The influence of the integration of local knowledge during chemistry hands-on practical activities on grade 8/9 learners’ attitude towards science
- Authors: Ngqinambi, Akhona
- Date: 2020
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Science teachers -- South Africa , High school students -- Attitudes , Communities of practice -- South Africa , Science clubs -- South Africa , Science projects -- South Africa , Constructivism (Education) -- South Africa , Educational counseling -- South Africa , Local knowledge
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/144724 , vital:38373
- Description: With every passing year, there is a decrease in the number of learners pursuing science degrees after completion of grade 12. One of the main reasons for this is the negative attitude that high school learners have towards science learning and science as an entity. The Natural Sciences curriculum suggests the use of local knowledge to introduce the usefulness and the relatability of science to learners. This study is an intervention that seeks to ascertain the influence that local knowledge has on the attitudes of grade 8/9 learners when integrated into their chemistry hands-on practical activities. The study was informed by Vygotsky’s social constructivist theory and Wenger’s community of practice theory. Grade 8/9 learners from four high school science clubs did three local knowledge integrated experiments based on acids and bases. The learners completed pre- and post- surveys and were interviewed about their experiences. Volunteers at the science clubs were also interviewed. Excel was used to deductively analyse quantitative data. On the other hand, an inductive-deductive thematic approach was used to analyse the qualitative data. The findings of the study showed a divergence of qualitative and quantitative methods. The quantitative data showed that there was a slight decrease (but not statistically significant) in the attitude of the learners after engaging in chemistry hands-on practical activities into which local knowledge had been integrated. On the other hand, the qualitative data showed that there was a positive shift in the learners’ attitudes after they had been engaged in the chemistry hands-on practical activities. Additionally, the findings of the study revealed that the integration of local knowledge promotes conceptual understanding and improves the performance of the learners. This study thus recommends that local knowledge should be integrated into the grade 8 and 9 learners’ curriculum to enrich and promote contextualized science for learners. Additionally, the integration of local knowledge would promote conceptual understanding and spark interest and motivation in learners to pursue science-related careers.
- Full Text:
- Date Issued: 2020
- Authors: Ngqinambi, Akhona
- Date: 2020
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Science teachers -- South Africa , High school students -- Attitudes , Communities of practice -- South Africa , Science clubs -- South Africa , Science projects -- South Africa , Constructivism (Education) -- South Africa , Educational counseling -- South Africa , Local knowledge
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/144724 , vital:38373
- Description: With every passing year, there is a decrease in the number of learners pursuing science degrees after completion of grade 12. One of the main reasons for this is the negative attitude that high school learners have towards science learning and science as an entity. The Natural Sciences curriculum suggests the use of local knowledge to introduce the usefulness and the relatability of science to learners. This study is an intervention that seeks to ascertain the influence that local knowledge has on the attitudes of grade 8/9 learners when integrated into their chemistry hands-on practical activities. The study was informed by Vygotsky’s social constructivist theory and Wenger’s community of practice theory. Grade 8/9 learners from four high school science clubs did three local knowledge integrated experiments based on acids and bases. The learners completed pre- and post- surveys and were interviewed about their experiences. Volunteers at the science clubs were also interviewed. Excel was used to deductively analyse quantitative data. On the other hand, an inductive-deductive thematic approach was used to analyse the qualitative data. The findings of the study showed a divergence of qualitative and quantitative methods. The quantitative data showed that there was a slight decrease (but not statistically significant) in the attitude of the learners after engaging in chemistry hands-on practical activities into which local knowledge had been integrated. On the other hand, the qualitative data showed that there was a positive shift in the learners’ attitudes after they had been engaged in the chemistry hands-on practical activities. Additionally, the findings of the study revealed that the integration of local knowledge promotes conceptual understanding and improves the performance of the learners. This study thus recommends that local knowledge should be integrated into the grade 8 and 9 learners’ curriculum to enrich and promote contextualized science for learners. Additionally, the integration of local knowledge would promote conceptual understanding and spark interest and motivation in learners to pursue science-related careers.
