Exploring a genre-based pedagogy in the teaching of writing explanation texts in a Grade 11 ESL classroom: an action research case study
- Authors: Nekondo, Linus Vaakohambo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/41603 , vital:25107
- Description: This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
- Full Text:
- Authors: Nekondo, Linus Vaakohambo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/41603 , vital:25107
- Description: This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
- Full Text:
Exploring Grade 12 Biology teachers’ conceptions, dispositions and pedagogic strategies when mediating learning of evolution in Namibia
- Authors: Katuuo, Henry U
- Date: 2017
- Subjects: Biology teachers -- Attitudes -- Namibia , Biology teachers -- Training of -- Namibia , Evolution -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13762 , vital:21856
- Description: The Namibian Senior Secondary Certificate Examiners’ Reports (2013) shed light on the topics in which learners often perform poorly and evolution is one of such problematic topics. Anecdotal reasons include religious views of teachers, opposition by learners to the topic, and inadequate understanding of the subject content knowledge. I have not come across any literature on evolution in Namibia that formally look closely at this problem. We do not have a clear idea of what is going on in Namibian science classrooms, when evolution is taught. We do not have a clear idea of the factors at play in the teaching of evolution in these classrooms, either when it is done well and completely or when it is not so. It is against this background that I was inspired to engage in this study which examined teachers’ conceptions, dispositions and pedagogical strategies that they use when teaching evolution. The study is underpinned by an interpretive paradigm, which afforded me an opportunity to understand the teachers’ worldviews in relation to evolution. It also allowed me to gain insight on the pedagogical strategies that teachers use when mediating learning of the topic of evolution and its related concepts. Within the interpretive paradigm, a case study approach was adopted, using a mixed-method design generating both quantitative and qualitative data. Teachers from two regions, namely, the Hardap region and Khomas region, participated in the study. Data were generated using questionnaires, semi-structured interviews and lesson observations. Fifteen questionnaires were completed and from those questionnaires, the sample included six teachers (40%) from the Hardap region while nine teachers (60%) were from the Khomas region. For the interview, the sample included two teachers - one from each region. For the observations, I observed five teachers teaching evolution. I presented quantitative data in tables and graphs, whereas the qualitative data was analysed inductively using Vygotsky’s (1978) socio-cultural theory as a theoretical framework. In addition, I used Ogunniyi’s (2006) Contiguity Argumentative Theory (CAT) as an analytical framework. These theories were used as lenses to interpret and make sense of the qualitative data, which I colour coded to form sub-themes. Thereafter, overlapping sub-themes were combined to form themes, which were linked to the research questions and in relation to literature/theory. Similarly, overlapping themes were combined to form analytical statements. It emerged from the study that religious views did not play a large role in most teachers’ views and attitudes towards the teaching of evolution. Instead, it emerged that lack of content knowledge on evolution is the main factor that influences teachers’ views and attitudes towards teaching evolution in schools. This is quite profound, as the assumption is that when teachers are religious, the likelihood is that they would object to the teaching of evolution. In light of this, the study recommends that there is a need for professional development and support of science teachers, so that they are able to properly mediate the learning of evolution.
- Full Text:
- Authors: Katuuo, Henry U
- Date: 2017
- Subjects: Biology teachers -- Attitudes -- Namibia , Biology teachers -- Training of -- Namibia , Evolution -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13762 , vital:21856
- Description: The Namibian Senior Secondary Certificate Examiners’ Reports (2013) shed light on the topics in which learners often perform poorly and evolution is one of such problematic topics. Anecdotal reasons include religious views of teachers, opposition by learners to the topic, and inadequate understanding of the subject content knowledge. I have not come across any literature on evolution in Namibia that formally look closely at this problem. We do not have a clear idea of what is going on in Namibian science classrooms, when evolution is taught. We do not have a clear idea of the factors at play in the teaching of evolution in these classrooms, either when it is done well and completely or when it is not so. It is against this background that I was inspired to engage in this study which examined teachers’ conceptions, dispositions and pedagogical strategies that they use when teaching evolution. The study is underpinned by an interpretive paradigm, which afforded me an opportunity to understand the teachers’ worldviews in relation to evolution. It also allowed me to gain insight on the pedagogical strategies that teachers use when mediating learning of the topic of evolution and its related concepts. Within the interpretive paradigm, a case study approach was adopted, using a mixed-method design generating both quantitative and qualitative data. Teachers from two regions, namely, the Hardap region and Khomas region, participated in the study. Data were generated using questionnaires, semi-structured interviews and lesson observations. Fifteen questionnaires were completed and from those questionnaires, the sample included six teachers (40%) from the Hardap region while nine teachers (60%) were from the Khomas region. For the interview, the sample included two teachers - one from each region. For the observations, I observed five teachers teaching evolution. I presented quantitative data in tables and graphs, whereas the qualitative data was analysed inductively using Vygotsky’s (1978) socio-cultural theory as a theoretical framework. In addition, I used Ogunniyi’s (2006) Contiguity Argumentative Theory (CAT) as an analytical framework. These theories were used as lenses to interpret and make sense of the qualitative data, which I colour coded to form sub-themes. Thereafter, overlapping sub-themes were combined to form themes, which were linked to the research questions and in relation to literature/theory. Similarly, overlapping themes were combined to form analytical statements. It emerged from the study that religious views did not play a large role in most teachers’ views and attitudes towards the teaching of evolution. Instead, it emerged that lack of content knowledge on evolution is the main factor that influences teachers’ views and attitudes towards teaching evolution in schools. This is quite profound, as the assumption is that when teachers are religious, the likelihood is that they would object to the teaching of evolution. In light of this, the study recommends that there is a need for professional development and support of science teachers, so that they are able to properly mediate the learning of evolution.
- Full Text:
Exploring Grade 9 Physical Science teachers’ views and experiences on the inclusion of indigenous knowledge in their lessons: a Namibian case study
- Authors: Simasiku, Fredrick Simataa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6919 , vital:21200
- Description: There is extensive research on the fact that the learning of science is assisted through the inclusion of the prior everyday knowledge and local knowledge that learners bring from home and from within their communities. It is precisely for this reason that the Namibian Learner Centered Education (LCE) curriculum encourages teachers to include learners’ prior everyday knowledge in their science lessons. However, the inclusion of traditional knowledge/local knowledge or indigenous knowledge (IK) and how this should be done has been largely ignored both in the Namibian school science curriculum and textbooks. It is against this background that this study sought to explore teachers’ views and experiences on the inclusion of IK in Physical Science Grade 9 lessons as well as the pedagogical strategies that they use. This research used a mixed methods approach (quantitative and qualitative data were collected) which was underpinned by the interpretive paradigm. Within the interpretive paradigm, I employed a case study approach. The study was carried out in the Endola education circuit of the Ohangwena Region. Essentially, the study explored three things: Firstly, the views, experiences and pedagogical strategies of Grade 9 Physical Science teachers on the inclusion of indigenous knowledge in their lessons. Secondly, to find out what factors enable the teachers to integrate their local knowledge into Physical Science lessons? Thirdly, to look at constraints that affect Grade 9 Physical Science teachers in the use of local knowledge in their science lessons. Data were collected using questionnaires and semi-structured interviews. The data obtained were validated in two ways, firstly, the data were triangulated from different data gathering techniques, and secondly, validation was done by member checking of the transcribed scripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyze the data. The data generated were coded inductively and presented in graphs, tables and descriptive texts to make meaning. The findings from the research revealed that teachers in the Endola circuit do make some efforts to include indigenous knowledge in their lessons. Furthermore, teachers seemed to grasp the benefits and constraints that come with the inclusion of indigenous knowledge in their science lessons. For example, it emerged that indigenous knowledge enables learners to link what they are taught in the science classroom to what is happening in the community or at home, thereby enhancing their understanding of the concepts. Topics such as acids and bases, friction, combustion, static electricity and pressure emerged as some of the topics in which teachers include indigenous knowledge. On the other hand, the issue of language, textbooks and lack of indigenous knowledge by teachers affects the way teachers are able to include IK in their lessons. This study thus recommends that teachers should explore different indigenous practices that can be linked to the topics in the curriculum or syllabus to enhance learning and teaching. Furthermore, they need to involve local communities that possess indigenous knowledge to help in delivering indigenous practices during the lessons. Lastly, teachers and communities should start developing learning and teaching support materials that are useful when local knowledge is included.
- Full Text:
- Authors: Simasiku, Fredrick Simataa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6919 , vital:21200
- Description: There is extensive research on the fact that the learning of science is assisted through the inclusion of the prior everyday knowledge and local knowledge that learners bring from home and from within their communities. It is precisely for this reason that the Namibian Learner Centered Education (LCE) curriculum encourages teachers to include learners’ prior everyday knowledge in their science lessons. However, the inclusion of traditional knowledge/local knowledge or indigenous knowledge (IK) and how this should be done has been largely ignored both in the Namibian school science curriculum and textbooks. It is against this background that this study sought to explore teachers’ views and experiences on the inclusion of IK in Physical Science Grade 9 lessons as well as the pedagogical strategies that they use. This research used a mixed methods approach (quantitative and qualitative data were collected) which was underpinned by the interpretive paradigm. Within the interpretive paradigm, I employed a case study approach. The study was carried out in the Endola education circuit of the Ohangwena Region. Essentially, the study explored three things: Firstly, the views, experiences and pedagogical strategies of Grade 9 Physical Science teachers on the inclusion of indigenous knowledge in their lessons. Secondly, to find out what factors enable the teachers to integrate their local knowledge into Physical Science lessons? Thirdly, to look at constraints that affect Grade 9 Physical Science teachers in the use of local knowledge in their science lessons. Data were collected using questionnaires and semi-structured interviews. The data obtained were validated in two ways, firstly, the data were triangulated from different data gathering techniques, and secondly, validation was done by member checking of the transcribed scripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyze the data. The data generated were coded inductively and presented in graphs, tables and descriptive texts to make meaning. The findings from the research revealed that teachers in the Endola circuit do make some efforts to include indigenous knowledge in their lessons. Furthermore, teachers seemed to grasp the benefits and constraints that come with the inclusion of indigenous knowledge in their science lessons. For example, it emerged that indigenous knowledge enables learners to link what they are taught in the science classroom to what is happening in the community or at home, thereby enhancing their understanding of the concepts. Topics such as acids and bases, friction, combustion, static electricity and pressure emerged as some of the topics in which teachers include indigenous knowledge. On the other hand, the issue of language, textbooks and lack of indigenous knowledge by teachers affects the way teachers are able to include IK in their lessons. This study thus recommends that teachers should explore different indigenous practices that can be linked to the topics in the curriculum or syllabus to enhance learning and teaching. Furthermore, they need to involve local communities that possess indigenous knowledge to help in delivering indigenous practices during the lessons. Lastly, teachers and communities should start developing learning and teaching support materials that are useful when local knowledge is included.
