Bridging traditions: mobilising indigenous knowledge and marine biodiversity conservation to support learner talk and sense-making in Grade 11 Life Sciences
- Authors: Sibanda, Aswad
- Date: 2025-04-03
- Subjects: Life sciences Study and teaching (Secondary) South Africa , Marine biodiversity conservation South Africa , Ethnoscience South Africa , Pedagogical content knowledge , Cultural-historical activity theory , Sensemaking
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/480007 , vital:78388
- Description: The Curriculum Assessment Policy and Statement (CAPS) document mandates that science teachers should integrate learners’ Indigenous Knowledge (IK) into their classrooms. However, many South African teachers, like those in Namibia, seem to struggle with this integration due to insufficient pedagogical content knowledge, leading to minimal IK integration and hence poor science performance. This issue suggests that science curricula seem to lack clarity on integrating IK. It is against this backdrop that I was motivated to mobilise marine Indigenous Knowledge to support Grade 11 Life Sciences learners from a township school to talk and make sense of marine biodiversity conservation. A qualitative case study research design was used as it permits the grouping of detailed information essential to making sense of the anticipated responses of the participants. This study was informed by Vygotsky’s sociocultural theory and Cultural-Historical Activity Theory (CHAT). It was conducted at a township school in the Eastern Cape, South Africa. Forty-five Grade 11 Life Sciences learners, two Indigenous Knowledge Custodians (IKCs) who grew up in marine environments and a local fisherman were participants in this study. Additionally, I asked one science teacher to be a critical friend. Data sets were gathered using a group activity, focus group interviews (sharing circles), observations (participatory and lesson observations), stimulated recall interviews and learners’ reflections. The sociocultural theory was used as a lens to find out how learners learn through social interactions and how learning takes place in a sociocultural context. I augmented this theory with CHAT as an analytical framework. The CHAT provided an analytical lens to understand how community involvement and IKC interventions supported learner talk and sense making of the content and facilitated meaningful learning. The main findings of the study revealed that during the IKCs’ presentations, learners were able to identify science concepts embedded in the Indigenous Knowledge of marine biodiversity conservation. The findings further revealed that the presentations stimulated learner talk and improved sense making among learners regarding marine biodiversity conservation and related concepts. The study recommends that teachers should leverage IKCs’ cultural heritage by inviting them into classrooms to make science more relevant, accessible and meaningful for learners. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
- Authors: Sibanda, Aswad
- Date: 2025-04-03
- Subjects: Life sciences Study and teaching (Secondary) South Africa , Marine biodiversity conservation South Africa , Ethnoscience South Africa , Pedagogical content knowledge , Cultural-historical activity theory , Sensemaking
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/480007 , vital:78388
- Description: The Curriculum Assessment Policy and Statement (CAPS) document mandates that science teachers should integrate learners’ Indigenous Knowledge (IK) into their classrooms. However, many South African teachers, like those in Namibia, seem to struggle with this integration due to insufficient pedagogical content knowledge, leading to minimal IK integration and hence poor science performance. This issue suggests that science curricula seem to lack clarity on integrating IK. It is against this backdrop that I was motivated to mobilise marine Indigenous Knowledge to support Grade 11 Life Sciences learners from a township school to talk and make sense of marine biodiversity conservation. A qualitative case study research design was used as it permits the grouping of detailed information essential to making sense of the anticipated responses of the participants. This study was informed by Vygotsky’s sociocultural theory and Cultural-Historical Activity Theory (CHAT). It was conducted at a township school in the Eastern Cape, South Africa. Forty-five Grade 11 Life Sciences learners, two Indigenous Knowledge Custodians (IKCs) who grew up in marine environments and a local fisherman were participants in this study. Additionally, I asked one science teacher to be a critical friend. Data sets were gathered using a group activity, focus group interviews (sharing circles), observations (participatory and lesson observations), stimulated recall interviews and learners’ reflections. The sociocultural theory was used as a lens to find out how learners learn through social interactions and how learning takes place in a sociocultural context. I augmented this theory with CHAT as an analytical framework. The CHAT provided an analytical lens to understand how community involvement and IKC interventions supported learner talk and sense making of the content and facilitated meaningful learning. The main findings of the study revealed that during the IKCs’ presentations, learners were able to identify science concepts embedded in the Indigenous Knowledge of marine biodiversity conservation. The findings further revealed that the presentations stimulated learner talk and improved sense making among learners regarding marine biodiversity conservation and related concepts. The study recommends that teachers should leverage IKCs’ cultural heritage by inviting them into classrooms to make science more relevant, accessible and meaningful for learners. , Thesis (MEd) -- Faculty of Education, Secondary and Post School Education, 2025