- Full Text:
- Date Issued: 2020
An exploration of how Professional Learning Communities can contribute to the development of teachers’ capabilities and valued functionings in teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences
- Authors: Thomas, Kgomotso Emily
- Date: 2019
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Science teachers -- In-service training -- South Africa , Science -- Study and teaching (Secondary) -- South Africa , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92584 , vital:30739
- Description: The study explored how professional learning communities can contribute to the development of teachers’ capabilities and achievement of valued functionings related to teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences. This is in the context of the Curriculum Assessment and Policy Statement (CAPS), which is a content-referenced curriculum that requires active and critical approaches to learning, and to environment and sustainability content. This study is designed as a qualitative case study of a professional support forum (PSF) in the Mahikeng sub-district, in North West. The study made use of questionnaires, observations, interviews and document analysis as data generation methods. The Capability Approach was used as a theoretical and conceptual framework to explore teachers’ valued functionings, as well as the conversion factors related to those functionings. A functioning is defined as what a person values to be or do, hence the term valued beings and doings has been used interchangeably with the term valued functionings throughout the study. The analysis of data was done in three phases. Phase one analysis was inductive with the data from questionnaires, classroom observations, document analysis (work schedules and lesson plans or preparation books). The purpose of this phase was to answer the first research sub-question of how teachers teach environmental content. Phase two was a deductive analysis, and the purpose was to present teachers’ valued beings and doings in teaching environmental content, and in belonging to the PSF. The last phase of analysis was abductive, and it employed the theoretical framework of Sen’s Capability Approach to get a deeper understanding of factors that either enabled or constrained teachers’ valued beings and doings associated with their capabilities. The study found that teachers have gaps in their environmental content knowledge in the Life and Living strand grade 8 Natural Sciences. This was mainly as a result of teachers not having relevant qualifications, and/or not having any professional development in teaching the environmental content knowledge. Secondly, teachers used traditional methods which were teacher-centred to teach environmental content knowledge. The gaps in the environmental content knowledge were constraints to how the teachers taught environmental content in their classrooms. Teachers’ valued beings and doings related to teaching environmental content were discussed under the three conversion factors of the capability approach: personal, social and environmental conversion factors. The study found that teachers’ qualifications, experiences, passion for environmental content topics, level of confidence, teaching and learning resources, learners’ interest and participation, support, classroom and schools’ environment were among conversion factors that either enabled or constrained teachers’ valued functionings in teaching environmental content Findings also revealed that teachers have different valued functionings related to belonging to the PSF: shared responsibilities, shared values and vision, collaboration, and discussion of subject content. The conversion factors related to these functionings were found to be learning space, time and duration of the PSF, activities in the PSF, teaching and learning resources, teaching experience, and facilitation. The study recommends that teachers’ professional development programmes should promote subject content discussions as well as group and individual learning. They should also create supportive conditions that will expand teachers’ capabilities in teaching environmental content knowldge. Lastly, the teachers’ professional development programmes should explicitly take into account teachers’ valued functionings and conversion factors that can enable teachers to develop their professional capabilities.
- Full Text:
- Date Issued: 2019
- Authors: Thomas, Kgomotso Emily
- Date: 2019
- Subjects: Teachers -- Training of -- South Africa , Teachers -- In-service training -- South Africa , Science teachers -- In-service training -- South Africa , Science -- Study and teaching (Secondary) -- South Africa , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92584 , vital:30739
- Description: The study explored how professional learning communities can contribute to the development of teachers’ capabilities and achievement of valued functionings related to teaching environmental content knowledge in the Life and Living strand in Grade 8 Natural Sciences. This is in the context of the Curriculum Assessment and Policy Statement (CAPS), which is a content-referenced curriculum that requires active and critical approaches to learning, and to environment and sustainability content. This study is designed as a qualitative case study of a professional support forum (PSF) in the Mahikeng sub-district, in North West. The study made use of questionnaires, observations, interviews and document analysis as data generation methods. The Capability Approach was used as a theoretical and conceptual framework to explore teachers’ valued functionings, as well as the conversion factors related to those functionings. A functioning is defined as what a person values to be or do, hence the term valued beings and doings has been used interchangeably with the term valued functionings throughout the study. The analysis of data was done in three phases. Phase one analysis was inductive with the data from questionnaires, classroom observations, document analysis (work schedules and lesson plans or preparation books). The purpose of this phase was to answer the first research sub-question of how teachers teach environmental content. Phase two was a deductive analysis, and the purpose was to present teachers’ valued beings and doings in teaching environmental content, and in belonging to the PSF. The last phase of analysis was abductive, and it