- Full Text:
Exploring how Grade 11 Physical Science learners make sense of the concept of rates of reactions through the inclusion of the indigenous practice of making oshikundu: a Namibian case study
- Nikodemus, Kristof Shingwilila
- Authors: Nikodemus, Kristof Shingwilila
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8154 , vital:21360
- Description: It has been observed that the teaching and learning of the concept of rates of reactions is seen as being difficult for most Namibian learners. Concerns have been expressed in Examiners’ Reports about candidates showing little knowledge of the topic ‘rates of reactions’. Hence, this study sought to explore how indigenous knowledge and practices through a practical activity of making oshikundu, enabled or constrained learner-engagement and sense-making of the concept of rates of reactions in Namibian schools. Underpinned by an interpretive paradigm, the study tried to describe and understand how learners make sense of their world. Within the interpretive paradigm, a mixed-method case study approach was adopted. It is informed by Vygotsky’s socio-cultural theory, which recognises that learning and meaning-making are represented as originating from social interactions among individuals. The research study was conducted in a rural secondary school in the northern part of Namibia with Grade 11 Physical Science learners. Purposive sampling techniques were used to select three learners from the class, as the interview sample. A pre-test was used to gather data on the type of prior knowledge that Grade 11 Physical Science learners had of concepts related to rates of reactions. The pre-test’s content was validated by two Physical Science specialists. Observations were used to explore how learners make sense of rates of reactions during lessons. In addition to observations, interviews and a post-test were used in order to gather data on how the practical activity of making oshikundu enabled or constrained Grade 11 Physical Science: (a) learner engagement and (b) sense-making of the concept of rates of reactions. The findings of the study found that learners were more engaged and participated more fully in class than in previous year when the indigenous practice of making oshikundu was incorporated during the science lessons. The study thus recommends that indigenous knowledge and practices be integrated into Physical Science classrooms for effective teaching and learning and sense making of science concepts.
- Full Text:
- Authors: Nikodemus, Kristof Shingwilila
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8154 , vital:21360
- Description: It has been observed that the teaching and learning of the concept of rates of reactions is seen as being difficult for most Namibian learners. Concerns have been expressed in Examiners’ Reports about candidates showing little knowledge of the topic ‘rates of reactions’. Hence, this study sought to explore how indigenous knowledge and practices through a practical activity of making oshikundu, enabled or constrained learner-engagement and sense-making of the concept of rates of reactions in Namibian schools. Underpinned by an interpretive paradigm, the study tried to describe and understand how learners make sense of their world. Within the interpretive paradigm, a mixed-method case study approach was adopted. It is informed by Vygotsky’s socio-cultural theory, which recognises that learning and meaning-making are represented as originating from social interactions among individuals. The research study was conducted in a rural secondary school in the northern part of Namibia with Grade 11 Physical Science learners. Purposive sampling techniques were used to select three learners from the class, as the interview sample. A pre-test was used to gather data on the type of prior knowledge that Grade 11 Physical Science learners had of concepts related to rates of reactions. The pre-test’s content was validated by two Physical Science specialists. Observations were used to explore how learners make sense of rates of reactions during lessons. In addition to observations, interviews and a post-test were used in order to gather data on how the practical activity of making oshikundu enabled or constrained Grade 11 Physical Science: (a) learner engagement and (b) sense-making of the concept of rates of reactions. The findings of the study found that learners were more engaged and participated more fully in class than in previous year when the indigenous practice of making oshikundu was incorporated during the science lessons. The study thus recommends that indigenous knowledge and practices be integrated into Physical Science classrooms for effective teaching and learning and sense making of science concepts.
- Full Text:
Exploring how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew
- Authors: Paulus, Demetria
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17637 , vital:22266
- Description: Physical Science is one of the subjects in which learners perform poorly in most Namibian schools. For instance, in ║Kharas region where the study was conducted, from 2010 to 2016, the overall performance has ranged between 20-40%. Furthermore, according to the results analysis report from the Directorate of National, Examination and Assessments (DNEA), from 2012 to 2016, the ||Kharas region was ranked 11th, 12th, 13th, 14th and 10th in the regional rankings. From the Examiner’s reports, the most poorly answered questions in the National Senior Certificate examinations are those that require learners to explain and show understanding. Additionally, the reports highlighted that learners lack practical skills or lack exposure to experiments and demonstrations to enhance their understanding (Namibia, 20142015). It is against this background that this study sought to explore how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew. In particular, the study addressed the following sub-questions:1) what are Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge during Science lessons? 2) What factors influence Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge? 3) How do Grade 11 Physical Science teachers teach experimental techniques conventionally- fermentation and distillation? 4) How does the inclusion of a practical demonstration on making Ombike enable or constrain Grade 11 Physical Science teachers when explaining concepts on experimental techniques - fermentation and distillation? Thus, the focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretive paradigm whose focus is on understanding people’s worldviews. Within the interpretive paradigm, a mixed methods (Quant-QUAL methods) case study approach was employed in two sequential phases with Physical Science teachers at one secondary school in Keetmanshoop. Data were collected using document analysis (to strengthen my context). In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative and qualitative data from 17 Physical Science teachers. Additionally, I conducted interviews with two Physical Science teachers from one Secondary School in Keetmanshoop who were selected based on their expertise, teaching experience and their qualifications. Quantitative data were analysed using frequency tables and graphs. For phase two, lesson and the practical demonstration observations were videotaped and transcribed inductively. Thematic analysis was used to analyse the qualitative data. The study was informed by Vygotsky’s (1978) socio-cultural theory with a focus on the mediation of learning, social interactions and learner engagement within the learners’ Zone of Proximal Development (ZPD) in conjunction with Shulman’s (1987) theory on pedagogical content knowledge (PCK). The findings of the study indicated that the majority of the Physical Science teachers were aware of and supported the inclusion of IK; on the other hand the teachers indicated some challenges that come with IK integration. Some teachers acknowledged the importance of IK, such as the enhancement of understanding, proving of theories, and arousal of interest and context relevance. However, some teachers felt that there are misconceptions in IK that can be carried into the classroom, IK resources like textbooks are not available, and IK is not integrated in the syllabus and examinations and lack of teacher training inter alia.The study recommends that the Ministry of Education, Arts and Culture especially the Division of Curriculum Planning and Development (NIED) needs to explicitly include IK in the Syllabus documents and suggest the inclusion of IK in the textbooks to the publishers to address these challenges. In order to enhance the teaching and learning with IK in Science, it is critical that teachers’ training workshops are conducted and IK resources are designed so that IK integration can be successfully implemented. For that to happen, it is recognized that the teachers’ PCK should be regularly upgraded through Continuous Professional Development (CPD) by the Subject Advisors (SA) so that the teachers are consistently guided on appropriate teaching methodologies and pedagogies about the inclusion of IK.
- Full Text:
- Authors: Paulus, Demetria
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17637 , vital:22266
- Description: Physical Science is one of the subjects in which learners perform poorly in most Namibian schools. For instance, in ║Kharas region where the study was conducted, from 2010 to 2016, the overall performance has ranged between 20-40%. Furthermore, according to the results analysis report from the Directorate of National, Examination and Assessments (DNEA), from 2012 to 2016, the ||Kharas region was ranked 11th, 12th, 13th, 14th and 10th in the regional rankings. From the Examiner’s reports, the most poorly answered questions in the National Senior Certificate examinations are those that require learners to explain and show understanding. Additionally, the reports highlighted that learners lack practical skills or lack exposure to experiments and demonstrations to enhance their understanding (Namibia, 20142015). It is against this background that this study sought to explore how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew. In particular, the study addressed the following sub-questions:1) what are Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge during Science lessons? 2) What factors influence Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge? 3) How do Grade 11 Physical Science teachers teach experimental techniques conventionally- fermentation and distillation? 4) How does the inclusion of a practical demonstration on making Ombike enable or constrain Grade 11 Physical Science teachers when explaining concepts on experimental techniques - fermentation and distillation? Thus, the focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretive paradigm whose focus is on understanding people’s worldviews. Within the interpretive paradigm, a mixed methods (Quant-QUAL methods) case study approach was employed in two sequential phases with Physical Science teachers at one secondary school in Keetmanshoop. Data were collected using document analysis (to strengthen my context). In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative and qualitative data from 17 Physical Science teachers. Additionally, I conducted interviews with two Physical Science teachers from one Secondary School in Keetmanshoop who were selected based on their expertise, teaching experience and their qualifications. Quantitative data were analysed using frequency tables and graphs. For phase two, lesson and the practical demonstration observations were videotaped and transcribed inductively. Thematic analysis was used to analyse the qualitative data. The study was informed by Vygotsky’s (1978) socio-cultural theory with a focus on the mediation of learning, social interactions and learner engagement within the learners’ Zone of Proximal Development (ZPD) in conjunction with Shulman’s (1987) theory on pedagogical content knowledge (PCK). The findings of the study indicated that the majority of the Physical Science teachers were aware of and supported the inclusion of IK; on the other hand the teachers indicated some challenges that come with IK integration. Some teachers acknowledged the importance of IK, such as the enhancement of understanding, proving of theories, and arousal of interest and context relevance. However, some teachers felt that there are misconceptions in IK that can be carried into the classroom, IK resources like textbooks are not available, and IK is not integrated in the syllabus and examinations and lack of teacher training inter alia.The study recommends that the Ministry of Education, Arts and Culture especially the Division of Curriculum Planning and Development (NIED) needs to explicitly include IK in the Syllabus documents and suggest the inclusion of IK in the textbooks to the publishers to address these challenges. In order to enhance the teaching and learning with IK in Science, it is critical that teachers’ training workshops are conducted and IK resources are designed so that IK integration can be successfully implemented. For that to happen, it is recognized that the teachers’ PCK should be regularly upgraded through Continuous Professional Development (CPD) by the Subject Advisors (SA) so that the teachers are consistently guided on appropriate teaching methodologies and pedagogies about the inclusion of IK.
