Synthesis and evaluation of the medicinal potential of novel 4-hydroxycoumarin derivatives
- Authors: Manyeruke, Meloddy Hlatini
- Date: 2022-04-08
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/164458 , vital:41120 , doi:10.21504/10962/164458
- Description: This research has focused on the synthesis and biological evaluation of a broad range of compounds characterised by the presence of the pharmacologically significant 4-hydroxycoumalin scaffold. The compounds were designed to contain additional pharmachophoric centres to enhance bioactivity and generate lead compounds with dualaction potential. The use of 4-hydroxycoumarin as the primary synthon enabled access to various series of 4-hydroxycoumarin conjugates, the reactive 3-position on the 4-hydroxycoumarin moiety being exploited for regioselective construction of the targeted compounds in several steps. Some of the reactants required in the construction of these compounds were specially synthesised and included propargyloxy benzaldehydes, benzyloxy benzaldehydes and 2,3-dihydroxysuccino-dihydride. Overall, eight different families of novel compounds were accessed, comprising conjugates of 4-hydroxycoumarin with bisethylidenesuccinohyrazide, trifluoroacetamide, amino, benzyloxyphenyl-iminoethyl, benzylidenehyrazinyl-thiazoyl, benzylidenehydrazonoethyl, propargyloxybenzylidenehydrazonoethyl and phenylacryloyl moieties using protocols that required minimal work-up and purification. The eighty novel compounds synthesised in the study were fully characterised using HMRS and advanced NMR techniques. Cytotoxicity, HIV-1 IN and PR inhibitory, and antitrypanosomal, antimalarial and anti-Mtb assays were conducted on the synthesised coumarin derivatives. Several compounds exhibited activity against HIV-1 IN, the most potent being a bis-ethylidenesuccinohyrazide with an IC50 value of 3.5 μM. Various compounds exhibited anti-malarial activity (% pLDH viability in the range 62-77%), anti-trypanosomal activity (the most potent with an IC50 = 0.9 μM against T.b. brucei) and a measure of anti-Mtb activity. Apart from two chalconyl derivatives, none of the synthesised compounds exhibited significant cytotoxicity. Conflicting results were obtained from the in silico docking studies; in some cases supporting the observed in vitro assay data while, in others, exhibiting no correlation. , Thesis (PhD) -- Faculty of Science, Chemistry, 2020
- Full Text:
- Date Issued: 2022-04-08
- Authors: Manyeruke, Meloddy Hlatini
- Date: 2022-04-08
- Subjects: Uncatalogued
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/164458 , vital:41120 , doi:10.21504/10962/164458
- Description: This research has focused on the synthesis and biological evaluation of a broad range of compounds characterised by the presence of the pharmacologically significant 4-hydroxycoumalin scaffold. The compounds were designed to contain additional pharmachophoric centres to enhance bioactivity and generate lead compounds with dualaction potential. The use of 4-hydroxycoumarin as the primary synthon enabled access to various series of 4-hydroxycoumarin conjugates, the reactive 3-position on the 4-hydroxycoumarin moiety being exploited for regioselective construction of the targeted compounds in several steps. Some of the reactants required in the construction of these compounds were specially synthesised and included propargyloxy benzaldehydes, benzyloxy benzaldehydes and 2,3-dihydroxysuccino-dihydride. Overall, eight different families of novel compounds were accessed, comprising conjugates of 4-hydroxycoumarin with bisethylidenesuccinohyrazide, trifluoroacetamide, amino, benzyloxyphenyl-iminoethyl, benzylidenehyrazinyl-thiazoyl, benzylidenehydrazonoethyl, propargyloxybenzylidenehydrazonoethyl and phenylacryloyl moieties using protocols that required minimal work-up and purification. The eighty novel compounds synthesised in the study were fully characterised using HMRS and advanced NMR techniques. Cytotoxicity, HIV-1 IN and PR inhibitory, and antitrypanosomal, antimalarial and anti-Mtb assays were conducted on the synthesised coumarin derivatives. Several compounds exhibited activity against HIV-1 IN, the most potent being a bis-ethylidenesuccinohyrazide with an IC50 value of 3.5 μM. Various compounds exhibited anti-malarial activity (% pLDH viability in the range 62-77%), anti-trypanosomal activity (the most potent with an IC50 = 0.9 μM against T.b. brucei) and a measure of anti-Mtb activity. Apart from two chalconyl derivatives, none of the synthesised compounds exhibited significant cytotoxicity. Conflicting results were obtained from the in silico docking studies; in some cases supporting the observed in vitro assay data while, in others, exhibiting no correlation. , Thesis (PhD) -- Faculty of Science, Chemistry, 2020
- Full Text:
- Date Issued: 2022-04-08
The characterization of GTP Cyclohydrolase I and 6-Pyruvoyl Tetrahydropterin Synthase enzymes as potential anti-malarial drug targets
- Khairallah, Afrah Yousif Huseein
- Authors: Khairallah, Afrah Yousif Huseein
- Date: 2022-04-08
- Subjects: Antimalarials , Plasmodium falciparum , Malaria Chemotherapy , Malaria Africa , Drug resistance , Drug development , Molecular dynamics
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/233784 , vital:50127 , DOI 10.21504/10962/233784
- Description: Malaria remains a public health problem and a high burden of disease, especially in developing countries. The unicellular protozoan malaria parasite of the genus Plasmodium infects about a quarter of a billion people annually, with an estimated 409 000 death cases. The majority of malaria cases occurred in Africa; hence, the region is regarded as endemic for malaria. Global efforts to eradicate the disease led to a decrease in morbidity and mortality rates. However, an enormous burden of malaria infection remains, and it cannot go unnoticed. Countries with limited resources are more affected by the disease, mainly on its public health and socio-economic development, due to many factors besides malaria itself, such as lack of access to adequate, affordable treatments and preventative regimes. Furthermore, the current antimalarial drugs are losing their efficacy because of parasite drug resistance. The emerged drug resistance has reduced the drug efficacy in clearing the parasite from the host system, causing prolonged illness and a higher risk of death. Therefore, the emerged antimalarial drug resistance has hindered the global efforts for malaria control and elimination and established an urgent need for new treatment strategies. When the resistance against classical antimalarial drugs emerged, the class of antifolate antimalarial medicines became the most common alternative. The antifolate antimalarial drugs target the malaria parasite de novo folate biosynthesis pathway by limiting folate derivates, which are essential for the parasite cell growth and survival. Yet again, the malaria parasite developed resistance against the available antifolate drugs, rendering the drugs ineffective in many cases. Given the previous success in targeting the malaria parasite de novo folate biosynthesis pathway, alternative enzymes within this pathway stand as good targets and can be explored to develop new antifolate drugs with novel mechanisms of action. The primary focus of this thesis is to contribute to the existing and growing knowledge of antimalarial drug discovery. The study aims to characterise the malaria parasite de novo folate synthesis pathway enzymes guanosine-5'-triphosphate (GTP) cyclohydrolase I (GCH1) and 6-pyruvoyl tetrahydropterin synthase (PTPS) as alternative drug targets for malaria treatment by using computational approaches. Further, discover new allosteric drug targeting sites within the two enzymes' 3D structures for future drug design and discovery. Sequence and structural analysis were carried out to characterise and pinpoint the two enzymes' unique sequence and structure-based features. From the analyses, key sequence and structure differences were identified between the malaria parasite enzymes relative to their human homolog; the identified sites can aid significantly in designing and developing new antimalarial antifolate drugs with good selectivity toward the parasites’ enzymes. GCH1 and PTPS contain a catalytically essential metal ion in their active site; therefore, force field parameters were needed to study their active sites accurately during all-atom molecular dynamic simulations (MD). The force field parameters were derived through quantum mechanics potential energy surface scans of the metals bonded terms and evaluated via all-atom