A baseline study of teacher and learner perspectives of language demands in science classrooms in the Nelson Mandela Bay Metropole
- Authors: Woods, Tracey
- Date: 2017
- Subjects: Language arts -- Correlation with content subjects -- South Africa -- Nelson Mandela Bay Municipality , Interpersonal communication -- South Africa -- Nelson Mandela Bay Municipality Communication in education -- South Africa -- Nelson Mandela Bay Municipality Communicative competence -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/21153 , vital:29451
- Description: Globally, one of the challenges in science education is providing equitable access to increasingly diverse learners in equally diverse learning contexts. In South Africa, science is taught to learners by means of English, which is the preferred language of instruction even if it is only spoken by 9.6% of the South African population. In the Eastern Cape, the majority of the population speak isiXhosa and the minority speak English. Parents of isiXhosa-speaking children often choose schools where English is the language of learning and teaching (LoLT) as they feel their children will have better career opportunities as English is considered to be the language of economic power. The aim of this study was to determine teachers’ and learners’ perspectives of language in science classrooms. To this end, a baseline study was conducted. A quantitative research method was used and data were collected through questionnaires. The research found that English is the preferred language for teaching and learning, even though the majority of the participants were isiXhosa home-language speakers. In addition, learners in South African whose home language is not English do not have the necessary language skills to cope with the switch to English as LoLT. Science teachers are therefore faced with two distinct challenges: firstly teaching content and secondly teaching the LoLT, if it is not the learners’ home language. The major difficulty experienced by learners when learning science is learning the language of science, as science is regarded as having a language of its own, with its own specific register and discourse. Thus, for many learners, learning the language of science is a challenge as it contains unfamiliar technical words and everyday words that have specialised scientific meanings (e.g. diagrams, procedures, table, current and force). English is seen as the language in which to explore these concepts. A conclusion that can be drawn is that English is regarded as the language in which to learn science thus reflecting the continued hegemony of English.
- Full Text:
- Date Issued: 2017
- Authors: Woods, Tracey
- Date: 2017
- Subjects: Language arts -- Correlation with content subjects -- South Africa -- Nelson Mandela Bay Municipality , Interpersonal communication -- South Africa -- Nelson Mandela Bay Municipality Communication in education -- South Africa -- Nelson Mandela Bay Municipality Communicative competence -- South Africa -- Nelson Mandela Bay Municipality
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/21153 , vital:29451
- Description: Globally, one of the challenges in science education is providing equitable access to increasingly diverse learners in equally diverse learning contexts. In South Africa, science is taught to learners by means of English, which is the preferred language of instruction even if it is only spoken by 9.6% of the South African population. In the Eastern Cape, the majority of the population speak isiXhosa and the minority speak English. Parents of isiXhosa-speaking children often choose schools where English is the language of learning and teaching (LoLT) as they feel their children will have better career opportunities as English is considered to be the language of economic power. The aim of this study was to determine teachers’ and learners’ perspectives of language in science classrooms. To this end, a baseline study was conducted. A quantitative research method was used and data were collected through questionnaires. The research found that English is the preferred language for teaching and learning, even though the majority of the participants were isiXhosa home-language speakers. In addition, learners in South African whose home language is not English do not have the necessary language skills to cope with the switch to English as LoLT. Science teachers are therefore faced with two distinct challenges: firstly teaching content and secondly teaching the LoLT, if it is not the learners’ home language. The major difficulty experienced by learners when learning science is learning the language of science, as science is regarded as having a language of its own, with its own specific register and discourse. Thus, for many learners, learning the language of science is a challenge as it contains unfamiliar technical words and everyday words that have specialised scientific meanings (e.g. diagrams, procedures, table, current and force). English is seen as the language in which to explore these concepts. A conclusion that can be drawn is that English is regarded as the language in which to learn science thus reflecting the continued hegemony of English.
- Full Text:
- Date Issued: 2017
A critical review of the response of the Environmental Literacy Skills Programme to learner capabilities, and to the demands of the Working for Water training setting in an emerging Green Economy
- Authors: Fourie, Kathryn
- Date: 2017
- Subjects: Working for Water Programme , Environmental Literacy Skills Programme , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7879 , vital:21317
- Description: This case study is guided by a social realist research approach. It is an investigation into if and how the Environmental Literacy Skills Programme (ESLP) responds to Working for Water learners' capabilities and the enabling and constraining factors that shape these, and to the demands of the WfW training setting in an emerging Green Economy. The context for the study is that of the Working for Water programme, an Expanded Public Works Programme (EPWP) run under the auspices of the Department of Environmental Affairs in South Africa. The study took place while piloting the newly created ELSP materials with a group of beneficiaries and contractors in Uitenhage, a town in South Africa's Eastern Cape Province. The study provides insights into the application of accredited training in an EPWP training environment, and critically considers the academic and practical suitability of the ELSP in the WfW context. It achieves this by considering how the ELSP seeks to respond to the education levels and experiences of contractors and beneficiaries, and the demands of the WfW training setting. To understand what underpins learner capabilities and experiences, it was necessary to investigate the conversion factors and enabling and constraining factors that influence WfW contractor and beneficiary capabilities and involvement in the ELSP training in the context of an emerging Green Economy. To develop these insights, data was gathered through participant observation, questionnaires, structured and semi-structured interviews, as well as document analysis. The theoretical framework of Amartya Sen's (1999) Capability Approach supports the study, which provides an alternative way of understanding the freedoms that people enjoy, or the lack of freedom they experience, in being able to live the kind of life they have reason to value. The Capability Approach provides the key concept of resource conversion, which is used in the study to discern the social, personal and environmental constraints and enablers that people experience in their lives. These either assist or dis-enable a person in converting a resource such as education, into a functioning such as desired employment. Through a social realist causal analysis model, key structures are identified that underpin the actions of beneficiaries and contractors in relation to their learning and career pathways. The study shows that while the ELSP does support the development of green skills and in part responds to learner capabilities (and enabling and constraining conversion factors), there is a lack of information as to where those skills can be applied in elementary green occupations, in part due to South Africa's focus on high-skills development linked to Green Economy objectives. The study makes recommendations for aligning environmental education with career guidance, as well as a recommendation for further detailed research into identifying elementary green occupations and associated learning pathways.
- Full Text:
- Date Issued: 2017
- Authors: Fourie, Kathryn
- Date: 2017
- Subjects: Working for Water Programme , Environmental Literacy Skills Programme , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7879 , vital:21317
- Description: This case study is guided by a social realist research approach. It is an investigation into if and how the Environmental Literacy Skills Programme (ESLP) responds to Working for Water learners' capabilities and the enabling and constraining factors that shape these, and to the demands of the WfW training setting in an emerging Green Economy. The context for the study is that of the Working for Water programme, an Expanded Public Works Programme (EPWP) run under the auspices of the Department of Environmental Affairs in South Africa. The study took place while piloting the newly created ELSP materials with a group of beneficiaries and contractors in Uitenhage, a town in South Africa's Eastern Cape Province. The study provides insights into the application of accredited training in an EPWP training environment, and critically considers the academic and practical suitability of the ELSP in the WfW context. It achieves this by considering how the ELSP seeks to respond to the education levels and experiences of contractors and beneficiaries, and the demands of the WfW training setting. To understand what underpins learner capabilities and experiences, it was necessary to investigate the conversion factors and enabling and constraining factors that influence WfW contractor and beneficiary capabilities and involvement in the ELSP training in the context of an emerging Green Economy. To develop these insights, data was gathered through participant observation, questionnaires, structured and semi-structured interviews, as well as document analysis. The theoretical framework of Amartya Sen's (1999) Capability Approach supports the study, which provides an alternative way of understanding the freedoms that people enjoy, or the lack of freedom they experience, in being able to live the kind of life they have reason to value. The Capability Approach provides the key concept of resource conversion, which is used in the study to discern the social, personal and environmental constraints and enablers that people experience in their lives. These either assist or dis-enable a person in converting a resource such as education, into a functioning such as desired employment. Through a social realist causal analysis model, key structures are identified that underpin the actions of beneficiaries and contractors in relation to their learning and career pathways. The study shows that while the ELSP does support the development of green skills and in part responds to learner capabilities (and enabling and constraining conversion factors), there is a lack of information as to where those skills can be applied in elementary green occupations, in part due to South Africa's focus on high-skills development linked to Green Economy objectives. The study makes recommendations for aligning environmental education with career guidance, as well as a recommendation for further detailed research into identifying elementary green occupations and associated learning pathways.
- Full Text:
- Date Issued: 2017
A review of how teachers are using the renewable energy materials in their lessons
- Authors: Lambrechts, Therese
- Date: 2017
- Subjects: Renewable energy sources -- Study and teaching -- South Africa , Renewable energy sources -- Study and teaching -- South Africa -- South Africa , Curriculum evaluation -- South Africa , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13888 , vital:21864
- Description: Climate change and renewable energy have recently become part of the school curriculum in South Africa. Many teachers at the secondary school level thus have to teach topics with which they are not (necessarily) familiar. The Centre for Renewable and Sustainable Energy Studies at Stellenbosch University has established a schools' programme to provide materials to aid the educators in the teaching of renewable energy topics. A research-based set of Learning Teaching Support Material (LTSM) was developed for high school educators. The learning material includes a DVD, PowerPoint presentations, posters, a teacher's manual, and assignments that can be used in different subjects. This study reports and reviews how teachers are currently using the material. Teacher accounts of materials use and evidence of learning in students work were solicited using an appreciative inquiry review process. The data reflected the value being created through patterns of materials use. A Vygotskian based task sequencing framework of Anne Edwards was used to examine the patterns of use which support learning. The use of the task sequencing as an analytical lens allowed the review to probe how knowledge representation was the primary use by teachers. Here they introduced learners to key concepts and to broaden their knowledge on renewable energy. The activities served to scaffold a clear learning progression but the activities were not strongly enough orientated towards ESD as learner-led processes of enquiry and action. The outcomes of the study will be used to update and better align the materials with a need for teachers to strengthen important ESD outcomes in the current curriculum.
