pre-existing knowledge and it relies on the acquisition of knowledge developed in previous modules or levels of study.
- Full Text:
- Date Issued: 2015
- Authors: Mkhize, Thandeka Fortunate
- Date: 2015
- Subjects: Accounting -- Study and teaching (Higher) , Dropout behavior, Prediction of , Knowledge, Theory of , Knowledge and learning , Critical realism , Education -- Philosophy , Educational sociology
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2057 , http://hdl.handle.net/10962/d1019771
- Description: This research project explores issues around the poor throughput and high dropout rate in the Certificate of the Theory of Accounting (CTA) by focusing on Accounting knowledge as an object of study. The CTA was identified as a serious block in the steps that one needs to go through on the journey to becoming a Chartered Accountant. Having a clear understanding of Accounting knowledge can lead to finding ways that can make the subject more accessible to students from diverse backgrounds. This study contributes to understanding Accounting knowledge at the CTA level with the aim of clearly delineating its legitimate knowledge and knower structures. It answers the following two research questions: • What constitutes legitimate knowledge structures in the CTA? • What constitutes legitimate knower structures in the CTA? Academics from nine universities and representatives of the South African Institute of Chartered Accountants (SAICA) participated in this study. Data was collected through interviews, observation and document analysis. Eighteen CTA lecturers and two members of the SAICA management team were interviewed. Three universities provided documents on their practices, which included learner guides, examination papers, suggested answers, lecture notes, tutorials and other curriculum documents for each of the four CTA subjects. SAICA provided the competency framework and examinable pronouncements. A conference that was jointly hosted by SAICA and International Financial Reporting Standards (IFRS) Foundation was observed. This study used Critical Realism as its ontological underpinnings and Legitimation Code Theory (LCT) as its substantive theory. It used the Specialisation and Autonomy principles of LCT to analyse the data. Specialization establishes the ways agents and discourses within a field are constructed as special, different or unique and thus deserving of distinction and status (Maton, 2014). The principle of Autonomy is concerned with the extent to which the field is self-governing and can do things of its own free-will (Maton, 2004). The study found that the CTA has a hierarchical knowledge structure, which means that when new knowledge is created in Accounting it is integrated into existing knowledge, resulting in coherent and integrated knowledge. CTA also has a hierarchical curriculum structure. While horizontal curriculum structures evolve through the replacement of existing knowledge by new approaches and content, a hierarchical curriculum typically grows through integration and subsumption of new knowledge into pre-existing knowledge and it relies on the acquisition of knowledge developed in previous modules or levels of study.
- Full Text:
- Date Issued: 2015
An exploration of the school nutrition programme's potential to catalyse community-based environmental learning : a case study of a rural Eastern Cape school
- Authors: Tshabeni, Veliswa
- Date: 2015
- Subjects: National School Nutrition Programme (South Africa) , School children -- Food -- South Africa -- Eastern Cape , Children -- Nutrition -- South Africa -- Eastern Cape , Environmental education -- South Africa -- Eastern Cape , Social learning -- South Africa -- Eastern Cape , Food security -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2063 , http://hdl.handle.net/10962/d1020306
- Description: The purpose of this study was to explore the extent to which a School Nutrition Programme can catalyse community-based environmental learning and promote food security in the school and the community. This is an interpretive case study of a junior secondary school in the rural Eastern Cape province of South Africa. The school is located in an area characterised by high levels of poverty and under-nutrition. The school’s food garden, a central focus of this study, contributes to the School Nutrition Programme, which falls under the National School Nutrition Programme (NSNP). The aim of the NSNP is to alleviate poverty in public schools. This case study was conducted by means of questionnaires, semi-structured interviews, and document analysis and field observations. The data set was analysed, firstly, to ascertain if the School Nutrition Programme functions as a community of practise (Wenger, 1998). Thereafter, the data set was analysed to identify the knowledge related to food security and environmental sustainability that is learned and shared in the School Nutrition Programme, and also how such learning took place. The study found that the School’s Nutrition Programme was indeed operating as a community of practice and that it created a platform for sharing explicit and tacit knowledge and skills related to food security and environmental sustainability. The case study also revealed the contextual and experience-based nature of knowledge related to food cultivation.