employed the theoretical framework of Sen’s Capability Approach to get a deeper understanding of factors that either enabled or constrained teachers’ valued beings and doings associated with their capabilities. The study found that teachers have gaps in their environmental content knowledge in the Life and Living strand grade 8 Natural Sciences. This was mainly as a result of teachers not having relevant qualifications, and/or not having any professional development in teaching the environmental content knowledge. Secondly, teachers used traditional methods which were teacher-centred to teach environmental content knowledge. The gaps in the environmental content knowledge were constraints to how the teachers taught environmental content in their classrooms. Teachers’ valued beings and doings related to teaching environmental content were discussed under the three conversion factors of the capability approach: personal, social and environmental conversion factors. The study found that teachers’ qualifications, experiences, passion for environmental content topics, level of confidence, teaching and learning resources, learners’ interest and participation, support, classroom and schools’ environment were among conversion factors that either enabled or constrained teachers’ valued functionings in teaching environmental content Findings also revealed that teachers have different valued functionings related to belonging to the PSF: shared responsibilities, shared values and vision, collaboration, and discussion of subject content. The conversion factors related to these functionings were found to be learning space, time and duration of the PSF, activities in the PSF, teaching and learning resources, teaching experience, and facilitation. The study recommends that teachers’ professional development programmes should promote subject content discussions as well as group and individual learning. They should also create supportive conditions that will expand teachers’ capabilities in teaching environmental content knowldge. Lastly, the teachers’ professional development programmes should explicitly take into account teachers’ valued functionings and conversion factors that can enable teachers to develop their professional capabilities.
- Full Text:
- Date Issued: 2019
Communicating in/from the Cave: a communication for development/social change project aimed at enhancing communication, action and learning within the science cave, a learner-led Grade 10 science club in a public school in Makhanda
- Authors: Bombi, Thandi
- Date: 2019
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Communication in science -- South Africa , Science -- Study and teaching (Secondary) -- South Africa -- Makhanda , Communication in science -- South Africa -- Makhanda , Student centered learning -- South Africa , Student centered learning-- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96837 , vital:31330
- Description: This research seeks to design, execute and reflect on a process where the principles and techniques of Communication for Development and Social Change are applied to enhance, support and develop qualitative changes within a learner-led Grade 10 science club at a public school in Makhanda. It draws and reflects on an ethnographic action research (Tacchi et al 2003) cycle proposed to explore the club’s communicative ecology (Foth & Hearn 2007) and resources, and understand how these have the potential to encourage the expression of voice (Couldry 2010: 580) and participation (Carpentier, 2011) in the members of the club. The research then attempts to understand the kind of communication, action and learning that takes place as well as the ways in which the framework is able to support the club (or not). The research uses an ethnographic narrative, told from the perspective of the researcher informed by field notes, interviews and participant reflections written during the intervention. This narrative, alongside an analytical summery of the club’s complex communicative ecology, tells the story of a club building confidence within a closed group and using that to connect with a wider public, articulating its needs, resources and potential supporting stakeholders for the club’s future development. The club is able to share its achievements with a community of peers and uses the platform of Facebook, to communicate with and inspire other like-minded people with an interest in science and their community.
- Full Text:
- Date Issued: 2019
- Authors: Bombi, Thandi
- Date: 2019
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Communication in science -- South Africa , Science -- Study and teaching (Secondary) -- South Africa -- Makhanda , Communication in science -- South Africa -- Makhanda , Student centered learning -- South Africa , Student centered learning-- South Africa -- Makhanda
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/96837 , vital:31330
- Description: This research seeks to design, execute and reflect on a process where the principles and techniques of Communication for Development and Social Change are applied to enhance, support and develop qualitative changes within a learner-led Grade 10 science club at a public school in Makhanda. It draws and reflects on an ethnographic action research (Tacchi et al 2003) cycle proposed to explore the club’s communicative ecology (Foth & Hearn 2007) and resources, and understand how these have the potential to encourage the expression of voice (Couldry 2010: 580) and participation (Carpentier, 2011) in the members of the club. The research then attempts to understand the kind of communication, action and learning that takes place as well as the ways in which the framework is able to support the club (or not). The research uses an ethnographic narrative, told from the perspective of the researcher informed by field notes, interviews and participant reflections written during the intervention. This narrative, alongside an analytical summery of the club’s complex communicative ecology, tells the story of a club building confidence within a closed group and using that to connect with a wider public, articulating its needs, resources and potential supporting stakeholders for the club’s future development. The club is able to share its achievements with a community of peers and uses the platform of Facebook, to communicate with and inspire other like-minded people with an interest in science and their community.
