Mobilising indigenous technologies of making oshikundu and uumboloto to motivate and enable sense making of the topic carbon dioxide by grade 8 rural school learners
- Nandjedi, Fredinard Nghinaounditala
- Authors: Nandjedi, Fredinard Nghinaounditala
- Date: 2022-10-14
- Subjects: Science Study and teaching (Secondary) Social aspects Namibia , Culturally relevant pedagogy Namibia , Ethnoscience Namibia , Carbon dioxide
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405357 , vital:70164
- Description: Poor performance in Science has been noted in most rural schools and this has become a concern to education planners and implementers. Part of the failure is said to be caused by inadequate school resources, under-preparedness of teachers to teach Science, poor command of the Language of Learning and Teaching, negative attitudes that are accompanied by lack of insights into the value of Science, low self-efficacy, and poor-quality environments for learning Science. In this regard, literature has revealed that many Science teachers in Namibia do not consider learners’ local indigenous knowledge (IK) also known as indigenous technology to mediate learning. Yet, it is a requirement of the Namibian Science curriculum. I assume that this could be due in part to the fact that the Science curriculum is not explicit on how IK should be integrated into Science teaching. It is against this backdrop that this study sought to explore the opportunities IK integration into Science may offer in mediating learning and sense-making on the topic of carbon dioxide (CO2). Learners’ indigenous technological practices of making oshikundu and uumboloto were used as vehicles of learning. This qualitative case study is underpinned by the interpretive and indigenous research paradigms. Within the indigenous research paradigm, I focused on the Ubuntu perspective. This study was conducted at a rural under-resourced school in the Ohangwena region in Namibia. Thirty Grade 8 learners, one science teacher and two expert community members were involved as participants. Data were gathered using focus group interviews (sharing circles), group activities, participatory observations, and journal reflections. Data interpretation and analysis were done using Vygotsky’s sociocultural theory and Ogunniyi’s contiguity argumentative theory. A thematic approach to data analysis was adopted. That is, an inductive approach was employed whereby sub-themes were identified, and thereafter common sub-themes were combined into themes. The findings of this study revealed that the process of making oshikundu and uumboloto can be used to enable learners to make sense of the topic of CO2 and other related concepts. Furthermore, the study revealed that hands-on practical activities done with easily accessible resources which are related to learners’ indigenous technologies help learners learn Science easily. The study thus recommends that educators should use oshikundu and/or uumboloto to mediate learning of topics such as CO2. Science teachers should always try to tap into learners’ socio-cultural backgrounds in their lessons to enhance better understanding of Science concepts. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Nandjedi, Fredinard Nghinaounditala
- Date: 2022-10-14
- Subjects: Science Study and teaching (Secondary) Social aspects Namibia , Culturally relevant pedagogy Namibia , Ethnoscience Namibia , Carbon dioxide
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405357 , vital:70164
- Description: Poor performance in Science has been noted in most rural schools and this has become a concern to education planners and implementers. Part of the failure is said to be caused by inadequate school resources, under-preparedness of teachers to teach Science, poor command of the Language of Learning and Teaching, negative attitudes that are accompanied by lack of insights into the value of Science, low self-efficacy, and poor-quality environments for learning Science. In this regard, literature has revealed that many Science teachers in Namibia do not consider learners’ local indigenous knowledge (IK) also known as indigenous technology to mediate learning. Yet, it is a requirement of the Namibian Science curriculum. I assume that this could be due in part to the fact that the Science curriculum is not explicit on how IK should be integrated into Science teaching. It is against this backdrop that this study sought to explore the opportunities IK integration into Science may offer in mediating learning and sense-making on the topic of carbon dioxide (CO2). Learners’ indigenous technological practices of making oshikundu and uumboloto were used as vehicles of learning. This qualitative case study is underpinned by the interpretive and indigenous research paradigms. Within the indigenous research paradigm, I focused on the Ubuntu perspective. This study was conducted at a rural under-resourced school in the Ohangwena region in Namibia. Thirty Grade 8 learners, one science teacher and two expert community members were involved as participants. Data were gathered using focus group interviews (sharing circles), group activities, participatory observations, and journal reflections. Data interpretation and analysis were done using Vygotsky’s sociocultural theory and Ogunniyi’s contiguity argumentative theory. A thematic approach to data analysis was adopted. That is, an inductive approach was employed whereby sub-themes were identified, and thereafter common sub-themes were combined into themes. The findings of this study revealed that the process of making oshikundu and uumboloto can be used to enable learners to make sense of the topic of CO2 and other related concepts. Furthermore, the study revealed that hands-on practical activities done with easily accessible resources which are related to learners’ indigenous technologies help learners learn Science easily. The study thus recommends that educators should use oshikundu and/or uumboloto to mediate learning of topics such as CO2. Science teachers should always try to tap into learners’ socio-cultural backgrounds in their lessons to enhance better understanding of Science concepts. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