MD simulations. Proteins structural dynamics is imperative for many biological processes; thus, it is essential to consider the structural dynamics of proteins whilst understanding their function. In this regard, the normal mode analysis (NMA) approach based on the elastic network model (ENM) was employed to study the intrinsic dynamics and conformations changes of GCH1 and PTPS enzymes. The NMA disclosed essential structural information about the protein’s intrinsic dynamics and mechanism of allosteric modulation of their binding properties, further highlighting regions that govern their conformational changes. The analysis also disclosed hotspot residues that are crucial for the proteins' fold stability and function. The NMA was further combined with sequence motif results and showed that conserved residues of GCH1 and PTPS were located within the identified key structural sites modulating the proteins' conformational rearrangement. The characterized structural features and hotspot residues were regarded as potential allosteric sites of important value for the design and development of allosteric drugs. Both GCH1 and PTPS enzymes have never been targeted before and can provide an excellent opportunity to overcome the antimalarial antifolate drug resistance problem. The data presented in this thesis contribute to the understanding of the sequence, structure, and global dynamics of both GCH1 and PTPS, further disclose potential allosteric drug targeting sites and unique structural features of both enzymes that can establish a solid starting point for drug design and development of new antimalarial drugs of a novel mechanism of actions. Lastly, the reported force field parameters will be of value for MD simulations for future in-silico drug discovery studies involving the two enzymes and other enzymes with the same Zn2+ binding motifs and coordination environments. The impact of this research can facilitate the discovery of new effective antimalarial medicines with novel mechanisms of action. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Khairallah, Afrah Yousif Huseein
- Date: 2022-04-08
- Subjects: Antimalarials , Plasmodium falciparum , Malaria Chemotherapy , Malaria Africa , Drug resistance , Drug development , Molecular dynamics
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/233784 , vital:50127 , DOI 10.21504/10962/233784
- Description: Malaria remains a public health problem and a high burden of disease, especially in developing countries. The unicellular protozoan malaria parasite of the genus Plasmodium infects about a quarter of a billion people annually, with an estimated 409 000 death cases. The majority of malaria cases occurred in Africa; hence, the region is regarded as endemic for malaria. Global efforts to eradicate the disease led to a decrease in morbidity and mortality rates. However, an enormous burden of malaria infection remains, and it cannot go unnoticed. Countries with limited resources are more affected by the disease, mainly on its public health and socio-economic development, due to many factors besides malaria itself, such as lack of access to adequate, affordable treatments and preventative regimes. Furthermore, the current antimalarial drugs are losing their efficacy because of parasite drug resistance. The emerged drug resistance has reduced the drug efficacy in clearing the parasite from the host system, causing prolonged illness and a higher risk of death. Therefore, the emerged antimalarial drug resistance has hindered the global efforts for malaria control and elimination and established an urgent need for new treatment strategies. When the resistance against classical antimalarial drugs emerged, the class of antifolate antimalarial medicines became the most common alternative. The antifolate antimalarial drugs target the malaria parasite de novo folate biosynthesis pathway by limiting folate derivates, which are essential for the parasite cell growth and survival. Yet again, the malaria parasite developed resistance against the available antifolate drugs, rendering the drugs ineffective in many cases. Given the previous success in targeting the malaria parasite de novo folate biosynthesis pathway, alternative enzymes within this pathway stand as good targets and can be explored to develop new antifolate drugs with novel mechanisms of action. The primary focus of this thesis is to contribute to the existing and growing knowledge of antimalarial drug discovery. The study aims to characterise the malaria parasite de novo folate synthesis pathway enzymes guanosine-5'-triphosphate (GTP) cyclohydrolase I (GCH1) and 6-pyruvoyl tetrahydropterin synthase (PTPS) as alternative drug targets for malaria treatment by using computational approaches. Further, discover new allosteric drug targeting sites within the two enzymes' 3D structures for future drug design and discovery. Sequence and structural analysis were carried out to characterise and pinpoint the two enzymes' unique sequence and structure-based features. From the analyses, key sequence and structure differences were identified between the malaria parasite enzymes relative to their human homolog; the identified sites can aid significantly in designing and developing new antimalarial antifolate drugs with good selectivity toward the parasites’ enzymes. GCH1 and PTPS contain a catalytically essential metal ion in their active site; therefore, force field parameters were needed to study their active sites accurately during all-atom molecular dynamic simulations (MD). The force field parameters were derived through quantum mechanics potential energy surface scans of the metals bonded terms and evaluated via all-atom MD simulations. Proteins structural dynamics is imperative for many biological processes; thus, it is essential to consider the structural dynamics of proteins whilst understanding their function. In this regard, the normal mode analysis (NMA) approach based on the elastic network model (ENM) was employed to study the intrinsic dynamics and conformations changes of GCH1 and PTPS enzymes. The NMA disclosed essential structural information about the protein’s intrinsic dynamics and mechanism of allosteric modulation of their binding properties, further highlighting regions that govern their conformational changes. The analysis also disclosed hotspot residues that are crucial for the proteins' fold stability and function. The NMA was further combined with sequence motif results and showed that conserved residues of GCH1 and PTPS were located within the identified key structural sites modulating the proteins' conformational rearrangement. The characterized structural features and hotspot residues were regarded as potential allosteric sites of important value for the design and development of allosteric drugs. Both GCH1 and PTPS enzymes have never been targeted before and can provide an excellent opportunity to overcome the antimalarial antifolate drug resistance problem. The data presented in this thesis contribute to the understanding of the sequence, structure, and global dynamics of both GCH1 and PTPS, further disclose potential allosteric drug targeting sites and unique structural features of both enzymes that can establish a solid starting point for drug design and development of new antimalarial drugs of a novel mechanism of actions. Lastly, the reported force field parameters will be of value for MD simulations for future in-silico drug discovery studies involving the two enzymes and other enzymes with the same Zn2+ binding motifs and coordination environments. The impact of this research can facilitate the discovery of new effective antimalarial medicines with novel mechanisms of action. , Thesis (PhD) -- Faculty of Science, Biochemistry and Microbiology, 2022
- Full Text:
- Date Issued: 2022-04-08
The role of angling-guides in promoting pro-environmental catch-and-release attitudes and behaviours in the recreational angling community
- Authors: Farthing, Matthew William
- Date: 2022-04-08
- Subjects: Fishing , Fishing Catch effort , Fishing guides , Fishers , Human behavior , Role models
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/294583 , vital:57235 , DOI 10.21504/10962/294585