- Full Text:
Exploring rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction in junior secondary schools: a Namibian case study
- Authors: Kavila, Kornelius Embumbulu
- Date: 2017
- Subjects: Human reproduction -- Study and teaching (Secondary) -- Namibia , Parents -- Namibia -- Attitudes , Sex instruction for teenagers -- Namibia , Sexual health -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13543 , vital:21836
- Description: The Namibian school curriculum mandates that the subject of Life Science should be taught in all schools from grade 8-10. Among the main themes in this subject is Human Biology which covers topics of human reproduction. According to the Junior Secondary Certificate JSC Life Science Examiners’ reports (2010-2015), and my personal experience, learners perform poorly in the topics of human reproduction. Many of the parents in Namibian communities are not comfortable talking to their children about their sexuality, and some believe that communication about sexuality could influence adolescents to become more sexually active (Silas, 2015). Yet, there is agreement among educationists that parents’ involvement in their children’s education has an impact on the mediation of concepts, skills and attitudes. It is against this backdrop that this study explored rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction being taught to their children in junior secondary schools (Grade 8-10). This study was informed by Vygotsky’s socio-cultural theory with the focus on how adults and peers influence individual learning and how cultural beliefs impact on instruction and learning in science classrooms. The sociocultural theory was supplemented by the Feminist Standpoint Theory (FST) with the focus on how different knowledge systems and standpoints produced from a specific social community (that is, rural parents) in terms of who to say what and when, to whom regarding sex-related information. The study was located within the interpretive paradigm. Within an interpretive paradigm, a case study approach was employed. This case study used a mixed method approach, that is, both quantitative and qualitative data were gathered to help understand the subjective nature of human’s attitudes and experiences. Data were collected using an administered questionnaire with twenty-two rural parents, workshop observation and semi-structured interviews with four of the twenty-two participated parents. Additionally, data from documents such as textbooks and curriculum documents were used to strengthen the context of this study. The study provided valuable information regarding issues around discussions about sex education. It revealed that the majority of rural parents regard sexual health education a taboo. However, the majority are of the supportive attitude towards sexual health education. The study provided some insights on the factors that influence rural parents’ attitude and experiences towards sexual health education. It was also found that parent-child communication is an essential skill, which needs to be developed either through parents’ workshops or other means to support and empower parents to understand the importance of teaching and learning about sexual health issues. It is also recommended to empower and support parents on how to talk to their children about sexual health issues.
- Full Text:
- Authors: Kavila, Kornelius Embumbulu
- Date: 2017
- Subjects: Human reproduction -- Study and teaching (Secondary) -- Namibia , Parents -- Namibia -- Attitudes , Sex instruction for teenagers -- Namibia , Sexual health -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13543 , vital:21836
- Description: The Namibian school curriculum mandates that the subject of Life Science should be taught in all schools from grade 8-10. Among the main themes in this subject is Human Biology which covers topics of human reproduction. According to the Junior Secondary Certificate JSC Life Science Examiners’ reports (2010-2015), and my personal experience, learners perform poorly in the topics of human reproduction. Many of the parents in Namibian communities are not comfortable talking to their children about their sexuality, and some believe that communication about sexuality could influence adolescents to become more sexually active (Silas, 2015). Yet, there is agreement among educationists that parents’ involvement in their children’s education has an impact on the mediation of concepts, skills and attitudes. It is against this backdrop that this study explored rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction being taught to their children in junior secondary schools (Grade 8-10). This study was informed by Vygotsky’s socio-cultural theory with the focus on how adults and peers influence individual learning and how cultural beliefs impact on instruction and learning in science classrooms. The sociocultural theory was supplemented by the Feminist Standpoint Theory (FST) with the focus on how different knowledge systems and standpoints produced from a specific social community (that is, rural parents) in terms of who to say what and when, to whom regarding sex-related information. The study was located within the interpretive paradigm. Within an interpretive paradigm, a case study approach was employed. This case study used a mixed method approach, that is, both quantitative and qualitative data were gathered to help understand the subjective nature of human’s attitudes and experiences. Data were collected using an administered questionnaire with twenty-two rural parents, workshop observation and semi-structured interviews with four of the twenty-two participated parents. Additionally, data from documents such as textbooks and curriculum documents were used to strengthen the context of this study. The study provided valuable information regarding issues around discussions about sex education. It revealed that the majority of rural parents regard sexual health education a taboo. However, the majority are of the supportive attitude towards sexual health education. The study provided some insights on the factors that influence rural parents’ attitude and experiences towards sexual health education. It was also found that parent-child communication is an essential skill, which needs to be developed either through parents’ workshops or other means to support and empower parents to understand the importance of teaching and learning about sexual health issues. It is also recommended to empower and support parents on how to talk to their children about sexual health issues.
- Full Text:
Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
- Full Text:
- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
- Full Text:
Exploring the possibility of integrating traditional music and dance into the design and delivery of lessons on the concepts of echo and waves in the grade 10 Physical Science sound topic
- Authors: Liveve, Angelius Kanyanga
- Date: 2017
- Subjects: Student-centered learning Namibia , Culturally relevant pedagogy Namibia , Science Study and teaching (Secondary) Namibia , Dance in education Namibia , Music in education Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13356 , vital:21826
- Description: Before Namibian independence in 1990, teaching was mostly characterized by teacher-centred pedagogies in which teachers were perceived as the main sources of knowledge. This resulted in learners being passive recipients of such unquestioned knowledge. After independence and to address this, a new educational system was introduced which promoted learner-centred education (LCE) pedagogy. Despite these grand ideals, educational changes in sub-Saharan Africa form a complex issue involving tensions between policy formulation and implementation. This presents Namibian teachers with some challenges in enacting LCE pedagogies. One of these challenges is to find ways to motivate learners and to assist their learning by finding relevant and interesting connections between subject topics and their own experiences and everyday culture outside the classroom. An inability to enact the new curriculum results in learners performing poorly in subjects such as Physical Science. Against this backdrop, this study sought to explore whether or not the integration of traditional music and dance into the design and delivery of lessons on the concepts of echo and waves could influence grade 10 Physical Science learners’ sense making and dispositions towards science. This study was underpinned by an interpretive paradigm. It was informed and guided by the socio-cultural theory as my theoretical framework. The study was carried out with a grade 10 Physical Science class consisting of 30 learners at Lyambombla Combined School (pseudonym) in the Kavango West Region in the northern part of Namibia. Data were generated through diagnostic and summative tests, interviews and lesson observations incorporating traditional music and dance. The findings of the study showed that learners’ sense making and dispositions toward science were positively influenced through traditional music and dance. The study thus recommends the incorporation of indigenous ways of knowing in order to enhance meaning making in science classrooms.
- Full Text:
- Authors: Liveve, Angelius Kanyanga
- Date: 2017
- Subjects: Student-centered learning Namibia , Culturally relevant pedagogy Namibia , Science Study and teaching (Secondary) Namibia , Dance in education Namibia , Music in education Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13356 , vital:21826
- Description: Before Namibian independence in 1990, teaching was mostly characterized by teacher-centred pedagogies in which teachers were perceived as the main sources of knowledge. This resulted in learners being passive recipients of such unquestioned knowledge. After independence and to address this, a new educational system was introduced which promoted learner-centred education (LCE) pedagogy. Despite these grand ideals, educational changes in sub-Saharan Africa form a complex issue involving tensions between policy formulation and implementation. This presents Namibian teachers with some challenges in enacting LCE pedagogies. One of these challenges is to find ways to motivate learners and to assist their learning by finding relevant and interesting connections between subject topics and their own experiences and everyday culture outside the classroom. An inability to enact the new curriculum results in learners performing poorly in subjects such as Physical Science. Against this backdrop, this study sought to explore whether or not the integration of traditional music and dance into the design and delivery of lessons on the concepts of echo and waves could influence grade 10 Physical Science learners’ sense making and dispositions towards science. This study was underpinned by an interpretive paradigm. It was informed and guided by the socio-cultural theory as my theoretical framework. The study was carried out with a grade 10 Physical Science class consisting of 30 learners at Lyambombla Combined School (pseudonym) in the Kavango West Region in the northern part of Namibia. Data were generated through diagnostic and summative tests, interviews and lesson observations incorporating traditional music and dance. The findings of the study showed that learners’ sense making and dispositions toward science were positively influenced through traditional music and dance. The study thus recommends the incorporation of indigenous ways of knowing in order to enhance meaning making in science classrooms.
