Evaluating the potential of monometallic and bimetallic nanomaterials as horseradish peroxidase mimetics
- Authors: Mvango, Sindisiwe
- Date: 2017
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/65134 , vital:28694
- Description: This study presents the synthesis of citrate-capped gold nanoparticles (cit-AuNPs), copper oxide nanoparticles (CuONPs), glutathione-capped gold nanoparticles (GSH-AuNPs), 4- aminothiophenol-capped gold nanoparticles (4-ATP-AuNPs), 4-mercapto benzoic acid- capped gold nanoparticles (4-MBA-AuNPs) and copper oxide gold nanoalloys (CuO-Au nanoalloys). Microscopy and spectroscopy techniques were used to confirm the successful synthesis of these nanoparticles. The synthesized nanoparticles were studied their potential applications as horseradish peroxidase (HPR) enzyme mimetics and for the detection of glucose. The cit-AuNPs and GSH-AuNPs exhibited peroxidase-like activity towards hydrogen peroxide (H2O2) with high Michaelis-Menten (Km) values of 61.5 mM and 30.8 mM, respectively. The other nanoparticles, that is, 4-ATP-AuNPs, CuONPs and CuO-Au nanoalloys gave lower Km values of 4.74 mM, 1.92 mM and 4.05 mM, respectively. The obtained Km values were comparable to those of HRP enzymes which ranged from 0.214 - 3.70 mM with 4-ATP-AuNPs and CuO-Au nanoalloys slightly higher. These values were within the reasonable experimental values of the HRP enzyme. The studies showed that the gold nanoparticles had low adsorptive efficiency towards H2O2 compared to the copper-based nanoparticles (CuONPs and CuO-Au nanoalloys). The CuO-Au nanoalloys also showed the synergistic effect between the gold and copper nanoparticles with extended linear concentration range for the quantification of H2O2. The mechanism of catalysis was confirmed using UV-vis spectroscopy and electron paramagnetic resonance (EPR) in that the generation of reactive oxygen species was observed. The use of 1,3-diphenylisobenzofuran (DPBF) as radical quencher and 5,5- dimethyl-1-pyrroline N-oxide (DMPO) as a radical scavenger confirmed the production of reductive reactive oxygen species using UV-vis and EPR studies. The rate of production of reactive oxygen species in the gold-based nanoparticles was small compared to the copper-based nanoparticles, that is CuONPs and CuO-Au (bimetallic) nanoalloys. The synthesized nanoparticles were further studied their potential use in the colorimetric detection of glucose. The copper-based nanomaterials, CuONPs and CuO-Au nanoalloys, were excellent towards detection of glucose, with a limit of detection (LoD) of 9.34 pM for CuONPs and 6.75 pM for CuO-Au nanoalloys. The linear concentration (LCR) range of CuONPs was 0 to 70 pM and for CuO-Au nanoalloys the LCR was 0.0 - 30 pM. , Thesis (MSc) -- Faculty of Science, Chemistry, 2017
- Full Text:
- Date Issued: 2017
- Authors: Mvango, Sindisiwe
- Date: 2017
- Subjects: Uncatalogued
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/65134 , vital:28694
- Description: This study presents the synthesis of citrate-capped gold nanoparticles (cit-AuNPs), copper oxide nanoparticles (CuONPs), glutathione-capped gold nanoparticles (GSH-AuNPs), 4- aminothiophenol-capped gold nanoparticles (4-ATP-AuNPs), 4-mercapto benzoic acid- capped gold nanoparticles (4-MBA-AuNPs) and copper oxide gold nanoalloys (CuO-Au nanoalloys). Microscopy and spectroscopy techniques were used to confirm the successful synthesis of these nanoparticles. The synthesized nanoparticles were studied their potential applications as horseradish peroxidase (HPR) enzyme mimetics and for the detection of glucose. The cit-AuNPs and GSH-AuNPs exhibited peroxidase-like activity towards hydrogen peroxide (H2O2) with high Michaelis-Menten (Km) values of 61.5 mM and 30.8 mM, respectively. The other nanoparticles, that is, 4-ATP-AuNPs, CuONPs and CuO-Au nanoalloys gave lower Km values of 4.74 mM, 1.92 mM and 4.05 mM, respectively. The obtained Km values were comparable to those of HRP enzymes which ranged from 0.214 - 3.70 mM with 4-ATP-AuNPs and CuO-Au nanoalloys slightly higher. These values were within the reasonable experimental values of the HRP enzyme. The studies showed that the gold nanoparticles had low adsorptive efficiency towards H2O2 compared to the copper-based nanoparticles (CuONPs and CuO-Au nanoalloys). The CuO-Au nanoalloys also showed the synergistic effect between the gold and copper nanoparticles with extended linear concentration range for the quantification of H2O2. The mechanism of catalysis was confirmed using UV-vis spectroscopy and electron paramagnetic resonance (EPR) in that the generation of reactive oxygen species was observed. The use of 1,3-diphenylisobenzofuran (DPBF) as radical quencher and 5,5- dimethyl-1-pyrroline N-oxide (DMPO) as a radical scavenger confirmed the production of reductive reactive oxygen species using UV-vis and EPR studies. The rate of production of reactive oxygen species in the gold-based nanoparticles was small compared to the copper-based nanoparticles, that is CuONPs and CuO-Au (bimetallic) nanoalloys. The synthesized nanoparticles were further studied their potential use in the colorimetric detection of glucose. The copper-based nanomaterials, CuONPs and CuO-Au nanoalloys, were excellent towards detection of glucose, with a limit of detection (LoD) of 9.34 pM for CuONPs and 6.75 pM for CuO-Au nanoalloys. The linear concentration (LCR) range of CuONPs was 0 to 70 pM and for CuO-Au nanoalloys the LCR was 0.0 - 30 pM. , Thesis (MSc) -- Faculty of Science, Chemistry, 2017
- Full Text:
- Date Issued: 2017
Evaluating the share performance of socially responsible investment on the Johannesburg Stock Exchange
- Authors: Cormack, Bradley Alexander
- Date: 2017
- Subjects: Investments -- Moral and ethical aspects -- South Africa , Johannesburg Stock Exchange , Social responsibility of business -- Standards , Social responsiblity of business -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/36251 , vital:24532
- Description: Socially responsible investing (SRI) integrates environmental, social and governance (ESG) issues into the investment decision-making process. Growing ESG concerns and the uncovering of corporate scandals have catalysed the substantial growth in SRI portfolios worldwide. Notwithstanding its increasing popularity, barriers to further SRI growth have been identified. Traditional investing practices suggest that theoretically, SRI may underperform conventional investment strategies. However, despite the vast amount of literature on SRI, empirical studies have yielded a mixture of results regarding fund performance. The JSE SRI Index was launched in 2004 to promote transparent business practices. It was discontinued at the end of 2015 succeeded by a new Responsible Investment Index established by the JSE in association with FTSE Russell. The aim of the research was to evaluate the share performance of the JSE SRI Index from 2004-2015. Additionally, the indices were categorised by environmental impact to further analyse disparity among share returns. The study was also divided into two sub-periods, 2004-2009 and 2010-2015, with the latter following the endorsement of integrated reporting by the King III Code as a listing requirement in 2010. A single-factor Capital Asset Pricing Model (CAPM) was used to assess differences in risk-adjusted returns. Engle-Granger and Johansen tests were employed to explore the possibility of a cointegrating relationship between the indices. No significant difference between returns was observed for 2004-2009, with the SRI Index exhibiting statistically significant inferior risk-adjusted returns for the latter half of the study. Overall, a significant difference between share returns was found, with CAPM results suggesting that the JSE SRI Index underperformed the All Share Index by -2.33% per annum throughout the time span of the study. Engle-Granger and Johansen test results indicated the existence of a cointegrating relationship over the first half of the study. However, there was no cointegration between the two indices for 2004-2015, which may be attributed to no significant relationship found for the latter years. Results support the notion that investors pay the price to invest ethically on the JSE. Inferior risk-adjusted returns associated with SRI may be a major barrier to its development in South African markets.
