Exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge in food preservation
- Authors: Sabina, Hashondili
- Date: 2020
- Subjects: Agriculture -- Study and teaching (Elementary) -- Namibia , Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Education, Elementary -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/148093 , vital:38709
- Description: Many scholars have reported that science teachers are grappling with linking science to learners’ everyday life experiences and Namibian science teachers are no exception. As a result, learners are finding that scientific concepts often remain decontextualised and abstract. In light of this, the Namibian National Curriculum indicates that teaching and learning should start with the knowledge and experiences of learners from home. It also encourages teachers to integrate local knowledge into their science lessons but does not give proper guidelines on how science teachers should go about enacting this. This tension between curriculum formulation and implementation triggered my interest to carry out an interventionist research study aimed at exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge on food preservation in particular. This study is underpinned by an interpretive paradigm, within which a qualitative case study was employed. It was conducted with three Grade 6 Elementary Agricultural Science teachers from three different schools in the Oshana region of Namibia. I used semi-structured interviews, document analysis, workshop discussions, participatory observation and reflections to gather data. Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge theories was used as lenses to analyse my data. The findings of the study revealed that the sample teachers understood what indigenous knowledge is and its benefits but struggled to integrate it in their lessons. The findings of the study further revealed that the presentations by the expert community members enabled these teachers to identify possible science topics that they could teach, using some of the traditional practices such as food preservation. The study thus recommends that teachers need to be supported on how to integrate local knowledge or indigenous knowledge in their classrooms. Teachers should therefore be involved in professional learning communities that will help them share their difficulties they encounter during their teaching practices and to collaboratively come up with strategies to overcome such difficulties. Community members who are custodians of the cultural heritage should be invited to share their indigenous knowledge with science teachers so that they can link it from community members to classroom science.
- Full Text:
- Date Issued: 2020
- Authors: Sabina, Hashondili
- Date: 2020
- Subjects: Agriculture -- Study and teaching (Elementary) -- Namibia , Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Education, Elementary -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/148093 , vital:38709
- Description: Many scholars have reported that science teachers are grappling with linking science to learners’ everyday life experiences and Namibian science teachers are no exception. As a result, learners are finding that scientific concepts often remain decontextualised and abstract. In light of this, the Namibian National Curriculum indicates that teaching and learning should start with the knowledge and experiences of learners from home. It also encourages teachers to integrate local knowledge into their science lessons but does not give proper guidelines on how science teachers should go about enacting this. This tension between curriculum formulation and implementation triggered my interest to carry out an interventionist research study aimed at exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge on food preservation in particular. This study is underpinned by an interpretive paradigm, within which a qualitative case study was employed. It was conducted with three Grade 6 Elementary Agricultural Science teachers from three different schools in the Oshana region of Namibia. I used semi-structured interviews, document analysis, workshop discussions, participatory observation and reflections to gather data. Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge theories was used as lenses to analyse my data. The findings of the study revealed that the sample teachers understood what indigenous knowledge is and its benefits but struggled to integrate it in their lessons. The findings of the study further revealed that the presentations by the expert community members enabled these teachers to identify possible science topics that they could teach, using some of the traditional practices such as food preservation. The study thus recommends that teachers need to be supported on how to integrate local knowledge or indigenous knowledge in their classrooms. Teachers should therefore be involved in professional learning communities that will help them share their difficulties they encounter during their teaching practices and to collaboratively come up with strategies to overcome such difficulties. Community members who are custodians of the cultural heritage should be invited to share their indigenous knowledge with science teachers so that they can link it from community members to classroom science.
- Full Text:
- Date Issued: 2020
Integrating local knowledge when mediating learning of food preservation in a Namibian multicultural Grade 6 class
- Shetunyenga, Shetunyenga Fillipus
- Authors: Shetunyenga, Shetunyenga Fillipus
- Date: 2020
- Subjects: Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Namibia , Education, Elementary -- Namibia , Multicultural education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163602 , vital:41052
- Description: The challenge posed by multicultural classrooms has been acknowledged in many studies. Some scholars believe that the knowledge learners bring to school from their homes or community forms a basis for the knowledge to be acquired at school. That is, if learners’ cultural experiences and/or indigenous knowledge are integrated into teaching of science, learners might make good sense of science. Even though the Namibian National Curriculum has responded well to the calls of recognising and integrating indigeno us knowledge during teaching and learning, it has failed to provide guidance on how this should be done. Therefore, there is a need to minimise the gap between the intention of the National Curriculum and the implementation of this intended curriculum at classroom level. It is against this background that this study sought to investigate whether or not learners’ conceptions and attitudes are influenced by integrating local or indigenous knowledge when teaching food preservation in a Namibian multicultural classroom context. Underpinned by an interpretive paradigm, the study took the form of a mixed-method case study approach. It was conducted at an urban combined school in the Oshana region, Namibia. The sample consisted of 29 Grade 6 learners doing Agricultural Science, the grade 6 Agricultural Science teacher and four community members from different cultural groups. The community members were invited to demonstrate how they culturally preserve mahangu (wheat), fish, milk, and meat in their respective cultures. Data were generated using the pre-and post-intervention questionnaires, a group activity, observations (videotaped lessons) and learners’ journal reflections. Quantitative data from the pre- and post-intervention questionnaires were analysed deductively and presented in tables and graphs. On the other hand, a thematic approach was used to inductively analyse qualitative data, where Vygotsky’s (1978) socio-cultural theory was used as a theoretical lens focusing on culture, mediation, and social interactions. The findings of this study revealed that learners’ conceptions, attitudes, and interest shifted positively as a result of the integration of local or indigenous knowledge on food preservation. Additionally, during the presentations by the community members, learners were actively engaged, asking questions and showing interest in learning about other cultures. The study thus recommends that Agricultural Science or science teachers should, where possible, make efforts to integrate local or indigenous knowledge in their multicultural classrooms.
