A proposed framework for the development of urban agriculture in South African cities
- Authors: Brown, Nicola Jayne
- Date: 2021-04
- Subjects: Urban agriculture -- South Africa , Sustainable development -- South Africa , Food security -- Climatic factors -- South Africa , Resilience (Ecology)
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/174413 , vital:42475
- Description: While climate change and rapid urbanisation are impacting our cities and existing infrastructure, population growth and resource scarcity are placing unprecedented pressure on our food systems. In light of such challenges and the Sustainable Development Goals, resilient solutions are being sought to move both urban development and food production towards a more sustainable future. In this context, Urban Agriculture (UA) has been identified as a possible mechanism to complement rural food production with many associated social, economic and environmental benefits for urban communities. Some of these benefits include increased food system resilience, better urban environmental management, circular and productive reuse of urban wastes, employment opportunities, reduced food miles and the promotion of social inclusivity. Through a sustainable food system lens and underpinned by Resilience Theory, this research study sets out to investigate and explore the considerations for UA development. The research study reviews UA literature to identify and analyse the common challenges which act as barriers to implementation, as well as the current or potential opportunities which could be leveraged to drive UA development. The insights gained from literature on UA and UA development frameworks; and the data gathered from qualitative interviews with experts working in UA-related fields in South Africa (SA), were used to build a conceptual framework for UA development in SA. The conceptual framework developed is intended to be used as a guide for local municipalities, urban planners, urban farmers, urban communities and UA support organisations in their approach to developing UA initiatives. The findings from this research study reveal that UA development in SA involves numerous actors at both provincial and municipal levels; and within private institutions, businesses, universities, farmer organisations and society. The findings also reveal that UA currently occurs at many levels in SA, with each level drawing a particular range of participants due to the various social, economic and/or environmental features of the initiative. Along with challenges associated with land access, the lack of UA-related knowledge, the threat of theft, vandalism and soil contamination (to name a few); a lack of understanding of how agriculture can fit into urban spaces was found to be a major obstacle. The findings suggest that this lack of understanding has led to an under-realisation of the full potential of UA in South African towns and cities; and an inability to incentivise and optimise the development of UA. Considering the findings derived from the investigation, the study proposes five major considerations for UA development in SA, all of which are unpacked in the conceptual framework. The study concludes by making recommendations for UA decision-makers and UA organisations to consider for future developments.
- Full Text:
- Date Issued: 2021-04
- Authors: Brown, Nicola Jayne
- Date: 2021-04
- Subjects: Urban agriculture -- South Africa , Sustainable development -- South Africa , Food security -- Climatic factors -- South Africa , Resilience (Ecology)
- Language: English
- Type: text , Thesis , Masters , MBA
- Identifier: http://hdl.handle.net/10962/174413 , vital:42475
- Description: While climate change and rapid urbanisation are impacting our cities and existing infrastructure, population growth and resource scarcity are placing unprecedented pressure on our food systems. In light of such challenges and the Sustainable Development Goals, resilient solutions are being sought to move both urban development and food production towards a more sustainable future. In this context, Urban Agriculture (UA) has been identified as a possible mechanism to complement rural food production with many associated social, economic and environmental benefits for urban communities. Some of these benefits include increased food system resilience, better urban environmental management, circular and productive reuse of urban wastes, employment opportunities, reduced food miles and the promotion of social inclusivity. Through a sustainable food system lens and underpinned by Resilience Theory, this research study sets out to investigate and explore the considerations for UA development. The research study reviews UA literature to identify and analyse the common challenges which act as barriers to implementation, as well as the current or potential opportunities which could be leveraged to drive UA development. The insights gained from literature on UA and UA development frameworks; and the data gathered from qualitative interviews with experts working in UA-related fields in South Africa (SA), were used to build a conceptual framework for UA development in SA. The conceptual framework developed is intended to be used as a guide for local municipalities, urban planners, urban farmers, urban communities and UA support organisations in their approach to developing UA initiatives. The findings from this research study reveal that UA development in SA involves numerous actors at both provincial and municipal levels; and within private institutions, businesses, universities, farmer organisations and society. The findings also reveal that UA currently occurs at many levels in SA, with each level drawing a particular range of participants due to the various social, economic and/or environmental features of the initiative. Along with challenges associated with land access, the lack of UA-related knowledge, the threat of theft, vandalism and soil contamination (to name a few); a lack of understanding of how agriculture can fit into urban spaces was found to be a major obstacle. The findings suggest that this lack of understanding has led to an under-realisation of the full potential of UA in South African towns and cities; and an inability to incentivise and optimise the development of UA. Considering the findings derived from the investigation, the study proposes five major considerations for UA development in SA, all of which are unpacked in the conceptual framework. The study concludes by making recommendations for UA decision-makers and UA organisations to consider for future developments.
