Bridging cultures in science education: leveraging lesson study approach for indigenous knowledge integration in a township school
- Authors: Mayana, Xolani Justice
- Date: 2025-04-03
- Subjects: Science Study and teaching (Secondary) South Africa , Traditional knowledge , Lesson study , Participatory action research , Professional learning communities , Sociocultural perspective , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480084 , vital:78395 , DOI 10.21504/10962/480084
- Description: The South African Curriculum Assessment and Policy Statement (CAPS) encourages science teachers to use culturally responsive pedagogies in their teaching. This should be done by integrating Indigenous Knowledge (IK) in science teaching to make it accessible and relevant to learners. However, the policy falls short of giving clear details on how this ought to be done. For instance, the school textbooks hardly contain any IK and there are few or no readily available teaching resources either. To complicate matters, many science teachers have not been trained on how to integrate IK into science teaching. As a result, most of them do not integrate any IK during their science lessons. It is against this backdrop that this study aimed to leverage the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school. Underpinned by the indigenous research and transformative paradigms, a qualitative case study approach in a form of participatory action research was adopted. Six science teachers from a township school, five Indigenous Knowledge Custodians1 (IKCs), one critical friend (isiXhosa and English teacher from the same school) and three university lecturers and a school principal from Zambia who conducted various workshops, and I were the participants in this study. Qualitative data was generated using interviews (semi-structured and stimulated recall interviews), document analysis, workshop discussions, observations (participatory and classroom observations) and journal reflections. Vygotsky’s sociocultural theory, Shulman’s pedagogical content knowledge, specifically Topic-specific Pedagogical Content Knowledge (TSPCK) and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as complementary theoretical frameworks. A thematic approach to data analysis was employed to come up with sub-themes and themes. The main findings of the study revealed that through collaboration with Indigenous Knowledge Custodians and tapping into their cultural heritage the integration of IK into science lessons was possible. Thus, this study showed that leveraging the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school, shifted the science teachers’ Zone of Proximal Development and Pedagogical Content Knowledge positively. Also, this study revealed that the integration of IK promotes learner talk or argumentation. Moreover, the use of isiXhosa our home language proved to be an invaluable cultural tool for effective communication in this study. The study thus recommends that transformational professional learning communities (PLCs) be established in township schools and that teachers should work in collaboration with IKCs to learn about IK which could be integrated into other science topics. Furthermore, the study recommends that teachers should be trained in document analysis and how to use the TSPCK components to unpack the curriculum. This might help the teachers to understand the curriculum needs better, plan better, and hopefully teach better. Thus, the contention of this study is that teacher preparedness is inextricably linked to learner achievement. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Authors: Mayana, Xolani Justice
- Date: 2025-04-03
- Subjects: Science Study and teaching (Secondary) South Africa , Traditional knowledge , Lesson study , Participatory action research , Professional learning communities , Sociocultural perspective , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480084 , vital:78395 , DOI 10.21504/10962/480084
- Description: The South African Curriculum Assessment and Policy Statement (CAPS) encourages science teachers to use culturally responsive pedagogies in their teaching. This should be done by integrating Indigenous Knowledge (IK) in science teaching to make it accessible and relevant to learners. However, the policy falls short of giving clear details on how this ought to be done. For instance, the school textbooks hardly contain any IK and there are few or no readily available teaching resources either. To complicate matters, many science teachers have not been trained on how to integrate IK into science teaching. As a result, most of them do not integrate any IK during their science lessons. It is against this backdrop that this study aimed to leverage the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school. Underpinned by the indigenous research and transformative paradigms, a qualitative case study approach in a form of participatory action research was adopted. Six science teachers from a township school, five Indigenous Knowledge Custodians1 (IKCs), one critical friend (isiXhosa and English teacher from the same school) and three university lecturers and a school principal from Zambia who conducted various workshops, and I were the participants in this study. Qualitative data was generated using interviews (semi-structured and stimulated recall interviews), document analysis, workshop discussions, observations (participatory and classroom observations) and journal reflections. Vygotsky’s sociocultural theory, Shulman’s pedagogical content knowledge, specifically Topic-specific Pedagogical Content Knowledge (TSPCK) and Ogunniyi’s Contiguity Argumentation Theory (CAT) were used as complementary theoretical frameworks. A thematic approach to data analysis was employed to come up with sub-themes and themes. The main findings of the study revealed that through collaboration with Indigenous Knowledge Custodians and tapping into their cultural heritage the integration of IK into science lessons was possible. Thus, this study showed that leveraging the use of a Lesson Study approach when working with science teachers on how to integrate IK to mediate learning of the topics of waves