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
An investigation of the relationship between the Grade 7 English Second Language curriculum expectations and learners English literacy life histories
- Shimbudhi, Barakias Baby Benita
- Authors: Shimbudhi, Barakias Baby Benita
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7866 , vital:21313
- Description: Drawing from Pinar’s Curriculum Theory and Hallidayan Systematic Functional Linguistics theory respectively, this study investigates the relationship between Namibia’s Grade 7 English Second Language’s curriculum expectations and learners’ English literacy life histories. Located within the qualitative interpretive paradigm and life history research, this study uses learners’ written autobiographical narratives and spoken stories from narrative interviews with participants to generate data. The research site and participants were purposively selected, from the Grade 7 rural combined school classroom where many learners perform poorly as no learner in the research population at this research site performed successfully in English Second Language examinations. The study investigated whether the Grade 7 curriculum expectations ‘speak’ to the Grade 7 learners’ English literacy life histories in order to establish whether there is a correlation between the formal education English Second Language curriculum expectations and learners’ English literacy life histories. The findings for this study revealed that formal education curriculum designers and policy makers do not consider the cultural identities and backgrounds that learners bring to the classrooms. There are very few language activities, events both at home, school, and within the literate community necessary, to develop communicative competencies in these rural combined school learners. The interpersonal relationship between parents and child; learner and teacher; and children to community members do not provide favourable conditions for effective English language learning. There are very limited teaching and learning resources both at home; school; and within the immediate community to nurture and meet English curriculum demands. A further factor is that English usage is disregarded in all three contexts. Very alarming is the fact that, if the Namibian government continues to fail to put interventions in places where, schoolteachers are educated on their required role in helping to ameliorate negative learning conditions in rural school, then the education outcomes for Namibian learners specifically in English Second Language will be severely affected. This in turn makes the government aspirations towards Accessible; Equitable; Qualitative; and Democratic Education for all learners hard to accomplish.
- Full Text:
- Date Issued: 2017
- Authors: Shimbudhi, Barakias Baby Benita
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7866 , vital:21313
- Description: Drawing from Pinar’s Curriculum Theory and Hallidayan Systematic Functional Linguistics theory respectively, this study investigates the relationship between Namibia’s Grade 7 English Second Language’s curriculum expectations and learners’ English literacy life histories. Located within the qualitative interpretive paradigm and life history research, this study uses learners’ written autobiographical narratives and spoken stories from narrative interviews with participants to generate data. The research site and participants were purposively selected, from the Grade 7 rural combined school classroom where many learners perform poorly as no learner in the research population at this research site performed successfully in English Second Language examinations. The study investigated whether the Grade 7 curriculum expectations ‘speak’ to the Grade 7 learners’ English literacy life histories in order to establish whether there is a correlation between the formal education English Second Language curriculum expectations and learners’ English literacy life histories. The findings for this study revealed that formal education curriculum designers and policy makers do not consider the cultural identities and backgrounds that learners bring to the classrooms. There are very few language activities, events both at home, school, and within the literate community necessary, to develop communicative competencies in these rural combined school learners. The interpersonal relationship between parents and child; learner and teacher; and children to community members do not provide favourable conditions for effective English language learning. There are very limited teaching and learning resources both at home; school; and within the immediate community to nurture and meet English curriculum demands. A further factor is that English usage is disregarded in all three contexts. Very alarming is the fact that, if the Namibian government continues to fail to put interventions in places where, schoolteachers are educated on their required role in helping to ameliorate negative learning conditions in rural school, then the education outcomes for Namibian learners specifically in English Second Language will be severely affected. This in turn makes the government aspirations towards Accessible; Equitable; Qualitative; and Democratic Education for all learners hard to accomplish.
- Full Text:
- Date Issued: 2017
An investigation of the role of a selected out of school time reading programme on learners’ reading behaviours and attitudes
- Authors: Williams, Sarah Marcella
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7511 , vital:21268
- Description: Due to the lingering damage from the Apartheid era and Bantu education, South Africa is still battling to rectify the inequalities in schools in previously disadvantaged areas. The lack of a reading culture and very poor literacy assessment scores in these areas is cause to include even out-of-school time to help remedy these problems. This study seeks to add to the body of literature by investigating the influence of two selected out-of-school time reading programmes on learners’ reading attitudes and behaviours within the South African context. Drawing from the New Literacy Studies (Gee, 1991; Street, 1995) and the Theory of Planned Behaviour (Ajzen, 1991), this Mixed- Method approach study examined the role that two out of school reading programmes played in the development of reading behaviours and attitudes of learners from township area called Simonstown, in the Eastern Cape Province. Located within the Pragmativist Paradigm, Mixed Method Research Approach, and Explanatory Design Method as a research design, the study used pre- and post-intervention quantitative questionnaires, semi-structured interpreter-facilitated interviews, structured observations, and the out of school reading programme as an intervention to generate data. The research site and study participants were purposively selected. They included 10 learners from 2 out of school reading programmes that benefited from funding and literacy project training and support called Nal’ibali. The study was designed to evaluate the effectiveness of these out of school reading programmes in improving learners reading behaviours and attitudes, and how the OST reading programmes influenced the reading behaviours and attitudes of the parents. Findings from the data concluded that the certain factors in the OST reading programme in conjunction with the positive influence of the parents and siblings own reading attitudes had a positive effect on learners’ reading attitudes and behaviours.
- Full Text:
- Date Issued: 2017
- Authors: Williams, Sarah Marcella
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7511 , vital:21268
- Description: Due to the lingering damage from the Apartheid era and Bantu education, South Africa is still battling to rectify the inequalities in schools in previously disadvantaged areas. The lack of a reading culture and very poor literacy assessment scores in these areas is cause to include even out-of-school time to help remedy these problems. This study seeks to add to the body of literature by investigating the influence of two selected out-of-school time reading programmes on learners’ reading attitudes and behaviours within the South African context. Drawing from the New Literacy Studies (Gee, 1991; Street, 1995) and the Theory of Planned Behaviour (Ajzen, 1991), this Mixed- Method approach study examined the role that two out of school reading programmes played in the development of reading behaviours and attitudes of learners from township area called Simonstown, in the Eastern Cape Province. Located within the Pragmativist Paradigm, Mixed Method Research Approach, and Explanatory Design Method as a research design, the study used pre- and post-intervention quantitative questionnaires, semi-structured interpreter-facilitated interviews, structured observations, and the out of school reading programme as an intervention to generate data. The research site and study participants were purposively selected. They included 10 learners from 2 out of school reading programmes that benefited from funding and literacy project training and support called Nal’ibali. The study was designed to evaluate the effectiveness of these out of school reading programmes in improving learners reading behaviours and attitudes, and how the OST reading programmes influenced the reading behaviours and attitudes of the parents. Findings from the data concluded that the certain factors in the OST reading programme in conjunction with the positive influence of the parents and siblings own reading attitudes had a positive effect on learners’ reading attitudes and behaviours.