- Full Text:
Exploring the relationship between course pedagogy and learning in workplaces: the case of the National Diploma in Environmental Education Training and Development Practice
- Authors: Misser, Shanu
- Date: 2017
- Subjects: National Diploma in Environmental Education Training and Development Practice , Environmental education -- South Africa , Occupational training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8104 , vital:21354
- Description: This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
- Full Text:
- Authors: Misser, Shanu
- Date: 2017
- Subjects: National Diploma in Environmental Education Training and Development Practice , Environmental education -- South Africa , Occupational training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8104 , vital:21354
- Description: This case study research provides insights on course pedagogy in the National Diploma in Environmental Education Training and Development Practice as registered with the South African Qualifications Authority. The study draws its findings from interviews, observations, and document analysis of course materials and workshop processes. The two case studies of employees working in a municipal and a provincial context in South Africa provide rich insights into workplace practices and its implications for pedagogical approaches in work-integrated courses. The role of scaffolding, reflexivity and situated learning in creating learning experiences that learners have a reason to value emerge as significant approaches to be considered in pedagogy for work-integrated courses. Critical open-ended questions supported by course material design, dialogue, participation in cooperative learning situation underpinned by reading and the use of case studies and real situated experiences emerge as important pedagogical approaches enabling scaffolding and reflexivity to support a “critical mode of being”. The significant role of pedagogical approaches in maintaining relevance to workplace practices are seen as important in developing capabilities of participants to value what they do on courses. Linked to the insights gained from this study three important recommendations are made. The first recommendation suggests that a pedagogical approach, which involves learner-practitioners and workplace representatives in the curriculum design, would help to maintain relevance of the assignments to the workplace. The second recommendation suggests creative and innovative pedagogical approaches to capture workplace practices in real authentic and meaningful situations for assessment. The third recommendation suggests that pedagogies used in workplace courses need to consider social-ecological sustainability competencies that transgress job tasks across occupations which foster appreciation and imagination of new possibilities in the work learner-practitioners engage in.
- Full Text:
Implementing the annual national assessment at an ordinary public primary school in the Eastern Cape: a case study analysis
- Authors: Lascelles, Philippa Anne
- Date: 2017
- Subjects: Educational tests and measurements -- South Africa , Educational tests and measurements -- South Africa -- Case studies , Education, Elementary -- South Africa , Elementary schools -- South Africa -- Makhanda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7713 , vital:21288
- Description: This empirical study describes in rich detail five teachers’ perceptions of the Annual National Assessment [ANA] at one level of the school system (Grade Three of the Foundation Phase [FP]) at an ordinary public primary school in an urban area of the Eastern Cape. Secondly, the study described the process of preparing for, implementing and assessing the 2014 ANA at the selected school. In order to generate insights for a deep understanding of how teachers perceive, prepare for and implement the ANA, the challenges that arise, and how the ANA is impacting on curriculum and pedagogy, an interpretive qualitative research approach and case study method were adopted. The researcher, a participant observer operating from an insider position, used ethnographic techniques to describe, document and analyse teachers’ perceptions and experiences of implementing the 2014 ANA tests in a specific context (one school) and at one level of the school system (Grade 3). Data gathered through observations, semi-structured interviews and document analysis were coded and analysed in order to identify emerging themes. These are compared to trends and developments in contemporary literature on educational assessment. The findings revealed that while the teachers were compliant and efficient in their implementation and administration of the ANA, they have a narrow perception of the ANA as a summative assessment serving systemic purposes. There was little, if any, evidence of them using the ANA for the formative assessment purposes intended by policy. As a result, opportunities for using the ANA to enhance teaching and learning were lost. The study illuminated the roles and responsibilities of the teachers, the school management team and Eastern Cape [EC] Department of Education [DoE] in the ANA preparation and implementation process, and the need for strengthening the support provided by the EC DoE. Although context specific, the study sheds light on how Grade 3 teachers in an ordinary public school perceive and implement the ANA. The insights afforded and lessons that can be learned from this case study may be relevant to other Foundation Phase school contexts.
- Full Text:
- Authors: Lascelles, Philippa Anne
- Date: 2017
- Subjects: Educational tests and measurements -- South Africa , Educational tests and measurements -- South Africa -- Case studies , Education, Elementary -- South Africa , Elementary schools -- South Africa -- Makhanda
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7713 , vital:21288
- Description: This empirical study describes in rich detail five teachers’ perceptions of the Annual National Assessment [ANA] at one level of the school system (Grade Three of the Foundation Phase [FP]) at an ordinary public primary school in an urban area of the Eastern Cape. Secondly, the study described the process of preparing for, implementing and assessing the 2014 ANA at the selected school. In order to generate insights for a deep understanding of how teachers perceive, prepare for and implement the ANA, the challenges that arise, and how the ANA is impacting on curriculum and pedagogy, an interpretive qualitative research approach and case study method were adopted. The researcher, a participant observer operating from an insider position, used ethnographic techniques to describe, document and analyse teachers’ perceptions and experiences of implementing the 2014 ANA tests in a specific context (one school) and at one level of the school system (Grade 3). Data gathered through observations, semi-structured interviews and document analysis were coded and analysed in order to identify emerging themes. These are compared to trends and developments in contemporary literature on educational assessment. The findings revealed that while the teachers were compliant and efficient in their implementation and administration of the ANA, they have a narrow perception of the ANA as a summative assessment serving systemic purposes. There was little, if any, evidence of them using the ANA for the formative assessment purposes intended by policy. As a result, opportunities for using the ANA to enhance teaching and learning were lost. The study illuminated the roles and responsibilities of the teachers, the school management team and Eastern Cape [EC] Department of Education [DoE] in the ANA preparation and implementation process, and the need for strengthening the support provided by the EC DoE. Although context specific, the study sheds light on how Grade 3 teachers in an ordinary public school perceive and implement the ANA. The insights afforded and lessons that can be learned from this case study may be relevant to other Foundation Phase school contexts.
- Full Text:
Integrating local indigenous knowledge in the teaching of water conservation by senior primary school Natural Science teachers: a Namibian case study
- Authors: Visagie, Ronald Arnold
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6907 , vital:21199
- Description: The conservation of biodiversity to meet the needs and aspirations of present and future generations is a cornerstone for sustainable development. In response to this, one of the aims of Basic Education in Namibia is to develop an environmentally friendly society which has a concern for the conservation of water. Thus, the National Curriculum of Basic Education [NCBE], 2010, p. 8) expects Grade 6 Natural Science learners to be competent in using simple scientific models, methods and skills to make scientific sense of the natural environment; and most importantly for the learners to relate the implications of this scientific understanding to their personal and social health and the sustainable use of all natural resources for future generations. Additionally, teachers are encouraged to make innovative use of various knowledge systems including indigenous knowledge. However, there is no mention of how teachers should make use of local indigenous knowledge (IK) when teaching the topic on water conservation in particular. It is against this backdrop that in this study I sought to understand how two Grade 6 Natural Science teachers use local indigenous knowledge in their classrooms to teach the topic of water conservation. This interpretive case study was carried out in collaboration with a rural community in the Erongo region. Data were collected in three stages. The first stage was the gathering of information through document analysis to strengthen my context. Documents such as the National Curriculum, Science Curriculum, Syllabi, Grade 6 Natural Science textbooks and SATs results were analysed to gain some insight and understanding of the issue before conducting interviews. In the second phase of this study I conducted semi-structured interviews with the Topnaar community members and two teachers. This was followed by classroom observations. Additionally, I used stimulated recall interviews (SRI) to provide clarity on how teachers use prior knowledge and mediate learning when teaching the topic water conservation using indigenous knowledge. The study is informed by Vygotsky’s (1978) socio-cultural theory in conjunction with Shulman’s (1986) pedagogical content knowledge (PCK). Since a classroom is a social unit where interactions occur between teachers and learners, and learners and learners, these theories provided a useful lens for observing lessons and analysing teachers’ content knowledge and how they mediate learning using local indigenous knowledge. A thematic approach to data analysis was adopted and qualitative data were analysed inductively. The findings of the study revealed that the indigenous knowledge amongst the Topnaars are governed by the ideals of Ubuntu. Findings also revealed that proper planning is needed to incorporate IK into science lessons as it may clear up misconceptions that may arise from indigenous knowledge. The study recommends that teachers and curriculum planners should explore different indigenous practices that are linked to the topics in the curriculum or syllabus to enhance learning and teaching in their science classrooms. It also recommends that curriculum developers, with the help of subject advisors, teachers and community members, should start planning on how indigenous knowledge can best be integrated into science textbooks as it has become a hindrance for the teachers to incorporate it.