Mobilising the indigenous technology of making soap to mediate learning of saponification in organic chemistry
- Authors: Neporo, Johannes Kanyetu
- Date: 2022-10-14
- Subjects: Chemistry Study and teaching (Secondary) Social aspects Namibia , Culturally relevant pedagogy Namibia , Ethnoscience Namibia , Saponification , Ubuntu (Philosophy) , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405368 , vital:70165
- Description: Scholars across the world are advocating for culturally responsive pedagogies that allow for the integration of indigenous knowledge (IK) in science teaching. This is in the hope of making science accessibleand relevant to learners from different social, economic and cultural backgrounds. Although the Namibian curriculum welcomes the integration of IK in teaching, it, however, does not stipulate how it should be implemented. It is against this backdrop that this interventionist study aimed to mobilise the indigenous technology of making soap to mediate the learning of saponification in organic chemistry. This study is underpinned by the interpretive and indigenous research paradigms. Within these paradigms, it employed a qualitative case study research design. The study was conducted in Walvis Bay in Namibia with four Grade 11 chemistry teachers, two expert community members and a critical friend who were purposively and conveniently sampled. Data were gathered using semi-structured interviews, semi-structured questionnaires, workshop discussions, participatory observation, stimulated recall interviews and journal reflections. Vygotsky’s Socio-Cultural Theory (SCT) and Shulman’s Pedagogical Content Knowledge (PCK) were used as theoretical frameworks. Within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge (TSPCK) served as an analytical framework. A thematic approach to data analysis was employed. That is, data were analysed inductively to come up with sub-themes. Thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the Grade 11 chemistry teachers demonstrated positive attitudes toward the integration of IK in their teaching. However, they seemed not tohave pedagogical insights on how to do it. Despite this, they learnt, interacted and participated actively during the two expert community members’ presentation workshops on making soap. That subsequently enabled them to co-developan exemplar lesson plan on saponification that integrated IK. This study implies that there is a need for Chemistry teachers to be empowered on how to make science accessible and relevant to learners’ socio-cultural backgrounds. The study thus recommends that higher education institutions and educational authorities reform and amend the curriculum to cater for the integration of IK. The study further recommends that Chemistry teachers should tap into the cultural heritage of expert community members in mediating the learning of science concepts. Lastly, Chemistry teachers are encouraged to form professional learning communities to develop themselves professionally. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Neporo, Johannes Kanyetu
- Date: 2022-10-14
- Subjects: Chemistry Study and teaching (Secondary) Social aspects Namibia , Culturally relevant pedagogy Namibia , Ethnoscience Namibia , Saponification , Ubuntu (Philosophy) , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405368 , vital:70165
- Description: Scholars across the world are advocating for culturally responsive pedagogies that allow for the integration of indigenous knowledge (IK) in science teaching. This is in the hope of making science accessibleand relevant to learners from different social, economic and cultural backgrounds. Although the Namibian curriculum welcomes the integration of IK in teaching, it, however, does not stipulate how it should be implemented. It is against this backdrop that this interventionist study aimed to mobilise the indigenous technology of making soap to mediate the learning of saponification in organic chemistry. This study is underpinned by the interpretive and indigenous research paradigms. Within these paradigms, it employed a qualitative case study research design. The study was conducted in Walvis Bay in Namibia with four Grade 11 chemistry teachers, two expert community members and a critical friend who were purposively and conveniently sampled. Data were gathered using semi-structured interviews, semi-structured questionnaires, workshop discussions, participatory observation, stimulated recall interviews and journal reflections. Vygotsky’s Socio-Cultural Theory (SCT) and Shulman’s Pedagogical Content Knowledge (PCK) were used as theoretical frameworks. Within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge (TSPCK) served as an analytical framework. A thematic approach to data analysis was employed. That is, data were analysed inductively to come up with sub-themes. Thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the Grade 11 chemistry teachers demonstrated positive attitudes toward the integration of IK in their teaching. However, they seemed not tohave pedagogical insights on how to do it. Despite this, they learnt, interacted and participated actively during the two expert community members’ presentation workshops on making soap. That subsequently enabled them to co-developan exemplar lesson plan on saponification that integrated IK. This study implies that there is a need for Chemistry teachers to be empowered on how to make science accessible and relevant to learners’ socio-cultural backgrounds. The study thus recommends that higher education institutions and educational authorities reform and amend the curriculum to cater for the integration of IK. The study further recommends that Chemistry teachers should tap into the cultural heritage of expert community members in mediating the learning of science concepts. Lastly, Chemistry teachers are encouraged to form professional learning communities to develop themselves professionally. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
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