- Full Text:
- Date Issued: 2025-04-03
Mediating learning of nutrition through using traditional food processing and preservation to grade 6 rural school learners
- Authors: Tyeda, Nomvume
- Date: 2024-10-11
- Subjects: Science Study and teaching (Primary) South Africa , Nutrition Study and teaching , Food Preservation , Ethnoscience , Sensemaking , Sociocultural perspective , Argumentation theory
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463658 , vital:76429
- Description: Rural learners, especially those in the school where I teach, seem to grasp science in a disconnected manner, and hence struggle to understand it. This concern aligns with the findings of the Trends of International Mathematics and Science Studies, which notes poor performance in science among learners in South Africa. When examining these challenges, learners appear to inhabit a realm divided by a river, struggling to bridge the gap between what they learn at home and what is taught at school. Against this context, this research aimed to mediate the learning of nutrition for Grade 6 rural school learners by integrating traditional ways of food processing and preservation. The interpretivist and Indigenous research paradigms underpin the research. I used the Ubuntu perspective within the Indigenous research paradigm, which emphasises respect and humble togetherness. This qualitative case study took place at a rural school in the OR Tambo Coastal district in the Eastern Cape. It involved 14 Grade 6 Natural Sciences and Technology learners, a critical friend, and two Indigenous Knowledge Custodians. Various methods were used to collect data, including group activities by learners, participatory and lesson observation, focus group interviews (sharing circles), and learners’ journal reflections. The findings of the study revealed the significance of integrating Indigenous Knowledge with modern scientific principles, engaging in experiential and hands-on learning activities, involving Indigenous Knowledge Custodians, and using visual learning aids to enhance learners’ engagement and sense-making of nutrition. The study recommends that Indigenous Knowledge should be integrated with modern science to provide a comprehensive understanding of the topic of nutrition. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Tyeda, Nomvume
- Date: 2024-10-11
- Subjects: Science Study and teaching (Primary) South Africa , Nutrition Study and teaching , Food Preservation , Ethnoscience , Sensemaking , Sociocultural perspective , Argumentation theory
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463658 , vital:76429
- Description: Rural learners, especially those in the school where I teach, seem to grasp science in a disconnected manner, and hence struggle to understand it. This concern aligns with the findings of the Trends of International Mathematics and Science Studies, which notes poor performance in science among learners in South Africa. When examining these challenges, learners appear to inhabit a realm divided by a river, struggling to bridge the gap between what they learn at home and what is taught at school. Against this context, this research aimed to mediate the learning of nutrition for Grade 6 rural school learners by integrating traditional ways of food processing and preservation. The interpretivist and Indigenous research paradigms underpin the research. I used the Ubuntu perspective within the Indigenous research paradigm, which emphasises respect and humble togetherness. This qualitative case study took place at a rural school in the OR Tambo Coastal district in the Eastern Cape. It involved 14 Grade 6 Natural Sciences and Technology learners, a critical friend, and two Indigenous Knowledge Custodians. Various methods were used to collect data, including group activities by learners, participatory and lesson observation, focus group interviews (sharing circles), and learners’ journal reflections. The findings of the study revealed the significance of integrating Indigenous Knowledge with modern scientific principles, engaging in experiential and hands-on learning activities, involving Indigenous Knowledge Custodians, and using visual learning aids to enhance learners’ engagement and sense-making of nutrition. The study recommends that Indigenous Knowledge should be integrated with modern science to provide a comprehensive understanding of the topic of nutrition. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Exploring how the use of a mini-ecosystem enables and/or constrains grade 5 learners to make sense of scientific inquiry
- Authors: Tobias, Ruusa Taimi
- Date: 2022-10-14