- Full Text:
- Authors: Visagie, Ronald Arnold
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6907 , vital:21199
- Description: The conservation of biodiversity to meet the needs and aspirations of present and future generations is a cornerstone for sustainable development. In response to this, one of the aims of Basic Education in Namibia is to develop an environmentally friendly society which has a concern for the conservation of water. Thus, the National Curriculum of Basic Education [NCBE], 2010, p. 8) expects Grade 6 Natural Science learners to be competent in using simple scientific models, methods and skills to make scientific sense of the natural environment; and most importantly for the learners to relate the implications of this scientific understanding to their personal and social health and the sustainable use of all natural resources for future generations. Additionally, teachers are encouraged to make innovative use of various knowledge systems including indigenous knowledge. However, there is no mention of how teachers should make use of local indigenous knowledge (IK) when teaching the topic on water conservation in particular. It is against this backdrop that in this study I sought to understand how two Grade 6 Natural Science teachers use local indigenous knowledge in their classrooms to teach the topic of water conservation. This interpretive case study was carried out in collaboration with a rural community in the Erongo region. Data were collected in three stages. The first stage was the gathering of information through document analysis to strengthen my context. Documents such as the National Curriculum, Science Curriculum, Syllabi, Grade 6 Natural Science textbooks and SATs results were analysed to gain some insight and understanding of the issue before conducting interviews. In the second phase of this study I conducted semi-structured interviews with the Topnaar community members and two teachers. This was followed by classroom observations. Additionally, I used stimulated recall interviews (SRI) to provide clarity on how teachers use prior knowledge and mediate learning when teaching the topic water conservation using indigenous knowledge. The study is informed by Vygotsky’s (1978) socio-cultural theory in conjunction with Shulman’s (1986) pedagogical content knowledge (PCK). Since a classroom is a social unit where interactions occur between teachers and learners, and learners and learners, these theories provided a useful lens for observing lessons and analysing teachers’ content knowledge and how they mediate learning using local indigenous knowledge. A thematic approach to data analysis was adopted and qualitative data were analysed inductively. The findings of the study revealed that the indigenous knowledge amongst the Topnaars are governed by the ideals of Ubuntu. Findings also revealed that proper planning is needed to incorporate IK into science lessons as it may clear up misconceptions that may arise from indigenous knowledge. The study recommends that teachers and curriculum planners should explore different indigenous practices that are linked to the topics in the curriculum or syllabus to enhance learning and teaching in their science classrooms. It also recommends that curriculum developers, with the help of subject advisors, teachers and community members, should start planning on how indigenous knowledge can best be integrated into science textbooks as it has become a hindrance for the teachers to incorporate it.
- Full Text:
Intergenerational learning and environmental care: a case of a fishing community next to Africa’s first marine protected area
- Authors: Cloete, Cindy-Lee
- Date: 2017
- Subjects: Tsitsikamma Marine Protected Area (South Africa) , Covie (South Africa) , Intergenerational relations -- South Africa -- Covie , Intergenerational communication -- South Africa -- Covie , Fishing villages -- South Africa -- Covie , Sustainable fisheries -- South Africa -- Covie , Environmental education -- South Africa -- Covie
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7598 , vital:21277
- Description: This study explored the relationship between intergenerational learning and environmental care in the small fishing community of Covie, located next to the Tsitsikamma Marine Protected Area (TMPA) on the south-eastern coast of South Africa. Since Covie’s establishment as a woodcutter settlement in 1883, the community has depended on the marine and coastal environment such that their communal identity and basic means of subsistence are closely tied to their traditional fishing practices. Since its proclamation in 1964, the TMPA has undergone numerous policy changes, most notably the complete closure of the TMPA to fishing in 2001. Against this backdrop, the study sought to understand how intergenerational learning about fishing practices are mediated in Covie and the ways in which such learning processes constitute a sense of place and belonging for the Covie fishers, and to develop a sense of care for the natural environment. The study included 12 Covie community members of different generations and genders so as to be representative of the community (approximately 86 members). The research was informed by qualitative data generated through a focus group discussion with eight Covie community members, a mirror workshop with the same eight community members, eight semi-structured interviews, and five naturalistic observations of fishing practices. Data generation and analysis was informed by Etienne Wenger’s theory of Communities of Practice which was complemented by theoretical perspectives on intergenerational learning and attachment to place. This study found that the Covie fishers indeed operate as a community of practice who depend significantly on intergenerational learning processes to transfer knowledge, skills and values about fishing practices to younger generations. The 2001 policy changes that denied the Covie fishers access to their traditional fishing sites were shown to reduce the participation in fishing of a range of community members (in particular children and women), which in turn influenced forms of intergenerational learning about fishing. The youth’s reduced participation especially was linked to more protracted and fragmented processes of learning about fishing and Covie’s code of fishing conduct, including its underpinning sense of environmental care. Finally, this study argues that the affective and socio-material connections to their natural surroundings have shaped the Covie community’s sense of care and responsibility toward the environment.
- Full Text:
- Authors: Cloete, Cindy-Lee
- Date: 2017
- Subjects: Tsitsikamma Marine Protected Area (South Africa) , Covie (South Africa) , Intergenerational relations -- South Africa -- Covie , Intergenerational communication -- South Africa -- Covie , Fishing villages -- South Africa -- Covie , Sustainable fisheries -- South Africa -- Covie , Environmental education -- South Africa -- Covie
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7598 , vital:21277
- Description: This study explored the relationship between intergenerational learning and environmental care in the small fishing community of Covie, located next to the Tsitsikamma Marine Protected Area (TMPA) on the south-eastern coast of South Africa. Since Covie’s establishment as a woodcutter settlement in 1883, the community has depended on the marine and coastal environment such that their communal identity and basic means of subsistence are closely tied to their traditional fishing practices. Since its proclamation in 1964, the TMPA has undergone numerous policy changes, most notably the complete closure of the TMPA to fishing in 2001. Against this backdrop, the study sought to understand how intergenerational learning about fishing practices are mediated in Covie and the ways in which such learning processes constitute a sense of place and belonging for the Covie fishers, and to develop a sense of care for the natural environment. The study included 12 Covie community members of different generations and genders so as to be representative of the community (approximately 86 members). The research was informed by qualitative data generated through a focus group discussion with eight Covie community members, a mirror workshop with the same eight community members, eight semi-structured interviews, and five naturalistic observations of fishing practices. Data generation and analysis was informed by Etienne Wenger’s theory of Communities of Practice which was complemented by theoretical perspectives on intergenerational learning and attachment to place. This study found that the Covie fishers indeed operate as a community of practice who depend significantly on intergenerational learning processes to transfer knowledge, skills and values about fishing practices to younger generations. The 2001 policy changes that denied the Covie fishers access to their traditional fishing sites were shown to reduce the participation in fishing of a range of community members (in particular children and women), which in turn influenced forms of intergenerational learning about fishing. The youth’s reduced participation especially was linked to more protracted and fragmented processes of learning about fishing and Covie’s code of fishing conduct, including its underpinning sense of environmental care. Finally, this study argues that the affective and socio-material connections to their natural surroundings have shaped the Covie community’s sense of care and responsibility toward the environment.
- Full Text:
Investigating how Grade 10 Physical Science teachers help learners to make sense of concepts of electromagnetism using easily accessible materials in under-resourced schools
- Authors: Samuel, Paulo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8143 , vital:21359
- Description: This study sought to explore teachers’ perceptions and experiences of using easily accessible materials and how they might collaboratively develop learning and teaching support materials using easily accessible materials. The study explored three aspects. Firstly, the views, experiences and factors which influence grade 10 Physical Science teachers’ perceptions and experiences of teaching the topic of electromagnetism. Secondly, to find out what teachers can do to improve teaching and learning of electromagnetism in grade 10 Physical Science using easily accessible materials. Thirdly, to look at what enables or constrains grade 10 Physical Science teachers in under-resourced schools when dealing with electromagnetism, from using easily accessible materials. A qualitative method approach was adopted, underpinned by an interpretive paradigm but using some quantitative methods as well. Within the interpretive paradigm a case study approach was used. The study was carried out in Swakopmund and Gobabis education circuits of the Erongo and Omaheke Regions respectively. Data were collected using questionnaires, lesson observations and stimulated-recall interviews. The data obtained were validated in two ways, firstly, by triangulation from different data gathering techniques, and secondly, validation was done by member checking of the transcripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse the data. The quantitative data generated were presented in figures, tables; whereas the qualitative data were coded inductively into descriptive texts to make meaning. It was found that teachers’s perceptions and experiences are that the topic of electromagnetism is quite challenging. Teachers reported that their learners find it difficult to comprehend phenomena associated with electromagnetism, thus making it difficult for their learners to grasp concepts associated with it. Lack of resources to do practical activities in the topic of electromagnetism was found to be a major contributing factor to teaching and learning of this topic. The use of easily accessible materials among teachers was found to be very limited. Easily accessible locally sourced materials were found to have the potential to enable grade 10 Physical Science teachers to help learners to make sense of concepts of electromagnetism in under-resourced schools. In light of the above findings, the study recommends that science teachers should make use of easily accessible materials which can minimise their dependence on standard laboratory equipment which is unaffordable anyway by most schools.
- Full Text:
- Authors: Samuel, Paulo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8143 , vital:21359
- Description: This study sought to explore teachers’ perceptions and experiences of using easily accessible materials and how they might collaboratively develop learning and teaching support materials using easily accessible materials. The study explored three aspects. Firstly, the views, experiences and factors which influence grade 10 Physical Science teachers’ perceptions and experiences of teaching the topic of electromagnetism. Secondly, to find out what teachers can do to improve teaching and learning of electromagnetism in grade 10 Physical Science using easily accessible materials. Thirdly, to look at what enables or constrains grade 10 Physical Science teachers in under-resourced schools when dealing with electromagnetism, from using easily accessible materials. A qualitative method approach was adopted, underpinned by an interpretive paradigm but using some quantitative methods as well. Within the interpretive paradigm a case study approach was used. The study was carried out in Swakopmund and Gobabis education circuits of the Erongo and Omaheke Regions respectively. Data were collected using questionnaires, lesson observations and stimulated-recall interviews. The data obtained were validated in two ways, firstly, by triangulation from different data gathering techniques, and secondly, validation was done by member checking of the transcripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse the data. The quantitative data generated were presented in figures, tables; whereas the qualitative data were coded inductively into descriptive texts to make meaning. It was found that teachers’s perceptions and experiences are that the topic of electromagnetism is quite challenging. Teachers reported that their learners find it difficult to comprehend phenomena associated with electromagnetism, thus making it difficult for their learners to grasp concepts associated with it. Lack of resources to do practical activities in the topic of electromagnetism was found to be a major contributing factor to teaching and learning of this topic. The use of easily accessible materials among teachers was found to be very limited. Easily accessible locally sourced materials were found to have the potential to enable grade 10 Physical Science teachers to help learners to make sense of concepts of electromagnetism in under-resourced schools. In light of the above findings, the study recommends that science teachers should make use of easily accessible materials which can minimise their dependence on standard laboratory equipment which is unaffordable anyway by most schools.