- Full Text:
- Date Issued: 2017
- Authors: Lambrechts, Therese
- Date: 2017
- Subjects: Renewable energy sources -- Study and teaching -- South Africa , Renewable energy sources -- Study and teaching -- South Africa -- South Africa , Curriculum evaluation -- South Africa , Environmental education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13888 , vital:21864
- Description: Climate change and renewable energy have recently become part of the school curriculum in South Africa. Many teachers at the secondary school level thus have to teach topics with which they are not (necessarily) familiar. The Centre for Renewable and Sustainable Energy Studies at Stellenbosch University has established a schools' programme to provide materials to aid the educators in the teaching of renewable energy topics. A research-based set of Learning Teaching Support Material (LTSM) was developed for high school educators. The learning material includes a DVD, PowerPoint presentations, posters, a teacher's manual, and assignments that can be used in different subjects. This study reports and reviews how teachers are currently using the material. Teacher accounts of materials use and evidence of learning in students work were solicited using an appreciative inquiry review process. The data reflected the value being created through patterns of materials use. A Vygotskian based task sequencing framework of Anne Edwards was used to examine the patterns of use which support learning. The use of the task sequencing as an analytical lens allowed the review to probe how knowledge representation was the primary use by teachers. Here they introduced learners to key concepts and to broaden their knowledge on renewable energy. The activities served to scaffold a clear learning progression but the activities were not strongly enough orientated towards ESD as learner-led processes of enquiry and action. The outcomes of the study will be used to update and better align the materials with a need for teachers to strengthen important ESD outcomes in the current curriculum.
- Full Text:
- Date Issued: 2017
A review of the development and enactment of a radio programme on rainwater harvesting in expanding social learning interactions: a case of the Imvotho Bubomi Learning Network in the Nkonkobe Municipality, Eastern Cape, South Africa
- Authors: Lupele, Chisala
- Date: 2017
- Subjects: Imvotho Bubomi Learning Network , Amanzi for Food , Radio in education -- South Africa -- Eastern Cape , Educational broadcasting -- South Africa -- Eastern Cape , Radio stations -- South Africa -- Eastern Cape , Community radio -- South Africa -- Eastern Cape , Environmental education -- South Africa , Water conservation -- Study and teaching -- South Africa , Rhodes University. Environmental Learning Research Centre
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/12991 , vital:21786
- Description: The use of radio and associated information and communications technologies (ICTs) has not been widely explored as a process of environmental education over the years. If environmental education is to involve many people, the use of radio and associated ICTs, particularly in community radio, needs to be researched because radio has multilayered functions. This study examines how practitioners in an agricultural Community of Practice (CoP), namely the Imvotho Bubomi Learning Network in the Nkonkobe Municipality, Eastern Cape, South Africa developed a radio programme on rainwater harvesting for the promotion of food security. The study probes the expansion and social learning of the network and into the public sphere after broadcasts. The study draws on research data generated in the Amanzi for Food project which was funded by the Water Research Commission of South Africa and was led by the Rhodes University Environmental Learning Research Centre. Using interviews, radio programme transcripts and observations, the study found that through using their prior knowledge from a training of trainers’ course on rain water harvesting and drawing on everyday experience of rainwater harvesting the CoP members had an expansion in their mutual engagement, joint enterprise, diversity, shared repertoire and identity into a knowledge community. This learning process developed through a successive elaboration of social ecological and social articulations related to the expansive functioning of the CoP; and experience of the benefits of rainwater harvesting as radio programme listeners deliberated how the different practices related to their existing knowledge and experience. The study also found that these expansive processes of social learning occurred across the spectrum of smallholder farmers and homestead food growers in a stimulated radio listening focus group discussion. The study concludes that agriculture practitioners involved in education for sustainable development could expand their knowledge sharing platforms by giving more attention to community radio as a means of both involving participants and engaging learning communities in local environment and sustainability concerns.
- Full Text:
- Date Issued: 2017
- Authors: Lupele, Chisala
- Date: 2017
- Subjects: Imvotho Bubomi Learning Network , Amanzi for Food , Radio in education -- South Africa -- Eastern Cape , Educational broadcasting -- South Africa -- Eastern Cape , Radio stations -- South Africa -- Eastern Cape , Community radio -- South Africa -- Eastern Cape , Environmental education -- South Africa , Water conservation -- Study and teaching -- South Africa , Rhodes University. Environmental Learning Research Centre
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/12991 , vital:21786
- Description: The use of radio and associated information and communications technologies (ICTs) has not been widely explored as a process of environmental education over the years. If environmental education is to involve many people, the use of radio and associated ICTs, particularly in community radio, needs to be researched because radio has multilayered functions. This study examines how practitioners in an agricultural Community of Practice (CoP), namely the Imvotho Bubomi Learning Network in the Nkonkobe Municipality, Eastern Cape, South Africa developed a radio programme on rainwater harvesting for the promotion of food security. The study probes the expansion and social learning of the network and into the public sphere after broadcasts. The study draws on research data generated in the Amanzi for Food project which was funded by the Water Research Commission of South Africa and was led by the Rhodes University Environmental Learning Research Centre. Using interviews, radio programme transcripts and observations, the study found that through using their prior knowledge from a training of trainers’ course on rain water harvesting and drawing on everyday experience of rainwater harvesting the CoP members had an expansion in their mutual engagement, joint enterprise, diversity, shared repertoire and identity into a knowledge community. This learning process developed through a successive elaboration of social ecological and social articulations related to the expansive functioning of the CoP; and experience of the benefits of rainwater harvesting as radio programme listeners deliberated how the different practices related to their existing knowledge and experience. The study also found that these expansive processes of social learning occurred across the spectrum of smallholder farmers and homestead food growers in a stimulated radio listening focus group discussion. The study concludes that agriculture practitioners involved in education for sustainable development could expand their knowledge sharing platforms by giving more attention to community radio as a means of both involving participants and engaging learning communities in local environment and sustainability concerns.
- Full Text:
- Date Issued: 2017
A teacher collective as a professional development approach to promote foundation phase mathematics teaching
- Authors: Hlam, Thandiwe Lillian
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa Teachers -- Development -- South Africa , Teachers -- Education (Primary) -- South Africa Early childhood education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15071 , vital:28119
- Description: This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
- Full Text:
- Date Issued: 2017
- Authors: Hlam, Thandiwe Lillian
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa Teachers -- Development -- South Africa , Teachers -- Education (Primary) -- South Africa Early childhood education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15071 , vital:28119
- Description: This qualitative study is a response to a request for help from a group of Grade 3 (year 3) teachers who were disheartened with the poor performance of their learners in Mathematics. In an attempt to address their challenge, they resolved to form a Teacher Collective (TC) amongst themselves. Their main objective was to support each other in their development of Mathematical Knowledge for Teaching (MKT). The participants, being frustrated by what they perceived as an inefficient and unhelpful cluster approach to professional development used by the Department of Basic Education initiated their own teacher collective strategy. I was approached by this TC to assist them in developing a strategy to make this TC suit the needs of the participants. A Lesson Study (LS) approach was used as an alternative Teacher Professional Development strategy within the TC. In studies conducted by Ono and Ferreira (2010) and Jita and Mokhele (2014), a LS approach is regarded as an essential tool desirable for enhancement of teacher collaboration and participant’s MKT. However, both studies reported on challenges related to contextual issues. Those contextual issues revealed themselves as similar to the challenges that threatened to weaken the collaborative structure initiated by the participants in this current study. To overcome these challenges, participants felt a need for some sort of adaptation for a LS approach to work in their context. In the application of the revised adapted version of a LS approach, participants experienced a Teacher Collective (TC) in action using real and useful experiences (Ono & Ferreira, 2010). The aim of this study was to examine the effects of a Teacher Collective for improving participating teachers’ pedagogical and disciplinary content knowledge in Foundation Phase (FP) Mathematics. As this study targeted a small group of teachers, it adopted a case-study methodology. The participants were five Grade 3 teachers purposefully self-selected from two Port Elizabeth township schools. Semi-structured interviews were used to determine participating teachers’ perceptions of a Teacher Collective as a Teacher Professional Development strategy necessary to promote Mathematical Knowledge for Teaching. Descriptive methodologies which concern inter alia practices that prevail, relationships that exists, point of views that were held, processes that are going on and effects that are felt by participants were used (Creswell, 2013). The following major findings emerged from the data analysis: For the TC to be a successful alternative TPD, it requires that: (1) Teachers must regard themselves as being responsible for the own professional growth and own the TPD programme. (2) Participants of the TC must adopt flexible strategies to allow for active participation of the participants in building meaning for themselves. (4) A TPD strategy should be sensitive to contextual issues and be addressed accordingly. (5) A TPD programme should seek to improve classroom instruction but this must be based on the needs of the participants. It is primarily the following structural features that affected teacher learning within the TC: (a) the form of the activity (joint lesson planning, observed lesson presentation, post lesson feedback, etc.), (b) collective participation of teachers within and across the schools and (c) the duration of the activity. In this study the LS approach worked well as it sought to address the needs of the participants.