- Full Text:
- Date Issued: 2017
- Authors: Cormack, Bradley Alexander
- Date: 2017
- Subjects: Investments -- Moral and ethical aspects -- South Africa , Johannesburg Stock Exchange , Social responsibility of business -- Standards , Social responsiblity of business -- South Africa
- Language: English
- Type: Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/36251 , vital:24532
- Description: Socially responsible investing (SRI) integrates environmental, social and governance (ESG) issues into the investment decision-making process. Growing ESG concerns and the uncovering of corporate scandals have catalysed the substantial growth in SRI portfolios worldwide. Notwithstanding its increasing popularity, barriers to further SRI growth have been identified. Traditional investing practices suggest that theoretically, SRI may underperform conventional investment strategies. However, despite the vast amount of literature on SRI, empirical studies have yielded a mixture of results regarding fund performance. The JSE SRI Index was launched in 2004 to promote transparent business practices. It was discontinued at the end of 2015 succeeded by a new Responsible Investment Index established by the JSE in association with FTSE Russell. The aim of the research was to evaluate the share performance of the JSE SRI Index from 2004-2015. Additionally, the indices were categorised by environmental impact to further analyse disparity among share returns. The study was also divided into two sub-periods, 2004-2009 and 2010-2015, with the latter following the endorsement of integrated reporting by the King III Code as a listing requirement in 2010. A single-factor Capital Asset Pricing Model (CAPM) was used to assess differences in risk-adjusted returns. Engle-Granger and Johansen tests were employed to explore the possibility of a cointegrating relationship between the indices. No significant difference between returns was observed for 2004-2009, with the SRI Index exhibiting statistically significant inferior risk-adjusted returns for the latter half of the study. Overall, a significant difference between share returns was found, with CAPM results suggesting that the JSE SRI Index underperformed the All Share Index by -2.33% per annum throughout the time span of the study. Engle-Granger and Johansen test results indicated the existence of a cointegrating relationship over the first half of the study. However, there was no cointegration between the two indices for 2004-2015, which may be attributed to no significant relationship found for the latter years. Results support the notion that investors pay the price to invest ethically on the JSE. Inferior risk-adjusted returns associated with SRI may be a major barrier to its development in South African markets.
- Full Text:
- Date Issued: 2017
Evaluation of low-cost technology options for sustainable water supply and sanitation in two peri-urban areas of Lusaka, Zambia: opportunities and constraints
- Authors: Chiliboyi, Yvonne
- Date: 2017
- Subjects: Toilets -- Technological innovations -- South Africa , Sanitary engineering -- Technological innovations -- South Africa , Water resoures development -- Technological innovations -- South Africa , Water-supply -- Technological innovations -- South Africa , Household surveys -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/7960 , vital:21328
- Description: Presently, at least 70% of the total urban population in Zambia resides in peri-urban areas. Peri-urban settlements are characterized by high population growth, high poverty levels and inadequate access to water and sanitation which often result in increased prevalence of diseases. The situation is even made worse because of the position that many local authorities have taken regarding the implementation of infrastructure and service development in these settlements. Local authorities in developing countries have continuously focused on implementation of traditional and unsustainable technologies for service provision to meet the demand despite the technologies’ inability to serve the rapidly growing peri-urban areas. These technologies have high costs, lack proper operation and maintenance, and are not affordable to majority of peri-urban residents. Therefore, this study was set out to identify and evaluate the existing and possible low-cost technology options for sustainable water supply and sanitation in two selected peri-urban areas of Lusaka, Zambia, namely Kanyama and Chazanga. This was achieved through a household survey conducted in the selected communities. Questionnaires and focus group discussions were held in the respective areas to obtain baseline data on the current water supply and sanitation situation, the type of technologies used, challenges faced regarding water and sanitation technologies, and to get the communities perceptions and preferences of different technology options. Thereafter, a Multi-Criterion Analysis methodological approach was used to assess the selected technologies by the communities, taking into consideration of the economic, socio-cultural, technical, institutional and environmental aspects. Results from the study revealed that a few low-cost water supply and sanitation technologies are feasible for peri-urban areas. For Chazanga, communal taps, boreholes, protected wells, and rain water harvesting were found to be feasible for water supply. For sanitation, on-site sanitation services such as compost toilets, dry toilets, as well as Ventilated Improved Pits (VIP) and Pour-flush, Fossa Alterna and the Urine Diversion Dry Toilet (UDDT) are some of the low-cost technologies that can be implemented in the area. The VIP is suitable for households that rely on water from communal taps for their use. As majority of households in the area have taps on their plots, the Pour-flush can be an alternative. The Fossa Alterna and the Urine Diversion Dry Toilet (UDDT) have low initial cost and can accommodate different households. Additionally, the area has a lower household size and majority of the residents in the area landlords, which makes it easy to teach users how the toilet operates as well as its maintenance. For Kanyama, feasible and sustainable low-cost water supply facilities include boreholes and communal taps. Kanyama has limited plot sizes thereby causing the challenge of implementing infrastructure such as rainwater harvesting. Additionally, continuous increase in urban population in the area, coupled with the construction of unregulated households and sanitation facilities, renders protected wells not feasible to implement in Kanyama. In terms of sanitation, wet on-site sanitation facilities such as Ventilated Improved Pit (VIP) latrines are accepted by the community. The VIP does not require water for use and if properly constructed can be used as a bathroom. The Pour-flush toilet is also another alternative for provision of sanitation in the area. However, the latrine can be expensive to construct for majority of the residents. Dry sanitation such as the Urine Diversion Dry Toilet (UDDT) is not feasible for Kanyama. The UDDT requires continuous awareness on its use especially in rented households where tenants are constantly changing. The method of evaluating appropriate technology options for peri-urban areas and thereafter letting the users from the communities choose from the proposed technologies ensures a participatory approach. Results from Multi-Criterion Analysis (MCA) showed that stakeholders’ influence is essential for the selection of sustainable technology options. However, it is important that the implementation process of any technology in peri-urban areas consider different aspects including the local environmental, socio-cultural, economic, technical, and institutional conditions. Finally, the outcome of this study will not only provide baseline data for successful implementation of appropriate low-cost water supply and sanitation technology options in Chazanga and Kanyama, but also other peri-urban communities in Zambia.