- Description: Angling-guides are respected as opinion leaders of the recreational angling community, but nothing is known of their influence on angler behaviour. Given their social-standing, angling-guides may be perceived as role-models by angling-clients – thereby promoting the adoption of best and/or poor catch-and-release (C&R) practices, depending on their individual knowledge, attitudes and behaviour. It is critical to understand their potential influence, their knowledge and their behaviours to inform effective intervention strategies which could exploit their extensive networking potential. The aim of this thesis was to better understand the potential utility of angling-guides in efforts to improve angler behaviour. Firstly, this was done by investigating whether angling-guides are perceived as role-models by angling-clients (Chapter 2). Secondly, it was done by assessing the current level of knowledge, attitudes and behaviours of angling-guides from around the world (Chapter 3). Thirdly, it was done by exploring the relationship between angling-guide knowledge, attitudes, intentions and actual behaviour in a case-study of guided-angling trips (Chapter 4). Lastly, it was done by exploring intervention frameworks and incorporating insights into potential strategies for promoting pro-environmental angling behaviours to angling-guides (Chapter 5). To understand if angling-guides are perceived as role-models by the recreational angling community (Chapter 2), a digital survey was designed to assess previous angling-clients’ attitudes towards angling-guides serving the three role-model functions proposed in the Motivational Theory of Role-Modelling, namely as Behavioural models, Representations of the Possible and Inspiration. Of the 492 angling-clients (27 countries), most agreed that angling-guides were competent, skilled, and worth emulating (91.1%), suggesting they are perceived as Behavioural Models. Less agreed that angling-guides were Inspirational or Representations of the Possible (54.8%), suggesting they are less likely to motivate anglers to adopt and/or pursue new goals. As Behavioural Models, angling-guide C&R practices are likely to be emulated, which is of both utility and concern to managers. As angling-guides are likely to be emulated, a digital survey was designed to assess their knowledge, attitudes and behaviours (particularly C&R best-practices) (Chapter 3). Of the 342 angling-guides (47 countries), few had accredited training (9.4%). However, most were deemed “knowledgeable of best-practices” (69.0%), but pervasive misconceptions of key C&R best-practices were observed. Attitudes towards best-practices were generally pro-environmental, and those deemed knowledgeable had significantly more pro-environmental attitudes (p = 0.003). Most angling-guides had pro-environmental attitudes towards their environmental responsibilities (87.1 - 89.5%), but these broad attitudes cannot predict specific pro-environmental behaviours during guided-angling trips where angler satisfaction is often at odds with best-practice. Angling-client satisfaction has important financial implications for angling-guides, and even those with pro-environmental intentions may struggle to adhere to C&R best-practices with inherent sacrifices for the angling-client’s enjoyment. Observation of behaviour in context is critical for understanding the behaviour to be changed. To explore the relationship between angling-guide knowledge, intentions and actual behaviour (Chapter 4), five angling-guides were observed (and filmed) interacting with groups of angling-clients during their guided-angling trips over a 30 day period. Five angling behaviours of interest were identified, and a survey focussed on these behaviours was disseminated (18 months later) to the five angling-guides previously observed to assess their knowledge, attitudes, reported behaviours and perceptions of the norm. Generally the subjects’ reported behaviours aligned well with their knowledge of best-practice, but their actual behaviour was not well aligned (24.4%). Instead, their actual behaviour aligned better with their perceptions of the norm (80.9%), which was generally a “worse” practice than what they reported. Angling-guides appeared to favour client-satisfaction over pro-environmental behaviour. Gaps between angling-guides’ knowledge of best-practice and their actual behaviour indicate that there may be obscure and complex barriers to pro-environmental angling-guide behaviour. Many barriers are seemingly impossible to overcome, such as economic limitations and financial disincentives. These barriers may limit the efficacy of traditional knowledge-attitude-behaviour (KAB) change interventions. The strong alignment of angling-guide behaviour with social norms, and the strong community orientation of recreational angling suggests that the Community-Based Social Marketing (CBSM) approach may be a more effective framework for interventions that aim to promote pro-environmental catch-and-release behaviours at angling-guide level. The CBSM approach allows interventionists to leverage a larger suite of cognitive biases than KAB approaches, provided that sufficient understanding of the context, barriers and benefits for a given segment of the angling-guide community (likely defined by style-of-participation) are obtained. Furthermore, the success of the CBSM approach will depend on the ability of interventionists to effectively recruit and incentivise disjunct and isolated communities of angling-guides to participate in training and workshops in order to achieve the important in-person contact on which the CBSM approach depends. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Farthing, Matthew William
- Date: 2022-04-08
- Subjects: Fishing , Fishing Catch effort , Fishing guides , Fishers , Human behavior , Role models
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/294583 , vital:57235 , DOI 10.21504/10962/294585
- Description: Angling-guides are respected as opinion leaders of the recreational angling community, but nothing is known of their influence on angler behaviour. Given their social-standing, angling-guides may be perceived as role-models by angling-clients – thereby promoting the adoption of best and/or poor catch-and-release (C&R) practices, depending on their individual knowledge, attitudes and behaviour. It is critical to understand their potential influence, their knowledge and their behaviours to inform effective intervention strategies which could exploit their extensive networking potential. The aim of this thesis was to better understand the potential utility of angling-guides in efforts to improve angler behaviour. Firstly, this was done by investigating whether angling-guides are perceived as role-models by angling-clients (Chapter 2). Secondly, it was done by assessing the current level of knowledge, attitudes and behaviours of angling-guides from around the world (Chapter 3). Thirdly, it was done by exploring the relationship between angling-guide knowledge, attitudes, intentions and actual behaviour in a case-study of guided-angling trips (Chapter 4). Lastly, it was done by exploring intervention frameworks and incorporating insights into potential strategies for promoting pro-environmental angling behaviours to angling-guides (Chapter 5). To understand if angling-guides are perceived as role-models by the recreational angling community (Chapter 2), a digital survey was designed to assess previous angling-clients’ attitudes towards angling-guides serving the three role-model functions proposed in the Motivational Theory of Role-Modelling, namely as Behavioural models, Representations of the Possible and Inspiration. Of the 492 angling-clients (27 countries), most agreed that angling-guides were competent, skilled, and worth emulating (91.1%), suggesting they are perceived as Behavioural Models. Less agreed that angling-guides were Inspirational or Representations of the Possible (54.8%), suggesting they are less likely to motivate anglers to adopt and/or pursue new goals. As Behavioural Models, angling-guide C&R practices are likely to be emulated, which is of both utility and concern to managers. As angling-guides are likely to be emulated, a digital survey was designed to assess their knowledge, attitudes and behaviours (particularly C&R best-practices) (Chapter 3). Of the 342 angling-guides (47 countries), few had accredited training (9.4%). However, most were deemed “knowledgeable of best-practices” (69.0%), but pervasive misconceptions of key C&R best-practices were observed. Attitudes towards best-practices were generally pro-environmental, and those deemed knowledgeable had significantly more pro-environmental attitudes (p = 0.003). Most angling-guides had pro-environmental attitudes towards their environmental responsibilities (87.1 - 89.5%), but these broad attitudes cannot predict specific pro-environmental behaviours during guided-angling trips where angler satisfaction is often at odds with best-practice. Angling-client satisfaction