- Full Text:
- Date Issued: 2017
An Investigation of the usage of teaching methods and assessment practices in environmental learning processes and emergent curriculum and sustainability competencies
- Authors: Mkhabela, Antonia T
- Date: 2017
- Subjects: Environmental education -- South Africa , Environmental education -- Curricula -- South Africa , Life sciences -- Study and teaching -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7812 , vital:21301
- Description: This study explores the teaching and assessment practices used by teachers in environmental learning processes and emergent curriculum and sustainability competencies. The focus is the school subject Life Sciences in the Further Education and Training Phase. The study is based on four cases of teachers in schools in the Midlands area, in the province of KwaZulu-Natal. Lenses used to review the data included curriculum defined cognitive skills and cognitive levels to review the curriculum competencies and a systems approach to teaching and learning (Wiek, Withycombe, Redman & Mills, 2011) to review emergent sustainability competencies. This study employed qualitative methods, namely a questionnaire, stimulated recall interviews, observations (of lesson plan implementation in classrooms) and document analysis (detailing lesson plans, assessment tasks and learners’ work) to generate data. Analysis took place in four phases and included: a descriptive contextual analysis of factors influencing teaching and assessment practices; a descriptive analysis of teacher intentionality, topics, assessment planned and resources used; an analysis of emergent curriculum competencies in informal and formal assessment tasks; and, finally, a second layer of analysis describing emergent sustainability competencies in the environmental learning processes. Ethical considerations included permission for access, anonymity, participant rights and awareness of my role as cluster leader for the group of teachers involved. The study found that the nature of Life Sciences environmental topics and implementation influences the development of curriculum and sustainability competencies. Also, the choice of teaching methods influenced the emergence of particular curriculum and sustainability competencies. The findings also suggested that switching between isiZulu and English, unfamiliarity with action verbs, and the inconsistent use of higher order questions in classroom discussion, informal and formal assessment tasks might have affected success in the development of higher order thinking skills. Finally, the study revealed that environmental learning has the potential to support the development of integrated sustainability competencies. This study was driven by an interest in environmental content knowledge, teaching and assessment within the South African Fundisa for Change network of environmental educators. It is hoped that the study’s illustration of how consideration of curriculum and sustainability competencies can contribute to quality education practices in environmental learning, will be of use in this network.
- Full Text:
- Date Issued: 2017
- Authors: Mkhabela, Antonia T
- Date: 2017
- Subjects: Environmental education -- South Africa , Environmental education -- Curricula -- South Africa , Life sciences -- Study and teaching -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7812 , vital:21301
- Description: This study explores the teaching and assessment practices used by teachers in environmental learning processes and emergent curriculum and sustainability competencies. The focus is the school subject Life Sciences in the Further Education and Training Phase. The study is based on four cases of teachers in schools in the Midlands area, in the province of KwaZulu-Natal. Lenses used to review the data included curriculum defined cognitive skills and cognitive levels to review the curriculum competencies and a systems approach to teaching and learning (Wiek, Withycombe, Redman & Mills, 2011) to review emergent sustainability competencies. This study employed qualitative methods, namely a questionnaire, stimulated recall interviews, observations (of lesson plan implementation in classrooms) and document analysis (detailing lesson plans, assessment tasks and learners’ work) to generate data. Analysis took place in four phases and included: a descriptive contextual analysis of factors influencing teaching and assessment practices; a descriptive analysis of teacher intentionality, topics, assessment planned and resources used; an analysis of emergent curriculum competencies in informal and formal assessment tasks; and, finally, a second layer of analysis describing emergent sustainability competencies in the environmental learning processes. Ethical considerations included permission for access, anonymity, participant rights and awareness of my role as cluster leader for the group of teachers involved. The study found that the nature of Life Sciences environmental topics and implementation influences the development of curriculum and sustainability competencies. Also, the choice of teaching methods influenced the emergence of particular curriculum and sustainability competencies. The findings also suggested that switching between isiZulu and English, unfamiliarity with action verbs, and the inconsistent use of higher order questions in classroom discussion, informal and formal assessment tasks might have affected success in the development of higher order thinking skills. Finally, the study revealed that environmental learning has the potential to support the development of integrated sustainability competencies. This study was driven by an interest in environmental content knowledge, teaching and assessment within the South African Fundisa for Change network of environmental educators. It is hoped that the study’s illustration of how consideration of curriculum and sustainability competencies can contribute to quality education practices in environmental learning, will be of use in this network.
- Full Text:
- Date Issued: 2017
Assessment strategy framework for the National Diploma : fashion course at one Eastern Cape Comprehensive University
- Authors: McLaren, Lorian
- Date: 2017
- Subjects: Fashion -- Study and teaching Fashion design -- Study and teaching Clothing trade -- Handbooks, manuals, etc
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4904 , vital:28750
- Description: The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.
- Full Text:
- Date Issued: 2017
- Authors: McLaren, Lorian
- Date: 2017
- Subjects: Fashion -- Study and teaching Fashion design -- Study and teaching Clothing trade -- Handbooks, manuals, etc
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4904 , vital:28750
- Description: The purpose of the study was born out of a perceived need to establish an assessment strategy framework for the fashion programme of one Eastern Cape comprehensive university. The study focused on one Eastern Cape comprehensive university. The programme, National Diploma: Fashion, is offered by the university at two campuses (120km apart). Although this programme is currently offered at both of the sites under the auspices of the university, disparity exists in many of the academic functions within the programme. The most challenging is assessment and the implications of a non-existent standard framework for assessment across both campuses. This research undertook to identify a framework that would best serve the Fashion programme of the researched university. Assessment in the context of this study referred to the process of both gathering evidence of student learning as well as assigning grades to that learning. The lack of an assessment framework affects the quality of assessment. Consistency in the assessment process across both campuses is important. At present assessment is not consistent as it is done independently on each campus. This lack of consistency could prove to favour students at the one campus while marginalizing students at the other campus and vice versa. Inconsistency arises from staff having no common assessment framework to refer to when assessment takes place. This study was a case study. Interviews were conducted with a sample of lecturers and students from both sites. A document analysis of relevant policies was done. The documents included the Higher Education Quality Committee document Criteria for Programme Accreditation, 2004, the South African Qualification Authority document Criteria and Guidelines for Assessment of NQF Registered Unit Standards and Qualifications, 2001, and the South African Qualification Authority document Guidelines for Integrated Assessment, 2005. University policy documents pertaining to assessment were also included in the research.The findings of this study lead to the conclusion that there is no clear assessment framework currently in place for the National Diploma: Fashion at one Eastern Cape comprehensive university. The assessment methods currently in use are not fully understood and comprehended by lecturers or students. The assessment types are limited with little or no variety as to how assessment is practiced. Although continuous assessment is advocated in the department, a lack of understanding by lecturers and students as to the true practice of continuous assessment is evident. Much of the assessment is done at the end of a teaching module, rather than embedded in the teaching module. This means that assessment is done of learning rather than for learning.