- Full Text:
- Date Issued: 2017
- Authors: Chiliboyi, Yvonne
- Date: 2017
- Subjects: Toilets -- Technological innovations -- South Africa , Sanitary engineering -- Technological innovations -- South Africa , Water resoures development -- Technological innovations -- South Africa , Water-supply -- Technological innovations -- South Africa , Household surveys -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/7960 , vital:21328
- Description: Presently, at least 70% of the total urban population in Zambia resides in peri-urban areas. Peri-urban settlements are characterized by high population growth, high poverty levels and inadequate access to water and sanitation which often result in increased prevalence of diseases. The situation is even made worse because of the position that many local authorities have taken regarding the implementation of infrastructure and service development in these settlements. Local authorities in developing countries have continuously focused on implementation of traditional and unsustainable technologies for service provision to meet the demand despite the technologies’ inability to serve the rapidly growing peri-urban areas. These technologies have high costs, lack proper operation and maintenance, and are not affordable to majority of peri-urban residents. Therefore, this study was set out to identify and evaluate the existing and possible low-cost technology options for sustainable water supply and sanitation in two selected peri-urban areas of Lusaka, Zambia, namely Kanyama and Chazanga. This was achieved through a household survey conducted in the selected communities. Questionnaires and focus group discussions were held in the respective areas to obtain baseline data on the current water supply and sanitation situation, the type of technologies used, challenges faced regarding water and sanitation technologies, and to get the communities perceptions and preferences of different technology options. Thereafter, a Multi-Criterion Analysis methodological approach was used to assess the selected technologies by the communities, taking into consideration of the economic, socio-cultural, technical, institutional and environmental aspects. Results from the study revealed that a few low-cost water supply and sanitation technologies are feasible for peri-urban areas. For Chazanga, communal taps, boreholes, protected wells, and rain water harvesting were found to be feasible for water supply. For sanitation, on-site sanitation services such as compost toilets, dry toilets, as well as Ventilated Improved Pits (VIP) and Pour-flush, Fossa Alterna and the Urine Diversion Dry Toilet (UDDT) are some of the low-cost technologies that can be implemented in the area. The VIP is suitable for households that rely on water from communal taps for their use. As majority of households in the area have taps on their plots, the Pour-flush can be an alternative. The Fossa Alterna and the Urine Diversion Dry Toilet (UDDT) have low initial cost and can accommodate different households. Additionally, the area has a lower household size and majority of the residents in the area landlords, which makes it easy to teach users how the toilet operates as well as its maintenance. For Kanyama, feasible and sustainable low-cost water supply facilities include boreholes and communal taps. Kanyama has limited plot sizes thereby causing the challenge of implementing infrastructure such as rainwater harvesting. Additionally, continuous increase in urban population in the area, coupled with the construction of unregulated households and sanitation facilities, renders protected wells not feasible to implement in Kanyama. In terms of sanitation, wet on-site sanitation facilities such as Ventilated Improved Pit (VIP) latrines are accepted by the community. The VIP does not require water for use and if properly constructed can be used as a bathroom. The Pour-flush toilet is also another alternative for provision of sanitation in the area. However, the latrine can be expensive to construct for majority of the residents. Dry sanitation such as the Urine Diversion Dry Toilet (UDDT) is not feasible for Kanyama. The UDDT requires continuous awareness on its use especially in rented households where tenants are constantly changing. The method of evaluating appropriate technology options for peri-urban areas and thereafter letting the users from the communities choose from the proposed technologies ensures a participatory approach. Results from Multi-Criterion Analysis (MCA) showed that stakeholders’ influence is essential for the selection of sustainable technology options. However, it is important that the implementation process of any technology in peri-urban areas consider different aspects including the local environmental, socio-cultural, economic, technical, and institutional conditions. Finally, the outcome of this study will not only provide baseline data for successful implementation of appropriate low-cost water supply and sanitation technology options in Chazanga and Kanyama, but also other peri-urban communities in Zambia.
- Full Text:
- Date Issued: 2017
Evaluation of the acceptability of ambulatory blood pressure monitoring in a semi-rural, Eastern Cape population
- Authors: Chiwanza, Farisai
- Date: 2017
- Language: English
- Type: text , Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10962/59161 , vital:27447
- Description: Expected release date-April 2019
- Full Text:
- Date Issued: 2017
- Authors: Chiwanza, Farisai
- Date: 2017
- Language: English
- Type: text , Thesis , Masters , MPharm
- Identifier: http://hdl.handle.net/10962/59161 , vital:27447
- Description: Expected release date-April 2019
- Full Text:
- Date Issued: 2017
Evictions, migrations and epidemiology in Gokwe during the colonial era
- Authors: Mudzimu, Asa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6946 , vital:21203
- Description: Gokwe, being infested with tsetse and mosquito was seen as a ‘diseased’ environment by the Europeans. Thus, colonial anti-disease campaigns were introduced during the first decade of the 20th century. Initially, the campaigns sought to address economic challenges in the colony as they involved African relocations for the benefit of the Europeans. However, this study argues that these anti-disease campaigns were modified with time and space. The key thrust of the paper is to examine the imbrication between evictions, migrations and disease control in the context of colonial public health system. Apartfrom examining the development of Western medical practices in Gokwe the dissertation explores how this colonial public health system coalesced or clashed with African worldviews. Gokwe matters as a ‘frontier’ society in many senses. Given colonial efforts to occupy Gokwe and the influx of new evictees and migrants in the 1960s, the study depicts Gokwe as a frontier. The study sees evictions and displacements as programmes tailored to arrest tsetse and the associated diseases in the Zambezi Valley.
- Full Text:
- Date Issued: 2017
- Authors: Mudzimu, Asa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6946 , vital:21203
- Description: Gokwe, being infested with tsetse and mosquito was seen as a ‘diseased’ environment by the Europeans. Thus, colonial anti-disease campaigns were introduced during the first decade of the 20th century. Initially, the campaigns sought to address economic challenges in the colony as they involved African relocations for the benefit of the Europeans. However, this study argues that these anti-disease campaigns were modified with time and space. The key thrust of the paper is to examine the imbrication between evictions, migrations and disease control in the context of colonial public health system. Apartfrom examining the development of Western medical practices in Gokwe the dissertation explores how this colonial public health system coalesced or clashed with African worldviews. Gokwe matters as a ‘frontier’ society in many senses. Given colonial efforts to occupy Gokwe and the influx of new evictees and migrants in the 1960s, the study depicts Gokwe as a frontier. The study sees evictions and displacements as programmes tailored to arrest tsetse and the associated diseases in the Zambezi Valley.
- Full Text:
- Date Issued: 2017
Evidence for a biological control-induced regime shift between floating and submerged invasive plant dominance in South Africa
- Authors: Strange, Emily Frances
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/32448 , vital:24044
- Description: South Africa has a long history battling the establishment and spread of invasive floating macrophytes. The negative consequences of these are costly both economically and ecologically. They form dense mats on the water's surface that deplete resources such as light and oxygen to the submerged community, which creates anoxic conditions, reduces biodiversity and limits access to freshwater. The past thirty years of South African invasive plant research and the implementation of nationwide biological control programmes has led to widespread control of these species in many degraded systems. Such initiatives are aimed at restoring access to potable freshwater and increasing native biodiversity. However, in recent years, where there has been a decline in floating invasive plant populations, an increase in the establishment and spread of submerged invasive plant species has been observed. Species such as Brazilian waterweed (Egeria densa (Planch.) (Hydrocharitaceae)) and Eurasian watermilfoil (Myriophyllum spicatum (L.) (Haloragaceae)) have been recorded in South African freshwater systems, posing significant threats to aquatic ecosystems. This thesis proposes that the biological control of floating invasive plants, which occurs in numerous dams and rivers nationwide, is the catalyst of a regime shift from floating invasive to submerged invasive plant dominance. Regime shifts are large and often sudden changes in the key structure and functioning of ecosystems, and studies into their occurrence and driving mechanisms broadens understanding of community structures and can guide effective resource management. In order to explore the existence of this new regime shift, a multi-platform approach using controlled experiments and ecological modelling techniques was employed. A model system was created consisting of a floating invasive (Pistia stratiotes L. (Araceae)), a submerged invasive (E. densa) and an ecologically analogous submerged native plant species (Lagarosiphon major (Ridl.) Moss (Hydrocharitaceae)). A suite of experiments was conducted to explore the interactions between the floating and submerged plants under varying regimes of floating plant biological control and levels of nutrient loading. These experiments revealed a competitive advantage of the invasive E. densa over the native L. major that increased by 86% under heavy nutrient loading. The relative growth rate and accumulated biomass of E. densa was significantly higher for plants grown in the presence of biologically controlled P. stratiotes (compared to insect free plants). This demonstrates a high capacity for the invasive E. densa to capitalise on resources made newly available through the biological control of the floating plants. In contrast, the native L. major fared poorly when grown in the presence of the floating P. stratiotes, regardless of applied biological control measures. The experimental observations were then used to parameterise a mathematical model, built to provide a holistic understanding of the individually assessed interactions which work together as the driving mechanisms underpinning the newly identified regime shift. This thesis utilised a multi-platform approach to build the first body of evidence in support of a newly recognised regime shift between floating invasive and submerged invasive plant dominance, as driven by biological control. The results indicate that a reduction in the nutrient loading of South Africa's freshwater systems will reduce negative impacts of submerged invasive macrophytes, whilst increasing system resilience against future invasion. The evidence presented has the potential to better inform management of South Africa's freshwater systems and highlights the importance of integrating multi-trophic interactions when considering future invasive plant management. This research also opens up a multitude of possibilities for studies into submerged plant invasion mechanisms and resilience of native macrophyte communities in South Africa, and further afield.
- Full Text:
- Date Issued: 2017
- Authors: Strange, Emily Frances
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/32448 , vital:24044
- Description: South Africa has a long history battling the establishment and spread of invasive floating macrophytes. The negative consequences of these are costly both economically and ecologically. They form dense mats on the water's surface that deplete resources such as light and oxygen to the submerged community, which creates anoxic conditions, reduces biodiversity and limits access to freshwater. The past thirty years of South African invasive plant research and the implementation of nationwide biological control programmes has led to widespread control of these species in many degraded systems. Such initiatives are aimed at restoring access to potable freshwater and increasing native biodiversity. However, in recent years, where there has been a decline in floating invasive plant populations, an increase in the establishment and spread of submerged invasive plant species has been observed. Species such as Brazilian waterweed (Egeria densa (Planch.) (Hydrocharitaceae)) and Eurasian watermilfoil (Myriophyllum spicatum (L.) (Haloragaceae)) have been recorded in South African freshwater systems, posing significant threats to aquatic ecosystems. This thesis proposes that the biological control of floating invasive plants, which occurs in numerous dams and rivers nationwide, is the catalyst of a regime shift from floating invasive to submerged invasive plant dominance. Regime shifts are large and often sudden changes in the key structure and functioning of ecosystems, and studies into their occurrence and driving mechanisms broadens understanding of community structures and can guide effective resource management. In order to explore the existence of this new regime shift, a multi-platform approach using controlled experiments and ecological modelling techniques was employed. A model system was created consisting of a floating invasive (Pistia stratiotes L. (Araceae)), a submerged invasive (E. densa) and an ecologically analogous submerged native plant species (Lagarosiphon major (Ridl.) Moss (Hydrocharitaceae)). A suite of experiments was conducted to explore the interactions between the floating and submerged plants under varying regimes of floating plant biological control and levels of nutrient loading. These experiments revealed a competitive advantage of the invasive E. densa over the native L. major that increased by 86% under heavy nutrient loading. The relative growth rate and accumulated biomass of E. densa was significantly higher for plants grown in the presence of biologically controlled P. stratiotes (compared to insect free plants). This demonstrates a high capacity for the invasive E. densa to capitalise on resources made newly available through the biological control of the floating plants. In contrast, the native L. major fared poorly when grown in the presence of the floating P. stratiotes, regardless of applied biological control measures. The experimental observations were then used to parameterise a mathematical model, built to provide a holistic understanding of the individually assessed interactions which work together as the driving mechanisms underpinning the newly identified regime shift. This thesis utilised a multi-platform approach to build the first body of evidence in support of a newly recognised regime shift between floating invasive and submerged invasive plant dominance, as driven by biological control. The results indicate that a reduction in the nutrient loading of South Africa's freshwater systems will reduce negative impacts of submerged invasive macrophytes, whilst increasing system resilience against future invasion. The evidence presented has the potential to better inform management of South Africa's freshwater systems and highlights the importance of integrating multi-trophic interactions when considering future invasive plant management. This research also opens up a multitude of possibilities for studies into submerged plant invasion mechanisms and resilience of native macrophyte communities in South Africa, and further afield.
- Full Text:
- Date Issued: 2017
Evolution of Fe-Ti-V oxides from the main magnetite layer, Upper Zone, Bushveld Complex, South Africa: a comparison across the Western, Northern and Eastern Lobes
- Authors: Iorga-Pavel, Adina
- Date: 2017
- Subjects: Magnetite -- South Africa -- Bushveld Complex , Mineralogy -- South Africa -- Bushveld Complex , Oxides
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/7357 , vital:21248
- Description: The Main Magnetite Layer (MML) from the Northern, Eastern and Western lobes of the Bushveld Complex shows significant differences in textures and in mineral chemistry. The MML in the Eastern and Western lobes is massive, with rare, small and altered pyroxene inclusions. By contrast, the MML in the Northern Lobe is more heterogeneous, and it is made of anastomosed and sometimes imbricated, thin layers of magnetitite, magnetite-rich and silicate-rich rocks, where the inclusions in Ti-magnetite are more numerous and consist of mainly altered subhedral and anhedral plagioclase. The comparison of the maximum values of the oxides shows that the MML in the Northern Lobe has the highest content of V2O3 (1.97 wt%), TiO2 (22.49 wt%) and MgO (2.92 wt%), while the MML in the Eastern Lobe has the highest content of Cr2O3 (2.92 wt%) and Al2O3 (9.80 wt%), but lowest V2O3 (0.52 wt%). The lower TiO2 content and higher V2O3 content in the MML of the Northern and Western Lobes suggest lower oxidising conditions during the crystallization of oxides. The MML in all three studied lobes consists of two layers of magnetitite, suggesting that MML was formed by two separate magma influxes, probably on a diverse and complex type of magma chamber floor. The high TiO2 content in magnetite, together with the negative correlation between TiO2 and V2O3 suggest that the maximum V content should represent a “less evolved” and less oxidized melt. In this respect, higher concentrations V2O3 in magnetite can be expected in magnetitite layers with lower TiO2. It can be inferred that the Ti-magetite in the MML from the Eastern Lobe was formed from a more evolved (TiO2 and FeO enriched) and more oxidized (lower V2O3) melt, compared with the MML from the Northern and Western lobes. These findings can be used to illustrate: a) that high fO2 can be responsible for the relatively low V content in magnetite from Fe-Ti oxide ores and b) the vanadium in magnetite decreases significantly in more evolved cumulates, due to a decreasing fO2 with differentiation. Compositional profiles of Ti- magnetite along the stratigraphic height of the MML in the Eastern Lobe (composed of two layers, separated in the outcrop by a parting plane) depicts a cryptic variation with depth in each of the two layers, where each layer can be divided into four sublayers, labelled upwards as A, B, C (with C1, C2, C3 and C4) and D based on Cr, Mg, Ti, Al and V variation. Small scale reversals of the mentioned elements and the repetition of A, B, C and D sub-layers in each layer suggest that MML formed from two successive influxes of magma (indicated by relatively elevated values of MgO), which evolved by crystallization and cooling in a similar manner, to produce the A to D variation. Based on these observations and theoretical considerations, this study dismisses several models for the genesis of the MML: the immiscibility, the increased oxygen fugacity, the relative increase of H2O content of the melt, pressure variation within the magma chamber, magma mixing, and crustal rock contamination. The model proposed here for MML genesis involves the crystallization of both Ti-magnetite and ilmenite from a Fe-Ti-Ca-Al-rich melt (ferro-diorite) along its line of descent, and gravitational settling of oxides in a dynamic regime. The factor which triggered the crystallization of magnetite is a critical saturation of melt in magnetite (attaining saturation of magnetite and ilmenite in the melt after some silicates crystallized). The difference between the nature of silicate inclusions in magnetite and the nature of the magnetite floor, suggest that the Fe-rich magma was not in equilibrium with the cumulates from the present floor, but rather it was emplaced laterally on long distances, the melt being disrupted from its own cumulates. The absence of correlation between the Cr2O3 in magnetite and co-existing ilmenite can indicate than no in-situ fractional crystallization took place at the moment of magnetite accumulation, but rather that magnetite and ilmenite gravitationally accumulated and the grains mechanically mixed from a flowing magma. The model presented herein proposes a five stage model of MML formation: Stage 1 is represented by the intrusion of a Fe-T-Ca-Al-rich magma which expands laterally within a flat and thin magma chamber. Oxides start to crystallize within a dynamic regime of the magma. Stage 2 is given by the accumulation of oxides at the bottom of the new floor. Some plagioclase starts to crystallize (e.g. subhedral plagioclase in the MML of the Northern Lobe). Stage 3 is a short living static regime, where both plagioclase and magnetite crystallized, without fractionation, forming the thin magnetite-anorthosite layer separating the MML into two layers. Stage 4 is represented by a new influx of Fe-Ti-Ca-Al-rich magma which is emplaced above the magnetite-bearing anorthosite, flushing out the liquid which was in equilibrium with the anorthosite. The oxides started crystallizing in a dynamic regime, as in Stage 1. In stage 5, the accumulation of oxides produced the upper layer of the MML. Our interpretation is that the flow of the magma was more dynamic (probably more turbulent on long distances) in the MML of the Northern Lobe, compared to the MML in the Western and Eastern lobes, producing highly heterogeneous and imbricated thin layers of magnetitite and silicates. The presence of olivine corona around orthopyroxene suggests the incongruent melting of orthopyroxene, which points out towards a local re-heating of existing silicate layers, this being a strong argument for multiple injections in generation of MML. Massive crystallization of oxides produced the sulphur saturation of the magma and caused the precipitation of the igneous sulphides, which nucleated on the existing oxides. Later hydrothermal fluids (and/or late magmatic volatiles?) percolated the MML, producing chloritization of the included silicates, remobilization of igneous sulphides and precipitation of hydrothermal sulphides.