- Full Text:
- Date Issued: 2021-04
An exploration of working with grade 11 life sciences educators on the use of Virtual Lab to mediate learning of energy transformations
- Authors: Shambare, Brian
- Date: 2021-04
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Energy conversion -- Study and teaching , Educational technology -- South Africa -- Eastern Cape , Teaching -- Aids and devices , Virtual Lab
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/174388 , vital:42473
- Description: The Department of Basic Education (DBE) examiners’ diagnostic reports for 2012-2019 indicate that National Senior Certificate (NSC) learners mostly perform poorly in examination questions based on scientific investigations. The low performance by learners in these questions has been attributed to the failure by teachers to effectively mediate the learning of scientific concepts due to lack of science laboratories or poorly resourced laboratories in most rural schools. As a result, most learners are finding that scientific concepts are decontextualized and hence abstract. Thus, this study explored making use of Virtual Lab to mediate learning of scientific investigations using the topic Energy transformations. The study was located within an interpretive paradigm and a qualitative case study approach was employed. The study was conducted in four different rural schools in the Joe Gqabi district and seven Grade 11 Life Sciences teachers participated. Data was generated using semi-structured questionnaires, semi-structured interviews, lesson observation, workshop discussions, and journal reflections. The study was informed by Vygotsky’s (1978) Socio-Cultural Theory (SCT) as the theoretical framework, and Thompson and Mishra’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the analytical framework. The results of this study showed that most educators have a positive predisposition towards the integration of Information and Communication Technologies (ICT) in their practice. The study found that using the Virtual Lab to teach Life Sciences has several benefits such as safe environment for conducting experiments; convenience and accessibility; positive teacher and learner attitudes and improvement on learner performance; elimination of physical limitations of a real lab; and availability top-class lab equipment and up-to-date reagents. The study also revealed some shortcomings that were associated with the use of the Virtual Lab. These are; lack of lab partner and peer-learning; and lack of direct supervision by a more knowledgeable facilitator. This study concluded that using the Virtual Lab enhances the quality of teaching scientific experiments in the selected under-resourced rural secondary schools. The study recommends the adoption of the Virtual Lab as a viable alternative to the conventional lab.
- Full Text:
- Date Issued: 2021-04
- Authors: Shambare, Brian
- Date: 2021-04
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Energy conversion -- Study and teaching , Educational technology -- South Africa -- Eastern Cape , Teaching -- Aids and devices , Virtual Lab
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/174388 , vital:42473
- Description: The Department of Basic Education (DBE) examiners’ diagnostic reports for 2012-2019 indicate that National Senior Certificate (NSC) learners mostly perform poorly in examination questions based on scientific investigations. The low performance by learners in these questions has been attributed to the failure by teachers to effectively mediate the learning of scientific concepts due to lack of science laboratories or poorly resourced laboratories in most rural schools. As a result, most learners are finding that scientific concepts are decontextualized and hence abstract. Thus, this study explored making use of Virtual Lab to mediate learning of scientific investigations using the topic Energy transformations. The study was located within an interpretive paradigm and a qualitative case study approach was employed. The study was conducted in four different rural schools in the Joe Gqabi district and seven Grade 11 Life Sciences teachers participated. Data was generated using semi-structured questionnaires, semi-structured interviews, lesson observation, workshop discussions, and journal reflections. The study was informed by Vygotsky’s (1978) Socio-Cultural Theory (SCT) as the theoretical framework, and Thompson and Mishra’s (2006) Technological Pedagogical Content Knowledge (TPACK) as the analytical framework. The results of this study showed that most educators have a positive predisposition towards the integration of Information and Communication Technologies (ICT) in their practice. The study found that using the Virtual Lab to teach Life Sciences has several benefits such as safe environment for conducting experiments; convenience and accessibility; positive teacher and learner attitudes and improvement on learner performance; elimination of physical limitations of a real lab; and availability top-class lab equipment and up-to-date reagents. The study also revealed some shortcomings that were associated with the use of the Virtual Lab. These are; lack of lab partner and peer-learning; and lack of direct supervision by a more knowledgeable facilitator. This study concluded that using the Virtual Lab enhances the quality of teaching scientific experiments in the selected under-resourced rural secondary schools. The study recommends the adoption of the Virtual Lab as a viable alternative to the conventional lab.