- Full Text:
- Date Issued: 2017
Being young, black, woman academics on an Accelerated Development Programme in an Historically White University in South Africa: a narrative analysis
- Mohoto, Nkoe Lieketso Paballo
- Authors: Mohoto, Nkoe Lieketso Paballo
- Date: 2017
- Subjects: New generation academic professionals Programme (South Africa) , College teachers, Black -- South Africa , Women college teachers, Black -- South Africa -- Case studies , Rhodes University
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13202 , vital:21813
- Description: The national program for the development of next and new generation academic professionals (NGAP) aims to help Universities to diversify their academic teaching staff to be more reflective of the national demographics of the country. Through NGAP and policies of redress, a Historically White University would predictably introduce young black women into their academic teaching staff. This is a category of the population who would have been most affected by the exclusionary hiring policies that would have generally been in use in historically white universities before 1995, the year following the first democratic elections. The selection of staff according to criteria that has historically been used to exclude them is a policy which is widely considered to be a useful and necessary way to institute redress. While this half thesis does not disagree with this social and moral imperative, I find interest in the lack of focus on the emotional, psychological, spiritual and otherwise personal toll of the implementation of such a policy on those who are introduced through it and related policies. I believe there is a need to problematise the highly normative environments in which staff (to benefit from redress) are required to function. This half thesis examines the narrated experiences of three such staff members at Rhodes University with specific interest in their everyday experiences in an institution which has historically been tailored for (and in many cases is still run by) white, older male academics. The thesis indicates that the emotional and psychological effects and 'taxes' of being on an accelerated development programme may be worth noting and appreciating in order to think about the retention of black woman academics. The findings show that the complexity of younger black women's experiences within historically white universities such as Rhodes University requires equally complex and multifaceted strategies and programmes. These programmes should not only support these academics but also undermine existing exclusionary institutional cultures in order to facilitate true, deep transformational practice in historically white universities such as Rhodes University.
- Full Text:
- Date Issued: 2017
- Authors: Mohoto, Nkoe Lieketso Paballo
- Date: 2017
- Subjects: New generation academic professionals Programme (South Africa) , College teachers, Black -- South Africa , Women college teachers, Black -- South Africa -- Case studies , Rhodes University
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13202 , vital:21813
- Description: The national program for the development of next and new generation academic professionals (NGAP) aims to help Universities to diversify their academic teaching staff to be more reflective of the national demographics of the country. Through NGAP and policies of redress, a Historically White University would predictably introduce young black women into their academic teaching staff. This is a category of the population who would have been most affected by the exclusionary hiring policies that would have generally been in use in historically white universities before 1995, the year following the first democratic elections. The selection of staff according to criteria that has historically been used to exclude them is a policy which is widely considered to be a useful and necessary way to institute redress. While this half thesis does not disagree with this social and moral imperative, I find interest in the lack of focus on the emotional, psychological, spiritual and otherwise personal toll of the implementation of such a policy on those who are introduced through it and related policies. I believe there is a need to problematise the highly normative environments in which staff (to benefit from redress) are required to function. This half thesis examines the narrated experiences of three such staff members at Rhodes University with specific interest in their everyday experiences in an institution which has historically been tailored for (and in many cases is still run by) white, older male academics. The thesis indicates that the emotional and psychological effects and 'taxes' of being on an accelerated development programme may be worth noting and appreciating in order to think about the retention of black woman academics. The findings show that the complexity of younger black women's experiences within historically white universities such as Rhodes University requires equally complex and multifaceted strategies and programmes. These programmes should not only support these academics but also undermine existing exclusionary institutional cultures in order to facilitate true, deep transformational practice in historically white universities such as Rhodes University.
- Full Text:
- Date Issued: 2017
Emergent literacy profiles of learners with fetal alcohol spectrum disorder in a grade one classroom: a South African context
- Authors: Geswint, Mildred Sharmell
- Date: 2017
- Subjects: Children with mental disabilities -- Education Literacy -- Study and teaching , Educational psychology Problem children -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15869 , vital:28283
- Description: A vulnerable group, learners with Fetal Alcohol Spectrum Disorder (FASD) within the Foundation Phase learner population, has often been neglected with regards to literacy development. These learners in many cases do not get optimal teaching and learning due to an inability of teachers to address the literacy needs adequately within the mainstream classroom context. The purpose of this study was to determine the emergent literacy profile of learners with FASD in a Grade One classroom in a selected rural farming community. This study aimed to understand the socio-economic elements that may contribute to barriers in the families of learners with FASD that contribute to the possible emergent literacy problems. As well as highlight the strengths present in the socio-economic context of these families that can be used to support learners with FASD. Bronfenbrenner’s and Morris (1977; 1992) ecological systems theory provided a framework for understanding the complexity of influences, interactions and interrelationships between an individual and various other systems that are linked to the individual. A mixed methods research design was used in order to collect both quantitative and qualitative data. Multi-method data collection strategies were employed in this study. The multi-method approach involved: baseline assessment, interviews and drawings. An interpretive data analysis style was employed for the qualitative data analyses and the quantitative data analysis was statistical. The results of the quantitative and qualitative data were interpreted together. The findings suggest that the participants showed significant challenges in the areas pertaining to phonemic awareness, print awareness, oral language and reading skills. And according to the mothers’ adverse socio-economic environmental conditions also daze the effects of FASD on the learners emergent literacy profile.