has important financial implications for angling-guides, and even those with pro-environmental intentions may struggle to adhere to C&R best-practices with inherent sacrifices for the angling-client’s enjoyment. Observation of behaviour in context is critical for understanding the behaviour to be changed. To explore the relationship between angling-guide knowledge, intentions and actual behaviour (Chapter 4), five angling-guides were observed (and filmed) interacting with groups of angling-clients during their guided-angling trips over a 30 day period. Five angling behaviours of interest were identified, and a survey focussed on these behaviours was disseminated (18 months later) to the five angling-guides previously observed to assess their knowledge, attitudes, reported behaviours and perceptions of the norm. Generally the subjects’ reported behaviours aligned well with their knowledge of best-practice, but their actual behaviour was not well aligned (24.4%). Instead, their actual behaviour aligned better with their perceptions of the norm (80.9%), which was generally a “worse” practice than what they reported. Angling-guides appeared to favour client-satisfaction over pro-environmental behaviour. Gaps between angling-guides’ knowledge of best-practice and their actual behaviour indicate that there may be obscure and complex barriers to pro-environmental angling-guide behaviour. Many barriers are seemingly impossible to overcome, such as economic limitations and financial disincentives. These barriers may limit the efficacy of traditional knowledge-attitude-behaviour (KAB) change interventions. The strong alignment of angling-guide behaviour with social norms, and the strong community orientation of recreational angling suggests that the Community-Based Social Marketing (CBSM) approach may be a more effective framework for interventions that aim to promote pro-environmental catch-and-release behaviours at angling-guide level. The CBSM approach allows interventionists to leverage a larger suite of cognitive biases than KAB approaches, provided that sufficient understanding of the context, barriers and benefits for a given segment of the angling-guide community (likely defined by style-of-participation) are obtained. Furthermore, the success of the CBSM approach will depend on the ability of interventionists to effectively recruit and incentivise disjunct and isolated communities of angling-guides to participate in training and workshops in order to achieve the important in-person contact on which the CBSM approach depends. , Thesis (PhD) -- Faculty of Science, Ichthyology and Fisheries Science, 2022
- Full Text:
- Date Issued: 2022-04-08
The systematic assembly of prostate specific antigen electrochemical sensors based on asymmetric Co(II) phthalocyanines, graphitic quantum dots and an aptamer
- Authors: Nxele, Siphesihle Robin
- Date: 2022-04-08
- Subjects: Prostate-specific antigen , Electrochemical sensors , Phthalocyanines , Quantum dots , Co(II) phthalocyanines , Aptamer
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/232893 , vital:50035 , DOI 10.21504/10962/232893
- Description: The need for low-cost, efficient and simple diagnostic tools has led to more research going into this subject, with the aim of making such medical devices more accessible where they are needed. This has led to more researchers developing point-of-care devices for this purpose worldwide, by sensor fabrication. This thesis focuses on electrochemical sensor development for the early diagnosis of prostate cancer. It is common knowledge that prostate cancer is one of the most prevalent carcinomas that have claimed lives due to late diagnosis where even the most invasive treatments have failed. For this reason, development of early detection devices that can even be used in the comfort of home is necessary and quite crucial. Electrochemical sensors have gained much attention due to their ease of fabrication, cost effectiveness, simplicity, ease of use and high efficiency. Using nanocomposites as modifiers has also become popular as they provide greater stability and improve detection limits when used together with biomolecules. With that said, the work reported herein has combined nanocomposites of graphenebased quantum dots, gold nanoparticles, phthalocyanines and an aptamer in order to fabricate aptasensors for the electrochemical detection of prostate cancer biomarker. The aptamer is specifically designed to bind to the biomarker, and the nanocomposites are expected to enhance current output thus lowering detection limits and increasing stability and efficiency. Reproducible results are also expected. Prior to the detection of the prostate cancer biomarker, the quantum dots-phthalocyanine nanohybrids were used to detect L-cysteine, which is an amino acid, in order to verify the synergistic effects as electrode modifiers that lead to the enhancement of current output. This increase in current output is then v exploited for the improvement of aptasensor functionality upon incorporation of the aptamer, for the detection of prostate specific antigen. The research in this thesis has been carried out with the intention of contributing to the world of medical research, more so because of the ever-increasing need for medical care to become accessible to all and not only to those who can afford expensive technologies and treatments. , Thesis (PhD) -- Faculty of Science, Chemistry, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Nxele, Siphesihle Robin
- Date: 2022-04-08
- Subjects: Prostate-specific antigen , Electrochemical sensors , Phthalocyanines , Quantum dots , Co(II) phthalocyanines , Aptamer
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/232893 , vital:50035 , DOI 10.21504/10962/232893
- Description: The need for low-cost, efficient and simple diagnostic tools has led to more research going into this subject, with the aim of making such medical devices more accessible where they are needed. This has led to more researchers developing point-of-care devices for this purpose worldwide, by sensor fabrication. This thesis focuses on electrochemical sensor development for the early diagnosis of prostate cancer. It is common knowledge that prostate cancer is one of the most prevalent carcinomas that have claimed lives due to late diagnosis where even the most invasive treatments have failed. For this reason, development of early detection devices that can even be used in the comfort of home is necessary and quite crucial. Electrochemical sensors have gained much attention due to their ease of fabrication, cost effectiveness, simplicity, ease of use and high efficiency. Using nanocomposites as modifiers has also become popular as they provide greater stability and improve detection limits when used together with biomolecules. With that said, the work reported herein has combined nanocomposites of graphenebased quantum dots, gold nanoparticles, phthalocyanines and an aptamer in order to fabricate aptasensors for the electrochemical detection of prostate cancer biomarker. The aptamer is specifically designed to bind to the biomarker, and the nanocomposites are expected to enhance current output thus lowering detection limits and increasing stability and efficiency. Reproducible results are also expected. Prior to the detection of the prostate cancer biomarker, the quantum dots-phthalocyanine nanohybrids were used to detect L-cysteine, which is an amino acid, in order to verify the synergistic effects as electrode modifiers that lead to the enhancement of current output. This increase in current output is then v exploited for the improvement of aptasensor functionality upon incorporation of the aptamer, for the detection of prostate specific antigen. The research in this thesis has been carried out with the intention of contributing to the world of medical research, more so because of the ever-increasing need for medical care to become accessible to all and not only to those who can afford expensive technologies and treatments. , Thesis (PhD) -- Faculty of Science, Chemistry, 2022
- Full Text:
- Date Issued: 2022-04-08
The transformative potential of intersecting arts-based inquiry and environmental learning in urban South Africa: a focus on socio-ecological water pedagogies
- Authors: James, Anna Katharine
- Date: 2022-04-08
- Subjects: Environmental education South Africa , Water conservation Study and teaching South Africa , Art in environmental education South Africa , Social learning South Africa , Educational sociology South Africa , Water-supply Social aspects South Africa , Critical realism , Socio-ecological education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290660 , vital:56772 , DOI 10.21504/10962/290660