- Full Text:
- Date Issued: 2015
- Authors: Tshabeni, Veliswa
- Date: 2015
- Subjects: National School Nutrition Programme (South Africa) , School children -- Food -- South Africa -- Eastern Cape , Children -- Nutrition -- South Africa -- Eastern Cape , Environmental education -- South Africa -- Eastern Cape , Social learning -- South Africa -- Eastern Cape , Food security -- South Africa -- Eastern Cape , Rural development -- South Africa -- Eastern Cape , Poverty -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2063 , http://hdl.handle.net/10962/d1020306
- Description: The purpose of this study was to explore the extent to which a School Nutrition Programme can catalyse community-based environmental learning and promote food security in the school and the community. This is an interpretive case study of a junior secondary school in the rural Eastern Cape province of South Africa. The school is located in an area characterised by high levels of poverty and under-nutrition. The school’s food garden, a central focus of this study, contributes to the School Nutrition Programme, which falls under the National School Nutrition Programme (NSNP). The aim of the NSNP is to alleviate poverty in public schools. This case study was conducted by means of questionnaires, semi-structured interviews, and document analysis and field observations. The data set was analysed, firstly, to ascertain if the School Nutrition Programme functions as a community of practise (Wenger, 1998). Thereafter, the data set was analysed to identify the knowledge related to food security and environmental sustainability that is learned and shared in the School Nutrition Programme, and also how such learning took place. The study found that the School’s Nutrition Programme was indeed operating as a community of practice and that it created a platform for sharing explicit and tacit knowledge and skills related to food security and environmental sustainability. The case study also revealed the contextual and experience-based nature of knowledge related to food cultivation.
- Full Text:
- Date Issued: 2015
An exploration of the structural, cultural and agential conditions that shape life skills teachers' responses and experiences in teaching sexuality and HIV and AIDS
- Authors: Hakaala, Beatha Ndinelao
- Date: 2015
- Subjects: Life skills -- Study and teaching (Secondary) -- Namibia , Sex instruction -- Study and teaching (Secondary) -- Namibia , HIV infections -- Study and teaching (Secondary) -- Namibia , AIDS (Disease) -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2029 , http://hdl.handle.net/10962/d1017340
- Description: This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.
- Full Text:
- Date Issued: 2015
- Authors: Hakaala, Beatha Ndinelao
- Date: 2015
- Subjects: Life skills -- Study and teaching (Secondary) -- Namibia , Sex instruction -- Study and teaching (Secondary) -- Namibia , HIV infections -- Study and teaching (Secondary) -- Namibia , AIDS (Disease) -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2029 , http://hdl.handle.net/10962/d1017340
- Description: This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.
- Full Text:
- Date Issued: 2015
An investigation into an afterschool intervention programme aimed at improving learners' mental computation skills
- Authors: Moyo, Kwethemba Michael
- Date: 2015
- Subjects: After-school programs -- Namibia , Mental arithmetic , Mental arithmetic -- Study and teaching (Secondary) , Mental arithmetic -- Study and teaching (Secondary) -- Activity programs , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2041 , http://hdl.handle.net/10962/d1017352
- Description: This case study centres round an afterschool intervention programme aimed at enhancing mental computation skills of Grade 8 learners at a secondary school in the Erongo educational region of Namibia. Nine research participants took part in the study, and the mental computational strategies exhibited by these participants constitutes the unit of analysis. The study is anchored within an interpretive paradigm and is theoretically underpinned by constructivist epistemology. Kilpatrick, Swafford and Findell’s (2001) model of mathematical proficiency provides the conceptual framework supporting the study. The research was carried out in four sequential phases – an initial pre-test, the intervention itself, a follow-up post-test, and a focus group discussion. The study highlights the underdevelopment of mental computation skills and the associated lack of appropriate mental computational strategies in secondary school learners. It is recommended that appropriate time within the school curriculum be allocated for the development of learners’ mental computation skills.