- Subjects: Science Study and teaching (Elementary) Namibia , Health education (Elementary) Namibia , Education for sustainable development , Sensemaking , Inquiry-based learning Namibia , Terrariums , Social learning Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405423 , vital:70170
- Description: The Namibian Science curriculum clearly states that learning of science should be promoted through using inquiry-based approaches. However, it does not state how teachers should go about promoting inquiry-based approaches in their classrooms, especially in under-resourced rural schools. This is exacerbated in part by the fact that there is inadequate or lack of professional development for science teachers which focus in particular on promotion of inquiry-based approaches. As a result, science teachers tend to ignore inquiry-based approaches in their classrooms. It is against this background that my study sought to explore how the use of a ‘mini-ecosystem’ enables and/or constrains grade 5 learners from an under-resourced rural school to make sense of scientific inquiry. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach, using the Predict-Explain-Explore-Observe-Explain (PEEOE) framework was adopted. This case study was carried out in an under-resourced rural Namibian school and the participants were grade 5 Natural Science and Health Education learners. I also invited a teacher from the school to be my critical friend and a participant observer. Data were generated using the Views About Scientific Inquiry (VASI) questionnaire, observations, focus group interviews and learners’ reflections. Vygotsky’s socio-cultural theory was my theoretical framework, and within this theory, I used mediation of learning, social interactions, the zone of proximal development and self-regulation as lenses to analyse my data. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes and thereafter common sub-themes were combined to form themes. The findings of the study revealed that the observation of mini-ecosystems enabled learners to interact and participate with each other in their respective groups. Moreover, learners were able to identify some scientific concepts such as evaporation, condensation, water cycle and rainfall. These findings are in contrast with the fact that they seemed to struggle to answer the VASI questionnaire that was conducted prior to observation. The study thus recommends that science teachers should make efforts to use easily accessible resources such as a ‘mini-ecosystem’ to promote scientific inquiry amongst their learners. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Tobias, Ruusa Taimi
- Date: 2022-10-14
- Subjects: Science Study and teaching (Elementary) Namibia , Health education (Elementary) Namibia , Education for sustainable development , Sensemaking , Inquiry-based learning Namibia , Terrariums , Social learning Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405423 , vital:70170
- Description: The Namibian Science curriculum clearly states that learning of science should be promoted through using inquiry-based approaches. However, it does not state how teachers should go about promoting inquiry-based approaches in their classrooms, especially in under-resourced rural schools. This is exacerbated in part by the fact that there is inadequate or lack of professional development for science teachers which focus in particular on promotion of inquiry-based approaches. As a result, science teachers tend to ignore inquiry-based approaches in their classrooms. It is against this background that my study sought to explore how the use of a ‘mini-ecosystem’ enables and/or constrains grade 5 learners from an under-resourced rural school to make sense of scientific inquiry. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach, using the Predict-Explain-Explore-Observe-Explain (PEEOE) framework was adopted. This case study was carried out in an under-resourced rural Namibian school and the participants were grade 5 Natural Science and Health Education learners. I also invited a teacher from the school to be my critical friend and a participant observer. Data were generated using the Views About Scientific Inquiry (VASI) questionnaire, observations, focus group interviews and learners’ reflections. Vygotsky’s socio-cultural theory was my theoretical framework, and within this theory, I used mediation of learning, social interactions, the zone of proximal development and self-regulation as lenses to analyse my data. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes and thereafter common sub-themes were combined to form themes. The findings of the study revealed that the observation of mini-ecosystems enabled learners to interact and participate with each other in their respective groups. Moreover, learners were able to identify some scientific concepts such as evaporation, condensation, water cycle and rainfall. These findings are in contrast with the fact that they seemed to struggle to answer the VASI questionnaire that was conducted prior to observation. The study thus recommends that science teachers should make efforts to use easily accessible resources such as a ‘mini-ecosystem’ to promote scientific inquiry amongst their learners. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
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