- Full Text:
- Date Issued: 2021-04
Cognitive justice and environmental learning in South African social movements
- Authors: Burt, Jane Caroline
- Date: 2021-04
- Subjects: Transformative learning , Water security -- South Africa , Environmental education -- South Africa , EEASA (Organization) , Civil society -- South Africa , Water justice , Cognitive justice
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174437 , vital:42477 , http://dx.doi.org/10.21504/10962/174437
- Description: This thesis by publication is an applied study into transformative learning as an emancipatory practice for water justice. It is guided by the core research question: How can cognitively just learning be an activist practice in social movements working towards water justice? To address this question, I use the applied critical realist approach which makes use of three moments of moral reasoning which are very similar to the approach adopted in the learning intervention that is the focus of this research. These three moments are: Diagnose, Explain, Act – sometimes known as the DEA model (Bhaskar, 2008, 243; Munnik & Price, 2015). The research object is the Changing Practice course for community-based environmental and social movements. The course was developed and studied over seven years, starting from the reflexive scholarship of environmental learning in South Africa, particularly the adult learning model of working together/working away developed through the Environmental Education Association of Southern Africa in partnership with the Environmental Learning Research Centre at Rhodes University (Lotz-Sisitka & Raven, 2004). We (the facilitators/educators) ran the Changing Practice course three times (2012-2014; 2014-2016; 2016-2018), in which I generated substantive data which forms the empirical base on which this study was developed. We found the concept of cognitive justice (Visvanathan, 2005; de Sousa Santos, 2016) to be a powerful mobilizing concept with which to carry out emancipatory research and learning, in three ways. First, it brought together a group of researchers, activists and practitioners from different organizations to work on how to strengthen the role of civil society in monitoring government water policy and practice (Wilson et al., 2016). Second, within the Changing Practice course itself, it became a principle for guiding learning design and pedagogy as well as a way of engaging in dialogue with the participants around the politics of knowledge, exclusion and inclusion in knowledge production, systems of oppression and multiple knowledges (Wilson et al., 2016; Burt et al., 2018). Thirdly, the participants’ change projects (the applied projects undertaken during the ‘working away’ phase between course modules), allowed participants to draw on different knowledge systems, which they learnt to do in the ‘working together’ modules, and to address cognitive justice concerns linked to environmental justice. The change projects also challenged our learning pedagogy by raising contradictions in the course’s approach to learning that needed to be transformed in order for our pedagogy to be more cognitively just. Throughout this thesis I argue that the work of cognitive justice deepens the connections between people, institutions and structures, particularly in relation to transformative learning. Our intention was to identify and critique structures and ideologies that perpetuated oppressive relations, and then to identify and enact the work needed towards transforming these relations. This is why I often refer to cognitive justice as a solidarity and mobilizing concept, and I use the term cognitive justice praxis to mean the reflection and actions that are needed to enact cognitive just learning. The facilitators and participants of the Changing Practice course worked to remove the layered effects of oppression both in the practice of water justice and in the learning process itself. We worked, however imperfectly, with a caring, collectively-held ethic towards each other and the world. Using the DEA model I applied the critical realist dialectic to analyse contradictions and generate explanations through four articles as reflexive writing projects (See Part 2 of this thesis). I used the critical realist dialectic both to reveal contradictions, investigate how these contradictions have come to be, and to generate alternative explanations and action to absent them. Through this research I identified four essential mechanisms for cognitively just environmental learning: care work, co-learning, reflexivity and an interdisciplinary approach to learning scholarship as learning praxis. The essential elements that made the Changing Practice course so effective were the working together/working away design, the encouraging of participants to make the change project something they were passionate about, and the situating and grounding of the Changing Practice course within a social movement network. We were able to show that for academic scholarship to contribute meaningfully to cognitively just learning praxis, it needs to be collaborative and reflexive, and start from the embodied historical and contextual experience of learning as experienced and understood by participants on the course. This demanded an interdisciplinary approach to work with contradictions in learning practice, one that could take into consideration different knowledges and knowledge practices beyond professional disciplines. Both social movement communities and scholarly communities have valuable knowledge to offer each other. As argued in article one, rather than a lack of knowledge, what more often limits our emancipatory action are factors that prevent us from coming closer together. (Burt et al, 2018) This research revealed that social movement learning towards water justice is multi-level care work, the four levels being: individual psychology, our relations with others, our relations with structures such as our social movements, and our relations with the planet. When such care work attains self- reflexivity, practice-reflexivity, co-learning and collective scholarship, it is able to absent the contradictions that inhibit cognitive justice. This thesis is a record of our attempts to learn how to achieve this.