and sound and redox reactions in a township school, shifted the science teachers’ Zone of Proximal Development and Pedagogical Content Knowledge positively. Also, this study revealed that the integration of IK promotes learner talk or argumentation. Moreover, the use of isiXhosa our home language proved to be an invaluable cultural tool for effective communication in this study. The study thus recommends that transformational professional learning communities (PLCs) be established in township schools and that teachers should work in collaboration with IKCs to learn about IK which could be integrated into other science topics. Furthermore, the study recommends that teachers should be trained in document analysis and how to use the TSPCK components to unpack the curriculum. This might help the teachers to understand the curriculum needs better, plan better, and hopefully teach better. Thus, the contention of this study is that teacher preparedness is inextricably linked to learner achievement. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
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Developing the behaviours that we value in physics knowers through implementing aspects of the Investigative Science Learning Environment (ISLE) approach in a South African high school
- Authors: Cobbing, Kathleen Margaret
- Date: 2025-04-03
- Subjects: Science Study and teaching (Secondary) South Africa , Knowledge, Theory of , Reflective learning , Critical thinking , Action research in education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/479874 , vital:78375 , DOI 10.21504/10962/479874
- Description: Situated in Physics Education Research, this study focused on physics learning through the Investigative Science Learning Environment (ISLE) approach. The ISLE approach is underpinned by the belief that students should learn physics through doing physics, and that all aspects of the learning experience should seek to enhance student well-being. The ISLE approach was introduced in the physics classrooms of two, well-resourced, independent South African high schools. Physics provides a context in which to develop behaviours that assist learning and that promote a learning-orientated mindset. Physics students need to be able to (i) actively engage to facilitate learning, (ii) connect the domains of a problem to construct a coherent knowledge structure, (iii) transfer their understanding of a concept to a new context, and (iv) grapple with concepts and problems. These behaviours, which are valued in physics students, should be modelled through activities so that students can be trained to adopt these practices. The Specialization dimension of Legitimation Code Theory (LCT) was used as the analytical framework for this study and translation devices were developed and used to code the activities in terms of the behaviours that they value. Both quantitative and qualitative data were collected in a mixed methods approach, and inductively determined codes were thematically analysed. The ISLE activities, as well as activities that were developed, based on ISLE principles, were found to legitimate the behaviours that we value in physics knowers. The student experience of the ISLE approach demonstrated the development of these behaviours for many students, although there remained a strong emphasis on performance. Activities that model all four of the valued behaviours were particularly effective. , Thesis (PhD) -- Faculty of Humanities, Physics and Electronics, 2025
- Full Text:
- Authors: Cobbing, Kathleen Margaret
- Date: 2025-04-03
- Subjects: Science Study and teaching (Secondary) South Africa , Knowledge, Theory of , Reflective learning , Critical thinking , Action research in education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/479874 , vital:78375 , DOI 10.21504/10962/479874
- Description: Situated in Physics Education Research, this study focused on physics learning through the Investigative Science Learning Environment (ISLE) approach. The ISLE approach is underpinned by the belief that students should learn physics through doing physics, and that all aspects of the learning experience should seek to enhance student well-being. The ISLE approach was introduced in the physics classrooms of two, well-resourced, independent South African high schools. Physics provides a context in which to develop behaviours that assist learning and that promote a learning-orientated mindset. Physics students need to be able to (i) actively engage to facilitate learning, (ii) connect the domains of a problem to construct a coherent knowledge structure, (iii) transfer their understanding of a concept to a new context, and (iv) grapple with concepts and problems. These behaviours, which are valued in physics students, should be modelled through activities so that students can be trained to adopt these practices. The Specialization dimension of Legitimation Code Theory (LCT) was used as the analytical framework for this study and translation devices were developed and used to code the activities in terms of the behaviours that they value. Both quantitative and qualitative data were collected in a mixed methods approach, and inductively determined codes were thematically analysed. The ISLE activities, as well as activities that were developed, based on ISLE principles, were found to legitimate the behaviours that we value in physics knowers. The student experience of the ISLE approach demonstrated the development of these behaviours for many students, although there remained a strong emphasis on performance. Activities that model all four of the valued behaviours were particularly effective. , Thesis (PhD) -- Faculty of Humanities, Physics and Electronics, 2025
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Enhancing Grade 12 physical sciences teachers’ pedagogical content knowledge to teach work, energy, and power bilingually in the Eastern Cape
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2025-04-03
- Subjects: Science Study and teaching (Secondary) South Africa , Pedagogical content knowledge , Translanguaging (Linguistics) , Professional learning communities , Social learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480073 , vital:78394 , DOI 10.21504/10962/480073