- Description: In this study I explore and explain transformative potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: James, Anna Katharine
- Date: 2022-04-08
- Subjects: Environmental education South Africa , Water conservation Study and teaching South Africa , Art in environmental education South Africa , Social learning South Africa , Educational sociology South Africa , Water-supply Social aspects South Africa , Critical realism , Socio-ecological education
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290660 , vital:56772 , DOI 10.21504/10962/290660
- Description: In this study I explore and explain transformative potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
The use of smartphones and visualisation processes for conceptual understanding of mensuration: a case study of the Mathcitymap Project in Namibia
- Authors: Shimakeleni, Liina
- Date: 2022-04-08
- Subjects: Mathematics Study and teaching (Secondary) Namibia Oshana , Smartphones , Visual learning , Measurement , Concept learning , MathCityMap (MCM) project
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/290649 , vital:56771
- Description: The aim of this study was to investigate and analyse the potential use of smartphones as visualisation tools by learners to enhance conceptual understanding through mathematics trails developed using the MathCityMap (MCM) project. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in mathematics classrooms in South Africa, Namibia, Zambia, Switzerland and Germany. This study adopted a case of twelve purposively selected Grade 9 learners from a school in the Eheke circuit of the Oshana region, Namibia. This study was framed within a social constructivist perspective and sought to investigate visualisation processes as well as conceptual understanding of learners as they conceptualised the MCM tasks in new, outdoor and collaborative learning situations. The MCM app was installed on selected learners’ smartphones to access and to walk the MCM trails located in various places in the schoolyard. Three MCM trails based on three key themes of mensuration (perimeter, area and volume) were created. Each consisted of four tasks that were sourced and developed in line with the Grade 9 Namibian mathematics syllabus. This study is oriented in an interpretive paradigm and employed video-recorded observations and focus group interviews as qualitative data collection methods. Data collected were analysed first using the themes developed from Ho’s (2010) work on visualisation processes and Kilpatrick, Swafford, and Findell’s (2001) conceptual understanding. During analysis, some themes emerged from the data and were considered. Findings from this study revealed that smartphones afforded learners ample opportunities to enhance the visualisation processes that they went through as they learned the concepts of measurement. In addition to this, some learners were initially pessimistic regarding the use of smartphones for learning purposes. This study recommends that resources such as MCM be effectively be used in formal school settings. The learning of measurement can be advanced in outdoor settings where learners have physical and spatial access to the learning content. Smartphone technology can be used as an additional tool to integrate Information and Communication Technology (ICT) in learning mathematics within the Namibian context. , Thesis (MED) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Shimakeleni, Liina
- Date: 2022-04-08
- Subjects: Mathematics Study and teaching (Secondary) Namibia Oshana , Smartphones , Visual learning , Measurement , Concept learning , MathCityMap (MCM) project
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/290649 , vital:56771
- Description: The aim of this study was to investigate and analyse the potential use of smartphones as visualisation tools by learners to enhance conceptual understanding through mathematics trails developed using the MathCityMap (MCM) project. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in mathematics classrooms in South Africa, Namibia, Zambia, Switzerland and Germany. This study adopted a case of twelve purposively selected Grade 9 learners from a school in the Eheke circuit of the Oshana region, Namibia. This study was framed within a social constructivist perspective and sought to investigate visualisation processes as well as conceptual understanding of learners as they conceptualised the MCM tasks in new, outdoor and collaborative learning situations. The MCM app was installed on selected learners’ smartphones to access and to walk the MCM trails located in various places in the schoolyard. Three MCM trails based on three key themes of mensuration (perimeter, area and volume) were created. Each consisted of four tasks that were sourced and developed in line with the Grade 9 Namibian mathematics syllabus. This study is oriented in an interpretive paradigm and employed video-recorded observations and focus group interviews as qualitative data collection methods. Data collected were analysed first using the themes developed from Ho’s (2010) work on visualisation processes and Kilpatrick, Swafford, and Findell’s (2001) conceptual understanding. During analysis, some themes emerged from the data and were considered. Findings from this study revealed that smartphones afforded learners ample opportunities to enhance the visualisation processes that they went through as they learned the concepts of measurement. In addition to this, some learners were initially pessimistic regarding the use of smartphones for learning purposes. This study recommends that resources such as MCM be effectively be used in formal school settings. The learning of measurement can be advanced in outdoor settings where learners have physical and spatial access to the learning content. Smartphone technology can be used as an additional tool to integrate Information and Communication Technology (ICT) in learning mathematics within the Namibian context. , Thesis (MED) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
Towards the Common Good: An expansive post-abyssal (Re)stor(y)ing of the epistemic cultures of the citizen sciences
- Authors: Vallabh, Priya
- Date: 2022-04-08
- Subjects: Science Citizen participation , Decolonization , Social epistemology , Hegemony , Common good , Traditional ecological knowledge , Ethnoscience
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290671 , vital:56773 , DOI 10.21504/10962/290671
- Description: In this study I explore and explain transformatiThe citizen sciences convene complex and reflexive ecologies of knowledges in response to a range of social-ecological risks. Their epistemic cultures seem to be assembled in ways which increase potential mobilisation of the common knowledges being produced, thereby producing knowledges in forms that are more strongly aligned with a range of implementation strategies. However, much of such processes of knowledge production have been ‘cleaned out’ of official accounts through scientifically hegemonic systems of legitimation, deepening hegemonically-entrenched systems of epistemic, contributory and distributive injustices, and undermining the potential for stronger enactments of participatory and radical democracies. The engagement of sociologies of absences and emergences in this study evidence these epistemic insights, thereby evidencing an expansive post-abyssal (re)stor(y)ing of the citizen sciences. Through this research, I consider knowledge production as ‘commoning', towards the constitution of the common good. To date, most accounts of knowledge production within citizen science projects primarily focus on scientific processes of knowledge production and legitimation. Such accounts neglect the ecologies of diverse knowledges through which knowledge is being collaboratively produced, the forms of learning that occur, or the ways in which such ecologies are mobilised in response to specific socialecological risks. To better understand the ways in which citizen science projects build risk-responsive common knowledge, I bring a focus to the diversity of epistemic cultures convened, speaking to this gap. My primary research question is: How do the epistemic cultures within citizen science projects enable commoning in response to social-ecological risk? To begin, I establish a particular vantage point from which the remainder of the thesis is launched, one which centres as the primary interest of knowledge production, an interest in social-ecological justice and