- Full Text:
- Date Issued: 2019
Recontextualisation of biodiversity knowledge in the Senior Phase Natural Sciences curriculum
- Authors: Mmekwa, Makwena
- Date: 2019
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Biodiversity -- Study and teaching (Secondary) -- South Africa , Environmental protection -- South Africa , Biodiversity Conservation -- South Africa , Millennium Ecosystem Assessment (Program) , South African National Biodiversity Institute. Life: the state of South Africa's biodiversity
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92694 , vital:30723
- Description: This study explored the nature of biodiversity knowledge in the Senior Phase Natural Sciences curriculum in relation to international and national scientific documents. Significant biodiversity key features were identified from a review of these documents. These concepts were then explored in terms of how they had been presented and recontextualised in the Senior Phase Natural Sciences CAPS policy document and a selection of three commonly used textbooks for this subject in South Africa. Using Bernstein’s (1990) framework of the Pedagogic Device, the study traces how biodiversity knowledge was de-located from the scientific Field of Production (FOP) and relocated into the Official Recontextualisation Field (ORF) and Pedagogical Recontextualisation Field (PRF). In exploring the continuity, changes and discontinuities in the biodiversity content, as it has been recontextualised, the study utilised Bernstein’s concepts of selective appropriation and ideological transformation. The study is a qualitative case study that drew on document analysis and structured interviews to generate data. Data analysis for this study consisted of two phases. Phase One involved an analysis of biodiversity knowledge in the Millennium Ecosystem Assessment (MEA, 2005) and Life: The State of South Africa’s Biodiversity (SANBI, 2013) which represented the FOP. This was in order to explore the nature of biodiversity knowledge in those documents. This knowledge was then compared to the Senior Phase Natural Sciences curriculum which represented the ORF and selection of textbooks representing the PRF. Phase Two sought to investigate the role players in the recontextualising fields and what roles did they play in the recontextualisation of biodiversity knowledge. This phase entailed an analysis of interviews. The findings showed that both the international document and the national document presented biodiversity knowledge in terms of their fundamental value to humans. In addition, these documents illustrated human-environmental interactions. They presented procedural knowledge that allow us to understand ecosystems and their services to human well-being. The documents also described how ecosystem services are in decline in many places around the world. The documents presented knowledge of threats to biodiversity such as habitat loss, invasive species, pollution, and overharvesting. They also included knowledge of conservation and sustainability which focused on preventing ongoing degradation and restoration and reversal of degradation of ecosystems. In comparing the ORF and the PRF this study showed that the CAPS policy document appears to present concepts foundational to understanding biodiversity rather than discussing biodiversity itself. The textbooks contextualise these foundational concepts and broaden them mostly through pictorial illustrations, as case studies and contextual examples. A recommendation from the research is that the official recontextualisation process should review opportunities to draw on international and national documents that present concepts and contemporary cases of biodiversity content knowledge to ensure that the complexities around biodiversity are presented in the curriculum. This study may contribute to the development and review of the Natural Sciences curriculum and environmental education in South Africa. The study also suggests areas of biodiversity knowledge that might be included as curriculum content in the future. It further suggests that curriculum developers consider including new environmental knowledge which deals with local, national and global needs and expectations.