- Full Text:
- Date Issued: 2017
- Authors: Geswint, Mildred Sharmell
- Date: 2017
- Subjects: Children with mental disabilities -- Education Literacy -- Study and teaching , Educational psychology Problem children -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/15869 , vital:28283
- Description: A vulnerable group, learners with Fetal Alcohol Spectrum Disorder (FASD) within the Foundation Phase learner population, has often been neglected with regards to literacy development. These learners in many cases do not get optimal teaching and learning due to an inability of teachers to address the literacy needs adequately within the mainstream classroom context. The purpose of this study was to determine the emergent literacy profile of learners with FASD in a Grade One classroom in a selected rural farming community. This study aimed to understand the socio-economic elements that may contribute to barriers in the families of learners with FASD that contribute to the possible emergent literacy problems. As well as highlight the strengths present in the socio-economic context of these families that can be used to support learners with FASD. Bronfenbrenner’s and Morris (1977; 1992) ecological systems theory provided a framework for understanding the complexity of influences, interactions and interrelationships between an individual and various other systems that are linked to the individual. A mixed methods research design was used in order to collect both quantitative and qualitative data. Multi-method data collection strategies were employed in this study. The multi-method approach involved: baseline assessment, interviews and drawings. An interpretive data analysis style was employed for the qualitative data analyses and the quantitative data analysis was statistical. The results of the quantitative and qualitative data were interpreted together. The findings suggest that the participants showed significant challenges in the areas pertaining to phonemic awareness, print awareness, oral language and reading skills. And according to the mothers’ adverse socio-economic environmental conditions also daze the effects of FASD on the learners emergent literacy profile.
- Full Text:
- Date Issued: 2017
Experiences of teachers in multicultural classrooms in ex-model c secondary schools
- Authors: Vermaak, Annaline
- Date: 2017
- Subjects: Culturally relevant pedagogy -- South Africa -- Port Elizabeth Classroom environment -- South Africa -- Port Elizabeth Multicultural education -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14068 , vital:27414
- Description: This study examined experiences of teachers in ex-Model C secondary schools in Port Elizabeth with specific reference to the strategies adopted, challenges and rewards of teaching in diverse classrooms. It is located in the realm of diversity pedagogy and multi-cultural education and contextualized against the socio-political and colourful historical climate of education in South Africa. This study was conducted by using the qualitative research approach against the backdrop of the phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from 4 ex-Model C English medium secondary schools (formerly White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed and the rich thick data were analysed and categorized into themes and sub-themes by adopting a constant comparative method. The findings of the study indicate that teachers failed to embrace diversity to its fullest, although they did not mind teaching diverse learners. Furthermore, it is evident that they have not made concerted efforts to implement culturally responsive teaching strategies to cater for diversity in their classes as the approaches tend to be cosmetic and superficial. The findings indicate that teachers are stuck in the quagmire of business as usual-, colour-blind-, assimilationist, contributionist approaches that militate against culturally responsive pedagogy. It is recommended that teachers be empowered with skills in diversity education by various stakeholders such as School Governing Bodies, the Department of Basic Education and teacher unions so that they are better equipped to implement strategies in their classes that cater to the needs of a diverse learner population.
- Full Text:
- Date Issued: 2017
- Authors: Vermaak, Annaline
- Date: 2017
- Subjects: Culturally relevant pedagogy -- South Africa -- Port Elizabeth Classroom environment -- South Africa -- Port Elizabeth Multicultural education -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/14068 , vital:27414
- Description: This study examined experiences of teachers in ex-Model C secondary schools in Port Elizabeth with specific reference to the strategies adopted, challenges and rewards of teaching in diverse classrooms. It is located in the realm of diversity pedagogy and multi-cultural education and contextualized against the socio-political and colourful historical climate of education in South Africa. This study was conducted by using the qualitative research approach against the backdrop of the phenomenological design according to the interpretivist paradigm. Data were elicited through in-depth semi-structured interviews with 16 teachers from 4 ex-Model C English medium secondary schools (formerly White schools) who had experiences of teaching both pre-1994, when schools were mono-ethnic, and post-1994 when the schools were multi-ethnic. The interviews were transcribed and the rich thick data were analysed and categorized into themes and sub-themes by adopting a constant comparative method. The findings of the study indicate that teachers failed to embrace diversity to its fullest, although they did not mind teaching diverse learners. Furthermore, it is evident that they have not made concerted efforts to implement culturally responsive teaching strategies to cater for diversity in their classes as the approaches tend to be cosmetic and superficial. The findings indicate that teachers are stuck in the quagmire of business as usual-, colour-blind-, assimilationist, contributionist approaches that militate against culturally responsive pedagogy. It is recommended that teachers be empowered with skills in diversity education by various stakeholders such as School Governing Bodies, the Department of Basic Education and teacher unions so that they are better equipped to implement strategies in their classes that cater to the needs of a diverse learner population.
- Full Text:
- Date Issued: 2017
Exploring a genre-based pedagogy in the teaching of writing explanation texts in a Grade 11 ESL classroom: an action research case study
- Authors: Nekondo, Linus Vaakohambo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/41603 , vital:25107
- Description: This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
- Full Text:
- Date Issued: 2017
- Authors: Nekondo, Linus Vaakohambo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/41603 , vital:25107
- Description: This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
- Full Text:
- Date Issued: 2017
Exploring fathers' role in supporting their children's learning : a case of selected primary schools in the East London District
- Authors: Pampila, Siyabulela
- Date: 2017
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Home and school -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4915 , vital:28755
- Description: The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.
- Full Text:
- Date Issued: 2017
- Authors: Pampila, Siyabulela
- Date: 2017
- Subjects: Education -- Parent participation -- South Africa -- Eastern Cape Father and child -- South Africa -- Eastern Cape Home and school -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/4915 , vital:28755
- Description: The aim of this study was to explore fathers’ role in supporting their children’s learning in selected urban primary schools in the East London Education District. Epstein parental involvement theory informed the study. The study was located in the interpretivist research paradigm and it qualitative in nature. It followed a case study research design. Participants were selected through the use of purposive sampling. A total of fifty two (52) participants were selected and these included school teachers, fathers and learners. Semi-structured interviews (for school teachers and fathers) and focus group interviews (for learners) were used in the four selected primary schools. The data was coded and thematic content analysis was used. The findings from the research indicated that fathers’ and teachers had a very limited understanding of fathers’ support in children’s learning. They generally thought that it was confined to activities done at school such as payment of school fees and levies, providing labour for the construction or renovation of school buildings and providing teaching/learning resources. Participants confirmed that the majority of fathers were too poor and with low education to be meaningfully involved in their children’s learning. However, there were a few fathers who believed that their socio-economic status did not prevent them from participating in their children’s learning. They actually indicated useful ways in which they could be involved. It was found that a minority group of fathers who were unemployed spent time helping their children in their learning whilst, those working worked long hours and had no time to help their children. Among the significant findings of the study was the fact that educated fathers were too involved in their children’s learning and even reserved time on weekend to be part of their children’s life and learning. The research also revealed that fathers and teachers had wrong perceptions about themselves and each other in connection with limited fathers’ support in their schools. The study recommends, among other issues, enhanced school/parent partnership with emphasis on the involvement of fathers in academic activities meant to improve their children’s learning.