- Full Text:
Investigating teachers’ pedagogic practices of argumentative essay: a qualitative case study of two Grade 11 classrooms in the Oshikoto Region, Namibia
- Authors: Kanyama, Victoria Magano
- Date: 2017
- Subjects: Persuasion (Rhetoric) -- Study and teaching (Secondary) -- Namibia , English language -- Rhetoric -- Study and teaching (Secondary) -- Namibia , English language -- Writing -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8132 , vital:21358
- Description: Argumentative writing in Namibian schools has been a challenge over the years as Grade 11-12 English Second Language (ESL) learners perform poorly when compared to other writing that is stipulated in the curriculum. In most instances learners do not satisfy the structural and rhetorical features of this genre. English teachers are, therefore, expected to ensure that argumentative writing is adequately developed in order for the learners’ writing to be up to the required standard. Studies carried out in Namibia by Nghikembua (2013) and Nyathi (2009) indicated that learners perform poorly in writing. The examiners’ reports of 2011-2014 pointed to lack of teachers’ guidance as one of the factors contributing to poor performance. It was for this reason that this study aimed to investigate teachers’ pedagogic approaches when teaching argumentative essay both on Higher and Ordinary Level in Oshikoto region, Namibia. An interpretive qualitative case study was used in order to gain an in-depth understanding of the teachers’ pedagogic approaches and how it affects their learners’ argumentative essay writing. The theoretical framework was informed by the Genre theorist, Gibbons (2002), who focuses on the Curriculum Cycle and Hyland’s (1990) model. Two Grade 11 English teachers were purposefully and conveniently sampled. One of the teachers is from a government school while the other from a private school. Data were collected from interviews, videoed writing lessons (3 per teacher), and learners’ written essays. Data analysis revealed that both teachers have a sound understanding about argumentative writing, but their classroom practices did not sufficiently assist the learners to grasp the argumentative writing conventions. Their classroom practices were not adaptive enough when giving feedback to the learners, and they did not adhere to the four steps of Gibbons’ (2002) Curriculum Cycle. Also, the process to writing (brainstorming, drafting, and revising) was also not incorporated into their teaching. These meant that the Namibian curriculum specifications are not met which deprives the learners of the needed practice scaffolding and explicit teaching into competent independent writers. A recommendation of this study is that there is a need for the teachers to be exposed to a mixed process/genre approach as advocated by the Namibian curriculum.
- Full Text:
- Authors: Kanyama, Victoria Magano
- Date: 2017
- Subjects: Persuasion (Rhetoric) -- Study and teaching (Secondary) -- Namibia , English language -- Rhetoric -- Study and teaching (Secondary) -- Namibia , English language -- Writing -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8132 , vital:21358
- Description: Argumentative writing in Namibian schools has been a challenge over the years as Grade 11-12 English Second Language (ESL) learners perform poorly when compared to other writing that is stipulated in the curriculum. In most instances learners do not satisfy the structural and rhetorical features of this genre. English teachers are, therefore, expected to ensure that argumentative writing is adequately developed in order for the learners’ writing to be up to the required standard. Studies carried out in Namibia by Nghikembua (2013) and Nyathi (2009) indicated that learners perform poorly in writing. The examiners’ reports of 2011-2014 pointed to lack of teachers’ guidance as one of the factors contributing to poor performance. It was for this reason that this study aimed to investigate teachers’ pedagogic approaches when teaching argumentative essay both on Higher and Ordinary Level in Oshikoto region, Namibia. An interpretive qualitative case study was used in order to gain an in-depth understanding of the teachers’ pedagogic approaches and how it affects their learners’ argumentative essay writing. The theoretical framework was informed by the Genre theorist, Gibbons (2002), who focuses on the Curriculum Cycle and Hyland’s (1990) model. Two Grade 11 English teachers were purposefully and conveniently sampled. One of the teachers is from a government school while the other from a private school. Data were collected from interviews, videoed writing lessons (3 per teacher), and learners’ written essays. Data analysis revealed that both teachers have a sound understanding about argumentative writing, but their classroom practices did not sufficiently assist the learners to grasp the argumentative writing conventions. Their classroom practices were not adaptive enough when giving feedback to the learners, and they did not adhere to the four steps of Gibbons’ (2002) Curriculum Cycle. Also, the process to writing (brainstorming, drafting, and revising) was also not incorporated into their teaching. These meant that the Namibian curriculum specifications are not met which deprives the learners of the needed practice scaffolding and explicit teaching into competent independent writers. A recommendation of this study is that there is a need for the teachers to be exposed to a mixed process/genre approach as advocated by the Namibian curriculum.
- Full Text:
Investigating the interplay between Grade 9 learners’ home visual literacy and their development of school visual literacy in English First Additional language classrooms
- Authors: Mnyanda, Lutho
- Date: 2017
- Subjects: Visual literacy , Digital literacy , Action theory , Culturally relevant pedagogy , English language -- Study and teaching -- Foreign speakers -- Case studies , English language -- Study and teaching -- Foreign speakers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50191 , vital:25966
- Description: Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
- Full Text:
- Authors: Mnyanda, Lutho
- Date: 2017
- Subjects: Visual literacy , Digital literacy , Action theory , Culturally relevant pedagogy , English language -- Study and teaching -- Foreign speakers -- Case studies , English language -- Study and teaching -- Foreign speakers -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50191 , vital:25966
- Description: Visual literacy is one of the critical aspects that English First Additional Language teachers and learners battle with. The focus of this investigation was on developing learners’ performance in visual literacy and helping teachers improve teaching practice. This thesis reports on efforts in developing critical visual literacy in two Grade 9 classrooms; a rural and a township school in the King William’s Town District in the Eastern Cape. The research spread over four week, spending two weeks at each school as an ethnographic researcher, being assimilated to the culture of the each school. In understanding the kind of visual knowledge that these learners brought from home between the rural-urban divide, the learners displayed an interest in visual literacy, used the necessary language and appeared to design certain visual materials around the school. Data was collected in the form of questionnaires that learners filled, informal Facebook conversation screenshots, as well as the researcher’s field notes. Learner focus group discussions were conducted, tape recorded and transcribed. Two lessons each were observed with the two teachers, and these were recorded and transcribed. A camera was used to take shots in the classroom to show the interaction between the teachers and the learners. Also, semi-structured interviews were held with each teacher and these were recorded and transcribed. The data revealed that there were no major differences between rural and urban school learners. However, the research has provided a valuable insight into the mismatch between home visual literacy practices and school visual literacy teaching. The learners’ digital visual literacy practices were far ahead than those of the teachers who are not able to capitalise on these visual skills; the cultural capital that learners bring to school. Learners also displayed a low reading culture but the medium for reading has shifted considerably and learners developed communication skills through digital technology. Teacher agency in the classroom revealed that teachers need to first engage with the cognitive functions of the visual images that they teach by the prevalence of low level questions that they ask. Moreover, there is a place for translanguaging in visual literacy lessons. These indicate important areas for teacher development to promote the emergence of transformative agency.
- Full Text:
Investigating the use of models to develop Grade 8 learners’ conceptual understanding of and procedural fluency with fractions
- Authors: Albin, Simon
- Date: 2017
- Subjects: Fractions -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/36288 , vital:24537
- Description: Both my teaching experience and literature of this research study strongly suggested that fractions are difficult to teach and learn across the globe generally, and Namibia in particular. One of the identified contributing factors was teaching fractions by focusing on procedures and not the conceptual understanding. Therefore, this research project developed and implemented an intervention in order to experiment and suggest an alternative teaching approach of fractions using models. The purpose of this research was to: “Investigate the use of models to develop Grade 8 learners’ conceptual understanding of and procedural fluency with fractions”. This investigation had three areas of focus. Firstly, the study investigated the nature of learners’ conceptual understanding of and procedural fluency with fractions before the teaching intervention, by means of administering a pre-test and pre-interview and analysing learners’ responses. Secondly, the study investigated the changes in learners’ conceptual understanding of and procedural fluency with fractions after the teaching intervention, by means of administering a post-test, post-interviews and recall interviews, and analysing learners’ responses. Thirdly, this study investigated the possible influence of the teaching intervention on the changes in learners’ conceptual understanding of and procedural fluency with fractions by analysing the lesson videos and learners’ worksheets, and describe their critical interaction. This study was conducted at a multicultural urban secondary school located in the Oshikoto Region, Namibia. The sample consisted of 12 Grade 8 mathematics learners whose age ranged from 13-16 years old. A purposive sampling method was employed to select both the research site and participants. This research is framed as a case study, and is grounded within the interpretive paradigm and qualitative research. This research revealed that these learners displayed conceptual and procedural difficulties in their engagement with fraction models and fraction symbols, before the teaching intervention. Conceptually, the study found that these learners read fractions using inappropriate names; and learners did not identify the whole unit in the models and therefore identified fractions represented by the fraction models using different forms of inappropriate fraction symbols. Procedurally, the study found that these learners compared and ordered fractions inappropriately using the sizes of the numerators and denominators separately; and learners used the lowest common denominator method inappropriately for adding fractions with different denominators. The research also suggested conceptual and procedural changes in learners’ conceptual understanding of and procedural fluency with fractions and that the intervention seemed to help learners to engage better with fraction models and fraction symbols. Conceptually, the findings suggested that the intervention using area models and number lines, seemed to help these learners to read fractions using appropriate names; to identify the whole unit in the fraction models and to develop a sense of the size of fractions in relation to one whole unit. Procedurally, the learners compared and ordered fractions appropriately using either equal fraction bars, equal number lines, benchmarking or rules for comparing and ordering fractions with the same numerator or denominator; and learners used equal fraction bars to visually represent the lowest common denominator method and to recognise that only equally sized units can be counted together. This research identified four factors as possible influences of the teaching intervention. These factors are namely: identifying both fraction symbols and appropriate fraction names to see fractions as relational numbers; prompting to partition whole units of the fraction models and graphically illustrating fraction symbols to identify the whole unit in the fraction models and to develop a sense of the size of fractions in relation to one whole unit; graphically illustrating fraction symbols using the models to use equal fraction bars and number lines, benchmarking and rules for comparing; and graphically illustrating fraction denominations using equal fraction bars to recognise that only equally sized units can be counted together. This research strongly suggests that the effective use of models has the potential to develop learners’ conceptual understanding of and procedural fluency with fractions in a number of ways.