- Full Text:
- Date Issued: 2015
- Authors: Moyo, Kwethemba Michael
- Date: 2015
- Subjects: After-school programs -- Namibia , Mental arithmetic , Mental arithmetic -- Study and teaching (Secondary) , Mental arithmetic -- Study and teaching (Secondary) -- Activity programs , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2041 , http://hdl.handle.net/10962/d1017352
- Description: This case study centres round an afterschool intervention programme aimed at enhancing mental computation skills of Grade 8 learners at a secondary school in the Erongo educational region of Namibia. Nine research participants took part in the study, and the mental computational strategies exhibited by these participants constitutes the unit of analysis. The study is anchored within an interpretive paradigm and is theoretically underpinned by constructivist epistemology. Kilpatrick, Swafford and Findell’s (2001) model of mathematical proficiency provides the conceptual framework supporting the study. The research was carried out in four sequential phases – an initial pre-test, the intervention itself, a follow-up post-test, and a focus group discussion. The study highlights the underdevelopment of mental computation skills and the associated lack of appropriate mental computational strategies in secondary school learners. It is recommended that appropriate time within the school curriculum be allocated for the development of learners’ mental computation skills.
- Full Text:
- Date Issued: 2015
An investigation into how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo : a case study
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Date Issued: 2015
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Date Issued: 2015
An investigation into how Grade 11 Physical Science teachers mediate learning of the topic stoichiometry : a case study
- Authors: Kanime, Mwene Kashiiwandapo
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Stoichiometry -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Pedagogical content knowledge , Learning -- Namibia -- Oshikoto , Teacher effectiveness -- Namibia -- Oshikoto
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2035 , http://hdl.handle.net/10962/d1017346
- Description: Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
- Full Text:
- Date Issued: 2015
- Authors: Kanime, Mwene Kashiiwandapo
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Stoichiometry -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Pedagogical content knowledge , Learning -- Namibia -- Oshikoto , Teacher effectiveness -- Namibia -- Oshikoto
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2035 , http://hdl.handle.net/10962/d1017346
- Description: Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
- Full Text:
- Date Issued: 2015
An investigation into how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi region of Namibia : a case study
- Authors: Denuga, Hildred Malilo
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Case studies , Code switching (Linguistics) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2026 , http://hdl.handle.net/10962/d1017337
- Description: The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
- Full Text:
- Date Issued: 2015
- Authors: Denuga, Hildred Malilo
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Case studies , Code switching (Linguistics) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2026 , http://hdl.handle.net/10962/d1017337
- Description: The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.