- Full Text:
- Date Issued: 2019
- Authors: Mmekwa, Makwena
- Date: 2019
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Biodiversity -- Study and teaching (Secondary) -- South Africa , Environmental protection -- South Africa , Biodiversity Conservation -- South Africa , Millennium Ecosystem Assessment (Program) , South African National Biodiversity Institute. Life: the state of South Africa's biodiversity
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92694 , vital:30723
- Description: This study explored the nature of biodiversity knowledge in the Senior Phase Natural Sciences curriculum in relation to international and national scientific documents. Significant biodiversity key features were identified from a review of these documents. These concepts were then explored in terms of how they had been presented and recontextualised in the Senior Phase Natural Sciences CAPS policy document and a selection of three commonly used textbooks for this subject in South Africa. Using Bernstein’s (1990) framework of the Pedagogic Device, the study traces how biodiversity knowledge was de-located from the scientific Field of Production (FOP) and relocated into the Official Recontextualisation Field (ORF) and Pedagogical Recontextualisation Field (PRF). In exploring the continuity, changes and discontinuities in the biodiversity content, as it has been recontextualised, the study utilised Bernstein’s concepts of selective appropriation and ideological transformation. The study is a qualitative case study that drew on document analysis and structured interviews to generate data. Data analysis for this study consisted of two phases. Phase One involved an analysis of biodiversity knowledge in the Millennium Ecosystem Assessment (MEA, 2005) and Life: The State of South Africa’s Biodiversity (SANBI, 2013) which represented the FOP. This was in order to explore the nature of biodiversity knowledge in those documents. This knowledge was then compared to the Senior Phase Natural Sciences curriculum which represented the ORF and selection of textbooks representing the PRF. Phase Two sought to investigate the role players in the recontextualising fields and what roles did they play in the recontextualisation of biodiversity knowledge. This phase entailed an analysis of interviews. The findings showed that both the international document and the national document presented biodiversity knowledge in terms of their fundamental value to humans. In addition, these documents illustrated human-environmental interactions. They presented procedural knowledge that allow us to understand ecosystems and their services to human well-being. The documents also described how ecosystem services are in decline in many places around the world. The documents presented knowledge of threats to biodiversity such as habitat loss, invasive species, pollution, and overharvesting. They also included knowledge of conservation and sustainability which focused on preventing ongoing degradation and restoration and reversal of degradation of ecosystems. In comparing the ORF and the PRF this study showed that the CAPS policy document appears to present concepts foundational to understanding biodiversity rather than discussing biodiversity itself. The textbooks contextualise these foundational concepts and broaden them mostly through pictorial illustrations, as case studies and contextual examples. A recommendation from the research is that the official recontextualisation process should review opportunities to draw on international and national documents that present concepts and contemporary cases of biodiversity content knowledge to ensure that the complexities around biodiversity are presented in the curriculum. This study may contribute to the development and review of the Natural Sciences curriculum and environmental education in South Africa. The study also suggests areas of biodiversity knowledge that might be included as curriculum content in the future. It further suggests that curriculum developers consider including new environmental knowledge which deals with local, national and global needs and expectations.
- Full Text:
- Date Issued: 2019
Investigating issues adversely affecting Grade 9 learner performance in the Natural Sciences in selected schools in the Cofimvaba District
- Authors: Hlalukana, Sibonginkosi
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9465 , http://hdl.handle.net/10948/d1020821
- Description: South Africa faces a deepening crisis due to underachievement in science at secondary school level. High failure rates in science at Grade 12 have resulted in the subject being an unpopular choice in the Cofimvaba District, resulting in fewer learners electing to take the subject at Further Education and Training (FET) level. As a result acute shortages of scientific oriented professionals such as engineers, technologists, skilled artisans, technicians, doctors and chartered accountants derail the development of South Africa. Hence, this study seeks to investigate issues that affect Grade 9 learner performance in the Natural Sciences in the Cofimvaba District. A qualitative research design using observations and interviews with learners and teachers as instruments were conducted to gain an insight into the barriers to teaching and learning in South African rural schools. The findings of this study reveal direct and indirect factors commensurate with the findings of Mji and Makgato (2006:264). They included: classroom climate, the Language of Teaching and Learning (LoLT) in Natural Science classrooms, practical work, teacher subject specialisation and the socio-economic background of the learners. Based on the findings of this study it can be concluded that the quality of teachers, a lack of resources, neglect of the practical component, home conditions and parental absence all contribute as barriers to learner performance in the Natural Sciences.