- Full Text:
- Date Issued: 2021-04
- Authors: Burt, Jane Caroline
- Date: 2021-04
- Subjects: Transformative learning , Water security -- South Africa , Environmental education -- South Africa , EEASA (Organization) , Civil society -- South Africa , Water justice , Cognitive justice
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174437 , vital:42477 , http://dx.doi.org/10.21504/10962/174437
- Description: This thesis by publication is an applied study into transformative learning as an emancipatory practice for water justice. It is guided by the core research question: How can cognitively just learning be an activist practice in social movements working towards water justice? To address this question, I use the applied critical realist approach which makes use of three moments of moral reasoning which are very similar to the approach adopted in the learning intervention that is the focus of this research. These three moments are: Diagnose, Explain, Act – sometimes known as the DEA model (Bhaskar, 2008, 243; Munnik & Price, 2015). The research object is the Changing Practice course for community-based environmental and social movements. The course was developed and studied over seven years, starting from the reflexive scholarship of environmental learning in South Africa, particularly the adult learning model of working together/working away developed through the Environmental Education Association of Southern Africa in partnership with the Environmental Learning Research Centre at Rhodes University (Lotz-Sisitka & Raven, 2004). We (the facilitators/educators) ran the Changing Practice course three times (2012-2014; 2014-2016; 2016-2018), in which I generated substantive data which forms the empirical base on which this study was developed. We found the concept of cognitive justice (Visvanathan, 2005; de Sousa Santos, 2016) to be a powerful mobilizing concept with which to carry out emancipatory research and learning, in three ways. First, it brought together a group of researchers, activists and practitioners from different organizations to work on how to strengthen the role of civil society in monitoring government water policy and practice (Wilson et al., 2016). Second, within the Changing Practice course itself, it became a principle for guiding learning design and pedagogy as well as a way of engaging in dialogue with the participants around the politics of knowledge, exclusion and inclusion in knowledge production, systems of oppression and multiple knowledges (Wilson et al., 2016; Burt et al., 2018). Thirdly, the participants’ change projects (the applied projects undertaken during the ‘working away’ phase between course modules), allowed participants to draw on different knowledge systems, which they learnt to do in the ‘working together’ modules, and to address cognitive justice concerns linked to environmental justice. The change projects also challenged our learning pedagogy by raising contradictions in the course’s approach to learning that needed to be transformed in order for our pedagogy to be more cognitively just. Throughout this thesis I argue that the work of cognitive justice deepens the connections between people, institutions and structures, particularly in relation to transformative learning. Our intention was to identify and critique structures and ideologies that perpetuated oppressive relations, and then to identify and enact the work needed towards transforming these relations. This is why I often refer to cognitive justice as a solidarity and mobilizing concept, and I use the term cognitive justice praxis to mean the reflection and actions that are needed to enact cognitive just learning. The facilitators and participants of the Changing Practice course worked to remove the layered effects of oppression both in the practice of water justice and in the learning process itself. We worked, however imperfectly, with a caring, collectively-held ethic towards each other and the world. Using the DEA model I applied the critical realist dialectic to analyse contradictions and generate explanations through four articles as reflexive writing projects (See Part 2 of this thesis). I used the critical realist dialectic both to reveal contradictions, investigate how these contradictions have come to be, and to generate alternative explanations and action to absent them. Through this research I identified four essential mechanisms for cognitively just environmental learning: care work, co-learning, reflexivity and an interdisciplinary approach to learning scholarship as learning praxis. The essential elements that made the Changing Practice course so effective were the working together/working away design, the encouraging of participants to make the change project something they were passionate about, and the situating and grounding of the Changing Practice course within a social movement network. We were able to show that for academic scholarship to contribute meaningfully to cognitively just learning praxis, it needs to be collaborative and reflexive, and start from the embodied historical and contextual experience of learning as experienced and understood by participants on the course. This demanded an interdisciplinary approach to work with contradictions in learning practice, one that could take into consideration different knowledges