- Full Text:
- Date Issued: 2020
- Authors: Shetunyenga, Shetunyenga Fillipus
- Date: 2020
- Subjects: Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Namibia , Education, Elementary -- Namibia , Multicultural education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163602 , vital:41052
- Description: The challenge posed by multicultural classrooms has been acknowledged in many studies. Some scholars believe that the knowledge learners bring to school from their homes or community forms a basis for the knowledge to be acquired at school. That is, if learners’ cultural experiences and/or indigenous knowledge are integrated into teaching of science, learners might make good sense of science. Even though the Namibian National Curriculum has responded well to the calls of recognising and integrating indigeno us knowledge during teaching and learning, it has failed to provide guidance on how this should be done. Therefore, there is a need to minimise the gap between the intention of the National Curriculum and the implementation of this intended curriculum at classroom level. It is against this background that this study sought to investigate whether or not learners’ conceptions and attitudes are influenced by integrating local or indigenous knowledge when teaching food preservation in a Namibian multicultural classroom context. Underpinned by an interpretive paradigm, the study took the form of a mixed-method case study approach. It was conducted at an urban combined school in the Oshana region, Namibia. The sample consisted of 29 Grade 6 learners doing Agricultural Science, the grade 6 Agricultural Science teacher and four community members from different cultural groups. The community members were invited to demonstrate how they culturally preserve mahangu (wheat), fish, milk, and meat in their respective cultures. Data were generated using the pre-and post-intervention questionnaires, a group activity, observations (videotaped lessons) and learners’ journal reflections. Quantitative data from the pre- and post-intervention questionnaires were analysed deductively and presented in tables and graphs. On the other hand, a thematic approach was used to inductively analyse qualitative data, where Vygotsky’s (1978) socio-cultural theory was used as a theoretical lens focusing on culture, mediation, and social interactions. The findings of this study revealed that learners’ conceptions, attitudes, and interest shifted positively as a result of the integration of local or indigenous knowledge on food preservation. Additionally, during the presentations by the community members, learners were actively engaged, asking questions and showing interest in learning about other cultures. The study thus recommends that Agricultural Science or science teachers should, where possible, make efforts to integrate local or indigenous knowledge in their multicultural classrooms.
- Full Text:
- Date Issued: 2020
An analysis of the roles and functions of teachers’ gestures as visualisation tools in the teaching of mathematics at the junior primary phase (Grades 0 –3)
- Authors: Namakalu, Dietlinde Nelao
- Date: 2019
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Education, Elementary -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96713 , vital:31311
- Description: There is ample evidence in the literature that gestures are important hand and bodily actions that play vital roles during interactions between learners and teachers in the mathematics classroom. These gestures enable both the teacher and the learner to visualise mathematical concepts and ideas. The aim of this Namibian interpretive case study, located in enactivist theory, was to analyse the types of gestures that three selected teachers at the junior primary phase (Grades 0–3) used in their teaching of mathematics. The study also interrogated the roles that these gestures played in the teaching process of the three teachers. As I intended to analyse the types of gestures the selected teachers used and understand their views and perceptions of the roles and functions their gestures played as visualisation tools in the teaching of mathematics, I observed ten lessons of each teacher and video recorded them. I then interviewed them (one-on-one stimulus-recall interviews) and interpreted the gestures they used and utterances they made about using these gestures. The types of gestures that the participating teachers used are classified according to McNeill‘s (1992) framework, namely pointing (deictic) gestures, iconic (illustrators) gestures, metaphoric gestures, beat (motor) gestures and symbolic (emblems) gestures. The study found that the participating teachers incorporated a variety of gestures into their lessons and used them strategically. According to the teachers, gestures made the lessons interesting and encouraged active participation of the learners in the lessons. The teachers also revealed that gestures assist in explaining mathematical concepts and thus affected the learners‘ understanding positively. This study strongly suggests that the usefulness and efficacy of employing gestures as visualisation tools in mathematics education should be strategically harnessed.
- Full Text:
- Date Issued: 2019
- Authors: Namakalu, Dietlinde Nelao
- Date: 2019
- Subjects: Gesture , Gesture in mathematics education , Visual learning , Visualization , Education, Elementary -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96713 , vital:31311
- Description: There is ample evidence in the literature that gestures are important hand and bodily actions that play vital roles during interactions between learners and teachers in the mathematics classroom. These gestures enable both the teacher and the learner to visualise mathematical concepts and ideas. The aim of this Namibian interpretive case study, located in enactivist theory, was to analyse the types of gestures that three selected teachers at the junior primary phase (Grades 0–3) used in their teaching of mathematics. The study also interrogated the roles that these gestures played in the teaching process of the three teachers. As I intended to analyse the types of gestures the selected teachers used and understand their views and perceptions of the roles and functions their gestures played as visualisation tools in the teaching of mathematics, I observed ten lessons of each teacher and video recorded them. I then interviewed them (one-on-one stimulus-recall interviews) and interpreted the gestures they used and utterances they made about using these gestures. The types of gestures that the participating teachers used are classified according to McNeill‘s (1992) framework, namely pointing (deictic) gestures, iconic (illustrators) gestures, metaphoric gestures, beat (motor) gestures and symbolic (emblems) gestures. The study found that the participating teachers incorporated a variety of gestures into their lessons and used them strategically. According to the teachers, gestures made the lessons interesting and encouraged active participation of the learners in the lessons. The teachers also revealed that gestures assist in explaining mathematical concepts and thus affected the learners‘ understanding positively. This study strongly suggests that the usefulness and efficacy of employing gestures as visualisation tools in mathematics education should be strategically harnessed.
- Full Text:
- Date Issued: 2019
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