- Full Text:
- Date Issued: 2017
Exploring Grade 12 Biology teachers’ conceptions, dispositions and pedagogic strategies when mediating learning of evolution in Namibia
- Authors: Katuuo, Henry U
- Date: 2017
- Subjects: Biology teachers -- Attitudes -- Namibia , Biology teachers -- Training of -- Namibia , Evolution -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13762 , vital:21856
- Description: The Namibian Senior Secondary Certificate Examiners’ Reports (2013) shed light on the topics in which learners often perform poorly and evolution is one of such problematic topics. Anecdotal reasons include religious views of teachers, opposition by learners to the topic, and inadequate understanding of the subject content knowledge. I have not come across any literature on evolution in Namibia that formally look closely at this problem. We do not have a clear idea of what is going on in Namibian science classrooms, when evolution is taught. We do not have a clear idea of the factors at play in the teaching of evolution in these classrooms, either when it is done well and completely or when it is not so. It is against this background that I was inspired to engage in this study which examined teachers’ conceptions, dispositions and pedagogical strategies that they use when teaching evolution. The study is underpinned by an interpretive paradigm, which afforded me an opportunity to understand the teachers’ worldviews in relation to evolution. It also allowed me to gain insight on the pedagogical strategies that teachers use when mediating learning of the topic of evolution and its related concepts. Within the interpretive paradigm, a case study approach was adopted, using a mixed-method design generating both quantitative and qualitative data. Teachers from two regions, namely, the Hardap region and Khomas region, participated in the study. Data were generated using questionnaires, semi-structured interviews and lesson observations. Fifteen questionnaires were completed and from those questionnaires, the sample included six teachers (40%) from the Hardap region while nine teachers (60%) were from the Khomas region. For the interview, the sample included two teachers - one from each region. For the observations, I observed five teachers teaching evolution. I presented quantitative data in tables and graphs, whereas the qualitative data was analysed inductively using Vygotsky’s (1978) socio-cultural theory as a theoretical framework. In addition, I used Ogunniyi’s (2006) Contiguity Argumentative Theory (CAT) as an analytical framework. These theories were used as lenses to interpret and make sense of the qualitative data, which I colour coded to form sub-themes. Thereafter, overlapping sub-themes were combined to form themes, which were linked to the research questions and in relation to literature/theory. Similarly, overlapping themes were combined to form analytical statements. It emerged from the study that religious views did not play a large role in most teachers’ views and attitudes towards the teaching of evolution. Instead, it emerged that lack of content knowledge on evolution is the main factor that influences teachers’ views and attitudes towards teaching evolution in schools. This is quite profound, as the assumption is that when teachers are religious, the likelihood is that they would object to the teaching of evolution. In light of this, the study recommends that there is a need for professional development and support of science teachers, so that they are able to properly mediate the learning of evolution.
- Full Text:
- Date Issued: 2017
- Authors: Katuuo, Henry U
- Date: 2017
- Subjects: Biology teachers -- Attitudes -- Namibia , Biology teachers -- Training of -- Namibia , Evolution -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13762 , vital:21856
- Description: The Namibian Senior Secondary Certificate Examiners’ Reports (2013) shed light on the topics in which learners often perform poorly and evolution is one of such problematic topics. Anecdotal reasons include religious views of teachers, opposition by learners to the topic, and inadequate understanding of the subject content knowledge. I have not come across any literature on evolution in Namibia that formally look closely at this problem. We do not have a clear idea of what is going on in Namibian science classrooms, when evolution is taught. We do not have a clear idea of the factors at play in the teaching of evolution in these classrooms, either when it is done well and completely or when it is not so. It is against this background that I was inspired to engage in this study which examined teachers’ conceptions, dispositions and pedagogical strategies that they use when teaching evolution. The study is underpinned by an interpretive paradigm, which afforded me an opportunity to understand the teachers’ worldviews in relation to evolution. It also allowed me to gain insight on the pedagogical strategies that teachers use when mediating learning of the topic of evolution and its related concepts. Within the interpretive paradigm, a case study approach was adopted, using a mixed-method design generating both quantitative and qualitative data. Teachers from two regions, namely, the Hardap region and Khomas region, participated in the study. Data were generated using questionnaires, semi-structured interviews and lesson observations. Fifteen questionnaires were completed and from those questionnaires, the sample included six teachers (40%) from the Hardap region while nine teachers (60%) were from the Khomas region. For the interview, the sample included two teachers - one from each region. For the observations, I observed five teachers teaching evolution. I presented quantitative data in tables and graphs, whereas the qualitative data was analysed inductively using Vygotsky’s (1978) socio-cultural theory as a theoretical framework. In addition, I used Ogunniyi’s (2006) Contiguity Argumentative Theory (CAT) as an analytical framework. These theories were used as lenses to interpret and make sense of the qualitative data, which I colour coded to form sub-themes. Thereafter, overlapping sub-themes were combined to form themes, which were linked to the research questions and in relation to literature/theory. Similarly, overlapping themes were combined to form analytical statements. It emerged from the study that religious views did not play a large role in most teachers’ views and attitudes towards the teaching of evolution. Instead, it emerged that lack of content knowledge on evolution is the main factor that influences teachers’ views and attitudes towards teaching evolution in schools. This is quite profound, as the assumption is that when teachers are religious, the likelihood is that they would object to the teaching of evolution. In light of this, the study recommends that there is a need for professional development and support of science teachers, so that they are able to properly mediate the learning of evolution.