and knowledge practices beyond professional disciplines. Both social movement communities and scholarly communities have valuable knowledge to offer each other. As argued in article one, rather than a lack of knowledge, what more often limits our emancipatory action are factors that prevent us from coming closer together. (Burt et al, 2018) This research revealed that social movement learning towards water justice is multi-level care work, the four levels being: individual psychology, our relations with others, our relations with structures such as our social movements, and our relations with the planet. When such care work attains self- reflexivity, practice-reflexivity, co-learning and collective scholarship, it is able to absent the contradictions that inhibit cognitive justice. This thesis is a record of our attempts to learn how to achieve this.
- Full Text:
- Date Issued: 2021-04
Economic impact of climate change on maize production in the Free State Province, South Africa
- Authors: Johnson, Richard Cowper
- Date: 2021-04
- Subjects: Corn -- Climatic factors -- South Africa -- Free State , Climatic changes -- Economic aspects -- South Africa -- Free State , Climate change mitigation -- South Africa -- Free State , Agriculture -- Economic aspects -- South Africa -- Free State
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/174365 , vital:42471
- Description: Higher concentrations of CO2 in the atmosphere is a major influence on climate change globally. Climate change is caused by greenhouse gases trapping too much heat from the sun in the atmosphere and thus, altering the climate through a rise in global surface temperatures and changing precipitation patterns. CO2 is the most prominent greenhouse gas found in the atmosphere and it is reported that by the turn of the century the CO2 concentration levels will have doubled if the current rate of emissions continues. However, the increase in atmospheric levels of the gas has been found to increase the capacity of maize plants and their water use efficiency to achieve higher yields through CO2 fertilisation. Simulation experiments conducted by the Rhodes University Botany Department found that the effect of elevated levels of CO2 of double the current concentration offsets the negative effects of drought on maize. A case study was conducted on commercial maize farmers in two regions of the Free State province in South Africa to estimate the economic impact of climate change on maize production. Although production is increasing in the province, adaptation to the changing climate is key to the sustainability of production. There is a trade-off between the negative effects of higher CO2 levels changing the climate and the positive effect of CO2 fertilisation. As predicted, the economic impact of climate change is the disruption of farming practices and the increase in costs of production as a result of adapting to climate change. Using a gross margin analysis, the study found that the larger maize farmers who benefit from economies of scale are able to adapt and grow their production whilst the smaller farmers are being pushed out of the market.
- Full Text:
- Date Issued: 2021-04
- Authors: Johnson, Richard Cowper
- Date: 2021-04
- Subjects: Corn -- Climatic factors -- South Africa -- Free State , Climatic changes -- Economic aspects -- South Africa -- Free State , Climate change mitigation -- South Africa -- Free State , Agriculture -- Economic aspects -- South Africa -- Free State
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/174365 , vital:42471
- Description: Higher concentrations of CO2 in the atmosphere is a major influence on climate change globally. Climate change is caused by greenhouse gases trapping too much heat from the sun in the atmosphere and thus, altering the climate through a rise in global surface temperatures and changing precipitation patterns. CO2 is the most prominent greenhouse gas found in the atmosphere and it is reported that by the turn of the century the CO2 concentration levels will have doubled if the current rate of emissions continues. However, the increase in atmospheric levels of the gas has been found to increase the capacity of maize plants and their water use efficiency to achieve higher yields through CO2 fertilisation. Simulation experiments conducted by the Rhodes University Botany Department found that the effect of elevated levels of CO2 of double the current concentration offsets the negative effects of drought on maize. A case study was conducted on commercial maize farmers in two regions of the Free State province in South Africa to estimate the economic impact of climate change on maize production. Although production is increasing in the province, adaptation to the changing climate is key to the sustainability of production. There is a trade-off between the negative effects of higher CO2 levels changing the climate and the positive effect of CO2 fertilisation. As predicted, the economic impact of climate change is the disruption of farming practices and the increase in costs of production as a result of adapting to climate change. Using a gross margin analysis, the study found that the larger maize farmers who benefit from economies of scale are able to adapt and grow their production whilst the smaller farmers are being pushed out of the market.
- Full Text:
- Date Issued: 2021-04
Exploring learners’ proficiency in stoichiometry and attitudes towards science through Process Oriented Guided Inquiry Learning (POGIL) intervention
- Authors: Agunbiade, Arinola Esther
- Date: 2021-04
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Nigeria , Chemistry -- Study and teaching (Secondary) -- Nigeria , Process-oriented guided inquiry learning , Student-centered learning -- Nigeria , Science students -- Attitudes
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174402 , vital:42474
- Description: Stoichiometry is one of the difficult topics in the senior secondary school chemistry curriculum. It is usually taught through the traditional lecture method of presentation that is non-engaging for learners. Consequently, there is poor understanding, achievement, and negative perceptions of stoichiometry and chemistry in general. The goal of this study was to explore learners’ evolving proficiency in stoichiometry and attitudes towards science as a result of their participation in Process Oriented Guided Inquiry Learning (POGIL) activities. That is, POGIL which incorporates guided-inquiry and collaborative learning was introduced as an intervention strategy in learning stoichiometry. This was assessed by examining learners’ experiences with learning stoichiometry before and after the POGIL intervention. The study further investigated possible contributing factors to learners’ evolving proficiency in stoichiometry and attitudes towards science. This study employed the socio-cultural learning theory as proposed by Vygotsky (1978). The role of socio-cultural features such as ‘social interaction’, ‘cultural tools’, ‘self-regulation’ and ‘zone of proximal development’ (ZPD) were explored with regards to learners’ stoichiometry proficiency and attitudes towards science progression as they participated in POGIL activities. The work of Kilpatrick, Swafford and Findell (2001) on proficiency and Fraser (1981) on attitudes towards science were used as analytical lenses to understand learners’ proficiency in stoichiometry and attitudes towards science, respectively. This study was underpinned by the pragmatic research paradigm. Thus, a Quant + Qual concurrent mixed-methods approach which involves generating, analysing, and integrating both qualitative and quantitative data to provide answers to research questions was adopted. It was an intervention study carried out in two senior secondary schools in the Ilorin metropolis of Kwara State, Nigeria. A sample of 53 senior secondary school year two learners participated. Questionnaires and journal entries were completed by the 53 learners, while seven learners were interviewed. Data were collected using both qualitative and quantitative data generating tools including pre-and post-tests. The stoichiometry learning questionnaire (SLQ), test of science related attitude (TOSRA) questionnaire, and stoichiometry achievement tool (SAT) were used to generate quantitative data while the SLQ, semi-structured interviews, and journal entries were the qualitative data tools. Data were generated in three phases. Phase one was baseline data through SLQ, TOSRA and SAT pre-tests. The second phase was the intervention phase where the POGIL approach was implemented in the classrooms and learners were engaged in journal entries. Post-intervention was the last phase where TOSRA and SAT post-tests were administered and semi-structured interviews were conducted with participants. Thus, data were analysed quantitatively and qualitatively. Before the POGIL intervention, the findings of this study revealed that most of the learners perceived stoichiometry as difficult because of the instructional characteristics, the nature of stoichiometry concepts, and learners’ attributes. After the POGIL intervention, however, learners showed increased proficiency in stoichiometry and attitudes towards science. Findings also indicate that learners’ proficiency in stoichiometry and attitude towards science were associated with the facilitators or learning environment features, the nature of instructional characteristics, learners’ perceptions of stoichiometry or science, and the extent to which learners could comprehend or master science concepts. Notably, these features are intertwined and cohere with the socio-cultural theory and POGIL principles. This study offered insights into how proficiency in stoichiometry and attitudes towards science may develop among senior secondary school learners in Nigeria. The findings point to POGIL as an example of an instructional approach that provides enabling characteristics and useful information for planning instructional activities for the development and nurturing of proficiency and attitudes towards science. The results suggest that the POGIL strategy could alleviate some of the factors perceived as contributors to difficulty in learning stoichiometry. As such, the study makes contributions to the field of science education in Nigeria particularly regarding how both the tenets of the socio-cultural framework (social interaction, cultural tools, self-regulation, and ZPD) and POGIL (guided-inquiry and collaborative learning) could be aligned to facilitate the development of proficiency and attitudes towards science. The study, therefore, recommends that POGIL should be used as an inquiry-based approach in science classrooms to promote the development of learners’ proficiency and attitudes towards science. The study could also be utilised as a resource to guide or set a base for further investigation into the implementation of POGIL in other areas of chemistry or science as well as creating professional development spaces that promote community of practice among science teachers as observed in this study.
- Full Text:
- Date Issued: 2021-04
- Authors: Agunbiade, Arinola Esther
- Date: 2021-04
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Nigeria , Chemistry -- Study and teaching (Secondary) -- Nigeria , Process-oriented guided inquiry learning , Student-centered learning -- Nigeria , Science students -- Attitudes
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174402 , vital:42474
- Description: Stoichiometry is one of the difficult topics in the senior secondary school chemistry curriculum. It is usually taught through the traditional lecture method of presentation that is non-engaging for learners. Consequently, there is poor understanding, achievement, and negative perceptions of stoichiometry and chemistry in general. The goal of this study was to explore learners’ evolving proficiency in stoichiometry and attitudes towards science as a result of their participation in Process Oriented Guided Inquiry Learning (POGIL) activities. That is, POGIL which incorporates guided-inquiry and collaborative learning was introduced as an intervention strategy in learning stoichiometry. This was assessed by examining learners’ experiences with learning stoichiometry before and after the POGIL intervention. The study further investigated possible contributing factors to learners’ evolving proficiency in stoichiometry and attitudes towards science. This study employed the socio-cultural learning theory as proposed by Vygotsky (1978). The role of socio-cultural features such as ‘social interaction’, ‘cultural tools’, ‘self-regulation’ and ‘zone of proximal development’ (ZPD) were explored with regards to learners’ stoichiometry proficiency and attitudes towards science progression as they participated in POGIL activities. The work of Kilpatrick, Swafford and Findell (2001) on proficiency and Fraser (1981) on attitudes towards science were used as analytical lenses to understand learners’ proficiency in stoichiometry and attitudes towards science, respectively. This study was underpinned by the pragmatic research paradigm. Thus, a Quant + Qual concurrent mixed-methods approach which involves generating, analysing, and integrating both qualitative and quantitative data to provide answers to research questions was adopted. It was an intervention study carried out in two senior secondary schools in the Ilorin metropolis of Kwara State, Nigeria. A sample of 53 senior secondary school year two learners participated. Questionnaires and journal entries were completed by the 53 learners, while seven learners were interviewed. Data were collected using both qualitative and quantitative data generating tools including pre-and post-tests. The stoichiometry learning questionnaire (SLQ), test of science related attitude (TOSRA) questionnaire, and stoichiometry achievement tool (SAT) were used to generate quantitative data while the SLQ, semi-structured interviews, and journal entries were the qualitative data tools. Data were generated in three phases. Phase one was baseline data through SLQ, TOSRA and SAT pre-tests. The second phase was the intervention phase where the POGIL approach was implemented in the classrooms and learners were engaged in journal entries. Post-intervention was the last phase where TOSRA and SAT post-tests were administered and semi-structured interviews were conducted with participants. Thus, data were analysed quantitatively and qualitatively. Before the POGIL intervention, the findings of this study revealed that most of the learners perceived stoichiometry as difficult because of the instructional characteristics, the nature of stoichiometry concepts, and learners’ attributes. After the POGIL intervention, however, learners showed increased proficiency in stoichiometry and attitudes towards science. Findings also indicate that learners’ proficiency in stoichiometry and attitude towards science were associated with the facilitators or learning environment features, the nature of instructional characteristics, learners’ perceptions of stoichiometry or science, and the extent to which learners could comprehend or master science concepts. Notably, these features are intertwined and cohere with the socio-cultural theory and POGIL principles. This study offered insights into how proficiency in stoichiometry and attitudes towards science may develop among senior secondary school learners in Nigeria. The findings point to POGIL as an example of an instructional approach that provides enabling characteristics and useful information for planning instructional activities for the development and nurturing of proficiency and attitudes towards science. The results suggest that the POGIL strategy could alleviate some of the factors perceived as contributors to difficulty in learning stoichiometry. As such, the study makes contributions to the field of science education in Nigeria particularly regarding how both the tenets of the socio-cultural framework (social interaction, cultural tools, self-regulation, and ZPD) and POGIL (guided-inquiry and collaborative learning) could be aligned to facilitate the development of proficiency and attitudes towards science. The study, therefore, recommends that POGIL should be used as an inquiry-based approach in science classrooms to promote the development of learners’ proficiency and attitudes towards science. The study could also be utilised as a resource to guide or set a base for further investigation into the implementation of POGIL in other areas of chemistry or science as well as creating professional development spaces that promote community of practice among science teachers as observed in this study.
