Bridging cultures in science education: leveraging lesson study approach for indigenous knowledge integration in a township school
- Authors: Mayana, Xolani Justice
- Date: 2025-04-03
- Subjects: Science Study and teaching (Secondary) South Africa , Traditional knowledge , Lesson study , Participatory action research , Professional learning communities , Sociocultural perspective , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480084 , vital:78395 , DOI 10.21504/10962/480084
- Description: The South African Curriculum Assessment and Policy Statement (CAPS) encourages science teachers to use culturally responsive pedagogies in their teaching. This should be done by integrating Indigenous Knowledge (IK) in science teaching to make it accessible and relevant to learners. However, the policy falls short of giving clear details on how this ought to be done. For instance, the school textbooks hardly contain any IK and there are few or no readily available teaching resources either. To complicate matters, many science teachers have not been trained on how to integrate IK into science teaching. As a result, most of them do not integrate any IK during their science lessons. It is against this backdrop that this study aimed to leverage the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school. Underpinned by the indigenous research and transformative paradigms, a qualitative case study approach in a form of participatory action research was adopted. Six science teachers from a township school, five Indigenous Knowledge Custodians1 (IKCs), one critical friend (isiXhosa and English teacher from the same school) and three university lecturers and a school principal from Zambia who conducted various workshops, and I were the participants in this study. Qualitative data was generated using interviews (semi-structured and stimulated recall interviews), document analysis, workshop discussions, observations (participatory and classroom observations) and journal reflections. Vygotsky’s sociocultural theory, Shulman’s pedagogical content knowledge, specifically Topic-specific Pedagogical Content Knowledge (TSPCK) and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as complementary theoretical frameworks. A thematic approach to data analysis was employed to come up with sub-themes and themes. The main findings of the study revealed that through collaboration with Indigenous Knowledge Custodians and tapping into their cultural heritage the integration of IK into science lessons was possible. Thus, this study showed that leveraging the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school, shifted the science teachers’ Zone of Proximal Development and Pedagogical Content Knowledge positively. Also, this study revealed that the integration of IK promotes learner talk or argumentation. Moreover, the use of isiXhosa our home language proved to be an invaluable cultural tool for effective communication in this study. The study thus recommends that transformational professional learning communities (PLCs) be established in township schools and that teachers should work in collaboration with IKCs to learn about IK which could be integrated into other science topics. Furthermore, the study recommends that teachers should be trained in document analysis and how to use the TSPCK components to unpack the curriculum. This might help the teachers to understand the curriculum needs better, plan better, and hopefully teach better. Thus, the contention of this study is that teacher preparedness is inextricably linked to learner achievement. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Authors: Mayana, Xolani Justice
- Date: 2025-04-03
- Subjects: Science Study and teaching (Secondary) South Africa , Traditional knowledge , Lesson study , Participatory action research , Professional learning communities , Sociocultural perspective , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480084 , vital:78395 , DOI 10.21504/10962/480084
- Description: The South African Curriculum Assessment and Policy Statement (CAPS) encourages science teachers to use culturally responsive pedagogies in their teaching. This should be done by integrating Indigenous Knowledge (IK) in science teaching to make it accessible and relevant to learners. However, the policy falls short of giving clear details on how this ought to be done. For instance, the school textbooks hardly contain any IK and there are few or no readily available teaching resources either. To complicate matters, many science teachers have not been trained on how to integrate IK into science teaching. As a result, most of them do not integrate any IK during their science lessons. It is against this backdrop that this study aimed to leverage the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school. Underpinned by the indigenous research and transformative paradigms, a qualitative case study approach in a form of participatory action research was adopted. Six science teachers from a township school, five Indigenous Knowledge Custodians1 (IKCs), one critical friend (isiXhosa and English teacher from the same school) and three university lecturers and a school principal from Zambia who conducted various workshops, and I were the participants in this study. Qualitative data was generated using interviews (semi-structured and stimulated recall interviews), document analysis, workshop discussions, observations (participatory and classroom observations) and journal reflections. Vygotsky’s sociocultural theory, Shulman’s pedagogical content knowledge, specifically Topic-specific Pedagogical Content Knowledge (TSPCK) and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as complementary theoretical frameworks. A thematic approach to data analysis was employed to come up with sub-themes and themes. The main findings of the study revealed that through collaboration with Indigenous Knowledge Custodians and tapping into their cultural heritage the integration of IK into science lessons was possible. Thus, this study showed that leveraging the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school, shifted the science teachers’ Zone of Proximal Development and Pedagogical Content Knowledge positively. Also, this study revealed that the integration of IK promotes learner talk or argumentation. Moreover, the use of isiXhosa our home language proved to be an invaluable cultural tool for effective communication in this study. The study thus recommends that transformational professional learning communities (PLCs) be established in township schools and that teachers should work in collaboration with IKCs to learn about IK which could be integrated into other science topics. Furthermore, the study recommends that teachers should be trained in document analysis and how to use the TSPCK components to unpack the curriculum. This might help the teachers to understand the curriculum needs better, plan better, and hopefully teach better. Thus, the contention of this study is that teacher preparedness is inextricably linked to learner achievement. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