- Full Text:
- Date Issued: 2015
An investigation into how grade 9 girls participate during practical work in Physical Science lessons : a case study
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
An investigation into how two Natural Science teachers in the Khomas region mediate learning of the topic of atoms and molecules in Grade 7 : a case study
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Date Issued: 2015
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Date Issued: 2015
An investigation into literacy development in Grade 4 English and isiXhosa home language textbooks : a comparative study
- Authors: Fulani, Ntombekhaya Cynthia
- Date: 2015
- Subjects: Progress in International Reading Literacy Study , Literacy -- South Africa , Textbooks -- South Africa -- Criticism, Textual , English language -- Study and teaching (Elementary) , Xhosa language -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2055 , http://hdl.handle.net/10962/d1018914
- Description: The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
- Full Text:
- Date Issued: 2015
- Authors: Fulani, Ntombekhaya Cynthia
- Date: 2015
- Subjects: Progress in International Reading Literacy Study , Literacy -- South Africa , Textbooks -- South Africa -- Criticism, Textual , English language -- Study and teaching (Elementary) , Xhosa language -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2055 , http://hdl.handle.net/10962/d1018914
- Description: The 2006 Progress in International Reading Literacy Study (PIRLS) painted a gloomy picture of South African literacy when South Africa came last out of 40 countries. It was from this background that my study set out to investigate two English and two isiXhosa grade 4 home language textbooks with their accompanying teachers’ guides from two publishing houses, together with the home language curriculum documents for English and Xhosa because they are an important component in literacy development. It is important to emphasise that this study examined textbooks, not how teachers mediate such textbooks in their classrooms. In other words, my focus was on the textbooks themselves, and it was primarily through textual analysis of this stable, readily available data that I have been able to compare and analyse the potential they offer learners and teachers to achieve the literacy goals prescribed by the curriculum. The study also investigated the likelihood of differential attainment for learners as a result of using these textbooks. This was done by looking at whether the textbooks were in line with the literacy outcomes for English and isiXhosa home languages. It also looked at the kind of reader/writer envisaged in the selected textbooks and the level of challenge the selected textbooks offer and how, if at all, learners are encouraged to be critical readers and writers. The findings of the study were that the English and isiXhosa textbooks of each publishing house envisaged different learners. The English textbooks envisaged a cosmopolitan learner who has greater access to academic literacy. While the isiXhosa textbooks envisaged a parochial learner who has less access to academic literacy compared to the English learner
- Full Text:
- Date Issued: 2015
An investigation into the mathematics teaching practices of non-isiXhosa-speaking teachers teaching isiXhosa-speaking 3rd Graders through the medium of Afrikaans
- Authors: Knoetze, Susanna
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Grahamstown , Language and education -- South Africa -- Grahamstown , Education, Elementary -- Evaluation -- South Africa -- Grahamstown , Mathematics teachers -- Rating -- South Africa -- Grahamstown , Language arts -- Correlation with content subjects -- South Africa -- Grahamstown , Native language and education -- South Africa -- Grahamstown , Second language acquisition , Xhosa language , Afrikaans language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2054 , http://hdl.handle.net/10962/d1018910
- Description: There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
- Full Text:
- Date Issued: 2015
- Authors: Knoetze, Susanna
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Grahamstown , Language and education -- South Africa -- Grahamstown , Education, Elementary -- Evaluation -- South Africa -- Grahamstown , Mathematics teachers -- Rating -- South Africa -- Grahamstown , Language arts -- Correlation with content subjects -- South Africa -- Grahamstown , Native language and education -- South Africa -- Grahamstown , Second language acquisition , Xhosa language , Afrikaans language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2054 , http://hdl.handle.net/10962/d1018910
- Description: There is a considerable body of literature on the challenges faced by learners who speak an African language at home but who are taught through the medium of English. Less research has focused, however, on contexts where isiXhosa-speaking learners have Afrikaans as their Language of Learning and Teaching (LoLT), especially in Foundation Phase classrooms where teachers may not speak their learners’ home language. Such learners face the triple challenge of simultaneously learning a second language, learning to read in that language, and also learning new content and concepts through it. Using a multiple case study design, this investigation explores the mathematics teaching practices of Afrikaans-speaking Grade 3 teachers teaching isiXhosa-speaking learners through the medium of Afrikaans. Separate contextual profiles of the teaching practices of the participating teachers at the three schools are presented. Data were derived from school, classroom, and lesson observations (at least five complete mathematics lessons of each teacher), plus interviews with the teachers and with their school principals. By drawing on Vygotskian sociocultural theory and the interactive model of second language acquisition, this study highlighted the teaching practices of the three teachers as they mediated their learners’ mathematical conceptual development. An inductive data analysis approach was used to isolate recurring themes and patterns. Four main themes were identified: structuring of teaching and learning, facilitating of interaction, language use and implementation of mediating strategies. Analysis of the data shows that all three teachers’ language use displayed high levels of modified input, and high levels of context-embedded support. The levels of scaffolded learner talk were, however, found to be much lower than the levels of teacher talk, especially as far as academic registers were concerned. The teachers’ mediation strategies also displayed high levels of teacher-directed input which, on the whole, did not provide optimal opportunities for learners to develop independent levels of academic discourse. The study highlights the need for further research to inform teacher education and development with regard to more effective support structures to assist teachers with the sorts of challenges outlined above.
