An analysis of intrasemiotic and intersemiotic relations of textual and visual modes in Namibian school science textbooks
- Authors: Mateus, Venasius
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Semiotics , Force and energy , Visual learning , Verbal learning , Functionalism (Linguistics) , Science -- Textbooks
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177203 , vital:42799
- Description: Although science education in Namibia receives much attention, learners’ performance is low in subjects such as Physical Sciences. The topic of Forces is among the topics in Physical Sciences where learners perform poorly. The provision of basic education in Namibia faces many challenges. One of these is that many teachers are not fully qualified for teaching the subjects they currently teach. Another (possibly related) challenge is that the majority of teachers in Namibian schools rely heavily on school textbooks when planning their lessons. In addition, learners use school textbooks as learning aids. The textbooks are developed and published in the private sector and based on the national curriculum statements. Quality of education has been amongst the major goals of education in Namibia. For quality assurance purposes, school science textbooks have to undergo a formal evaluation process. School textbooks, especially science textbooks, are multimodal. This means that they are designed with various modes, such as the textual and visual, often used in expressing scientific meanings. Literature reveals the textual and visual as individual modes having their own affordances, however, when integrated in school science textbooks contribute to strengthened meanings. No study published was found in Namibia or elsewhere that focused on analysing the intrasemiotic and intersemiotic sense relations of the textual and visual modes in Namibian school Physical Sciences textbooks. This study therefore aimed at contributing to filling this knowledge gap. The research is a qualitative case study and employed the interpretive paradigm. The selected Physical Sciences textbooks that constitute the data in this study were explored in depth via document analysis. Related textual and visual modes in the Physical Sciences textbooks were analysed in order to help answer the research questions of the study. Systemic Functional Linguistics was employed as the theoretical underpinning for this study. In this study, the sense relations were explored in terms of the sense relation themes which were coded and developed from common features of scientific discourse. The results reveal that scientific knowledge within the textual mode in the topic of Forces is communicated mostly through synonymy and repetition while within the visual mode it is mostly through antonymy, collocation, and synonymy. This contributed to meaning potential in the topic of Forces for the three Physical Sciences textbooks. The results further indicated that the overall cohesion within the textual and visual modes in the topic of Forces is achieved since repetition, which is the most direct form of lexical cohesion together with synonymy, collocation, and antonymy which are aspects of cohesion, occurred most frequently within these modes. This result further indicates that meaning potential in the topic of Forces in the three Physical Sciences textbooks were strengthened. While some sense relations occurred most frequently within individual modes, they were less frequent in other modes and vice versa. This indicates that different modes have different affordances. Finally, it was found that combining the textual and visual modes in the topic of Forces contributes to intersemiotic complementarity being achieved through the sense relations of collocation, hyponymy, and meronymy. , Thesis (MEd) -- Education, Education, 2021
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Exploring the influences of an intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding
- Authors: Aikanga, Frans Paulus Shintaleleni
- Date: 2021-04
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Chemical bonds , Semiotics , Cognition in children , Communication in education , Language and education -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178281 , vital:42927
- Description: Anecdotal evidence from my 10 years’ experience teaching Grade 9 Physical Science in Namibian schools revealed learners’ difficulty with making sense of chemical bonding. The Junior Secondary examiners’ reports in recent consecutive years (2014, 2015, 2016 & 2017) also revealed this challenge among Grade 10 learners (Namibia. Ministry of Education, Arts and Culture [MoEAC], 2017). The language of learning and teaching (LoLT) for most school subjects (including Physical Science) in Namibia is English, which is taken as a second language by most learners (Kisting, 2011). The results of the English Language Proficiency test written by all principals and teachers in Namibia show that most are not proficient in this language (Kisting, 2011). This has raised concern as to how teaching of content subjects may be undertaken effectively with English as the LoLT. In Namibia, chemical bonding is part of the chemistry section of Physical Science, taught as a sub-topic under the Matter section, where the nature, characteristics, and behaviour of three states of matter are explained. The difficulty students have with chemical bonding is identified as being due to complex chemical concepts (Chittleborough & Mamiala, 2006), and the specialised language of the topic these concepts involve (Gilbert & Treagust, 2009). Additionally, this difficulty may be ascribed to lack of suitable pedagogic approaches, which is linked to science teachers not being fluent in the LoLT. Despite this link, Johnstone (1982) posits that addressing the challenge of teaching and learning chemical knowledge requires teachers’ understanding of three levels of representation: macroscopic, sub-microscopic, and symbolic. Addressing this challenge may be accomplished by using multimodality in teaching, which is achievable via intersemiosis of different semiotic modes, drawing from Systemic Functional Linguistics. This is due to non-linguistic modes also having the potential to make meaning as language does, and the fact that language alone cannot fully enable effective meaning-making in discourses that are inherently multimodal, such as science. Some studies have suggested that the intersemiosis of visual and verbal semiotic modes has the potential to enable more meaning-making of scientific discourse than either of these two alone. The study reported on in this thesis has built on such previous studies in order to explore the influences of a visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. No studies from Namibia exploring these influences on Grade 9 learners could be found. This revealed the knowledge gap that this study aimed to contribute to filling. I accomplished this goal by embarking on a two-cycle action research study. The first cycle followed a traditional teaching approach and assessment, whereas the second cycle, the intervention, included a visual-verbal intersemiotic complementarity teaching approach and assessment. I achieved visual-verbal intersemiotic complementarity teaching and assessment by coordinating spoken and written language with visuals in the form of diagrams and physical models. The critical paradigm was adopted to explore the influences of this pedagogic approach, with the underlying aim of exploring the intervention approach for bringing about a change in learners’ sense-making of chemical bonding, compared to traditional approaches that do not consider intersemiosis. This study is informed by Vygotsky’s (1978) social constructivism to account for learning as a product of social construction, and Halliday’s (1978) Systemic Functional Linguistics to account for the role played by semiotic modes in making meanings. This study involved collecting qualitative data that were accessed via document analysis, structured lesson observation, the teacher’s and learners’ reflective journals, and the pre- and post-test. Collecting these data was facilitated by a critical friend. The results reveal a positive influence of the visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. This influence was realised in the noticeable shift from the learners’ discourse (use of talk and visuals) being perceptual (which is less scientific) to being idea-based (which is more scientific). Learners were also found to be self-motivated and keen to learn complex chemical bonding concepts after the intervention – another sign of their making sense of the topic. The implications of this study include that visual-verbal intersemiotic complementarity should be considered a pedagogic approach to chemical bonding by curriculum developers and reviewers, teacher training institutions, and science textbook authors. , Thesis (MEd) -- Faculty of Education, Education, 2021
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Exploring Intersemiotic Complementarity in three Namibian Physical Science teachers’ classroom practice
- Authors: Nakakuwa, Tomas
- Date: 2019
- Subjects: Semiotics , Communication in science , Communication in education , Physical sciences -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Language and education -- Namibia , Science teachers -- Training of -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96812 , vital:31324
- Description: The Namibian Science curriculum promotes learners’ development of self-confidence, self-knowledge and understanding of the world in which they live. The world we live in is increasingly multimodal, necessitating a multiliteracy in learners in order for them to engage meaningfully with knowledge and skills. Furthermore, scientists themselves engage in a range of inscription practices. While verbal language is the primary medium through which scientific knowledge and concepts are constructed, communicated, and learned, visuals can help learners to gain knowledge that they may not receive from verbal explanation alone. The verbal and visual semiotic modes can also function in a complementarity way, and this is significant in contexts where science lessons are for the most part in a second language - as is the case in Namibia where the language of learning and teaching (LoLT) of English is commonly not the learners’ mother tongue. However, no studies were found exploring the nature of verbal-visual intersemiotic complementarity in the practice of Namibian science teachers, or whether it was related to the number of years of science teaching experience. This study thus aimed to explore the dynamics of verbal-visual intersemiotic complementarity in the classroom practice of three Junior Secondary Physical Science teachers, with varying amounts of science teaching experience, in the Oshana region of Namibia. This qualitative case study, on the dynamics of verbal-visual intersemiotic complementarity in science teacher classroom practice follows in the path of earlier studies which employed Systemic Functional Linguistics (SFL) in the analysis of multimodal discourse. This thesis is also informed by Social Constructivism in which the various semiotic modes are recognised as components of the toolkit for mediating learning. The study adopted the interpretive paradigm. Data collection involved lesson observations and semi-structured interviews. Data analysis involved identification and coding of themes and categories inductively. The results reveal that the participant teachers employed the full range of intersemiotic sense relations which literature outlines. It was found that the ideational meanings in the verbal and visual modes of the science teachers’ practice are lexico-semantically related through these intersemiotic sense relations. While some teachers utilised some intersemiotic sense relations more often than others, there were no correspondences evident between the use of verbal-visual intersemiotic complementarity and the number of years of science teaching experience. The results also indicated that different intersemiotic sense relations served different purposes in the science classroom. The verbal-visual intersemiotic complementarity in the participant teachers’ practice tended to focus on: physical material, processes, symbolism or resemblance. This study has significant implications, providing an empirical basis for informing pre-service Physical Science teachers’ training and guiding the in-service training of Physical Science teachers in Namibia. Since its effective use may not be left up to teaching experience, Namibian Physical Science teacher training programmes need to include the use of verbal-visual intersemiotic complementarity in order to equip and empower Physical Science teachers.
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