- Full Text:
- Date Issued: 2017
Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia
- Authors: Young, Catherine
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- Zambia Arithmetic -- Study and teaching (Elementary) -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4977 , vital:20749
- Description: Research indicates that many children finish primary school in Southern Africa still reliant on inefficient counting strategies. This study extends the research of the South African Numeracy Chair project to early mathematics intervention with Grade 2 learners. It investigated the possible adaptation of the Mathematics Recovery programme to facilitate learner progression in early arithmetic strategies. This study aimed to investigate the possibility of adapting the Mathematics Recovery programme for use in a whole class setting, and to research the effectiveness of such an adapted programme. This study also aimed to investigate the extent of the phenomenon of unit counting and other early arithmetic strategies used in the early years in Zambia. This study was conducted from an emergent perspective. A review of the literature indicated that children who become stuck using unit counting face later mathematical difficulties, and that teacher over-emphasis on unit counting in the early years of schooling may be a contributing factor. This study used a qualitative design research methodology that consisted of a preparation phase, teaching experiment and retrospective analysis. The context of this teaching experiment was a seven week after-school intervention with a class of Grade 2 learners aged seven to eight in a rural Zambian primary school. Data collection and analysis focused on video recordings of a sample of 6 learners. The experimental teaching content focused on the Early Arithmetic Strategies aspect of the Mathematics Recovery programme. Although limited by time and research focus, this study found that all learners made some progress in early arithmetic strategies, and indicates that the Mathematics Recovery programme has potential for adaptation for early intervention in whole class teaching to address the mathematical education challenges in Zambia and beyond. This study also found that unit counting predominated in the sample learners, but that strategies were not yet entrenched, indicating this was a suitable age for early intervention. This study makes methodological contributions to a growing body of research into the adaptation of the Mathematics Recovery in Southern African contexts and suggests avenues for possible further research.
- Full Text:
- Date Issued: 2017
- Authors: Young, Catherine
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- Zambia Arithmetic -- Study and teaching (Elementary) -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4977 , vital:20749
- Description: Research indicates that many children finish primary school in Southern Africa still reliant on inefficient counting strategies. This study extends the research of the South African Numeracy Chair project to early mathematics intervention with Grade 2 learners. It investigated the possible adaptation of the Mathematics Recovery programme to facilitate learner progression in early arithmetic strategies. This study aimed to investigate the possibility of adapting the Mathematics Recovery programme for use in a whole class setting, and to research the effectiveness of such an adapted programme. This study also aimed to investigate the extent of the phenomenon of unit counting and other early arithmetic strategies used in the early years in Zambia. This study was conducted from an emergent perspective. A review of the literature indicated that children who become stuck using unit counting face later mathematical difficulties, and that teacher over-emphasis on unit counting in the early years of schooling may be a contributing factor. This study used a qualitative design research methodology that consisted of a preparation phase, teaching experiment and retrospective analysis. The context of this teaching experiment was a seven week after-school intervention with a class of Grade 2 learners aged seven to eight in a rural Zambian primary school. Data collection and analysis focused on video recordings of a sample of 6 learners. The experimental teaching content focused on the Early Arithmetic Strategies aspect of the Mathematics Recovery programme. Although limited by time and research focus, this study found that all learners made some progress in early arithmetic strategies, and indicates that the Mathematics Recovery programme has potential for adaptation for early intervention in whole class teaching to address the mathematical education challenges in Zambia and beyond. This study also found that unit counting predominated in the sample learners, but that strategies were not yet entrenched, indicating this was a suitable age for early intervention. This study makes methodological contributions to a growing body of research into the adaptation of the Mathematics Recovery in Southern African contexts and suggests avenues for possible further research.
- Full Text:
- Date Issued: 2017
An analysis of how geogebra can be used as a visualisation tool by selected teachers to develop conceptual understanding of the properties of geometric shapes in grade 9 learners: a case study in Namibia
- Authors: Mwiikeni, Eramus
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6989 , vital:21207
- Description: According to Rosken & Rolka (2006), learning mathematics through visualisations can be a powerful tool to explore mathematical problems and give meaning to mathematical concepts and relationships between them. “Visualisation can reduce the complexity of mathematical problems when dealing with a multitude of information” (p.458). This case study focused on using GeoGebra as a visualisation tool to teach angle properties in Grade 9 geometry. This study set out to analyse how GeoGebra visualisations can be used by selected teachers to teach for conceptual understanding. The research is based on a constructivist view of learning and is oriented within an interpretive paradigm. The methodology used is a qualitative case study. The study was conducted in one school and involved 3 mathematics teachers who were purposefully selected because they showed willingness to use technology in their teaching. I used classroom observations and interviews to collect the data. The study identified a number of factors from the participants that related to using GeoGebra in teaching for conceptual understanding. These include the effective use of dynamic visuals to build on prior knowledge, using multiple representations through image generation and image transformation to make connections and using visuals to justify mathematics ideas. The results from this study indicated that GeoGebra can indeed be used effectively as a teaching tool to teach for conceptual understanding in mathematics.
- Full Text:
- Date Issued: 2017
- Authors: Mwiikeni, Eramus
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6989 , vital:21207
- Description: According to Rosken & Rolka (2006), learning mathematics through visualisations can be a powerful tool to explore mathematical problems and give meaning to mathematical concepts and relationships between them. “Visualisation can reduce the complexity of mathematical problems when dealing with a multitude of information” (p.458). This case study focused on using GeoGebra as a visualisation tool to teach angle properties in Grade 9 geometry. This study set out to analyse how GeoGebra visualisations can be used by selected teachers to teach for conceptual understanding. The research is based on a constructivist view of learning and is oriented within an interpretive paradigm. The methodology used is a qualitative case study. The study was conducted in one school and involved 3 mathematics teachers who were purposefully selected because they showed willingness to use technology in their teaching. I used classroom observations and interviews to collect the data. The study identified a number of factors from the participants that related to using GeoGebra in teaching for conceptual understanding. These include the effective use of dynamic visuals to build on prior knowledge, using multiple representations through image generation and image transformation to make connections and using visuals to justify mathematics ideas. The results from this study indicated that GeoGebra can indeed be used effectively as a teaching tool to teach for conceptual understanding in mathematics.
- Full Text:
- Date Issued: 2017
An analysis of selected grade 11 learners’ interactions with geometry tasks using visualization processes: a case study in Namibia
- Authors: Kabuku, Brian S
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia -- Cast studies , Visualization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/5949 , vital:20997
- Description: This case study was conducted at a secondary school where I teach, situated in the semi-rural setting of Bukalo village in Namibia, and sought to gain insights into the nature and role of visualisation processes employed when selected grade 11 learners interacted with selected geometry problems. According to Mariotti and Pensci (1994), visualisation takes place when "thinking is spontaneously accompanied and supported by images”, and helps students to understand the problem at hand. Visualisation is regarded as "making the unseen visible and imagery as the power to imagine the possible and the impossible” (Mason 1992). The study is located within an interpretive research paradigm in order to obtain in-depth understanding of the participants’ visualisation processes. Within this paradigm, both quantitative and qualitative approaches were adopted. The eight Grade 11 participants engaged with 12 items of the Geometry Visualisation Tasks (GVT) worksheets. Data was collected using video-recorded learners’ interactions with the GVT, observations, stimulated recall interviews and post-GVT interviews with the learners. During the data analysis stage, I used inductive analysis to determine patterns evident in learners ‘thinking processes’. My analytical framework consisted of indicators that were used to identify and classify visualisation processes for each task of the GVT for each participant. I adapted this framework from Ho (2010) and Ho, Ramful and Lowrie’s (2015) clarification of the representations. The findings from this study revealed that the use of visualisations facilitated meaningful learning when learners made use of these to develop and scaffold their conceptual understanding. The findings revealed that most learners used visualisation processes fairly to very accurately when solving geometry problems. They used visualisation processes by using sketches and diagrams that transformed a mathematical problem pictorially, connected their thinking to previous knowledge and experience, clarified the algebraic task and assisted them to understand the spatial relationships within each task.
- Full Text:
- Date Issued: 2017
- Authors: Kabuku, Brian S
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia -- Cast studies , Visualization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/5949 , vital:20997
- Description: This case study was conducted at a secondary school where I teach, situated in the semi-rural setting of Bukalo village in Namibia, and sought to gain insights into the nature and role of visualisation processes employed when selected grade 11 learners interacted with selected geometry problems. According to Mariotti and Pensci (1994), visualisation takes place when "thinking is spontaneously accompanied and supported by images”, and helps students to understand the problem at hand. Visualisation is regarded as "making the unseen visible and imagery as the power to imagine the possible and the impossible” (Mason 1992). The study is located within an interpretive research paradigm in order to obtain in-depth understanding of the participants’ visualisation processes. Within this paradigm, both quantitative and qualitative approaches were adopted. The eight Grade 11 participants engaged with 12 items of the Geometry Visualisation Tasks (GVT) worksheets. Data was collected using video-recorded learners’ interactions with the GVT, observations, stimulated recall interviews and post-GVT interviews with the learners. During the data analysis stage, I used inductive analysis to determine patterns evident in learners ‘thinking processes’. My analytical framework consisted of indicators that were used to identify and classify visualisation processes for each task of the GVT for each participant. I adapted this framework from Ho (2010) and Ho, Ramful and Lowrie’s (2015) clarification of the representations. The findings from this study revealed that the use of visualisations facilitated meaningful learning when learners made use of these to develop and scaffold their conceptual understanding. The findings revealed that most learners used visualisation processes fairly to very accurately when solving geometry problems. They used visualisation processes by using sketches and diagrams that transformed a mathematical problem pictorially, connected their thinking to previous knowledge and experience, clarified the algebraic task and assisted them to understand the spatial relationships within each task.