- Full Text:
- Date Issued: 2015
An investigation into the nature of mathematical connections selected grade 7 teachers make when teaching fractions : a Namibian case study.
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Date Issued: 2015
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Date Issued: 2015
An investigation into the nature of mathematics connections used by selected Grade 11 teachers when teaching algebra : a case study
- Kanyanda, Ester Ndahekomwenyo
- Authors: Kanyanda, Ester Ndahekomwenyo
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Algebra -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Connections (Mathematics) , Teacher effectiveness -- Namibia -- Tsumeb
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2036 , http://hdl.handle.net/10962/d1017347
- Description: The purpose of this study was to investigate the nature of mathematical connections used by selected teachers when teaching the topic of algebra and to investigate their perceptions of their use of connections. The participants were selected on the basis of teaching experience as well as their willingness to share their ideas. An interpretive paradigm was used to collect and analyse data. The data was collected from three participating teachers. These participants were selected from the three secondary schools in the town of Tsumeb in Namibia. I used video recordings of two lessons per teacher as well as semi-structured interviews as my tools to gather data. After the two lessons were video recorded, I conducted a workshop with the teachers to introduce them to the 5 types of mathematical connections pertinent to this study. We analysed the videos together using Businskas' framework as a basis for analysis. This then formed part of the stimulated recall interviews. It was found that, even though teachers were not aware of the concept of mathematical connections before our interactions, there was strong evidence of connections being made and used in their lessons. The two types of connections that were used most frequently (24.1 percent each) were procedural and instruction-oriented connections respectively. Part-whole relationships connections were used the least with a frequency of 12 percent. All three teachers agreed that they needed to make more connections when teaching and that they would think more about connections in future, particularly when preparing their lessons. The study makes recommendations to encourage the continuous use of connections in teaching mathematics.
- Full Text:
- Date Issued: 2015
- Authors: Kanyanda, Ester Ndahekomwenyo
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Algebra -- Study and teaching (Secondary) -- Namibia -- Tsumeb , Connections (Mathematics) , Teacher effectiveness -- Namibia -- Tsumeb
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2036 , http://hdl.handle.net/10962/d1017347
- Description: The purpose of this study was to investigate the nature of mathematical connections used by selected teachers when teaching the topic of algebra and to investigate their perceptions of their use of connections. The participants were selected on the basis of teaching experience as well as their willingness to share their ideas. An interpretive paradigm was used to collect and analyse data. The data was collected from three participating teachers. These participants were selected from the three secondary schools in the town of Tsumeb in Namibia. I used video recordings of two lessons per teacher as well as semi-structured interviews as my tools to gather data. After the two lessons were video recorded, I conducted a workshop with the teachers to introduce them to the 5 types of mathematical connections pertinent to this study. We analysed the videos together using Businskas' framework as a basis for analysis. This then formed part of the stimulated recall interviews. It was found that, even though teachers were not aware of the concept of mathematical connections before our interactions, there was strong evidence of connections being made and used in their lessons. The two types of connections that were used most frequently (24.1 percent each) were procedural and instruction-oriented connections respectively. Part-whole relationships connections were used the least with a frequency of 12 percent. All three teachers agreed that they needed to make more connections when teaching and that they would think more about connections in future, particularly when preparing their lessons. The study makes recommendations to encourage the continuous use of connections in teaching mathematics.
- Full Text:
- Date Issued: 2015