- Full Text:
- Date Issued: 2013
- Authors: Hlalukana, Sibonginkosi
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Competency-based education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9465 , http://hdl.handle.net/10948/d1020821
- Description: South Africa faces a deepening crisis due to underachievement in science at secondary school level. High failure rates in science at Grade 12 have resulted in the subject being an unpopular choice in the Cofimvaba District, resulting in fewer learners electing to take the subject at Further Education and Training (FET) level. As a result acute shortages of scientific oriented professionals such as engineers, technologists, skilled artisans, technicians, doctors and chartered accountants derail the development of South Africa. Hence, this study seeks to investigate issues that affect Grade 9 learner performance in the Natural Sciences in the Cofimvaba District. A qualitative research design using observations and interviews with learners and teachers as instruments were conducted to gain an insight into the barriers to teaching and learning in South African rural schools. The findings of this study reveal direct and indirect factors commensurate with the findings of Mji and Makgato (2006:264). They included: classroom climate, the Language of Teaching and Learning (LoLT) in Natural Science classrooms, practical work, teacher subject specialisation and the socio-economic background of the learners. Based on the findings of this study it can be concluded that the quality of teachers, a lack of resources, neglect of the practical component, home conditions and parental absence all contribute as barriers to learner performance in the Natural Sciences.
- Full Text:
- Date Issued: 2013
The effect of a scientific literacy strategy on grade 6 and 7 learner's general literacy skills
- Authors: Mayaba, Nokhanyo Nomakhwezi
- Date: 2009
- Subjects: Science -- Language , Science -- Study and teaching (Secondary) -- South Africa , Communication in science
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9519 , http://hdl.handle.net/10948/1012 , Science -- Language , Science -- Study and teaching (Secondary) -- South Africa , Communication in science
- Description: In this study I investigated the effect of a science literacy strategy on the development of grade six and seven second-language learners’ general literacy skills in both their home language (isiXhosa) and language of instruction (English). The scientific literacy strategy used focuses on reading to learn science, writing to learn science, classroom discussion and argumentation. A mixed method design was used. Quantitative data were collected from baseline and post-testing of language skills of learners. Qualitative measures were generated through interviews of learners and teachers and classroom observations. The sample comprised of seven grades six and seven (multigrade classrooms) classes in seven primary schools situated in the rural areas near Hogsback in the Eastern Cape (five experimental schools and two control schools). Mean differences between the experimental and control groups for the reading, listening, writing and speaking aspects of the literacy tests were computed and the data generated were treated statistically using Analysis of Variance. The qualitative data were used to gain deeper insights into the quantitative results. The data suggest that the science literacy strategy statistically significantly improved the learners reading skills in English, their listening skills in both English and isiXhosa, and their writing skills in isiXhosa over a six-month period. Possible explanations for these results are that the reading material was in English only, extensive use of code-switching from English to Xhosa was made by the teachers while teaching, and that learner classroom discussion and writing in isiXhosa was encouraged.
- Full Text:
- Date Issued: 2009
- Authors: Mayaba, Nokhanyo Nomakhwezi
- Date: 2009
- Subjects: Science -- Language , Science -- Study and teaching (Secondary) -- South Africa , Communication in science
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9519 , http://hdl.handle.net/10948/1012 , Science -- Language , Science -- Study and teaching (Secondary) -- South Africa , Communication in science
- Description: In this study I investigated the effect of a science literacy strategy on the development of grade six and seven second-language learners’ general literacy skills in both their home language (isiXhosa) and language of instruction (English). The scientific literacy strategy used focuses on reading to learn science, writing to learn science, classroom discussion and argumentation. A mixed method design was used. Quantitative data were collected from baseline and post-testing of language skills of learners. Qualitative measures were generated through interviews of learners and teachers and classroom observations. The sample comprised of seven grades six and seven (multigrade classrooms) classes in seven primary schools situated in the rural areas near Hogsback in the Eastern Cape (five experimental schools and two control schools). Mean differences between the experimental and control groups for the reading, listening, writing and speaking aspects of the literacy tests were computed and the data generated were treated statistically using Analysis of Variance. The qualitative data were used to gain deeper insights into the quantitative results. The data suggest that the science literacy strategy statistically significantly improved the learners reading skills in English, their listening skills in both English and isiXhosa, and their writing skills in isiXhosa over a six-month period. Possible explanations for these results are that the reading material was in English only, extensive use of code-switching from English to Xhosa was made by the teachers while teaching, and that learner classroom discussion and writing in isiXhosa was encouraged.
- Full Text:
- Date Issued: 2009
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