- Full Text:
- Authors: Albin, Simon
- Date: 2017
- Subjects: Fractions -- Study and teaching (Secondary) -- Namibia , Mathematics -- Study and teaching (Secondary) -- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/36288 , vital:24537
- Description: Both my teaching experience and literature of this research study strongly suggested that fractions are difficult to teach and learn across the globe generally, and Namibia in particular. One of the identified contributing factors was teaching fractions by focusing on procedures and not the conceptual understanding. Therefore, this research project developed and implemented an intervention in order to experiment and suggest an alternative teaching approach of fractions using models. The purpose of this research was to: “Investigate the use of models to develop Grade 8 learners’ conceptual understanding of and procedural fluency with fractions”. This investigation had three areas of focus. Firstly, the study investigated the nature of learners’ conceptual understanding of and procedural fluency with fractions before the teaching intervention, by means of administering a pre-test and pre-interview and analysing learners’ responses. Secondly, the study investigated the changes in learners’ conceptual understanding of and procedural fluency with fractions after the teaching intervention, by means of administering a post-test, post-interviews and recall interviews, and analysing learners’ responses. Thirdly, this study investigated the possible influence of the teaching intervention on the changes in learners’ conceptual understanding of and procedural fluency with fractions by analysing the lesson videos and learners’ worksheets, and describe their critical interaction. This study was conducted at a multicultural urban secondary school located in the Oshikoto Region, Namibia. The sample consisted of 12 Grade 8 mathematics learners whose age ranged from 13-16 years old. A purposive sampling method was employed to select both the research site and participants. This research is framed as a case study, and is grounded within the interpretive paradigm and qualitative research. This research revealed that these learners displayed conceptual and procedural difficulties in their engagement with fraction models and fraction symbols, before the teaching intervention. Conceptually, the study found that these learners read fractions using inappropriate names; and learners did not identify the whole unit in the models and therefore identified fractions represented by the fraction models using different forms of inappropriate fraction symbols. Procedurally, the study found that these learners compared and ordered fractions inappropriately using the sizes of the numerators and denominators separately; and learners used the lowest common denominator method inappropriately for adding fractions with different denominators. The research also suggested conceptual and procedural changes in learners’ conceptual understanding of and procedural fluency with fractions and that the intervention seemed to help learners to engage better with fraction models and fraction symbols. Conceptually, the findings suggested that the intervention using area models and number lines, seemed to help these learners to read fractions using appropriate names; to identify the whole unit in the fraction models and to develop a sense of the size of fractions in relation to one whole unit. Procedurally, the learners compared and ordered fractions appropriately using either equal fraction bars, equal number lines, benchmarking or rules for comparing and ordering fractions with the same numerator or denominator; and learners used equal fraction bars to visually represent the lowest common denominator method and to recognise that only equally sized units can be counted together. This research identified four factors as possible influences of the teaching intervention. These factors are namely: identifying both fraction symbols and appropriate fraction names to see fractions as relational numbers; prompting to partition whole units of the fraction models and graphically illustrating fraction symbols to identify the whole unit in the fraction models and to develop a sense of the size of fractions in relation to one whole unit; graphically illustrating fraction symbols using the models to use equal fraction bars and number lines, benchmarking and rules for comparing; and graphically illustrating fraction denominations using equal fraction bars to recognise that only equally sized units can be counted together. This research strongly suggests that the effective use of models has the potential to develop learners’ conceptual understanding of and procedural fluency with fractions in a number of ways.
- Full Text:
Language and literacy development for a Grade 10 English first additional language classroom: a reading to learn case study
- Authors: Mataka, Tawanda Wallace
- Date: 2017
- Subjects: English language -- Study and teching (Secondary) -- South Africa Reading -- Study and teching (Secondary) -- South Africa Literacy -- Study and teching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/249 , vital:19941
- Description: The problem of poor reading skills is a serious one in South Africa, with negative implications for learners’ educational achievement. The failure of learners to read at age- and grade-appropriate levels presents a major challenge to the teaching of reading in South African schools. It is against this background that this study aimed at ascertaining the positive impact of the Reading to Learn methodology in improving the literacy levels of learners in a Grade 10 English First Additional Language classroom in a township school. Reading ability levels were established via a passage extracted from a Grade Platinum English First Additional Learner’s book. Pronunciation and word recognition formed the basis of the reading assessment. Reading translates into writing, so the learners were also assessed in comprehension and creative writing. The results indicated that the learners’ reading abilities were weak, the methodology used to teach reading led to research findings that caused the study to yield findings that suggest that RtL may be the solution to reading problems in the classroom. In addition the study revealed that the ability to read corresponds with cognitive development. The study therefore calls for the adoption of RtL to assist in alleviating reading problems in the classroom.
- Full Text:
- Authors: Mataka, Tawanda Wallace
- Date: 2017
- Subjects: English language -- Study and teching (Secondary) -- South Africa Reading -- Study and teching (Secondary) -- South Africa Literacy -- Study and teching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/249 , vital:19941
- Description: The problem of poor reading skills is a serious one in South Africa, with negative implications for learners’ educational achievement. The failure of learners to read at age- and grade-appropriate levels presents a major challenge to the teaching of reading in South African schools. It is against this background that this study aimed at ascertaining the positive impact of the Reading to Learn methodology in improving the literacy levels of learners in a Grade 10 English First Additional Language classroom in a township school. Reading ability levels were established via a passage extracted from a Grade Platinum English First Additional Learner’s book. Pronunciation and word recognition formed the basis of the reading assessment. Reading translates into writing, so the learners were also assessed in comprehension and creative writing. The results indicated that the learners’ reading abilities were weak, the methodology used to teach reading led to research findings that caused the study to yield findings that suggest that RtL may be the solution to reading problems in the classroom. In addition the study revealed that the ability to read corresponds with cognitive development. The study therefore calls for the adoption of RtL to assist in alleviating reading problems in the classroom.
- Full Text:
Leadership development in a Representative Council of Learners (RCL) in a secondary school in the Eastern Cape
- Authors: Strydom, Monica Petro
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/43054 , vital:25261
- Description: The purpose of this study was to answer two main research questions: How is leadership promoted on a Representative Council of Learners (RCL) and What leadership roles do learners on the council play in schools? Recent research suggests that although the democratisation of school governance has given all stakeholders a voice in how schools are being governed, it seems that learner voice is still largely silenced. Literature on this issue paints an uninspiring picture of learner under-involvement and marginalisation. In seeking underlying causes for this, this study is informed by notions of leadership for social justice. The study investigated the RCL at a public, fee-paying school in the Makana district of the Eastern Cape. By observing the daily functioning of the council, engaging with the learner leaders as well as teachers, parents and other role players, I developed a better understanding of the challenges the RCL faced as well as factors which promoted their role as learner leaders. This aided in answering the first key research question of how the RCL promotes leadership development. To answer the second key question, I needed to consider the perceptions of stakeholders concerned and how they saw the operation of the RCL. This study is situated in the interpretive research tradition and uses critical realism as its under-labourer. To support this study and to answer some of the aims of this research, Leontiev’s second generation Cultural Historical Activity Theory was used. Data were collected through semi-structured interviews, questionnaires an observation and document analysis. Data analysis took the form of identifying themes which emerged from the data. These formed the basis of my discussion and I was thus able to address the main research questions. Data revealed that learner leaders in schools are mainly managers and not really leaders; that learners are still very much marginalised as leaders and that they subsequently do not have a lot of say when it comes to how their schools are governed. It further emerged that despite formal legislation and guidelines which are in place to allow for the democratic rights of learners’ opinions to be heard in schools, historical and cultural forces account for parents and other role players’reluctance to allow learners to have too much of a say. I trust that the findings from this research will strengthen learner leadership structures in schools and perhaps provide guidelines on how learner leadership could be developed and managed.