- Full Text:
- Date Issued: 2017
An analysis of the nature of visualisation objects in three Namibian grade 9 mathematics textbooks: a case study in Namibia
- Nghifimule, Selma Ndilipomwene
- Authors: Nghifimule, Selma Ndilipomwene
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6334 , vital:21090
- Description: Textbooks are a universal and central element of teaching and learning mathematics (Namibia. Ministry of Education [MoE], 2008). Steenpaß and Steinbring (2014) state that diagrams in mathematics textbooks are often used as Visualisation Objects (VOs) to enhance learning of mathematical concepts. VOs in textbooks are thus important teaching and learning tools (Fotakopoulou and Spiliotopoulou, 2008). This Namibian interpretive case study analysed the nature of VOs used in the three approved grade 9 Namibian mathematics textbooks namely: y=mx+c to success, Maths for Life 9 and Discover Mathematics 9. The VOs were analysed by using an analytical framework adapted from Fotakopoulou and Spiliotopoulou (2008). This analytic tool was specifically used to interrogate the following categories: the type of VOs, the roles of VOs, the relation of VOs to mathematical content, the relation of VOs to reality, and their properties. The 266 VOs under study were collected from the Algebra and Geometry chapters of each book. This study also included survey questionnaires with the 50 selected mathematics teachers, which sought their views and perceptions on the use of the identified VOs. In addition, the authors’ rationale in selecting the identified VOs used in their textbooks was sought through interviews. This research study is part of the “Visualisation in Namibia and Zambia” (VISNAMZA) project which seeks to research the effective use of visualisation processes in the mathematics classroom in Namibia and Zambia (Schäfer, 2015). It is hoped that this study contributes towards improving the quality of textbook evaluations, and design of suitable and more comprehensive assessment procedures in Namibia. It is also hoped that it creates a critical awareness of the roles of VOs in textbooks amongst teachers, inspiring them to help their learners interpret VOs effectively. It should also inspire potential authors to use suitable and appropriate VOs that enhance conceptual teaching and learning of mathematics. The study discovered that most of the VOs used in the selected textbooks align well with the mathematical content. The VOs can help make abstract ideas concrete, stimulate learning, simplify and clarify written texts. In addition, VOs can also be used as a tool for reasoning and an instrument for problem solving. The findings however also indicate that some of the VOs used are not self-explanatory; they are vague, unfamiliar and confusing, leading to misinterpretations by some learners. Another interesting finding was that some of the learners found it difficult to interpret VOs on their own without the help of the teacher.
- Full Text:
- Date Issued: 2017
- Authors: Nghifimule, Selma Ndilipomwene
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6334 , vital:21090
- Description: Textbooks are a universal and central element of teaching and learning mathematics (Namibia. Ministry of Education [MoE], 2008). Steenpaß and Steinbring (2014) state that diagrams in mathematics textbooks are often used as Visualisation Objects (VOs) to enhance learning of mathematical concepts. VOs in textbooks are thus important teaching and learning tools (Fotakopoulou and Spiliotopoulou, 2008). This Namibian interpretive case study analysed the nature of VOs used in the three approved grade 9 Namibian mathematics textbooks namely: y=mx+c to success, Maths for Life 9 and Discover Mathematics 9. The VOs were analysed by using an analytical framework adapted from Fotakopoulou and Spiliotopoulou (2008). This analytic tool was specifically used to interrogate the following categories: the type of VOs, the roles of VOs, the relation of VOs to mathematical content, the relation of VOs to reality, and their properties. The 266 VOs under study were collected from the Algebra and Geometry chapters of each book. This study also included survey questionnaires with the 50 selected mathematics teachers, which sought their views and perceptions on the use of the identified VOs. In addition, the authors’ rationale in selecting the identified VOs used in their textbooks was sought through interviews. This research study is part of the “Visualisation in Namibia and Zambia” (VISNAMZA) project which seeks to research the effective use of visualisation processes in the mathematics classroom in Namibia and Zambia (Schäfer, 2015). It is hoped that this study contributes towards improving the quality of textbook evaluations, and design of suitable and more comprehensive assessment procedures in Namibia. It is also hoped that it creates a critical awareness of the roles of VOs in textbooks amongst teachers, inspiring them to help their learners interpret VOs effectively. It should also inspire potential authors to use suitable and appropriate VOs that enhance conceptual teaching and learning of mathematics. The study discovered that most of the VOs used in the selected textbooks align well with the mathematical content. The VOs can help make abstract ideas concrete, stimulate learning, simplify and clarify written texts. In addition, VOs can also be used as a tool for reasoning and an instrument for problem solving. The findings however also indicate that some of the VOs used are not self-explanatory; they are vague, unfamiliar and confusing, leading to misinterpretations by some learners. Another interesting finding was that some of the learners found it difficult to interpret VOs on their own without the help of the teacher.
- Full Text:
- Date Issued: 2017
An analysis of visualization processes used by selected Grade 11 and 12 learners when solving algebraic problems: a Namibian case study
- Authors: Josef, Joseane
- Date: 2017
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia -- Case studies , Mathematics -- Study and teaching (Secondary) -- Activity programs , Algebra -- Study and teaching (Secondary) -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7843 , vital:21309
- Description: Visualisation is gaining visibility in mathematics education research. It is a powerful tool for solving different types of problems in many areas of mathematics, including Algebra - the mathematical domain of this study. The aim of this case study was to analyse the visualisation processes that selected senior secondary school learners used to solve a set of ten algebraic problems.The research was conducted at a secondary school in the Erongo region of Namibia. This is the school where the researcher is teaching. The sample consisted of six selected learners, three from Grade 11 and three from Grade 12. The learners were purposefully selected to participate in this study based on their mathematics performance in class and their willingness to participate. The participants were video recorded as they worked through the ten items of an Algebraic Visualisation Tasks (AVT) worksheet. They were also interviewed about the visualisation processes they employed when solving each of the tasks. The AVT, the videos and the interviews were analysed with the aid of an adapted visualisation template. The findings of the study show that learners used visualisations in all their problem-solving processes. These visualisations were used for different purposes such as starting points, for illustrative purposes, as organizational tools and as simplification tools. Visualisations as starting points were used when the problem was wordy and had lengthy descriptions and explanations. Illustrative visualisations enabled learners to articulate in their own way mathematical notations, mathematical equations and expressions that they then used to solve the problem. Organizational pictures provided a useful structural framework for solving the problems.This research suggests that the selected participants indeed used visualisation processes to solve algebraic problems. It is thus important for teachers to harness this aid and make the most use of these visualisation processes when teaching Algebra.
- Full Text:
- Date Issued: 2017
- Authors: Josef, Joseane
- Date: 2017
- Subjects: Visualization , Mathematics -- Study and teaching -- Namibia -- Case studies , Mathematics -- Study and teaching (Secondary) -- Activity programs , Algebra -- Study and teaching (Secondary) -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7843 , vital:21309
- Description: Visualisation is gaining visibility in mathematics education research. It is a powerful tool for solving different types of problems in many areas of mathematics, including Algebra - the mathematical domain of this study. The aim of this case study was to analyse the visualisation processes that selected senior secondary school learners used to solve a set of ten algebraic problems.The research was conducted at a secondary school in the Erongo region of Namibia. This is the school where the researcher is teaching. The sample consisted of six selected learners, three from Grade 11 and three from Grade 12. The learners were purposefully selected to participate in this study based on their mathematics performance in class and their willingness to participate. The participants were video recorded as they worked through the ten items of an Algebraic Visualisation Tasks (AVT) worksheet. They were also interviewed about the visualisation processes they employed when solving each of the tasks. The AVT, the videos and the interviews were analysed with the aid of an adapted visualisation template. The findings of the study show that learners used visualisations in all their problem-solving processes. These visualisations were used for different purposes such as starting points, for illustrative purposes, as organizational tools and as simplification tools. Visualisations as starting points were used when the problem was wordy and had lengthy descriptions and explanations. Illustrative visualisations enabled learners to articulate in their own way mathematical notations, mathematical equations and expressions that they then used to solve the problem. Organizational pictures provided a useful structural framework for solving the problems.This research suggests that the selected participants indeed used visualisation processes to solve algebraic problems. It is thus important for teachers to harness this aid and make the most use of these visualisation processes when teaching Algebra.
- Full Text:
- Date Issued: 2017
An arts based comparative study of pre-service teachers' perceptions of lecturers' engagement with a humanizing pedagogy
- Authors: Wafula, Josphat Gamba
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa , Teacher-student relationships -- Kenya Teachers college graduates -- South Africa Teachers college graduates -- Kenya Teachers -- Training of -- South Africa Teachers -- Training of -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/20162 , vital:29148
- Description: The tenet of this study was to elicit pre-service teachers’ insights, thoughts and opinions on their perceptions of lecturers’ engagement with a humanizing pedagogy through the analysis of the participants’ role plays, focused group interviews and written narratives. For the purposes of this study a qualitative approach was adopted employing a multiple case study design that focused on two African institutions; one in Kenya (University M) and one in South Africa (University N), involving 3rd year pre-service teachers in the intermediate phase programme of study. The accumulated data were coded, integrated and analyzed thematically. The findings revealed that although there are lectures who make concerted efforts to embrace humanizing pedagogy in their teaching and create opportunities for interactive learning, most of the teaching is concerned with the issuing of communiqués prepared by others with little input from students thereby leading to a one-way communication process, which denies students of a voice. One-way dialogue excludes the students from critical participation as highlighted by the participants in the study. Furthermore, the findings emerging from the study revealed that the participants perceived the humanizing pedagogy as key to facilitating a safe and friendly learning environment; a strategy that affirms interactive engagement and one which favors a learner-centered approach inclusive of positive pedagogical practices and approaches. The findings of the study also revealed that the dehumanizing experiences that participants had to contend with focused predominantly on the teachers’ obsession with banking education which the participants believed stifled the development of critical consciousness. It is hoped that the findings emerging from this study will inform an understanding and need for dialogue since the study provides valuable insights into the personal and professional transformation which can take place in the lecture rooms. Furthermore, the study has the potential to inform Kenyan and South African teacher education programs with a view to improving teaching practices and approaches that have the potential to stimulate critical and creative thinking through active participation, dialogue and interactive meaning-making.