the constitution of the common good. From this vantage point, knowledge co-production and learning can be viewed as acts of commoning, which themselves constitute common goods. I draw on the work of Karin Knorr Cetina to conceptualise and frame notions of epistemic cultures and their epistemic features. Expanding notions of epistemic cultures from a post-abyssal perspective, I draw on the work of Bruno Latour and Boaventura de Sousa Santos. Latour’s distinctions between the production of ‘matters of fact’ and ‘matters of concern’ provide a way to challenge hegemonic systems of scientific knowledge production, while preserving the potential emergence of multiplicity in the context of evolving risk, thereby enabling a greater degree of situated reflexivity. Santos argues for the reclamation of all ways of knowing, including but not limited to scientific ways of knowing the world. He argues that other forms of knowledge are produced as nonexistent, and that they might be reclaimed through engaging sociologies of absences and emergences. Both authors enable a stronger analysis of knowledge production in terms of its ability to intervene into context in response to manifest risks. These three theoretical approaches are convened into an analytical framework for the study. To enact sociologies of absences and emergences, I engage two forms of immanent critique, complemented by an epistemic mapping of 50 South African citizen science projects, and an analysis of three illustrative case studies. The first critique is one of produced nonexistence, through which I consider three aspects of the general knowledge cultures within which the epistemic cultures of citizen science projects are situated. This critique makes evident the ways in which the ontological and related conceptual structures of hegemonic scientific knowledge production actively produce as nonexistent, other onto-epistemic contributions to knowledge production in response to social-ecological risks. The second critique reviews the field of peer-reviewed literature through a reading of presence and absence, with a focus on the articulation of epistemic cultures. Predictably, a key finding is that this form of scientific reporting primarily foregrounds legitimated scientifically processed knowledge, while once again producing as nonexistent, other forms of knowledges. However, there is evidence of increasing accounts of citizen science which recognise both a diversity of knowledge contributions, and epistemic, contributory and distributive justice issues as regards hegemonic forms of reporting. The epistemic mapping evidences a highly diversified field of citizen sciences, whose epistemic cultures are convened to produce distinct forms of scientifically-informed knowledges in response to diverse contexts, scales and notions of risk. The three illustrative case studies engage sociologies of absences and emergences, with particular focus on articulating the ecologies of knowledges evidenced in project documentation, including both official and unofficial accounts of epistemic activity. This analysis highlights the significant contributions of diverse forms of knowledges, including scientific, situated, embodied, governance, indigenous, spiritual and relational knowledges, and the ways in which these knowledge are convened to respond to specific configurations of risk. It once again highlights issues of epistemic, contributory and distributive justice, and makes evident the need for stronger integrity in processes of producing and reporting common knowledges. The case studies also illustrate the increased effectiveness of leveraging an ecology of knowledges (in contrast to a monoculture of scientific knowledge) in response to situated risks, including how such ecologies have a tendency to be generative and enable multiple forms of intervention into structures and applied contexts of intervention. In response to the collective research findings, a think-piece on rigour-as-integrity is offered as a contribution to commoning, in response to social-ecological risk. The piece draws together a postabyssal system of rigour intended to strengthen knowledge production in ways which actively centre forms of justice and commoning. ve potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Vallabh, Priya
- Date: 2022-04-08
- Subjects: Science Citizen participation , Decolonization , Social epistemology , Hegemony , Common good , Traditional ecological knowledge , Ethnoscience
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/290671 , vital:56773 , DOI 10.21504/10962/290671
- Description: In this study I explore and explain transformatiThe citizen sciences convene complex and reflexive ecologies of knowledges in response to a range of social-ecological risks. Their epistemic cultures seem to be assembled in ways which increase potential mobilisation of the common knowledges being produced, thereby producing knowledges in forms that are more strongly aligned with a range of implementation strategies. However, much of such processes of knowledge production have been ‘cleaned out’ of official accounts through scientifically hegemonic systems of legitimation, deepening hegemonically-entrenched systems of epistemic, contributory and distributive injustices, and undermining the potential for stronger enactments of participatory and radical democracies. The engagement of sociologies of absences and emergences in this study evidence these epistemic insights, thereby evidencing an expansive post-abyssal (re)stor(y)ing of the citizen sciences. Through this research, I consider knowledge production as ‘commoning', towards the constitution of the common good. To date, most accounts of knowledge production within citizen science projects primarily focus on scientific processes of knowledge production and legitimation. Such accounts neglect the ecologies of diverse knowledges through which knowledge is being collaboratively produced, the forms of learning that occur, or the ways in which such ecologies are mobilised in response to specific socialecological risks. To better understand the ways in which citizen science projects build risk-responsive common knowledge, I bring a focus to the diversity of epistemic cultures convened, speaking to this gap. My primary research question is: How do the epistemic cultures within citizen science projects enable commoning in response to social-ecological risk? To begin, I establish a particular vantage point from which the remainder of the thesis is launched, one which centres as the primary interest of knowledge production, an interest in social-ecological justice and the constitution of the common good. From this vantage point, knowledge co-production and learning can be viewed as acts of commoning, which themselves constitute common goods. I draw on the work of Karin Knorr Cetina to conceptualise and frame notions of epistemic cultures and their epistemic features. Expanding notions of epistemic cultures from a post-abyssal perspective, I draw on the work of Bruno Latour and Boaventura de Sousa Santos. Latour’s distinctions between the production of ‘matters of fact’ and ‘matters of concern’ provide a way to challenge hegemonic systems of scientific knowledge production, while preserving the potential emergence of multiplicity in the context of evolving risk, thereby enabling a greater degree of situated reflexivity. Santos argues for the reclamation of all ways of knowing, including but not limited to scientific ways of knowing the world. He argues that other forms of knowledge are produced as nonexistent, and that they might be reclaimed through engaging sociologies of absences and emergences. Both authors enable a stronger analysis of knowledge production in terms of its ability to intervene into context in response to manifest risks. These three theoretical approaches are convened into an analytical framework for the study. To enact sociologies of absences and emergences, I engage two forms of immanent critique, complemented by an epistemic mapping of 50 South African citizen science projects, and an analysis of three illustrative case studies. The first critique is one of produced nonexistence, through which I consider three aspects of the general knowledge cultures within which the epistemic cultures of citizen science projects are situated. This critique makes evident the ways in which the ontological and related conceptual structures of hegemonic scientific knowledge production actively produce as nonexistent, other onto-epistemic contributions to knowledge production in response to social-ecological risks. The second critique reviews