Stimulating Namibian learners’ democratic participation and leadership in a senior primary rural school: a participatory action research study
- Authors: Kaongo, Trofimus Shipena
- Date: 2025-04-03
- Subjects: Student participation in administration Namibia , Democratic participation , Participatory action research , Education, Elementary Namibia , Agent (Philosophy)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479974 , vital:78385
- Description: This study investigates the democratic participation and leadership opportunities of primary school learners within the Namibian education system, as outlined in the Basic Education Act. 3 of 2020. While the Act emphasises the involvement of secondary school learners in decision making, primary school learners are largely overlooked. Despite policies recognising children as democratic participants in education, implementation remains inconsistent, with secondary school learners often restricted to tokenistic leadership roles. To address this imbalance, the study explores leadership opportunities for primary school learners, seeking to understand the underlying factors contributing to the gap in democratic leadership at the primary school level. Grounded in a critical paradigm, this qualitative research draws upon Kurt Lewin's field theory and theory of change, using participatory action research (PAR) to promote transformation. The research followed a two-phase design. In phase 1, data was collected through individual interviews with teachers and focus group discussions with learners. Phase 2 adopted PAR to assess how engaging learners in the research process stimulated democratic participation and leadership development. Data were gathered through reflective journals maintained by both the learners and the researcher. Abductive analysis of the data, informed by Lewin’s theoretical framework, the Lundy model of participation, Hart’s ladder of participation and leadership theory, revealed varying understandings of democratic participation among participants. For many, it was equated with learners' freedom of expression, collective decision making and leadership autonomy. However, while learners were afforded opportunities to lead school-initiated activities such as cleaning campaigns, sports events and class monitoring, their involvement in the initiation of these activities remained limited. The study found that learner leadership could be significantly enhanced through greater involvement in collective decision making, motivation and recognition by teachers, and increased leadership autonomy. Nonetheless, barriers such as age differences, peer pressure, limited time and teachers’ negative attitudes impeded the realisation of these objectives. The study contributes significant insights into learner leadership in Africa, particularly in the under-researched context of senior primary school leadership. It highlights the need for greater equity in leadership opportunities between primary and secondary learners and advocates a transformative school environment that fosters multiple leadership pathways based on individual cognitive development. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Authors: Kaongo, Trofimus Shipena
- Date: 2025-04-03
- Subjects: Student participation in administration Namibia , Democratic participation , Participatory action research , Education, Elementary Namibia , Agent (Philosophy)
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/479974 , vital:78385
- Description: This study investigates the democratic participation and leadership opportunities of primary school learners within the Namibian education system, as outlined in the Basic Education Act. 3 of 2020. While the Act emphasises the involvement of secondary school learners in decision making, primary school learners are largely overlooked. Despite policies recognising children as democratic participants in education, implementation remains inconsistent, with secondary school learners often restricted to tokenistic leadership roles. To address this imbalance, the study explores leadership opportunities for primary school learners, seeking to understand the underlying factors contributing to the gap in democratic leadership at the primary school level. Grounded in a critical paradigm, this qualitative research draws upon Kurt Lewin's field theory and theory of change, using participatory action research (PAR) to promote transformation. The research followed a two-phase design. In phase 1, data was collected through individual interviews with teachers and focus group discussions with learners. Phase 2 adopted PAR to assess how engaging learners in the research process stimulated democratic participation and leadership development. Data were gathered through reflective journals maintained by both the learners and the researcher. Abductive analysis of the data, informed by Lewin’s theoretical framework, the Lundy model of participation, Hart’s ladder of participation and leadership theory, revealed varying understandings of democratic participation among participants. For many, it was equated with learners' freedom of expression, collective decision making and leadership autonomy. However, while learners were afforded opportunities to lead school-initiated activities such as cleaning campaigns, sports events and class monitoring, their involvement in the initiation of these activities remained limited. The study found that learner leadership could be significantly enhanced through greater involvement in collective decision making, motivation and recognition by teachers, and increased leadership autonomy. Nonetheless, barriers such as age differences, peer pressure, limited time and teachers’ negative attitudes impeded the realisation of these objectives. The study contributes significant insights into learner leadership in Africa, particularly in the under-researched context of senior primary school leadership. It highlights the need for greater equity in leadership opportunities between primary and secondary learners and advocates a transformative school environment that fosters multiple leadership pathways based on individual cognitive development. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
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