- Full Text:
- Date Issued: 2017
Exploring Grade 9 Physical Science teachers’ views and experiences on the inclusion of indigenous knowledge in their lessons: a Namibian case study
- Authors: Simasiku, Fredrick Simataa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6919 , vital:21200
- Description: There is extensive research on the fact that the learning of science is assisted through the inclusion of the prior everyday knowledge and local knowledge that learners bring from home and from within their communities. It is precisely for this reason that the Namibian Learner Centered Education (LCE) curriculum encourages teachers to include learners’ prior everyday knowledge in their science lessons. However, the inclusion of traditional knowledge/local knowledge or indigenous knowledge (IK) and how this should be done has been largely ignored both in the Namibian school science curriculum and textbooks. It is against this background that this study sought to explore teachers’ views and experiences on the inclusion of IK in Physical Science Grade 9 lessons as well as the pedagogical strategies that they use. This research used a mixed methods approach (quantitative and qualitative data were collected) which was underpinned by the interpretive paradigm. Within the interpretive paradigm, I employed a case study approach. The study was carried out in the Endola education circuit of the Ohangwena Region. Essentially, the study explored three things: Firstly, the views, experiences and pedagogical strategies of Grade 9 Physical Science teachers on the inclusion of indigenous knowledge in their lessons. Secondly, to find out what factors enable the teachers to integrate their local knowledge into Physical Science lessons? Thirdly, to look at constraints that affect Grade 9 Physical Science teachers in the use of local knowledge in their science lessons. Data were collected using questionnaires and semi-structured interviews. The data obtained were validated in two ways, firstly, the data were triangulated from different data gathering techniques, and secondly, validation was done by member checking of the transcribed scripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyze the data. The data generated were coded inductively and presented in graphs, tables and descriptive texts to make meaning. The findings from the research revealed that teachers in the Endola circuit do make some efforts to include indigenous knowledge in their lessons. Furthermore, teachers seemed to grasp the benefits and constraints that come with the inclusion of indigenous knowledge in their science lessons. For example, it emerged that indigenous knowledge enables learners to link what they are taught in the science classroom to what is happening in the community or at home, thereby enhancing their understanding of the concepts. Topics such as acids and bases, friction, combustion, static electricity and pressure emerged as some of the topics in which teachers include indigenous knowledge. On the other hand, the issue of language, textbooks and lack of indigenous knowledge by teachers affects the way teachers are able to include IK in their lessons. This study thus recommends that teachers should explore different indigenous practices that can be linked to the topics in the curriculum or syllabus to enhance learning and teaching. Furthermore, they need to involve local communities that possess indigenous knowledge to help in delivering indigenous practices during the lessons. Lastly, teachers and communities should start developing learning and teaching support materials that are useful when local knowledge is included.
- Full Text:
- Date Issued: 2017
- Authors: Simasiku, Fredrick Simataa
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6919 , vital:21200
- Description: There is extensive research on the fact that the learning of science is assisted through the inclusion of the prior everyday knowledge and local knowledge that learners bring from home and from within their communities. It is precisely for this reason that the Namibian Learner Centered Education (LCE) curriculum encourages teachers to include learners’ prior everyday knowledge in their science lessons. However, the inclusion of traditional knowledge/local knowledge or indigenous knowledge (IK) and how this should be done has been largely ignored both in the Namibian school science curriculum and textbooks. It is against this background that this study sought to explore teachers’ views and experiences on the inclusion of IK in Physical Science Grade 9 lessons as well as the pedagogical strategies that they use. This research used a mixed methods approach (quantitative and qualitative data were collected) which was underpinned by the interpretive paradigm. Within the interpretive paradigm, I employed a case study approach. The study was carried out in the Endola education circuit of the Ohangwena Region. Essentially, the study explored three things: Firstly, the views, experiences and pedagogical strategies of Grade 9 Physical Science teachers on the inclusion of indigenous knowledge in their lessons. Secondly, to find out what factors enable the teachers to integrate their local knowledge into Physical Science lessons? Thirdly, to look at constraints that affect Grade 9 Physical Science teachers in the use of local knowledge in their science lessons. Data were collected using questionnaires and semi-structured interviews. The data obtained were validated in two ways, firstly, the data were triangulated from different data gathering techniques, and secondly, validation was done by member checking of the transcribed scripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyze the data. The data generated were coded inductively and presented in graphs, tables and descriptive texts to make meaning. The findings from the research revealed that teachers in the Endola circuit do make some efforts to include indigenous knowledge in their lessons. Furthermore, teachers seemed to grasp the benefits and constraints that come with the inclusion of indigenous knowledge in their science lessons. For example, it emerged that indigenous knowledge enables learners to link what they are taught in the science classroom to what is happening in the community or at home, thereby enhancing their understanding of the concepts. Topics such as acids and bases, friction, combustion, static electricity and pressure emerged as some of the topics in which teachers include indigenous knowledge. On the other hand, the issue of language, textbooks and lack of indigenous knowledge by teachers affects the way teachers are able to include IK in their lessons. This study thus recommends that teachers should explore different indigenous practices that can be linked to the topics in the curriculum or syllabus to enhance learning and teaching. Furthermore, they need to involve local communities that possess indigenous knowledge to help in delivering indigenous practices during the lessons. Lastly, teachers and communities should start developing learning and teaching support materials that are useful when local knowledge is included.
- Full Text:
- Date Issued: 2017
Exploring how Grade 11 Physical Science learners make sense of the concept of rates of reactions through the inclusion of the indigenous practice of making oshikundu: a Namibian case study
- Nikodemus, Kristof Shingwilila
- Authors: Nikodemus, Kristof Shingwilila
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8154 , vital:21360
- Description: It has been observed that the teaching and learning of the concept of rates of reactions is seen as being difficult for most Namibian learners. Concerns have been expressed in Examiners’ Reports about candidates showing little knowledge of the topic ‘rates of reactions’. Hence, this study sought to explore how indigenous knowledge and practices through a practical activity of making oshikundu, enabled or constrained learner-engagement and sense-making of the concept of rates of reactions in Namibian schools. Underpinned by an interpretive paradigm, the study tried to describe and understand how learners make sense of their world. Within the interpretive paradigm, a mixed-method case study approach was adopted. It is informed by Vygotsky’s socio-cultural theory, which recognises that learning and meaning-making are represented as originating from social interactions among individuals. The research study was conducted in a rural secondary school in the northern part of Namibia with Grade 11 Physical Science learners. Purposive sampling techniques were used to select three learners from the class, as the interview sample. A pre-test was used to gather data on the type of prior knowledge that Grade 11 Physical Science learners had of concepts related to rates of reactions. The pre-test’s content was validated by two Physical Science specialists. Observations were used to explore how learners make sense of rates of reactions during lessons. In addition to observations, interviews and a post-test were used in order to gather data on how the practical activity of making oshikundu enabled or constrained Grade 11 Physical Science: (a) learner engagement and (b) sense-making of the concept of rates of reactions. The findings of the study found that learners were more engaged and participated more fully in class than in previous year when the indigenous practice of making oshikundu was incorporated during the science lessons. The study thus recommends that indigenous knowledge and practices be integrated into Physical Science classrooms for effective teaching and learning and sense making of science concepts.
- Full Text:
- Date Issued: 2017
- Authors: Nikodemus, Kristof Shingwilila
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8154 , vital:21360
- Description: It has been observed that the teaching and learning of the concept of rates of reactions is seen as being difficult for most Namibian learners. Concerns have been expressed in Examiners’ Reports about candidates showing little knowledge of the topic ‘rates of reactions’. Hence, this study sought to explore how indigenous knowledge and practices through a practical activity of making oshikundu, enabled or constrained learner-engagement and sense-making of the concept of rates of reactions in Namibian schools. Underpinned by an interpretive paradigm, the study tried to describe and understand how learners make sense of their world. Within the interpretive paradigm, a mixed-method case study approach was adopted. It is informed by Vygotsky’s socio-cultural theory, which recognises that learning and meaning-making are represented as originating from social interactions among individuals. The research study was conducted in a rural secondary school in the northern part of Namibia with Grade 11 Physical Science learners. Purposive sampling techniques were used to select three learners from the class, as the interview sample. A pre-test was used to gather data on the type of prior knowledge that Grade 11 Physical Science learners had of concepts related to rates of reactions. The pre-test’s content was validated by two Physical Science specialists. Observations were used to explore how learners make sense of rates of reactions during lessons. In addition to observations, interviews and a post-test were used in order to gather data on how the practical activity of making oshikundu enabled or constrained Grade 11 Physical Science: (a) learner engagement and (b) sense-making of the concept of rates of reactions. The findings of the study found that learners were more engaged and participated more fully in class than in previous year when the indigenous practice of making oshikundu was incorporated during the science lessons. The study thus recommends that indigenous knowledge and practices be integrated into Physical Science classrooms for effective teaching and learning and sense making of science concepts.
- Full Text:
- Date Issued: 2017
Exploring how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew
- Authors: Paulus, Demetria
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17637 , vital:22266
- Description: Physical Science is one of the subjects in which learners perform poorly in most Namibian schools. For instance, in ║Kharas region where the study was conducted, from 2010 to 2016, the overall performance has ranged between 20-40%. Furthermore, according to the results analysis report from the Directorate of National, Examination and Assessments (DNEA), from 2012 to 2016, the ||Kharas region was ranked 11th, 12th, 13th, 14th and 10th in the regional rankings. From the Examiner’s reports, the most poorly answered questions in the National Senior Certificate examinations are those that require learners to explain and show understanding. Additionally, the reports highlighted that learners lack practical skills or lack exposure to experiments and demonstrations to enhance their understanding (Namibia, 20142015). It is against this background that this study sought to explore how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew. In particular, the study addressed the following sub-questions:1) what are Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge during Science lessons? 2) What factors influence Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge? 3) How do Grade 11 Physical Science teachers teach experimental techniques conventionally- fermentation and distillation? 4) How does the inclusion of a practical demonstration on making Ombike enable or constrain Grade 11 Physical Science teachers when explaining concepts on experimental techniques - fermentation and distillation? Thus, the focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretive paradigm whose focus is on understanding people’s worldviews. Within the interpretive paradigm, a mixed methods (Quant-QUAL methods) case study approach was employed in two sequential phases with Physical Science teachers at one secondary school in Keetmanshoop. Data were collected using document analysis (to strengthen my context). In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative and qualitative data from 17 Physical Science teachers. Additionally, I conducted interviews with two Physical Science teachers from one Secondary School in Keetmanshoop who were selected based on their expertise, teaching experience and their qualifications. Quantitative data were analysed using frequency tables and graphs. For phase two, lesson and the practical demonstration observations were videotaped and transcribed inductively. Thematic analysis was used to analyse the qualitative data. The study was informed by Vygotsky’s (1978) socio-cultural theory with a focus on the mediation of learning, social interactions and learner engagement within the learners’ Zone of Proximal Development (ZPD) in conjunction with Shulman’s (1987) theory on pedagogical content knowledge (PCK). The findings of the study indicated that the majority of the Physical Science teachers were aware of and supported the inclusion of IK; on the other hand the teachers indicated some challenges that come with IK integration. Some teachers acknowledged the importance of IK, such as the enhancement of understanding, proving of theories, and arousal of interest and context relevance. However, some teachers felt that there are misconceptions in IK that can be carried into the classroom, IK resources like textbooks are not available, and IK is not integrated in the syllabus and examinations and lack of teacher training inter alia.The study recommends that the Ministry of Education, Arts and Culture especially the Division of Curriculum Planning and Development (NIED) needs to explicitly include IK in the Syllabus documents and suggest the inclusion of IK in the textbooks to the publishers to address these challenges. In order to enhance the teaching and learning with IK in Science, it is critical that teachers’ training workshops are conducted and IK resources are designed so that IK integration can be successfully implemented. For that to happen, it is recognized that the teachers’ PCK should be regularly upgraded through Continuous Professional Development (CPD) by the Subject Advisors (SA) so that the teachers are consistently guided on appropriate teaching methodologies and pedagogies about the inclusion of IK.