- Full Text:
- Authors: Strydom, Monica Petro
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/43054 , vital:25261
- Description: The purpose of this study was to answer two main research questions: How is leadership promoted on a Representative Council of Learners (RCL) and What leadership roles do learners on the council play in schools? Recent research suggests that although the democratisation of school governance has given all stakeholders a voice in how schools are being governed, it seems that learner voice is still largely silenced. Literature on this issue paints an uninspiring picture of learner under-involvement and marginalisation. In seeking underlying causes for this, this study is informed by notions of leadership for social justice. The study investigated the RCL at a public, fee-paying school in the Makana district of the Eastern Cape. By observing the daily functioning of the council, engaging with the learner leaders as well as teachers, parents and other role players, I developed a better understanding of the challenges the RCL faced as well as factors which promoted their role as learner leaders. This aided in answering the first key research question of how the RCL promotes leadership development. To answer the second key question, I needed to consider the perceptions of stakeholders concerned and how they saw the operation of the RCL. This study is situated in the interpretive research tradition and uses critical realism as its under-labourer. To support this study and to answer some of the aims of this research, Leontiev’s second generation Cultural Historical Activity Theory was used. Data were collected through semi-structured interviews, questionnaires an observation and document analysis. Data analysis took the form of identifying themes which emerged from the data. These formed the basis of my discussion and I was thus able to address the main research questions. Data revealed that learner leaders in schools are mainly managers and not really leaders; that learners are still very much marginalised as leaders and that they subsequently do not have a lot of say when it comes to how their schools are governed. It further emerged that despite formal legislation and guidelines which are in place to allow for the democratic rights of learners’ opinions to be heard in schools, historical and cultural forces account for parents and other role players’reluctance to allow learners to have too much of a say. I trust that the findings from this research will strengthen learner leadership structures in schools and perhaps provide guidelines on how learner leadership could be developed and managed.
- Full Text:
Observing and evaluating creative mathematical reasoning through selected VITALmaths video clips and collaborative argumentation
- Authors: Kellen, Matthew Earl
- Date: 2017
- Subjects: Mathematics Study and teaching (Secondary) South Africa Grahamstown , Mathematics Study and teaching (Secondary) Audio-visual aids , Reasoning , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6107 , vital:21032
- Description: Creative mathematical reasoning is a definition that the NCS policies allude to when they indicate the necessity for students to, “identify and solve problems and make decisions using critical and creative thinking.”(NCS, 2011: 9). Silver (1997) and Lithner (2008) focus on creativity of reasoning in terms of the flexibility, fluency and novelty in which one approaches a mathematical problem. Learners who can creatively select appropriate strategies that are mathematically founded, and justify their answers use creative mathematical reasoning. This research uses Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips that pose mathematics problems to stimulate articulated reasoning among small multi-age, multi-ability Grade 9 peer groups. Using VITALmaths clips that pose visual and open-ended task, set the stage for collaborative argumentation between peers. This study observes creative mathematical reasoning in two ways: Firstly by observing the interaction between peers in the process of arriving at an answer, and secondly by examining the end product of the peer group’s justification of their solution. (Ball & Bass, 2003) Six grade 8 and 9 learners from no-fee public schools in the township of Grahamstown, South Africa were selected for this case study. Participants were a mixed ability, mixed gendered, sample group from an after-school programme which focused on creating a space for autonomous learning. The six participants were split into two groups and audio and video recorded as they solved selected VITALmaths tasks and presented their evidence and solutions to the tasks. Audio and video recordings and written work were used to translate, transcribe, and code participant interactions according to a framework adapted from Krummheuer (2007) and Lithner (2008) and Silver (1997) and Toulmin (1954). This constituted the analysis of the process of creative mathematical reasoning. Group presentations of evidence and solutions to the VITALmaths tasks, were used in conjunction with an evaluation framework adapted from Lithner (2008) and Campos (2010). This was the product analysis of creative mathematical reasoning. This research found that there was significant evidence of creative mathematical reasoning in the process and product evaluation of group interactions and solutions. Process analysis showed that participants were very active, engaged, and creative in their participation, but struggled to integrate and implement ideas cohesively. Product analysis similarly showed that depth and concentration of strategies implemented are key to correct and exhaustive mathematically grounded solutions.
- Full Text:
- Authors: Kellen, Matthew Earl
- Date: 2017
- Subjects: Mathematics Study and teaching (Secondary) South Africa Grahamstown , Mathematics Study and teaching (Secondary) Audio-visual aids , Reasoning , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6107 , vital:21032
- Description: Creative mathematical reasoning is a definition that the NCS policies allude to when they indicate the necessity for students to, “identify and solve problems and make decisions using critical and creative thinking.”(NCS, 2011: 9). Silver (1997) and Lithner (2008) focus on creativity of reasoning in terms of the flexibility, fluency and novelty in which one approaches a mathematical problem. Learners who can creatively select appropriate strategies that are mathematically founded, and justify their answers use creative mathematical reasoning. This research uses Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips that pose mathematics problems to stimulate articulated reasoning among small multi-age, multi-ability Grade 9 peer groups. Using VITALmaths clips that pose visual and open-ended task, set the stage for collaborative argumentation between peers. This study observes creative mathematical reasoning in two ways: Firstly by observing the interaction between peers in the process of arriving at an answer, and secondly by examining the end product of the peer group’s justification of their solution. (Ball & Bass, 2003) Six grade 8 and 9 learners from no-fee public schools in the township of Grahamstown, South Africa were selected for this case study. Participants were a mixed ability, mixed gendered, sample group from an after-school programme which focused on creating a space for autonomous learning. The six participants were split into two groups and audio and video recorded as they solved selected VITALmaths tasks and presented their evidence and solutions to the tasks. Audio and video recordings and written work were used to translate, transcribe, and code participant interactions according to a framework adapted from Krummheuer (2007) and Lithner (2008) and Silver (1997) and Toulmin (1954). This constituted the analysis of the process of creative mathematical reasoning. Group presentations of evidence and solutions to the VITALmaths tasks, were used in conjunction with an evaluation framework adapted from Lithner (2008) and Campos (2010). This was the product analysis of creative mathematical reasoning. This research found that there was significant evidence of creative mathematical reasoning in the process and product evaluation of group interactions and solutions. Process analysis showed that participants were very active, engaged, and creative in their participation, but struggled to integrate and implement ideas cohesively. Product analysis similarly showed that depth and concentration of strategies implemented are key to correct and exhaustive mathematically grounded solutions.
- Full Text:
Positioning 'the self': comparative case studies of first generation students' academic identities when home meets campus in a rapidly transforming higher education context
- Authors: Alcock, Andrea
- Date: 2017
- Subjects: First-generation college students -- South Africa , First-generation college students -- South Africa -- Case studies , Social perception -- South Africa , Educational equalization -- South Africa , College students -- South Africa -- Attitudes , College students, Black -- South Africa -- Attitudes , College students, Black -- South Africa -- Psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6897 , vital:21198
- Description: This research offers an in-depth view of the self-positioning of a sample of seven first generation students in an extended curriculum programme for Arts and Design at the Durban University of Technology. This comparative case study aims to examine how these participants took up, held or resisted positions, during the transitional process of entering a university. The students' responses were elicited in order to explore the development of student academic identity in this stage of late adolescence. Using positioning theory as an analytical framework, a visual methodology was employed to generate data during photo-elicitation interviews. For these, participants were invited to take metaphorical and non-mimetic photographs, in response to the prompt "Take photographs that show you as a student at home and on campus". Themes that surfaced were examined using positioning theory where the storylines, speech acts and rights and duties form the apex points of the positioning triangle that acts as a framework to analyse the participants' narratives. The study revealed the ways in which participants positioned their home communities and thereby developed their own agency. The majority of the participants used their self-positioning in relation to these home communities to build their academic identities. It was evident in the data that certain role models and peers played a significant part in such self-positioning. The rural to urban migration described by some of the participants indicated that the transition students navigated as they developed their academic identities was profound. The university was often perceived in this process as a powerful structure which offered opportunities but could simultaneously be experienced as alienating. Financial challenges added to the complexity of this experience. The development of student academic identity was evident in positioning statements of the participants and, in some cases, a professional identity was revealed. The analysis indicated that the participants were able to use their self-positioning to overcome many of their challenges through the creation of agential power and resilience. Furthermore the emergence of academic identity seemed to give rise to a positive view of 'the self' in relation to the period of transition to university.
- Full Text:
- Authors: Alcock, Andrea
- Date: 2017
- Subjects: First-generation college students -- South Africa , First-generation college students -- South Africa -- Case studies , Social perception -- South Africa , Educational equalization -- South Africa , College students -- South Africa -- Attitudes , College students, Black -- South Africa -- Attitudes , College students, Black -- South Africa -- Psychology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6897 , vital:21198
- Description: This research offers an in-depth view of the self-positioning of a sample of seven first generation students in an extended curriculum programme for Arts and Design at the Durban University of Technology. This comparative case study aims to examine how these participants took up, held or resisted positions, during the transitional process of entering a university. The students' responses were elicited in order to explore the development of student academic identity in this stage of late adolescence. Using positioning theory as an analytical framework, a visual methodology was employed to generate data during photo-elicitation interviews. For these, participants were invited to take metaphorical and non-mimetic photographs, in response to the prompt "Take photographs that show you as a student at home and on campus". Themes that surfaced were examined using positioning theory where the storylines, speech acts and rights and duties form the apex points of the positioning triangle that acts as a framework to analyse the participants' narratives. The study revealed the ways in which participants positioned their home communities and thereby developed their own agency. The majority of the participants used their self-positioning in relation to these home communities to build their academic identities. It was evident in the data that certain role models and peers played a significant part in such self-positioning. The rural to urban migration described by some of the participants indicated that the transition students navigated as they developed their academic identities was profound. The university was often perceived in this process as a powerful structure which offered opportunities but could simultaneously be experienced as alienating. Financial challenges added to the complexity of this experience. The development of student academic identity was evident in positioning statements of the participants and, in some cases, a professional identity was revealed. The analysis indicated that the participants were able to use their self-positioning to overcome many of their challenges through the creation of agential power and resilience. Furthermore the emergence of academic identity seemed to give rise to a positive view of 'the self' in relation to the period of transition to university.
- Full Text: