Investigating grade 6 teachers’ views and practices regarding creating an intellectually safe classroom environment
- Authors: Damana, Yanga
- Date: 2019-05
- Subjects: Classroom environment , Classroom management
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19947 , vital:44808
- Description: An intellectually safe classroom (ISC) is essential for teaching and learning to occur. The aim of this study was to investigate Grade 6 teachers’ views and practices regarding the creation of intellectually safe classroom environments. The paradigm that was used in the study was the interpretive paradigm and the research approach was qualitative. A case study design was used. Three Mdantsane primary schools was purposively selected and two Grade 6 teachers from each school were the participants. Semi structured interviews and observations were used to collect data. The research found that participants are cognizant of the need to develop ISC. They define ISC as a classroom that is both emotionally and physically safe for learning to occur. The participants are very conversant with the benefits of ISC. Most of the teachers purposefully tried to implement ISC. This included the establishment of classroom rules, and they acknowledged the role that the teacher plays in setting up an ISC and the manner in which they establish trust and co-operation within their classrooms. However, they are often constrained in their implementation of ISC by their own teaching styles and by factors outside of their control. This emphasised the pivotal role that teachers have in the establishment of an ISC. It is recommended that ISC be implemented in all classrooms with the entire school community working together to do so. , Thesis (MEd) -- Faculty of Education, 2019
- Full Text:
- Date Issued: 2019-05
- Authors: Damana, Yanga
- Date: 2019-05
- Subjects: Classroom environment , Classroom management
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/19947 , vital:44808
- Description: An intellectually safe classroom (ISC) is essential for teaching and learning to occur. The aim of this study was to investigate Grade 6 teachers’ views and practices regarding the creation of intellectually safe classroom environments. The paradigm that was used in the study was the interpretive paradigm and the research approach was qualitative. A case study design was used. Three Mdantsane primary schools was purposively selected and two Grade 6 teachers from each school were the participants. Semi structured interviews and observations were used to collect data. The research found that participants are cognizant of the need to develop ISC. They define ISC as a classroom that is both emotionally and physically safe for learning to occur. The participants are very conversant with the benefits of ISC. Most of the teachers purposefully tried to implement ISC. This included the establishment of classroom rules, and they acknowledged the role that the teacher plays in setting up an ISC and the manner in which they establish trust and co-operation within their classrooms. However, they are often constrained in their implementation of ISC by their own teaching styles and by factors outside of their control. This emphasised the pivotal role that teachers have in the establishment of an ISC. It is recommended that ISC be implemented in all classrooms with the entire school community working together to do so. , Thesis (MEd) -- Faculty of Education, 2019
- Full Text:
- Date Issued: 2019-05
Exploring a story-based learning design in a grade 4 science and technology classroom
- Authors: Kemp, Hermione
- Date: 2014
- Subjects: Classroom environment , Classroom learning centers , Student teaching , Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9467 , http://hdl.handle.net/10948/d1021017
- Description: Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
- Full Text:
- Date Issued: 2014
- Authors: Kemp, Hermione
- Date: 2014
- Subjects: Classroom environment , Classroom learning centers , Student teaching , Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9467 , http://hdl.handle.net/10948/d1021017
- Description: Stories are a vehicle through which experiences and events are communicated amongst people. Stories have the potential to influence people’s understandings and beliefs, and essentially, promote a societal and cultural change. Grounded in literature pointing to the value of narrative in supporting learning and the need to explore new modes of communicating science, this study explores the potential of narrative in science education. The aim was to explore the use of a Story-Based Learning Design in a Grade 4 Science and Technology classroom. Using a qualitative case study research design the researcher took on the role of participant-observer. Data were collected through observations, learner verbal and written descriptions of a final product and teacher reflective interviews. The findings of this study illustrate the value of stories, as learning tools, in science education. In this regard pertinent conclusions were derived, namely, that stories attract learners and have the potential to be used as a vehicle for learning scientific concepts and the target vocabulary, that stories enable learners to make meaning of abstract concepts and relate it to their world and finally that the use of the imagination assists learners to visualise concepts making learning relevant.
- Full Text:
- Date Issued: 2014
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