- Full Text:
- Date Issued: 2017
- Authors: Wafula, Josphat Gamba
- Date: 2017
- Subjects: Teacher-student relationships -- South Africa , Teacher-student relationships -- Kenya Teachers college graduates -- South Africa Teachers college graduates -- Kenya Teachers -- Training of -- South Africa Teachers -- Training of -- Kenya
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/20162 , vital:29148
- Description: The tenet of this study was to elicit pre-service teachers’ insights, thoughts and opinions on their perceptions of lecturers’ engagement with a humanizing pedagogy through the analysis of the participants’ role plays, focused group interviews and written narratives. For the purposes of this study a qualitative approach was adopted employing a multiple case study design that focused on two African institutions; one in Kenya (University M) and one in South Africa (University N), involving 3rd year pre-service teachers in the intermediate phase programme of study. The accumulated data were coded, integrated and analyzed thematically. The findings revealed that although there are lectures who make concerted efforts to embrace humanizing pedagogy in their teaching and create opportunities for interactive learning, most of the teaching is concerned with the issuing of communiqués prepared by others with little input from students thereby leading to a one-way communication process, which denies students of a voice. One-way dialogue excludes the students from critical participation as highlighted by the participants in the study. Furthermore, the findings emerging from the study revealed that the participants perceived the humanizing pedagogy as key to facilitating a safe and friendly learning environment; a strategy that affirms interactive engagement and one which favors a learner-centered approach inclusive of positive pedagogical practices and approaches. The findings of the study also revealed that the dehumanizing experiences that participants had to contend with focused predominantly on the teachers’ obsession with banking education which the participants believed stifled the development of critical consciousness. It is hoped that the findings emerging from this study will inform an understanding and need for dialogue since the study provides valuable insights into the personal and professional transformation which can take place in the lecture rooms. Furthermore, the study has the potential to inform Kenyan and South African teacher education programs with a view to improving teaching practices and approaches that have the potential to stimulate critical and creative thinking through active participation, dialogue and interactive meaning-making.
- Full Text:
- Date Issued: 2017
An exploration of the processes that encourage HIV and AIDS affected Basotho female adolescent resilience in Sedibeng West in the Vaal Triangle area of the Gauteng Province
- Authors: De Lange, Une
- Date: 2017
- Subjects: Resilience (Personality trait) in adolescence -- South Africa -- Gauteng Teenage girls -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/22220 , vital:29875
- Description: This study aimed to explore processes encouraging resilience in HIV and AIDS affected Basotho female adolescents in Sedibeng West in the Vaal Triangle area of the Gauteng province; and to identify guidelines to help these individuals to get through their adversities in constructive ways. By using purposive sampling (a non-probability sampling method), 61 high risk, high resilient HIV and AIDS affected Basotho female adolescents in Sedibeng West were identified to participate in the research An extensive literature review revealed the following gaps with regard to the topic of this study: • Shortage of literature regarding the effects that HIV and AIDS have on Basotho female adolescents and how these adolescents cope with these challenges; • Lack of focus on resilience of specific cultural adolescent groups; • Lack of focus on processes that encourage resilience in adolescents; • Need for qualitative studies of resilience and visual qualitative studies in particular. Consequently, a qualitative, visual phenomenological study was done where data was collected by a multi-dimensional data gathering method consisting of open-ended questionnaires, drawings and semi-structured interviews. The findings revealed that HIV and AIDS affected all participants in a substantial way. The following three main processes encourage resilience in Basotho female adolescents: Benefitting from constructive bonds; Making meaning; and Acting constructively. Furthermore, Spiritual beings and Mothers were primarily identified as figures of strength and support during adolescents’ adversity. Based on the findings, the researcher recommends that: • The Department of Education include all aspects concerning HIV and AIDS, as well as aspects concerning Religion and Spirituality in the Life Skills curriculum without making any preference of religion; • a mother figure should be established in every child’s life at a very young age, preferably as early as birth; • young people be taught skills and strategies to build interpersonal relationships and attachment bonds to significant others; • families and schools empower individuals with skills to find meaning in adversity • parents and family members model constructive regulation of behaviour to adolescents.
- Full Text:
- Date Issued: 2017
- Authors: De Lange, Une
- Date: 2017
- Subjects: Resilience (Personality trait) in adolescence -- South Africa -- Gauteng Teenage girls -- South Africa -- Gauteng
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/22220 , vital:29875
- Description: This study aimed to explore processes encouraging resilience in HIV and AIDS affected Basotho female adolescents in Sedibeng West in the Vaal Triangle area of the Gauteng province; and to identify guidelines to help these individuals to get through their adversities in constructive ways. By using purposive sampling (a non-probability sampling method), 61 high risk, high resilient HIV and AIDS affected Basotho female adolescents in Sedibeng West were identified to participate in the research An extensive literature review revealed the following gaps with regard to the topic of this study: • Shortage of literature regarding the effects that HIV and AIDS have on Basotho female adolescents and how these adolescents cope with these challenges; • Lack of focus on resilience of specific cultural adolescent groups; • Lack of focus on processes that encourage resilience in adolescents; • Need for qualitative studies of resilience and visual qualitative studies in particular. Consequently, a qualitative, visual phenomenological study was done where data was collected by a multi-dimensional data gathering method consisting of open-ended questionnaires, drawings and semi-structured interviews. The findings revealed that HIV and AIDS affected all participants in a substantial way. The following three main processes encourage resilience in Basotho female adolescents: Benefitting from constructive bonds; Making meaning; and Acting constructively. Furthermore, Spiritual beings and Mothers were primarily identified as figures of strength and support during adolescents’ adversity. Based on the findings, the researcher recommends that: • The Department of Education include all aspects concerning HIV and AIDS, as well as aspects concerning Religion and Spirituality in the Life Skills curriculum without making any preference of religion; • a mother figure should be established in every child’s life at a very young age, preferably as early as birth; • young people be taught skills and strategies to build interpersonal relationships and attachment bonds to significant others; • families and schools empower individuals with skills to find meaning in adversity • parents and family members model constructive regulation of behaviour to adolescents.
- Full Text:
- Date Issued: 2017
An intervention on how using easily accessible resources to carry out hands-on practical activities in science influences science teachers’ conceptual development and dispositions
- Authors: Asheela, Eva Ndagwedha
- Date: 2017
- Subjects: Science teachers -- In-service training -- Namibia , Science teachers -- Namibia -- Case studies , Science -- Study and teaching -- Activity programs -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8330 , vital:21385
- Description: The reform and transformation of education systems in terms of enhancing Science, Technology Engineering and Mathematics (STEM) education in the schooling systems is gaining momentum in different parts of the world. It is argued that there is a need to enhance science education, particularly in Africa, because science education is considered to be the main vehicle through which the greater objectives such as national development and improvement in the quality of life can be realised. Namibia as a country is no exception. A key way through which science education can be enhanced is through carrying out practical activities during teaching and learning. Despite the crucial role that practical activities play in science subjects, it appears that they are not carried out in most of the Namibian science classrooms. It is against this background that this study explored an intervention on how easily accessible resources to carry out hands-on practical activities in science, influenced science teachers’ conceptual development and dispositions towards the use of practical activities in science. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 21 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on practical activities, lesson observations, which were videotaped, as well as teacher reflections were used. Conceptual development, disposition and professional development served as the conceptual lenses. Vygotsky’s sociocultural theory in conjunction with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study.The findings showed that there was a general perception among the participants before the intervention that in order to carry out practical activities, well-equipped laboratories, conventional chemicals and equipment are needed. Some teachers had never used practical activities in their science classes with a range of constraints or hindrances provided as reasons. The findings additionally showed that for teachers to use easily accessible resources to carry out practical activities in their science classrooms, they need the knowledge and exposure on how to use these resources. The findings thus showed that this professional development approach raised motivation, knowledge and the skills of the science teacher participants to include practical activities in their science lessons using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms to engage in hands- on practical activities using easily accessible resources, they can be enabled and motivated to implement these in their science classrooms.