- Full Text:
- Date Issued: 2017
- Authors: Iorga-Pavel, Adina
- Date: 2017
- Subjects: Magnetite -- South Africa -- Bushveld Complex , Mineralogy -- South Africa -- Bushveld Complex , Oxides
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/7357 , vital:21248
- Description: The Main Magnetite Layer (MML) from the Northern, Eastern and Western lobes of the Bushveld Complex shows significant differences in textures and in mineral chemistry. The MML in the Eastern and Western lobes is massive, with rare, small and altered pyroxene inclusions. By contrast, the MML in the Northern Lobe is more heterogeneous, and it is made of anastomosed and sometimes imbricated, thin layers of magnetitite, magnetite-rich and silicate-rich rocks, where the inclusions in Ti-magnetite are more numerous and consist of mainly altered subhedral and anhedral plagioclase. The comparison of the maximum values of the oxides shows that the MML in the Northern Lobe has the highest content of V2O3 (1.97 wt%), TiO2 (22.49 wt%) and MgO (2.92 wt%), while the MML in the Eastern Lobe has the highest content of Cr2O3 (2.92 wt%) and Al2O3 (9.80 wt%), but lowest V2O3 (0.52 wt%). The lower TiO2 content and higher V2O3 content in the MML of the Northern and Western Lobes suggest lower oxidising conditions during the crystallization of oxides. The MML in all three studied lobes consists of two layers of magnetitite, suggesting that MML was formed by two separate magma influxes, probably on a diverse and complex type of magma chamber floor. The high TiO2 content in magnetite, together with the negative correlation between TiO2 and V2O3 suggest that the maximum V content should represent a “less evolved” and less oxidized melt. In this respect, higher concentrations V2O3 in magnetite can be expected in magnetitite layers with lower TiO2. It can be inferred that the Ti-magetite in the MML from the Eastern Lobe was formed from a more evolved (TiO2 and FeO enriched) and more oxidized (lower V2O3) melt, compared with the MML from the Northern and Western lobes. These findings can be used to illustrate: a) that high fO2 can be responsible for the relatively low V content in magnetite from Fe-Ti oxide ores and b) the vanadium in magnetite decreases significantly in more evolved cumulates, due to a decreasing fO2 with differentiation. Compositional profiles of Ti- magnetite along the stratigraphic height of the MML in the Eastern Lobe (composed of two layers, separated in the outcrop by a parting plane) depicts a cryptic variation with depth in each of the two layers, where each layer can be divided into four sublayers, labelled upwards as A, B, C (with C1, C2, C3 and C4) and D based on Cr, Mg, Ti, Al and V variation. Small scale reversals of the mentioned elements and the repetition of A, B, C and D sub-layers in each layer suggest that MML formed from two successive influxes of magma (indicated by relatively elevated values of MgO), which evolved by crystallization and cooling in a similar manner, to produce the A to D variation. Based on these observations and theoretical considerations, this study dismisses several models for the genesis of the MML: the immiscibility, the increased oxygen fugacity, the relative increase of H2O content of the melt, pressure variation within the magma chamber, magma mixing, and crustal rock contamination. The model proposed here for MML genesis involves the crystallization of both Ti-magnetite and ilmenite from a Fe-Ti-Ca-Al-rich melt (ferro-diorite) along its line of descent, and gravitational settling of oxides in a dynamic regime. The factor which triggered the crystallization of magnetite is a critical saturation of melt in magnetite (attaining saturation of magnetite and ilmenite in the melt after some silicates crystallized). The difference between the nature of silicate inclusions in magnetite and the nature of the magnetite floor, suggest that the Fe-rich magma was not in equilibrium with the cumulates from the present floor, but rather it was emplaced laterally on long distances, the melt being disrupted from its own cumulates. The absence of correlation between the Cr2O3 in magnetite and co-existing ilmenite can indicate than no in-situ fractional crystallization took place at the moment of magnetite accumulation, but rather that magnetite and ilmenite gravitationally accumulated and the grains mechanically mixed from a flowing magma. The model presented herein proposes a five stage model of MML formation: Stage 1 is represented by the intrusion of a Fe-T-Ca-Al-rich magma which expands laterally within a flat and thin magma chamber. Oxides start to crystallize within a dynamic regime of the magma. Stage 2 is given by the accumulation of oxides at the bottom of the new floor. Some plagioclase starts to crystallize (e.g. subhedral plagioclase in the MML of the Northern Lobe). Stage 3 is a short living static regime, where both plagioclase and magnetite crystallized, without fractionation, forming the thin magnetite-anorthosite layer separating the MML into two layers. Stage 4 is represented by a new influx of Fe-Ti-Ca-Al-rich magma which is emplaced above the magnetite-bearing anorthosite, flushing out the liquid which was in equilibrium with the anorthosite. The oxides started crystallizing in a dynamic regime, as in Stage 1. In stage 5, the accumulation of oxides produced the upper layer of the MML. Our interpretation is that the flow of the magma was more dynamic (probably more turbulent on long distances) in the MML of the Northern Lobe, compared to the MML in the Western and Eastern lobes, producing highly heterogeneous and imbricated thin layers of magnetitite and silicates. The presence of olivine corona around orthopyroxene suggests the incongruent melting of orthopyroxene, which points out towards a local re-heating of existing silicate layers, this being a strong argument for multiple injections in generation of MML. Massive crystallization of oxides produced the sulphur saturation of the magma and caused the precipitation of the igneous sulphides, which nucleated on the existing oxides. Later hydrothermal fluids (and/or late magmatic volatiles?) percolated the MML, producing chloritization of the included silicates, remobilization of igneous sulphides and precipitation of hydrothermal sulphides.
- Full Text:
- Date Issued: 2017
Evolving an efficient and effective off-the-shelf computing infrastructure for schools in rural areas of South Africa
- Authors: Siebörger, Ingrid Gisélle
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/14557 , vital:21938
- Description: Upliftment of rural areas and poverty alleviation are priorities for development in South Africa. Information and knowledge are key strategic resources for social and economic development and ICTs act as tools to support them, enabling innovative and more cost effective approaches. In order for ICT interventions to be possible, infrastructure has to be deployed. For the deployment to be effective and sustainable, the local community needs to be involved in shaping and supporting it. This study describes the technical work done in the Siyakhula Living Lab (SLL), a long-term ICT4D experiment in the Mbashe Municipality, with a focus on the deployment of ICT infrastructure in schools, for teaching and learning but also for use by the communities surrounding the schools. As a result of this work, computing infrastructure was deployed, in various phases, in 17 schools in the area and a “broadband island” connecting them was created. The dissertation reports on the initial deployment phases, discussing theoretical underpinnings and policies for using technology in education as well various computing and networking technologies and associated policies available and appropriate for use in rural South African schools. This information forms the backdrop of a survey conducted with teachers from six schools in the SLL, together with experimental work towards the provision of an evolved, efficient and effective off-the-shelf computing infrastructure in selected schools, in order to attempt to address the shortcomings of the computing infrastructure deployed initially in the SLL. The result of the study is the proposal of an evolved computing infrastructure model for use in rural South African schools.
- Full Text:
- Date Issued: 2017
- Authors: Siebörger, Ingrid Gisélle
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/14557 , vital:21938
- Description: Upliftment of rural areas and poverty alleviation are priorities for development in South Africa. Information and knowledge are key strategic resources for social and economic development and ICTs act as tools to support them, enabling innovative and more cost effective approaches. In order for ICT interventions to be possible, infrastructure has to be deployed. For the deployment to be effective and sustainable, the local community needs to be involved in shaping and supporting it. This study describes the technical work done in the Siyakhula Living Lab (SLL), a long-term ICT4D experiment in the Mbashe Municipality, with a focus on the deployment of ICT infrastructure in schools, for teaching and learning but also for use by the communities surrounding the schools. As a result of this work, computing infrastructure was deployed, in various phases, in 17 schools in the area and a “broadband island” connecting them was created. The dissertation reports on the initial deployment phases, discussing theoretical underpinnings and policies for using technology in education as well various computing and networking technologies and associated policies available and appropriate for use in rural South African schools. This information forms the backdrop of a survey conducted with teachers from six schools in the SLL, together with experimental work towards the provision of an evolved, efficient and effective off-the-shelf computing infrastructure in selected schools, in order to attempt to address the shortcomings of the computing infrastructure deployed initially in the SLL. The result of the study is the proposal of an evolved computing infrastructure model for use in rural South African schools.
- Full Text:
- Date Issued: 2017
Experiences of having an adult sibling with a mental illness: an interpretative phenomenological analysis
- Authors: Flannigan, Raylene
- Date: 2017
- Subjects: Mentally ill -- Family relationships , Mentally ill -- Care -- South Africa , Mental illness -- Public opinion -- South Africa , Mentally ill -- Deinstitutionalization , Brothers and sisters of people with disabilities , Brothers and sisters of people with disabilities -- Psycnology , Brothers and sisters of people with disabilities -- Case studies -- South Africa -- Makhanda
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6309 , vital:21088
- Description: Mental illness has a significant impact on the life of an individual, however not only on the individual but on the family as well. A considerable amount of research has been carried out regarding the experiences of family members internationally. However, in South Africa (SA) there is inadequate information regarding the experiences of families, especially adult siblings, of individuals with a mental illness. Specifically, there is a lack of research investigating individuals’ perceptions of their brother or sister’s mental illness as well as how this affects the sibling relationship. It is for this reason that the current study aimed at exploring the lived experiences of ‘black1’ isiXhosa speaking individuals who have a sibling with a mental illness. The study employed Interpretative Phenomenological Analysis (IPA) as its qualitative approach. A sample of five participants between the ages of 20-50 years was selected through purposive and snowballing sampling techniques. Semi-structured interviews were utilised and were transcribed and analysed based on the IPA framework. The analysis of the participants’ transcripts provided three master themes, which are supported by subordinate themes. The master themes are: 1) experiencing the sibling as a burden post diagnosis, 2) positive experiences from the sibling’s mental illness, 3) participant’s experiences of their sibling’s treatment and the mental health care system. Participants experienced financial burden as well as the burden of caregiving as a result of their sibling’s mental illness; these are understood as being subjective and objective burdens. While no change was experienced within the sibling relationship, the siblings’ mental illness was experienced as affecting the sibling relationship due to the socioeconomic status of the participants and stigma. The findings support and expand on the growing knowledge of adult sibling relationships and mental illness.
- Full Text:
- Date Issued: 2017
- Authors: Flannigan, Raylene
- Date: 2017
- Subjects: Mentally ill -- Family relationships , Mentally ill -- Care -- South Africa , Mental illness -- Public opinion -- South Africa , Mentally ill -- Deinstitutionalization , Brothers and sisters of people with disabilities , Brothers and sisters of people with disabilities -- Psycnology , Brothers and sisters of people with disabilities -- Case studies -- South Africa -- Makhanda
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/6309 , vital:21088
- Description: Mental illness has a significant impact on the life of an individual, however not only on the individual but on the family as well. A considerable amount of research has been carried out regarding the experiences of family members internationally. However, in South Africa (SA) there is inadequate information regarding the experiences of families, especially adult siblings, of individuals with a mental illness. Specifically, there is a lack of research investigating individuals’ perceptions of their brother or sister’s mental illness as well as how this affects the sibling relationship. It is for this reason that the current study aimed at exploring the lived experiences of ‘black1’ isiXhosa speaking individuals who have a sibling with a mental illness. The study employed Interpretative Phenomenological Analysis (IPA) as its qualitative approach. A sample of five participants between the ages of 20-50 years was selected through purposive and snowballing sampling techniques. Semi-structured interviews were utilised and were transcribed and analysed based on the IPA framework. The analysis of the participants’ transcripts provided three master themes, which are supported by subordinate themes. The master themes are: 1) experiencing the sibling as a burden post diagnosis, 2) positive experiences from the sibling’s mental illness, 3) participant’s experiences of their sibling’s treatment and the mental health care system. Participants experienced financial burden as well as the burden of caregiving as a result of their sibling’s mental illness; these are understood as being subjective and objective burdens. While no change was experienced within the sibling relationship, the siblings’ mental illness was experienced as affecting the sibling relationship due to the socioeconomic status of the participants and stigma. The findings support and expand on the growing knowledge of adult sibling relationships and mental illness.
- Full Text:
- Date Issued: 2017
Experiences of pet loss in the South African context
- Authors: Lowen, Kathleen Louise
- Date: 2017
- Subjects: Pet loss -- Psychological aspects , Pet loss -- South Africa -- Case studies , Pets -- Death , Pet ownders -- Psychology , Human-animal relationships -- Psychological aspects , Grief
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4326 , vital:20649
- Description: In this research the experience of pet loss in relation to the intensity of grief and the repression of that grief due to societal restrictions was studied in a South African sample of 12 pet owners who had experienced the loss of a pet within 24 months prior to the study. A pilot study was conducted in order to refine the semi-structured interview schedule. Participants were asked about their pets, their experience of pet loss in relation to their feelings before and after the loss and whether they felt they could openly grieve around friends and family. The findings indicated that the intensity of grief experienced by the participants was influenced both by the intensity of their Bond with the pet and the repression of their grief due to assumed social sanctions surrounding mourning the loss of a pet. The findings from the study clearly indicate the necessity for pet loss counselling, however it was clear that societal views surrounding pet loss are shifting, thus allowing pet owners to mourn their loss more openly with family and friends. This indicates a decrease in cases of disenfranchised and complicated grief. Furthermore the impact of pet loss necessitates the social legitimation and acknowledgment of the significance of pet loss in contemporary society as these relationships with pets are an increasingly prominent feature both within and as an alternative to familial systems.
- Full Text:
- Date Issued: 2017
- Authors: Lowen, Kathleen Louise
- Date: 2017
- Subjects: Pet loss -- Psychological aspects , Pet loss -- South Africa -- Case studies , Pets -- Death , Pet ownders -- Psychology , Human-animal relationships -- Psychological aspects , Grief
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4326 , vital:20649
- Description: In this research the experience of pet loss in relation to the intensity of grief and the repression of that grief due to societal restrictions was studied in a South African sample of 12 pet owners who had experienced the loss of a pet within 24 months prior to the study. A pilot study was conducted in order to refine the semi-structured interview schedule. Participants were asked about their pets, their experience of pet loss in relation to their feelings before and after the loss and whether they felt they could openly grieve around friends and family. The findings indicated that the intensity of grief experienced by the participants was influenced both by the intensity of their Bond with the pet and the repression of their grief due to assumed social sanctions surrounding mourning the loss of a pet. The findings from the study clearly indicate the necessity for pet loss counselling, however it was clear that societal views surrounding pet loss are shifting, thus allowing pet owners to mourn their loss more openly with family and friends. This indicates a decrease in cases of disenfranchised and complicated grief. Furthermore the impact of pet loss necessitates the social legitimation and acknowledgment of the significance of pet loss in contemporary society as these relationships with pets are an increasingly prominent feature both within and as an alternative to familial systems.
- Full Text:
- Date Issued: 2017
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:
- Date Issued: 2017
- 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:
- Date Issued: 2017
Exploring and expanding situated cognition in teaching science concepts: the nexus of indigenous knowledge and Western modern science
- Authors: Mukwambo, Muzwangowenyu
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/8382 , vital:21389
- Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
- Full Text:
- Date Issued: 2017
- Authors: Mukwambo, Muzwangowenyu
- Date: 2017
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/8382 , vital:21389
- Description: Certain teaching and learning strategies are appropriate in the context of exposing learners to modern science in situated cognition (SC) - the theory that posits that knowing is inseparable from doing - during, for example, visits to industrial operations. The distance and cost of travel, however, excludes most rural teachers and their learners from such SC exposure to Science and technology in industrial settings. To fill this gap between knowledge and practice in the curriculum experience for rural schools, this research investigated the extent to which a SC approach could be used in relation to indigenous knowledge practices (IKP) that have relevance to science teaching for rural science teachers. The study was conducted in three schools in the Zambezi Region of Namibia whereby six science teachers participated in the study. Also, to generate data from the community, the study included Indigenous community members as participants. Only three selected members from the community participated as representatives of the whole community. Essentially, the study explored and expanded possibilities for rural school teachers to use IKP as sites of SC in relation to concepts of pressure in particular and other science concepts. The research thus studied teaching practices as activity systems related to concepts in the school curriculum and the activity system of Indigenous community members. The patterns, regularities and irregularities provided the framing which was used to view SC through the lens of IKP. This framing of SC within the school curriculum was explored using cultural historical activity theory (CHAT) and Engestrom’s expansive learning cycle (ELC). The study was organized into two phases; exploration and the expansive phase. In the exploration phase, interviews, community analysis, document analysis, brainstorming, reflections and audiovisual evidence were used to generate data. The expansive stage used brainstorming, reflections, and interviews, an experimental test, audio-visual evidence, and interviews. Inductive and abductive modes of inference were used to come up with explanations of the research questions. Explanations proceeded using the frameworks of socio-cultural theory and social realism. Some findings from the data generated from the exploration phase revealed that science teachers in the schools studied do not always engage in a SC approach on account of a lack of Western modern science (WMS) resources and factors related to economic marginalization of the learners. Data generated in the same phase revealed that science teachers can engage the SC approach through embracing indigenous knowledge practices (IKP) reflecting Science whereby they can apprentice learners. Some of the other findings from the expansive learning phase show that science teachers in under-resourced schools can engage the SC approach if IK practices are used as mediational tools which can be used as models, icons/symbols, vocabulary, patterns, case studies and practical activities anchored in IKP. From the findings obtained the contribution which the study made was to come up with some methods of infusing indigenous knowledge systems in science teaching. The trend in research related to IK is more aligned to policies rather than how IK can be usefully used for the benefit of science teaching. As the study only looked into the IKP reflecting Science which the participating teachers brainstormed, it provides an insight into how and which other IK practices can be woven into WMS to encourage social transformation accommodative of Afrocentric world views which allows scientific literacy to be achieved.
- Full Text:
- Date Issued: 2017
Exploring attitudes and perceptions about the knowledge acquisition process and experiences of Ngangelizwe youth graduates in the Eastern Cape to understand the significance of their education: a Freirean approach
- Authors: Bango, Yanda Tamsanqeleka
- Date: 2017
- Subjects: Freire, Paulo, 1921-1997 , Education -- Sociological aspects -- South Africa -- Mthatha , College graduates, Black -- South Africa -- Mthatha -- Attitudes , College graduates, Black -- South Africa -- Mthatha -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4277 , vital:20642
- Description: Education is a critical phenomenon which cannot be ignored as its effects cut across all spheres of life, especially the social and economic aspects. In the particular case of South Africa, education has been a serious issue of concern for a very long time and after the transition process took place in 1994 it became a priority on all agendas of governance. Expanding on the already existing debate about education in South Africa, this thesis specifically explores attitudes and perceptions about the knowledge acquisition process and experiences of Ngangelizwe youth graduates to understand the significance of education in their lives. As Freire wrote about the phenomenon of education from the point of view of the oppressed and marginalized in society, his theory explains and aids as a tool for careful analysis in this case. Moreover, considering that at the centre of Freire’s world view was the belief that humans have an ontological vocation to become more fully human, the youth graduates of Ngangelizwe became a good case as they live under conditions that one would regard as dehumanizing and oppressive. The youth graduates’ actions and attitudes would therefore guide and provide indication as to whether their education, both from academic spaces and the community, has empowered them to challenge the dehumanizing and oppressive nature of the dominant culture as a means to becoming fully human in their life and time, particularly in their community of Ngangelizwe. While the general finding has been that the participants’ education portrays both elements of banking and problem-posing education, it was also discovered that it all depends on the level and forces of education that the participants receive their inspiration from. This is due to the fact that education is not one dimensional, it begins from the moment one is born up until he or she no longer exists on earth. Therefore, education does not belong to one group of people; everyone has the ability to educate in as much as he or she has the ability to be educated.
- Full Text:
- Date Issued: 2017
- Authors: Bango, Yanda Tamsanqeleka
- Date: 2017
- Subjects: Freire, Paulo, 1921-1997 , Education -- Sociological aspects -- South Africa -- Mthatha , College graduates, Black -- South Africa -- Mthatha -- Attitudes , College graduates, Black -- South Africa -- Mthatha -- Case studies
- Language: English
- Type: Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/4277 , vital:20642
- Description: Education is a critical phenomenon which cannot be ignored as its effects cut across all spheres of life, especially the social and economic aspects. In the particular case of South Africa, education has been a serious issue of concern for a very long time and after the transition process took place in 1994 it became a priority on all agendas of governance. Expanding on the already existing debate about education in South Africa, this thesis specifically explores attitudes and perceptions about the knowledge acquisition process and experiences of Ngangelizwe youth graduates to understand the significance of education in their lives. As Freire wrote about the phenomenon of education from the point of view of the oppressed and marginalized in society, his theory explains and aids as a tool for careful analysis in this case. Moreover, considering that at the centre of Freire’s world view was the belief that humans have an ontological vocation to become more fully human, the youth graduates of Ngangelizwe became a good case as they live under conditions that one would regard as dehumanizing and oppressive. The youth graduates’ actions and attitudes would therefore guide and provide indication as to whether their education, both from academic spaces and the community, has empowered them to challenge the dehumanizing and oppressive nature of the dominant culture as a means to becoming fully human in their life and time, particularly in their community of Ngangelizwe. While the general finding has been that the participants’ education portrays both elements of banking and problem-posing education, it was also discovered that it all depends on the level and forces of education that the participants receive their inspiration from. This is due to the fact that education is not one dimensional, it begins from the moment one is born up until he or she no longer exists on earth. Therefore, education does not belong to one group of people; everyone has the ability to educate in as much as he or she has the ability to be educated.
- Full Text:
- Date Issued: 2017
Exploring change-oriented learning, competencies and agency in a regional teacher professional development programme's change projects
- Authors: Mandikonza, Caleb
- Date: 2017
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern , International Certificate in Environmental Education , Environmental education -- Africa, Southern , Teachers, Training of -- Africa, Southern , Education -- Philosophy , Mediated learning experience , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4410 , vital:20660
- Description: This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this study this was referred to as environment and sustainability education (ESE). Environment and sustainability education is a developing notion in southern Africa and the SADC Regional Environmental Education Programme (REEP) was set up to support capacity for mainstreaming ESE. ESE was one of the responses taken by the SADC region to respond to prevalent environment and sustainability issues across the region. This study focused, in general, on establishing the mediatory roles of the reflexive mediatory tool, the change project in the course. More specifically, the research explores the mediatory role of course interventions and activities that were used to develop understanding of and to frame the change project in fostering agentially motivated changed practice in the teacher education sector. Drawing on realist social theory, which is a form of critical realism, especially the work of Margaret Archer, the study used the principle of emergence to interpret changes in the course participants' practices. The study was framed using the research question: How do mediated actions in a regional professional development programme and the workplace influence Environment and Sustainability (ESE) competencies, practice, learning and agency in Teacher Education for Sustainable Development (TESD) change projects? The following sub-questions refined the study: • What mediated actions on the course influence ESE competences, practice, learning and agency on the professional development programme? • How do these identified mediated actions influence ESE competences, practice and learning on the professional development programme? • What mediated actions in workplaces influence ESE competences, practice, learning and agency in the change projects in teacher education institutions? • How do these identified mediated actions in workplaces influence ESE competences, practices and mediated actions in the workplace? Notions of practice, agency, reflexivity, competences and capabilities were used to sensitise explanations of features emergent from course interactions; the process of analysis was under-laboured by the theoretical lens of critical realism and realist social theory. Mediation theory was used to explain the role of interventions across the course. The study used a case study approach with three cases of teacher educators from two institutions in two southern African countries. Data were generated through document analysis of course portfolios, semi-structured interviews with research participants, observations of participants during their teaching and through group discussions in a change management workshop to establish features that emerged from the course and change project interactions. The principle of emergence recognises that any interactions result in new features of characteristics that are different from the original. In this case, the study investigated those features shown by participants after being exposed to the course's mediatory tools. In order to describe the cases, a narrative approach was used. The study was conducted at the interface of the United Nations Decade of Education for Sustainable Development (UNDESD) and the Global Action Plan for Education for Sustainable Development, therefore the outcomes have implications for capacity development for ESE during and beyond the Global Action Plan for Education for Sustainable Development. The key finding is that capacity development for ESE needs to foreground reflexive engagement with one's own practice for it to be meaningful and relevant. The change project provided course participants with the opportunity to engage with their own practice and particularly their competences and capabilities through its mediatory tools. Course participants showed emergent properties that were evidence of expanded zones of proximal development (ZPD) in competences, capabilities and agency. The study illustrates that meaningful learning happens when immersed in context and when learners are able to make connections between concepts, practices and experiences (their praxis). The study also illustrates that capacity building creates opportunities for practitioners to expand their repertoire through the course activities. Some of the course activities stimulated, enhanced and gave impetus to their agency or double morphogenesis for them to continue to expand that repertoire by trying and retrying changes in practice that they value on their own and in communities of practice. Capacity development courses need to be structured to involve a variety of mediatory activities as some of these are relevant and are valued for different teacher education contexts. The study also shows how knowledge and understanding of classical Vygotskian mediation can be used to frame and structure courses for developing the ZPD retrospectively and how the repertoire which forms the ZPD has potential to be expanded and to keep expanding, whether at individual level or in community with others, as an object in the post-Vygotskian mediation process. The change project provides the starting point, the vehicle and momentum to teacher educators to critique and to reflexively transform competences or aspects of their practice that they value. The study showed that capacity development through the change project generated momentum for potentially morphogenetic changes in teacher education practice. The course initiated interactions at the phase T2-T3 that disrupted teacher educators' habitus. On-course phase activities such as assignments, lectures, discussions, practical tasks, excursions and regional knowledge exchange groups contributed smaller morphogenetic cycles to the main cycle. Reflexive engagement with one's own practice becomes a useful tool for building capacity for scaling capacity for mainstreaming ESE during and after the Global Action programme for ESD. Contributions of the study therefore go beyond the SADC region to contribute insights into capacity development for ESD in similar conditions of teacher education across the world.
- Full Text:
- Date Issued: 2017
- Authors: Mandikonza, Caleb
- Date: 2017
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern , International Certificate in Environmental Education , Environmental education -- Africa, Southern , Teachers, Training of -- Africa, Southern , Education -- Philosophy , Mediated learning experience , Vygotskiĭ, L. S. (Lev Semenovich), 1896-1934
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/4410 , vital:20660
- Description: This aim of this study was to explore the mediatory role of the Rhodes University (RU) / Southern African Development Community (SADC) International Certificate in Environmental Education course in developing capacity for reflexive mainstreaming of environment and sustainability education in teacher education in southern Africa. This course was a change-oriented intervention to support capacity and agency for mainstreaming environmental education across many sectors of education. The discourse of the course included environmental education and education for sustainable development and for this study this was referred to as environment and sustainability education (ESE). Environment and sustainability education is a developing notion in southern Africa and the SADC Regional Environmental Education Programme (REEP) was set up to support capacity for mainstreaming ESE. ESE was one of the responses taken by the SADC region to respond to prevalent environment and sustainability issues across the region. This study focused, in general, on establishing the mediatory roles of the reflexive mediatory tool, the change project in the course. More specifically, the research explores the mediatory role of course interventions and activities that were used to develop understanding of and to frame the change project in fostering agentially motivated changed practice in the teacher education sector. Drawing on realist social theory, which is a form of critical realism, especially the work of Margaret Archer, the study used the principle of emergence to interpret changes in the course participants' practices. The study was framed using the research question: How do mediated actions in a regional professional development programme and the workplace influence Environment and Sustainability (ESE) competencies, practice, learning and agency in Teacher Education for Sustainable Development (TESD) change projects? The following sub-questions refined the study: • What mediated actions on the course influence ESE competences, practice, learning and agency on the professional development programme? • How do these identified mediated actions influence ESE competences, practice and learning on the professional development programme? • What mediated actions in workplaces influence ESE competences, practice, learning and agency in the change projects in teacher education institutions? • How do these identified mediated actions in workplaces influence ESE competences, practices and mediated actions in the workplace? Notions of practice, agency, reflexivity, competences and capabilities were used to sensitise explanations of features emergent from course interactions; the process of analysis was under-laboured by the theoretical lens of critical realism and realist social theory. Mediation theory was used to explain the role of interventions across the course. The study used a case study approach with three cases of teacher educators from two institutions in two southern African countries. Data were generated through document analysis of course portfolios, semi-structured interviews with research participants, observations of participants during their teaching and through group discussions in a change management workshop to establish features that emerged from the course and change project interactions. The principle of emergence recognises that any interactions result in new features of characteristics that are different from the original. In this case, the study investigated those features shown by participants after being exposed to the course's mediatory tools. In order to describe the cases, a narrative approach was used. The study was conducted at the interface of the United Nations Decade of Education for Sustainable Development (UNDESD) and the Global Action Plan for Education for Sustainable Development, therefore the outcomes have implications for capacity development for ESE during and beyond the Global Action Plan for Education for Sustainable Development. The key finding is that capacity development for ESE needs to foreground reflexive engagement with one's own practice for it to be meaningful and relevant. The change project provided course participants with the opportunity to engage with their own practice and particularly their competences and capabilities through its mediatory tools. Course participants showed emergent properties that were evidence of expanded zones of proximal development (ZPD) in competences, capabilities and agency. The study illustrates that meaningful learning happens when immersed in context and when learners are able to make connections between concepts, practices and experiences (their praxis). The study also illustrates that capacity building creates opportunities for practitioners to expand their repertoire through the course activities. Some of the course activities stimulated, enhanced and gave impetus to their agency or double morphogenesis for them to continue to expand that repertoire by trying and retrying changes in practice that they value on their own and in communities of practice. Capacity development courses need to be structured to involve a variety of mediatory activities as some of these are relevant and are valued for different teacher education contexts. The study also shows how knowledge and understanding of classical Vygotskian mediation can be used to frame and structure courses for developing the ZPD retrospectively and how the repertoire which forms the ZPD has potential to be expanded and to keep expanding, whether at individual level or in community with others, as an object in the post-Vygotskian mediation process. The change project provides the starting point, the vehicle and momentum to teacher educators to critique and to reflexively transform competences or aspects of their practice that they value. The study showed that capacity development through the change project generated momentum for potentially morphogenetic changes in teacher education practice. The course initiated interactions at the phase T2-T3 that disrupted teacher educators' habitus. On-course phase activities such as assignments, lectures, discussions, practical tasks, excursions and regional knowledge exchange groups contributed smaller morphogenetic cycles to the main cycle. Reflexive engagement with one's own practice becomes a useful tool for building capacity for scaling capacity for mainstreaming ESE during and after the Global Action programme for ESD. Contributions of the study therefore go beyond the SADC region to contribute insights into capacity development for ESD in similar conditions of teacher education across the world.
- Full Text:
- Date Issued: 2017
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:
- Date Issued: 2017
- 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:
- Date Issued: 2017
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:
- Date Issued: 2017
- 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:
- Date Issued: 2017
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:
- Date Issued: 2017
- 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:
- Date Issued: 2017
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:
- Date Issued: 2017
- 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:
- Date Issued: 2017
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:
- Date Issued: 2017
- 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:
- Date Issued: 2017
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:
- Date Issued: 2017
- 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:
- Date Issued: 2017