the field of peer-reviewed literature through a reading of presence and absence, with a focus on the articulation of epistemic cultures. Predictably, a key finding is that this form of scientific reporting primarily foregrounds legitimated scientifically processed knowledge, while once again producing as nonexistent, other forms of knowledges. However, there is evidence of increasing accounts of citizen science which recognise both a diversity of knowledge contributions, and epistemic, contributory and distributive justice issues as regards hegemonic forms of reporting. The epistemic mapping evidences a highly diversified field of citizen sciences, whose epistemic cultures are convened to produce distinct forms of scientifically-informed knowledges in response to diverse contexts, scales and notions of risk. The three illustrative case studies engage sociologies of absences and emergences, with particular focus on articulating the ecologies of knowledges evidenced in project documentation, including both official and unofficial accounts of epistemic activity. This analysis highlights the significant contributions of diverse forms of knowledges, including scientific, situated, embodied, governance, indigenous, spiritual and relational knowledges, and the ways in which these knowledge are convened to respond to specific configurations of risk. It once again highlights issues of epistemic, contributory and distributive justice, and makes evident the need for stronger integrity in processes of producing and reporting common knowledges. The case studies also illustrate the increased effectiveness of leveraging an ecology of knowledges (in contrast to a monoculture of scientific knowledge) in response to situated risks, including how such ecologies have a tendency to be generative and enable multiple forms of intervention into structures and applied contexts of intervention. In response to the collective research findings, a think-piece on rigour-as-integrity is offered as a contribution to commoning, in response to social-ecological risk. The piece draws together a postabyssal system of rigour intended to strengthen knowledge production in ways which actively centre forms of justice and commoning. ve potential in arts-based environmental learning with a focus on water pedagogy. The study took place over a period of four years, where approximately 40 school pupils between the ages of 10 and 17 years-old were engaged in participatory arts-based inquiries into water located across unequal neighbourhoods in Cape Town, South Africa. Educators, school learners, citizens and decision-makers hold different historical, cultural, political and spiritual perspectives on water. These play a role in shaping what is termed in this research the ‘hydro-social cycle’. Yet, due to dominant ideas of what counts as knowing and truth, educators in educational settings struggle to account for the complexity of water, limiting educational encounters to a partial knowing leading mostly to limited unimaginative framings of problems and solutions. My focus on transformative potential in learning is derived from a concern for how environmental education encounters and the sense-making they enable, are infused by socio-economic, political, and historical elements, specifically colonialism, capitalism, and white supremacist racism. The connections between the multiple layers of capitalist crisis and the ever-urgent environmental crisis are not adequately made in mainstream forms of water education. The research explores how arts-based pedagogy could enable a productive meeting of critical environmental education with ecological literacies. Within this positioning, transformative potential considers how educational engagements position questions about water within the social life of participants/learners and inform learning that leads to fuller and more nuanced greater knowledge. Theoretically, I work with an interrogation of critical education theory, underlaboured by critical realism which enabled me to rigorously consider how claims to knowing are shaped by their accompanying assumptions of what is real. Drawing on recent debates in critical education theory, I resist the notion of critique as ideology and engage instead in the craftsmanship of contextual and responsive inquiry practice. This has enabled me to articulate processes and relationships in water education encounters with meaningful understandings of the effects of simultaneous crises rooted in racial capitalism and environmental crisis. My methodological approach is arts-based educational research with a directive to reflect upon educational encounters in an integrated way. It includes two parts informing the facilitation and analysis of open-ended learning processes. One component was arts-based inquiry practice developed for exploring complexity, drawing on the thinking of Norris (2009, 2011) and Finley (2016, 2017). The second part holds reflective space for these encounters guided by the practice of pedagogical narration inspired by the Reggio Amelia approach, demonstrated by Pacini-Ketchabaw, Nxumalo, Kocher, Elliot and Sanchez (2014). Clarifying the intellectual work of a responsive educator-researcher, pedagogical narration brings multiple theoretical lenses into conversation with emergent dimensions of educational process. In practice, in order to transgress the dominance of colonial white supremacist knowledge frames of water, I needed to be curious, to be confounded, to expect the unexpected in the educational encounters with participants and this mirroring of practice was emulated by the participants as they followed their own questions about water in Mzansi (South Africa). In our work together we came up against assumptions we had previously not questioned as individuals. Together we explored the implications of this by, for example, questioning who is responsible for saving water. These explorations required bringing together science knowledge and everyday knowledge at multiple scales: the household, catchment, government and global. It required us to be critical of how language and images are mobilized in public communication and school curriculums; for example, representations of water are infused with history and power in a way that impacts how we know and teach about water. The transformative potential of this pedagogical space is generated through acts of creative expression which are seen as acts of absenting absence, for example exhibiting through play how water use in the household interconnects with gender and age relationships. As such, creative expression through multiple mediums or more-than-text enables a deeper understanding of water as well as openings for interdisciplinary engagement with learning about water. My research found that in bringing together the contributions of critical education and environmental education in practice, two shifts are needed: environmental educators need to view ecological literacy as inseparable from the social and political. The knowledge that is shared about water in the classroom has social and political implications. On the other hand, critical educators need to better locate justice concerns in the material and ecological world at scale. Arts-based inquiry, as a kind of scaffolding for pedagogical process, has the potential to enable these shifts by opening up fixed analytical frames. Making these shifts requires a reflective practice on the part of the educator to navigate the inherited blind spots in environmental learning and critical education, such as dualities. One way to do this is for the educator to identify absences, as articulated in the Critical Realist tradition, and consider how these absences might be absented. This differs from a simplistic process of critique in the possibilities it opens up for collaboration between different schools of thought rather than further polarisation and alienation between educators and knowledge keepers on social ecologies. These insights have relevance for many sites of environmental education practice, such as natural science lecturers, school teachers or community activists. It is knowledge-learning work emergent from and responsive to complex ecological crisis, which requires everyone to rethink and open up to new ways of being, seeing and doing around these issues. The transformative potential of this work is that the thinking and transforming at all scales can be catalysed and grounded through the arts based educational encounters with the participants. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
Visualisation processes in teaching patterns and their generalisation: perceptions and experiences from senior phase mathematics teachers
- Authors: Chatima, Simon
- Date: 2022-04-08
- Subjects: Visual learning South Africa Eastern Cape , Mathematics Study and teaching (Secondary) South Africa Eastern Cape , Mathematics teachers South Africa Eastern Cape Attitudes , Sequences (Mathematics) Study and teaching (Secondary) South Africa Eastern Cape , Constructivism (Education) South Africa Eastern Cape , Mathematics teachers In-service training South Africa Eastern Cape , VIPRO MATHS Project
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232936 , vital:50039
- Description: This study investigated how senior phase mathematics teachers used visualisation approaches to teach patterns and their generalisation as a result of an intervention programme. This project is an integral component of the VIPRO MATHS Project and one of a number of post-graduate research projects which has a particular focus on visualisation processes in mathematics education in the Southern African region. This case study of Senior Phase mathematics teachers in the Chris Hani West District (CHW) in the Eastern Cape Province of South Africa used a social constructivist theory. The study is grounded within an interpretive paradigm explanatory qualitative method design. It surveyed thirty-seven Senior Phase mathematics teachers from schools in the CHW district to get an idea of how teachers teach patterns and their generalisation, prior to an intervention process. After the survey, nine teachers were purposively selected to take part in an intervention programme. They were then observed (teaching) and interviewed to get their perceptions about what factors enable and/or constrain the teaching of patterns and their generalisation when visualisation approaches were used. The data from the survey questionnaire responses, the lesson observations and the interviews were analysed qualitatively. The findings from the survey questionnaire responses revealed that teachers in CHW district value the use of visualisation approaches, although they used visuals to teach patterns in a way that lacked depth, skill and rigor prior to the intervention. Challenges such as difficulty in keeping abreast with the prescribed syllabus, the lack of resources, time constraints, and the limited knowledge of algebra learners have for successfully transferring pictorial representations to symbolic presentations, emerged from the survey data. This necessitated the need for an intervention which focused on the use of a variety of visual strategies and tools to teach patterns and their generalisation effectively. Data from lesson observations showed that all observed participant teachers used visuals to generate image- related questions and created platforms for lively classroom discussions. The teachers used the generated questions to build on learners’ prior knowledge and to promote learner understanding of pattern dynamics that stem from pictorial representations. The data from the interviews revealed that teachers’ perceptions had drastically changed after the intervention. This was because they were now equipped and empowered to effectively make use of visual strategies that enabled them to: build on learners’ prior knowledge, to manipulate visuals for the purpose of prompting learning, develop cognitive perception in learners, cultivate learner innovation and originality and enhance problem solving techniques. This study concludes that the use of visuals enhanced conceptual teaching of patterns and their generalisation in the observed participants. This has the potential to provide mathematics education researchers and curriculum developers with a strong basis to include visualisation processes and strategies into the design of policy documents and to initiate further research efforts. The implications for the teachers are that learners need to be taught ways to create and interpret visual representations in order to understand the dynamics of transferring a pictorial pattern to its resultant symbolic representation expressing pattern regularity. It is also hoped that the results of this study will be utilised by mathematics subject advisers and teacher training institutions to improve the teaching of patterns and their generalisation. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08
- Authors: Chatima, Simon
- Date: 2022-04-08
- Subjects: Visual learning South Africa Eastern Cape , Mathematics Study and teaching (Secondary) South Africa Eastern Cape , Mathematics teachers South Africa Eastern Cape Attitudes , Sequences (Mathematics) Study and teaching (Secondary) South Africa Eastern Cape , Constructivism (Education) South Africa Eastern Cape , Mathematics teachers In-service training South Africa Eastern Cape , VIPRO MATHS Project
- Language: English
- Type: Master's thesis , text
- Identifier: http://hdl.handle.net/10962/232936 , vital:50039
- Description: This study investigated how senior phase mathematics teachers used visualisation approaches to teach patterns and their generalisation as a result of an intervention programme. This project is an integral component of the VIPRO MATHS Project and one of a number of post-graduate research projects which has a particular focus on visualisation processes in mathematics education in the Southern African region. This case study of Senior Phase mathematics teachers in the Chris Hani West District (CHW) in the Eastern Cape Province of South Africa used a social constructivist theory. The study is grounded within an interpretive paradigm explanatory qualitative method design. It surveyed thirty-seven Senior Phase mathematics teachers from schools in the CHW district to get an idea of how teachers teach patterns and their generalisation, prior to an intervention process. After the survey, nine teachers were purposively selected to take part in an intervention programme. They were then observed (teaching) and interviewed to get their perceptions about what factors enable and/or constrain the teaching of patterns and their generalisation when visualisation approaches were used. The data from the survey questionnaire responses, the lesson observations and the interviews were analysed qualitatively. The findings from the survey questionnaire responses revealed that teachers in CHW district value the use of visualisation approaches, although they used visuals to teach patterns in a way that lacked depth, skill and rigor prior to the intervention. Challenges such as difficulty in keeping abreast with the prescribed syllabus, the lack of resources, time constraints, and the limited knowledge of algebra learners have for successfully transferring pictorial representations to symbolic presentations, emerged from the survey data. This necessitated the need for an intervention which focused on the use of a variety of visual strategies and tools to teach patterns and their generalisation effectively. Data from lesson observations showed that all observed participant teachers used visuals to generate image- related questions and created platforms for lively classroom discussions. The teachers used the generated questions to build on learners’ prior knowledge and to promote learner understanding of pattern dynamics that stem from pictorial representations. The data from the interviews revealed that teachers’ perceptions had drastically changed after the intervention. This was because they were now equipped and empowered to effectively make use of visual strategies that enabled them to: build on learners’ prior knowledge, to manipulate visuals for the purpose of prompting learning, develop cognitive perception in learners, cultivate learner innovation and originality and enhance problem solving techniques. This study concludes that the use of visuals enhanced conceptual teaching of patterns and their generalisation in the observed participants. This has the potential to provide mathematics education researchers and curriculum developers with a strong basis to include visualisation processes and strategies into the design of policy documents and to initiate further research efforts. The implications for the teachers are that learners need to be taught ways to create and interpret visual representations in order to understand the dynamics of transferring a pictorial pattern to its resultant symbolic representation expressing pattern regularity. It is also hoped that the results of this study will be utilised by mathematics subject advisers and teacher training institutions to improve the teaching of patterns and their generalisation. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04-08