- Full Text:
- Date Issued: 2017
- Authors: Asheela, Eva Ndagwedha
- Date: 2017
- Subjects: Science teachers -- In-service training -- Namibia , Science teachers -- Namibia -- Case studies , Science -- Study and teaching -- Activity programs -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8330 , vital:21385
- Description: The reform and transformation of education systems in terms of enhancing Science, Technology Engineering and Mathematics (STEM) education in the schooling systems is gaining momentum in different parts of the world. It is argued that there is a need to enhance science education, particularly in Africa, because science education is considered to be the main vehicle through which the greater objectives such as national development and improvement in the quality of life can be realised. Namibia as a country is no exception. A key way through which science education can be enhanced is through carrying out practical activities during teaching and learning. Despite the crucial role that practical activities play in science subjects, it appears that they are not carried out in most of the Namibian science classrooms. It is against this background that this study explored an intervention on how easily accessible resources to carry out hands-on practical activities in science, influenced science teachers’ conceptual development and dispositions towards the use of practical activities in science. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 21 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on practical activities, lesson observations, which were videotaped, as well as teacher reflections were used. Conceptual development, disposition and professional development served as the conceptual lenses. Vygotsky’s sociocultural theory in conjunction with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study.The findings showed that there was a general perception among the participants before the intervention that in order to carry out practical activities, well-equipped laboratories, conventional chemicals and equipment are needed. Some teachers had never used practical activities in their science classes with a range of constraints or hindrances provided as reasons. The findings additionally showed that for teachers to use easily accessible resources to carry out practical activities in their science classrooms, they need the knowledge and exposure on how to use these resources. The findings thus showed that this professional development approach raised motivation, knowledge and the skills of the science teacher participants to include practical activities in their science lessons using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms to engage in hands- on practical activities using easily accessible resources, they can be enabled and motivated to implement these in their science classrooms.
- Full Text:
- Date Issued: 2017
An investigation into Science teachers’ conceptions of and dispositions towards the implementation of ‘assessment for learning’ (formative assessment) during science practical activities
- Authors: Sheehama, Felisia Nauyele
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50166 , vital:25964
- Description: Assessment is an integral part of the teaching and learning process. Research by the Assessment Reform Group (ARG) (1999) and others has shown that assessment for learning, or formative assessment, is one of the most powerful educational tools for promoting effective learning and improving performance. Assessment for learning (formative assessment) and summative assessment form part of most national education policies and is advocated in the Namibian curricula. However, most of the focus of official programs in Namibia has been on summative assessment resulting in assessment for learning being neglected. It is against this backdrop that this study investigated science teachers’ conceptions of, and dispositions towards, the implementation of assessment for learning during science practical lessons. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 25 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered at NIED in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on assessment for learning, practical activities, lesson observations (which were videotaped), as well as teacher reflections were used. The lesson observations were conducted in two schools in the Omusati region of Namibia. The theoretical frameworks guiding the study were Vygotsky’s social constructivist theory and Shulman’s pedagogical content knowledge (PCK). The findings of the study revealed that teachers held different notions toward assessment for learning before the intervention in the form of a workshop. However, after the workshop the teachers demonstrated understanding of what assessment for learning entails and how it can be implemented during hands-on practical activities using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms, to engage in hands-on practical activities using easily accessible resources and an appropriate orientation towards assessment for learning that includes model strategies they can be enabled and motivated to research and begin to implement assessment for learning in their science classrooms.
- Full Text:
- Date Issued: 2017
- Authors: Sheehama, Felisia Nauyele
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/50166 , vital:25964
- Description: Assessment is an integral part of the teaching and learning process. Research by the Assessment Reform Group (ARG) (1999) and others has shown that assessment for learning, or formative assessment, is one of the most powerful educational tools for promoting effective learning and improving performance. Assessment for learning (formative assessment) and summative assessment form part of most national education policies and is advocated in the Namibian curricula. However, most of the focus of official programs in Namibia has been on summative assessment resulting in assessment for learning being neglected. It is against this backdrop that this study investigated science teachers’ conceptions of, and dispositions towards, the implementation of assessment for learning during science practical lessons. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 25 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered at NIED in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on assessment for learning, practical activities, lesson observations (which were videotaped), as well as teacher reflections were used. The lesson observations were conducted in two schools in the Omusati region of Namibia. The theoretical frameworks guiding the study were Vygotsky’s social constructivist theory and Shulman’s pedagogical content knowledge (PCK). The findings of the study revealed that teachers held different notions toward assessment for learning before the intervention in the form of a workshop. However, after the workshop the teachers demonstrated understanding of what assessment for learning entails and how it can be implemented during hands-on practical activities using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms, to engage in hands-on practical activities using easily accessible resources and an appropriate orientation towards assessment for learning that includes model strategies they can be enabled and motivated to research and begin to implement assessment for learning in their science classrooms.
- Full Text:
- Date Issued: 2017
An investigation into the causes of disparities in literacy readiness of learners: perceptions of pre-primary teachers
- Authors: Haingura, Hildefonsia
- Date: 2017
- Subjects: Early childhood education -- South Africa , Language arts (Early childhood) -- South Africa , Literacy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7854 , vital:21311
- Description: This study investigated pre-primary teachers’ perceptions of the causes of disparities in the literacy readiness of pre-primary learners. The aim was to understand the reasons that teachers ascribe to differences in literacy readiness; ways in which teachers’ understanding of the causes may relate to their practices and to learners’ literacy readiness levels. The study drew from Bernstein’s pedagogic discourse as the theoretical framing and analytical tool for engaging with the data. The participants in the study were three pre-primary teachers practising in a variety of schooling contexts. In a quest for a deeper understanding of the causes, data for the study was generated using multiple sources. Structured interviews were employed to get the teachers perceptions, while classroom observations were aimed at discovering ways in which the teachers’ points of view related to their practices in the actual classroom. An analysis of documentary evidence was carried out to understand ways in which teachers’ practices adhered to the curriculum intentions, as well as ways in which their plans and curriculum documents supported the development of the emerging literacy skills of the learners. Findings of this study indicated that teachers attributed disparities in the literacy readiness of learners to factors external to the classroom and it was found that their pedagogic practices, as a result of these perceptions, were not supportive to the development of literacy skills that are pivotal for transitioning to Grade 1. The study has implications for curriculum reform, sensitization of stakeholders and teacher training in order to ensure a solid and promising academic foundation, and consequently, a successful academic future for all pre-primary learners.
- Full Text:
- Date Issued: 2017
- Authors: Haingura, Hildefonsia
- Date: 2017
- Subjects: Early childhood education -- South Africa , Language arts (Early childhood) -- South Africa , Literacy -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7854 , vital:21311
- Description: This study investigated pre-primary teachers’ perceptions of the causes of disparities in the literacy readiness of pre-primary learners. The aim was to understand the reasons that teachers ascribe to differences in literacy readiness; ways in which teachers’ understanding of the causes may relate to their practices and to learners’ literacy readiness levels. The study drew from Bernstein’s pedagogic discourse as the theoretical framing and analytical tool for engaging with the data. The participants in the study were three pre-primary teachers practising in a variety of schooling contexts. In a quest for a deeper understanding of the causes, data for the study was generated using multiple sources. Structured interviews were employed to get the teachers perceptions, while classroom observations were aimed at discovering ways in which the teachers’ points of view related to their practices in the actual classroom. An analysis of documentary evidence was carried out to understand ways in which teachers’ practices adhered to the curriculum intentions, as well as ways in which their plans and curriculum documents supported the development of the emerging literacy skills of the learners. Findings of this study indicated that teachers attributed disparities in the literacy readiness of learners to factors external to the classroom and it was found that their pedagogic practices, as a result of these perceptions, were not supportive to the development of literacy skills that are pivotal for transitioning to Grade 1. The study has implications for curriculum reform, sensitization of stakeholders and teacher training in order to ensure a solid and promising academic foundation, and consequently, a successful academic future for all pre-primary learners.
- Full Text:
- Date Issued: 2017
An investigation into the mathematics knowledge for teaching required to develop grade 2 learners’ number sense through counting
- Authors: Chikiwa, Samukeliso
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Number concept in children -- South Africa , Number concept -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6042 , vital:21019
- Description: Poor learner performance in mathematics has a long-standing record in South Africa. More than two decades after attainment of democracy South Africa is still seeking ways of addressing this crisis. Research around poor mathematics points to a number of factors, however, the dominant being that South African teachers lack both mathematics content and the pedagogical knowledge to teach it effectively. Ball, Thames and Phelps (2008) refer to the knowledge to teach mathematics effectively as Mathematics Knowledge for Teaching [MKfT]. MKfT combines the knowledge of both the content with the pedagogical skills. Mathematics teachers in South Africa are said to lack MKfT to teach mathematics in ways that enhance conceptual understanding and the effect of this deficiency is felt as far back in the education system as Foundation Phase. Research suggests Foundation Phase teachers do not develop the learners’ number sense well enough to equip them with essential mathematical strategies and proficiency that would help them learn mathematics with ease and understanding. This deficit expands as learners move up the grades. My qualitative research, case study approach was employed to investigate MKfT enacted in the teaching of an expert Foundation Phase teacher, which she used while developing number sense in her Grade Two learners. A key aim is to inform fellow Foundation Phase teachers and Foundation Phase teacher educators, both in-service and in-training, of the key aspects of MKfT required in developing number sense. The study found that Foundation Phase teaching requires employment of all the domains of the MKfT to develop number sense to Grade 2 learners. These domains are complexly interconnected and interdependent and the research shows that while one needs the full set to be able to teach effectively, the expertise becomes visible in the seamless and somewhat automated interweaving of these domains. Furthermore, the research will illuminate how such seamless and automated interweaving can render the individual domains difficult to discern.