- Description: South Africa has been performing very poorly in consecutive Trends in International Mathematics and Science Study (TIMSS) in Science and Mathematics, where it has been ranked last among all participating countries. Similarly, in the recent National Senior Certificate examinations (2017–2023), the percentage of candidates who scored at least 40% in Physical Sciences ranged from 39% to 51%. This points to a possible problem in the teaching and learning of Physical Sciences in schools. On close analysis, the question on the topic of Work, Energy, and Power, in particular, is usually one of the most poorly answered in the Physics paper of the Physical Sciences examination. Some South African studies have concluded that there is poor mastery of the energy concept in the Further Education and Training Phase by both learners and teachers. Against this backdrop, this formative interventionist study sought to support Grade 12 Physical Sciences teachers in co-developing and enacting exemplar lessons on Work, Energy and Power that incorporate everyday and home language through pedagogical translanguaging and transknowledging. The five teachers from township and rural schools and I formed a Professional Learning Community (PLC) to co-develop lessons later enacted by the teachers. The study was underpinned by an interpretivist paradigm and complemented by the critical theory paradigm. A qualitative case study research design was employed. Data were gathered using semi-structured interviews, document analysis, workshops, lesson observations and participant-teacher reflections. Vygotsky’s sociocultural theory was my theoretical framework, while Mavhunga and Rollnick’s five components of Topic-Specific Pedagogical Content Knowledge were used as an analytical lens. An inductive-deductive approach to data analysis was used. This study demonstrated how teachers in a PLC can work together to develop their individual pedagogical content knowledge in particular practice areas. The PLC created lesson plans that guided their use of pedagogical translanguaging techniques, such as code-switching, code-mixing, translation, and versioning of scientific terminology, to facilitate learning. In addition, the PLC created an IsiXhosa glossary for concepts related to Work, Energy, and Power. The study’s main contribution is that teachers involved in this study displayed transformative agency through co-constructing their pedagogical content knowledge (PCK) for pedagogical translanguaging. The study thus recommends that if the goal of improving epistemological access for learners who are learning Physical Sciences in a second language is to be realised, in-service teachers should be capacitated to apply pedagogical translanguaging, which brings about transknowledging using PLCs such as the one-formed for this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2025-04-03
- Subjects: Science Study and teaching (Secondary) South Africa , Pedagogical content knowledge , Translanguaging (Linguistics) , Professional learning communities , Social learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/480073 , vital:78394 , DOI 10.21504/10962/480073
- Description: South Africa has been performing very poorly in consecutive Trends in International Mathematics and Science Study (TIMSS) in Science and Mathematics, where it has been ranked last among all participating countries. Similarly, in the recent National Senior Certificate examinations (2017–2023), the percentage of candidates who scored at least 40% in Physical Sciences ranged from 39% to 51%. This points to a possible problem in the teaching and learning of Physical Sciences in schools. On close analysis, the question on the topic of Work, Energy, and Power, in particular, is usually one of the most poorly answered in the Physics paper of the Physical Sciences examination. Some South African studies have concluded that there is poor mastery of the energy concept in the Further Education and Training Phase by both learners and teachers. Against this backdrop, this formative interventionist study sought to support Grade 12 Physical Sciences teachers in co-developing and enacting exemplar lessons on Work, Energy and Power that incorporate everyday and home language through pedagogical translanguaging and transknowledging. The five teachers from township and rural schools and I formed a Professional Learning Community (PLC) to co-develop lessons later enacted by the teachers. The study was underpinned by an interpretivist paradigm and complemented by the critical theory paradigm. A qualitative case study research design was employed. Data were gathered using semi-structured interviews, document analysis, workshops, lesson observations and participant-teacher reflections. Vygotsky’s sociocultural theory was my theoretical framework, while Mavhunga and Rollnick’s five components of Topic-Specific Pedagogical Content Knowledge were used as an analytical lens. An inductive-deductive approach to data analysis was used. This study demonstrated how teachers in a PLC can work together to develop their individual pedagogical content knowledge in particular practice areas. The PLC created lesson plans that guided their use of pedagogical translanguaging techniques, such as code-switching, code-mixing, translation, and versioning of scientific terminology, to facilitate learning. In addition, the PLC created an IsiXhosa glossary for concepts related to Work, Energy, and Power. The study’s main contribution is that teachers involved in this study displayed transformative agency through co-constructing their pedagogical content knowledge (PCK) for pedagogical translanguaging. The study thus recommends that if the goal of improving epistemological access for learners who are learning Physical Sciences in a second language is to be realised, in-service teachers should be capacitated to apply pedagogical translanguaging, which brings about transknowledging using PLCs such as the one-formed for this study. , Thesis (PhD) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
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