- Full Text:
- Date Issued: 2021-04
Reminiscing In Tempo : Ubangulo
- Authors: Tutani, Zodwa
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , South African poetry (English) -- 21st century , South African poetry (English) -- History and criticism , Diaries -- Authorship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/174376 , vital:42472
- Description: My thesis is a collection of poems that focuses on black mothering and motherhood, within the context of the Eastern Cape’s violent history, its oppressive patriarchal cultural traditions and religious structures. Drawing from my own experiences, my poems explore what Toni Morrison calls the historical ‘wounds’ of black women which are transferred to their daughters within everyday spaces like the kitchen and the lounge, through objects like tea cups, chair backs and the various foods that every black girl needs to be able to prepare in order to be ‘marriagable’, and how these continue to hurt and emotionally disfigure us. I also draw influence from Saidiya Hartman, Christina Sharpe and Tina Campt on black lives and the effects of slavery within their daily existences. And I am inspired by the intimacy and care with which Tadeusz Rosewicz writes about his relationship with his mother in Mother Departs and Sandra Cisneros’ use of interconnected vignettes to engage childhood, culture and community within marginalized space. Stylistically I am influenced by the structural innovations in Fred Moten’s The Little Edges and the dreamy landscape in the poetry of Federico Garcia Lorca. My collection includes prose and lyrical poetry, combining more formal sound and rhythmic structures with free verse, to bring to life motherhood and the narratives we carry from childhood into our adult lives.
- Full Text:
- Date Issued: 2021-04
- Authors: Tutani, Zodwa
- Date: 2021-04
- Subjects: Creative writing (Higher education) -- South Africa , South African poetry (English) -- 21st century , South African poetry (English) -- History and criticism , Diaries -- Authorship
- Language: English
- Type: text , Thesis , Masters , MA
- Identifier: http://hdl.handle.net/10962/174376 , vital:42472
- Description: My thesis is a collection of poems that focuses on black mothering and motherhood, within the context of the Eastern Cape’s violent history, its oppressive patriarchal cultural traditions and religious structures. Drawing from my own experiences, my poems explore what Toni Morrison calls the historical ‘wounds’ of black women which are transferred to their daughters within everyday spaces like the kitchen and the lounge, through objects like tea cups, chair backs and the various foods that every black girl needs to be able to prepare in order to be ‘marriagable’, and how these continue to hurt and emotionally disfigure us. I also draw influence from Saidiya Hartman, Christina Sharpe and Tina Campt on black lives and the effects of slavery within their daily existences. And I am inspired by the intimacy and care with which Tadeusz Rosewicz writes about his relationship with his mother in Mother Departs and Sandra Cisneros’ use of interconnected vignettes to engage childhood, culture and community within marginalized space. Stylistically I am influenced by the structural innovations in Fred Moten’s The Little Edges and the dreamy landscape in the poetry of Federico Garcia Lorca. My collection includes prose and lyrical poetry, combining more formal sound and rhythmic structures with free verse, to bring to life motherhood and the narratives we carry from childhood into our adult lives.
- Full Text:
- Date Issued: 2021-04
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