- Full Text:
- Date Issued: 2017
- Authors: Chikiwa, Samukeliso
- Date: 2017
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Number concept in children -- South Africa , Number concept -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6042 , vital:21019
- Description: Poor learner performance in mathematics has a long-standing record in South Africa. More than two decades after attainment of democracy South Africa is still seeking ways of addressing this crisis. Research around poor mathematics points to a number of factors, however, the dominant being that South African teachers lack both mathematics content and the pedagogical knowledge to teach it effectively. Ball, Thames and Phelps (2008) refer to the knowledge to teach mathematics effectively as Mathematics Knowledge for Teaching [MKfT]. MKfT combines the knowledge of both the content with the pedagogical skills. Mathematics teachers in South Africa are said to lack MKfT to teach mathematics in ways that enhance conceptual understanding and the effect of this deficiency is felt as far back in the education system as Foundation Phase. Research suggests Foundation Phase teachers do not develop the learners’ number sense well enough to equip them with essential mathematical strategies and proficiency that would help them learn mathematics with ease and understanding. This deficit expands as learners move up the grades. My qualitative research, case study approach was employed to investigate MKfT enacted in the teaching of an expert Foundation Phase teacher, which she used while developing number sense in her Grade Two learners. A key aim is to inform fellow Foundation Phase teachers and Foundation Phase teacher educators, both in-service and in-training, of the key aspects of MKfT required in developing number sense. The study found that Foundation Phase teaching requires employment of all the domains of the MKfT to develop number sense to Grade 2 learners. These domains are complexly interconnected and interdependent and the research shows that while one needs the full set to be able to teach effectively, the expertise becomes visible in the seamless and somewhat automated interweaving of these domains. Furthermore, the research will illuminate how such seamless and automated interweaving can render the individual domains difficult to discern.
- Full Text:
- Date Issued: 2017
An investigation of a Systemic Functional Linguistic approach for teaching Energy to grade 7 Natural Science and Health Education Learners: a Namibian case study
- Authors: Silvanus, Secilia Tulikefo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8165 , vital:21361
- Description: Learners’ general poor performance in science is a concern in science education. The literature mentions pedagogic strategies such as the use of practical activities and inclusion of indigenous knowledge, which are now acknowledged in various science curricula. In addition, many science educators and researchers are exploring innovative pedagogical approaches which may possibly help learners understand science better in order to improve their performance in the subject. Learners’ poor performance in science and possible strategies for improving this, are also a concern in Namibia. The Namibian national examination results (MoE, 2010-2014) revealed that the topic of Energy is one of those in which learners perform poorly. Energy is an important scientific concept that is widely used in various disciplines and it is thus problematic when science learners struggle to make sense of the scientific description of energy and related concepts. This triggered my interest to conduct a study focusing on the topic of energy. The study involved functional recasting from Systemic Functional Linguistic theory, as an intervention during my teaching the topic of energy to English second language grade 7 Natural Science and Health Education learners. The influence of the approach was investigated through the lens of social constructivism. The interpretive paradigm was adopted in order to make meaning of the learners’ experiences, during and after the intervention. Data collection instruments such as pre and post test, stimulated recall interviews, observation and learners’ journals were used. A qualitative approach was used to analyze the data. The pretest and post test results showed that a noticeable shift had occurred in learners’ understanding - the functional recasting teaching approach positively influenced learners’ sense making of energy concepts. Sense-making of energy concepts was evident in learners’ demonstrating the ability to construct and deconstruct technicality, making comprehensible output, meaningful use of gestures, scientific reasoning and asking relevant questions. The results also revealed dialogic discourse and positive attitudes as factors enabling learners’ progress. The language of learning and teaching, and negative attitudes were found to be constraining factors for learners’ progress. Functional recasting might be useful to science teachers and science teacher training programs as the finding for this study revealed that it enabled learners to make sense of energy concepts using scientific English. When using functional recasting, science teachers should consider the constraining factors and possibly avoid or minimize the impact.
- Full Text:
- Date Issued: 2017
- Authors: Silvanus, Secilia Tulikefo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8165 , vital:21361
- Description: Learners’ general poor performance in science is a concern in science education. The literature mentions pedagogic strategies such as the use of practical activities and inclusion of indigenous knowledge, which are now acknowledged in various science curricula. In addition, many science educators and researchers are exploring innovative pedagogical approaches which may possibly help learners understand science better in order to improve their performance in the subject. Learners’ poor performance in science and possible strategies for improving this, are also a concern in Namibia. The Namibian national examination results (MoE, 2010-2014) revealed that the topic of Energy is one of those in which learners perform poorly. Energy is an important scientific concept that is widely used in various disciplines and it is thus problematic when science learners struggle to make sense of the scientific description of energy and related concepts. This triggered my interest to conduct a study focusing on the topic of energy. The study involved functional recasting from Systemic Functional Linguistic theory, as an intervention during my teaching the topic of energy to English second language grade 7 Natural Science and Health Education learners. The influence of the approach was investigated through the lens of social constructivism. The interpretive paradigm was adopted in order to make meaning of the learners’ experiences, during and after the intervention. Data collection instruments such as pre and post test, stimulated recall interviews, observation and learners’ journals were used. A qualitative approach was used to analyze the data. The pretest and post test results showed that a noticeable shift had occurred in learners’ understanding - the functional recasting teaching approach positively influenced learners’ sense making of energy concepts. Sense-making of energy concepts was evident in learners’ demonstrating the ability to construct and deconstruct technicality, making comprehensible output, meaningful use of gestures, scientific reasoning and asking relevant questions. The results also revealed dialogic discourse and positive attitudes as factors enabling learners’ progress. The language of learning and teaching, and negative attitudes were found to be constraining factors for learners’ progress. Functional recasting might be useful to science teachers and science teacher training programs as the finding for this study revealed that it enabled learners to make sense of energy concepts using scientific English. When using functional recasting, science teachers should consider the constraining factors and possibly avoid or minimize the impact.
- Full Text:
- Date Issued: 2017
An investigation of an innovative teaching approach to explore how Grade 11 Physical Science learners make sense of the topic light
- Mutikisha, Nghidixumo Jeremia
- Authors: Mutikisha, Nghidixumo Jeremia
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8055 , vital:21340
- Description: In the Namibian education curriculum the topic light is offered in Grade 7 Natural Science and Health Education (NSHE) and in Grades 10, 11 and 12 Physical Science. The Namibian junior secondary certificate (JSC) Examiners’ reports for 2011 to 2013 indicate that more than 50% of learners have been performing poorly on questions on the topic light particularly on the questions related to the properties of light. Similarly, the Namibian senior secondary certificate ordinary (NSSCO) level Examiners’ reports for2011 to 2013indicate that many learners struggled to answer questions related to reflection and refraction of light. These results triggered my interest to investigate how Grade 11Physical Science learners make sense of the topic light based on their conceptions, experiences, prior knowledge as well as looking into factors that enable or constrain them in making sense of the topic light. This research was a case study of one secondary school in Namibian urban area. It was carried out with 22 Grade 11 Physical Science learners through a designed ASEI-PDSI (Activities, Students, Experiment, Improvisation-Plan, Do, See, Improve) teaching intervention to explore how they make sense of the topic light. Underpinned by an interpretive paradigm, the study tried to explore how learners make sense of the topic light through ASEI-PDSI teaching approach. Within the interpretive paradigm, a mixed method case study approach was adopted. In the context of this study the quan→QUAL design was applied. The study was informed by constructivism consisting of both cognitive and social constructivism as a theoretical framework looking into learners’ sense making, prior knowledge and social interaction as well as knowledge construction. Convenience and purposive sampling were used to select those 22 grade 11 Physical Science learners. The data were generated using tests (pre-test and post-test), questionnaires, stimulated recall interviews, lesson observations and video-stimulated recall interviews. Triangulation of data was employed to ensure validity and trustworthiness of the research findings. Prior the commencement of the study, informed consents were obtained in writing from the Director of Ohangwena Directorate of Education, school principal, Grade 11Physical Science teacher, learners as well as from the parents of the learners involved in the study. The findings of the study revealed that there was a positive shift in learners’ sense making as it was reflected by the learners’ post-test scores in comparison to the pre-test scores. The post test scores were higher than the pre-test scores. The study thus recommends for the adoption of an ASEI teaching approach to be used during science lessons in schools in Namibia for better academic improvement.
- Full Text:
- Date Issued: 2017
- Authors: Mutikisha, Nghidixumo Jeremia
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8055 , vital:21340
- Description: In the Namibian education curriculum the topic light is offered in Grade 7 Natural Science and Health Education (NSHE) and in Grades 10, 11 and 12 Physical Science. The Namibian junior secondary certificate (JSC) Examiners’ reports for 2011 to 2013 indicate that more than 50% of learners have been performing poorly on questions on the topic light particularly on the questions related to the properties of light. Similarly, the Namibian senior secondary certificate ordinary (NSSCO) level Examiners’ reports for2011 to 2013indicate that many learners struggled to answer questions related to reflection and refraction of light. These results triggered my interest to investigate how Grade 11Physical Science learners make sense of the topic light based on their conceptions, experiences, prior knowledge as well as looking into factors that enable or constrain them in making sense of the topic light. This research was a case study of one secondary school in Namibian urban area. It was carried out with 22 Grade 11 Physical Science learners through a designed ASEI-PDSI (Activities, Students, Experiment, Improvisation-Plan, Do, See, Improve) teaching intervention to explore how they make sense of the topic light. Underpinned by an interpretive paradigm, the study tried to explore how learners make sense of the topic light through ASEI-PDSI teaching approach. Within the interpretive paradigm, a mixed method case study approach was adopted. In the context of this study the quan→QUAL design was applied. The study was informed by constructivism consisting of both cognitive and social constructivism as a theoretical framework looking into learners’ sense making, prior knowledge and social interaction as well as knowledge construction. Convenience and purposive sampling were used to select those 22 grade 11 Physical Science learners. The data were generated using tests (pre-test and post-test), questionnaires, stimulated recall interviews, lesson observations and video-stimulated recall interviews. Triangulation of data was employed to ensure validity and trustworthiness of the research findings. Prior the commencement of the study, informed consents were obtained in writing from the Director of Ohangwena Directorate of Education, school principal, Grade 11Physical Science teacher, learners as well as from the parents of the learners involved in the study. The findings of the study revealed that there was a positive shift in learners’ sense making as it was reflected by the learners’ post-test scores in comparison to the pre-test scores. The post test scores were higher than the pre-test scores. The study thus recommends for the adoption of an ASEI teaching approach to be used during science lessons in schools in Namibia for better academic improvement.
- Full Text:
- Date Issued: 2017
An investigation of how code switching between English and Oshiwambo enables or constrains teaching and learning of ‘force’ in Grade 7 Natural Science and Health Education in a rural Namibian school
- Nambahu, Paulus Tulimekondjo
- Authors: Nambahu, Paulus Tulimekondjo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7622 , vital:21279
- Description: Anecdotal evidence over the years of my teaching reveals the use of code switching to be a regular practice in rural schools in the northern part of Namibia. Some recent studies focused on how Namibian teachers mediate specific science topics through code switching. However, although the 2013 Grade 10 examiners’ report and the latest (2014) Grade 7 National Standardized Achievement Test (NSAT) indicate that learners performed poorly in the important science topic Force, no literature could be found which explored this problem in Namibian science education. This triggered my interest to investigate how the use of code switching between English and Oshiwambo enables or constrains teaching and learning of the topic Force in Natural Science and Health Education (NSHE) lessons at a rural Namibian school. I accomplished this by implementing strategic code switching as an intervention in my own teaching with a class of Grade 7 NSHE learners and with the participation of a critical friend. An initial action research cycle of teaching was done in the medium of instruction (English) without any code switching and a Pre-test was then administered to assess learners understanding prior to the intervention. After this first cycle, code switching was integrated into the teaching as an intervention in the second cycle of teaching in the action research and a Post test was then administered. This research study is informed by social constructivism theory of Vygotsky (1978) with a focus on the concept of Zone of Proximal Development (ZPD) using language as a tool for mediating learning through strategic code switching as an aspect of Pedagogical Content Knowledge (PCK). The two action research cycles included me undertaking regular and in-depth reflections after my teaching of each lesson. Data were also collected through document analysis, learners’ responses to tests, lesson observation with video recording and stimulated recall interviews. The analysis of the data involved qualitative coding of data. Informed consent of all participants was sought by obtaining signed written informed consent letters from parents of learners taking part in the study, as well as from the teacher participating as a critical friend, the school governing body and the regional director of education, arts and culture. Findings from this study revealed that code switching between English and Oshiwambo as a teaching intervention influenced learners performance positively. The results reveal that when code switching, linguistic, dispositional, hands-on experience and relating abstract concepts to everyday life experience were either enabling or constraining factors for learning the concept Force. Furthermore, the study reveals reinforcement and relating abstract concepts to everyday life world as an enabling factor for teaching the concept Force, when code switching. Linguistic and time have been identified as constrain factors when teaching Force through code switching. Finally, it was evident that when teaching and learning is mediated through code switching some factors are enabling when/if present but constraining when/if they are absent. The results from this study have the potential to enhance my own teaching practice as well the practice of other science teachers in similar education contexts.
- Full Text:
- Date Issued: 2017
- Authors: Nambahu, Paulus Tulimekondjo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7622 , vital:21279
- Description: Anecdotal evidence over the years of my teaching reveals the use of code switching to be a regular practice in rural schools in the northern part of Namibia. Some recent studies focused on how Namibian teachers mediate specific science topics through code switching. However, although the 2013 Grade 10 examiners’ report and the latest (2014) Grade 7 National Standardized Achievement Test (NSAT) indicate that learners performed poorly in the important science topic Force, no literature could be found which explored this problem in Namibian science education. This triggered my interest to investigate how the use of code switching between English and Oshiwambo enables or constrains teaching and learning of the topic Force in Natural Science and Health Education (NSHE) lessons at a rural Namibian school. I accomplished this by implementing strategic code switching as an intervention in my own teaching with a class of Grade 7 NSHE learners and with the participation of a critical friend. An initial action research cycle of teaching was done in the medium of instruction (English) without any code switching and a Pre-test was then administered to assess learners understanding prior to the intervention. After this first cycle, code switching was integrated into the teaching as an intervention in the second cycle of teaching in the action research and a Post test was then administered. This research study is informed by social constructivism theory of Vygotsky (1978) with a focus on the concept of Zone of Proximal Development (ZPD) using language as a tool for mediating learning through strategic code switching as an aspect of Pedagogical Content Knowledge (PCK). The two action research cycles included me undertaking regular and in-depth reflections after my teaching of each lesson. Data were also collected through document analysis, learners’ responses to tests, lesson observation with video recording and stimulated recall interviews. The analysis of the data involved qualitative coding of data. Informed consent of all participants was sought by obtaining signed written informed consent letters from parents of learners taking part in the study, as well as from the teacher participating as a critical friend, the school governing body and the regional director of education, arts and culture. Findings from this study revealed that code switching between English and Oshiwambo as a teaching intervention influenced learners performance positively. The results reveal that when code switching, linguistic, dispositional, hands-on experience and relating abstract concepts to everyday life experience were either enabling or constraining factors for learning the concept Force. Furthermore, the study reveals reinforcement and relating abstract concepts to everyday life world as an enabling factor for teaching the concept Force, when code switching. Linguistic and time have been identified as constrain factors when teaching Force through code switching. Finally, it was evident that when teaching and learning is mediated through code switching some factors are enabling when/if present but constraining when/if they are absent. The results from this study have the potential to enhance my own teaching practice as well the practice of other science teachers in similar education contexts.
- Full Text:
- Date Issued: 2017
An investigation of how Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips on mobile phones can be used by student teachers as a visualisation tool in the teaching of Number Sense: a case study
- Authors: Kangwa, Lemmy
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Zambia -- Case studies , Visualization , Number concept , Mobile communication systems in education , Mathematics -- Study and teaching -- Software , Telecommunications in education , Educational innovations , VITALmaths
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6930 , vital:21201
- Description: Visualisation is increasingly being recognised as having a significant role in the learning of mathematics especially when students are solving mathematical problems (Thornton, 2001). It is argued that visualisation is a powerful tool for learners to construct mental and physical representations that correctly mirror mathematical relationships and concepts. To gain a thorough understanding of the scope of visualisation, three Visual Technology for Autonomous Learning of Mathematics (VITALmaths) (www.vitalmaths.com) video clips were uploaded on mobile phones of each of the eleven participating student teachers who used them in their teaching practice. This is in cognisance of the educational potential offered by mobile phones and their current pervasiveness in the daily lives of both teachers and learners in Zambia (Zambia. Ministry of Education [M.O.E], 2013]). This study sought to investigate how VITALmaths video clips on mobile phones could be used by student teachers as a visualisation tool in the teaching of Number Sense. The videos of the lessons formed the core of my analysis. The study was conducted at four primary schools by eleven student teachers of a public university in Zambia. The study is framed as a case study and is grounded within the interpretive paradigm. The findings revealed that the student teachers’ use of the video clips in the classrooms for teaching was generally approached from two perspectives: at the beginning of the lesson or at the end. The videos were used at the beginning of the lesson as a means to introduce a topic or an idea, and at the end of the lesson to consolidate what was taught. The videos were also used to enhance the conceptual understanding of Number Sense. The findings also revealed that students encountered both enabling and constraining factors in their use of mobile phones to teach number sense. The overall findings revealed that, if well utilised, mobile phones as visualisation tools had the potential to enhance the teaching of Mathematics in general and Number Sense in particular, and therefore teachers should be encouraged to use them in their teaching.
- Full Text:
- Date Issued: 2017
- Authors: Kangwa, Lemmy
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Zambia -- Case studies , Visualization , Number concept , Mobile communication systems in education , Mathematics -- Study and teaching -- Software , Telecommunications in education , Educational innovations , VITALmaths
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6930 , vital:21201
- Description: Visualisation is increasingly being recognised as having a significant role in the learning of mathematics especially when students are solving mathematical problems (Thornton, 2001). It is argued that visualisation is a powerful tool for learners to construct mental and physical representations that correctly mirror mathematical relationships and concepts. To gain a thorough understanding of the scope of visualisation, three Visual Technology for Autonomous Learning of Mathematics (VITALmaths) (www.vitalmaths.com) video clips were uploaded on mobile phones of each of the eleven participating student teachers who used them in their teaching practice. This is in cognisance of the educational potential offered by mobile phones and their current pervasiveness in the daily lives of both teachers and learners in Zambia (Zambia. Ministry of Education [M.O.E], 2013]). This study sought to investigate how VITALmaths video clips on mobile phones could be used by student teachers as a visualisation tool in the teaching of Number Sense. The videos of the lessons formed the core of my analysis. The study was conducted at four primary schools by eleven student teachers of a public university in Zambia. The study is framed as a case study and is grounded within the interpretive paradigm. The findings revealed that the student teachers’ use of the video clips in the classrooms for teaching was generally approached from two perspectives: at the beginning of the lesson or at the end. The videos were used at the beginning of the lesson as a means to introduce a topic or an idea, and at the end of the lesson to consolidate what was taught. The videos were also used to enhance the conceptual understanding of Number Sense. The findings also revealed that students encountered both enabling and constraining factors in their use of mobile phones to teach number sense. The overall findings revealed that, if well utilised, mobile phones as visualisation tools had the potential to enhance the teaching of Mathematics in general and Number Sense in particular, and therefore teachers should be encouraged to use them in their teaching.
- Full Text:
- Date Issued: 2017