- Full Text:
- Date Issued: 2017
- Authors: Paulus, Demetria
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17637 , vital:22266
- Description: Physical Science is one of the subjects in which learners perform poorly in most Namibian schools. For instance, in ║Kharas region where the study was conducted, from 2010 to 2016, the overall performance has ranged between 20-40%. Furthermore, according to the results analysis report from the Directorate of National, Examination and Assessments (DNEA), from 2012 to 2016, the ||Kharas region was ranked 11th, 12th, 13th, 14th and 10th in the regional rankings. From the Examiner’s reports, the most poorly answered questions in the National Senior Certificate examinations are those that require learners to explain and show understanding. Additionally, the reports highlighted that learners lack practical skills or lack exposure to experiments and demonstrations to enhance their understanding (Namibia, 20142015). It is against this background that this study sought to explore how teachers mediate learning of experimental techniques using fermentation and distillation of a traditional brew. In particular, the study addressed the following sub-questions:1) what are Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge during Science lessons? 2) What factors influence Grade 11 Physical Science teachers’ perceptions and experiences on the inclusion of indigenous knowledge? 3) How do Grade 11 Physical Science teachers teach experimental techniques conventionally- fermentation and distillation? 4) How does the inclusion of a practical demonstration on making Ombike enable or constrain Grade 11 Physical Science teachers when explaining concepts on experimental techniques - fermentation and distillation? Thus, the focus was on conceptual understanding through linking content to the context of the learners. The study was underpinned by an interpretive paradigm whose focus is on understanding people’s worldviews. Within the interpretive paradigm, a mixed methods (Quant-QUAL methods) case study approach was employed in two sequential phases with Physical Science teachers at one secondary school in Keetmanshoop. Data were collected using document analysis (to strengthen my context). In the first phase, a questionnaire with closed-ended and open-ended questions was used to gather quantitative and qualitative data from 17 Physical Science teachers. Additionally, I conducted interviews with two Physical Science teachers from one Secondary School in Keetmanshoop who were selected based on their expertise, teaching experience and their qualifications. Quantitative data were analysed using frequency tables and graphs. For phase two, lesson and the practical demonstration observations were videotaped and transcribed inductively. Thematic analysis was used to analyse the qualitative data. The study was informed by Vygotsky’s (1978) socio-cultural theory with a focus on the mediation of learning, social interactions and learner engagement within the learners’ Zone of Proximal Development (ZPD) in conjunction with Shulman’s (1987) theory on pedagogical content knowledge (PCK). The findings of the study indicated that the majority of the Physical Science teachers were aware of and supported the inclusion of IK; on the other hand the teachers indicated some challenges that come with IK integration. Some teachers acknowledged the importance of IK, such as the enhancement of understanding, proving of theories, and arousal of interest and context relevance. However, some teachers felt that there are misconceptions in IK that can be carried into the classroom, IK resources like textbooks are not available, and IK is not integrated in the syllabus and examinations and lack of teacher training inter alia.The study recommends that the Ministry of Education, Arts and Culture especially the Division of Curriculum Planning and Development (NIED) needs to explicitly include IK in the Syllabus documents and suggest the inclusion of IK in the textbooks to the publishers to address these challenges. In order to enhance the teaching and learning with IK in Science, it is critical that teachers’ training workshops are conducted and IK resources are designed so that IK integration can be successfully implemented. For that to happen, it is recognized that the teachers’ PCK should be regularly upgraded through Continuous Professional Development (CPD) by the Subject Advisors (SA) so that the teachers are consistently guided on appropriate teaching methodologies and pedagogies about the inclusion of IK.
- Full Text:
- Date Issued: 2017
Exploring rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction in junior secondary schools: a Namibian case study
- Authors: Kavila, Kornelius Embumbulu
- Date: 2017
- Subjects: Human reproduction -- Study and teaching (Secondary) -- Namibia , Parents -- Namibia -- Attitudes , Sex instruction for teenagers -- Namibia , Sexual health -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13543 , vital:21836
- Description: The Namibian school curriculum mandates that the subject of Life Science should be taught in all schools from grade 8-10. Among the main themes in this subject is Human Biology which covers topics of human reproduction. According to the Junior Secondary Certificate JSC Life Science Examiners’ reports (2010-2015), and my personal experience, learners perform poorly in the topics of human reproduction. Many of the parents in Namibian communities are not comfortable talking to their children about their sexuality, and some believe that communication about sexuality could influence adolescents to become more sexually active (Silas, 2015). Yet, there is agreement among educationists that parents’ involvement in their children’s education has an impact on the mediation of concepts, skills and attitudes. It is against this backdrop that this study explored rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction being taught to their children in junior secondary schools (Grade 8-10). This study was informed by Vygotsky’s socio-cultural theory with the focus on how adults and peers influence individual learning and how cultural beliefs impact on instruction and learning in science classrooms. The sociocultural theory was supplemented by the Feminist Standpoint Theory (FST) with the focus on how different knowledge systems and standpoints produced from a specific social community (that is, rural parents) in terms of who to say what and when, to whom regarding sex-related information. The study was located within the interpretive paradigm. Within an interpretive paradigm, a case study approach was employed. This case study used a mixed method approach, that is, both quantitative and qualitative data were gathered to help understand the subjective nature of human’s attitudes and experiences. Data were collected using an administered questionnaire with twenty-two rural parents, workshop observation and semi-structured interviews with four of the twenty-two participated parents. Additionally, data from documents such as textbooks and curriculum documents were used to strengthen the context of this study. The study provided valuable information regarding issues around discussions about sex education. It revealed that the majority of rural parents regard sexual health education a taboo. However, the majority are of the supportive attitude towards sexual health education. The study provided some insights on the factors that influence rural parents’ attitude and experiences towards sexual health education. It was also found that parent-child communication is an essential skill, which needs to be developed either through parents’ workshops or other means to support and empower parents to understand the importance of teaching and learning about sexual health issues. It is also recommended to empower and support parents on how to talk to their children about sexual health issues.
- Full Text:
- Date Issued: 2017
- Authors: Kavila, Kornelius Embumbulu
- Date: 2017
- Subjects: Human reproduction -- Study and teaching (Secondary) -- Namibia , Parents -- Namibia -- Attitudes , Sex instruction for teenagers -- Namibia , Sexual health -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13543 , vital:21836
- Description: The Namibian school curriculum mandates that the subject of Life Science should be taught in all schools from grade 8-10. Among the main themes in this subject is Human Biology which covers topics of human reproduction. According to the Junior Secondary Certificate JSC Life Science Examiners’ reports (2010-2015), and my personal experience, learners perform poorly in the topics of human reproduction. Many of the parents in Namibian communities are not comfortable talking to their children about their sexuality, and some believe that communication about sexuality could influence adolescents to become more sexually active (Silas, 2015). Yet, there is agreement among educationists that parents’ involvement in their children’s education has an impact on the mediation of concepts, skills and attitudes. It is against this backdrop that this study explored rural parents’ attitudes and experiences towards teaching and learning of the topics of human reproduction being taught to their children in junior secondary schools (Grade 8-10). This study was informed by Vygotsky’s socio-cultural theory with the focus on how adults and peers influence individual learning and how cultural beliefs impact on instruction and learning in science classrooms. The sociocultural theory was supplemented by the Feminist Standpoint Theory (FST) with the focus on how different knowledge systems and standpoints produced from a specific social community (that is, rural parents) in terms of who to say what and when, to whom regarding sex-related information. The study was located within the interpretive paradigm. Within an interpretive paradigm, a case study approach was employed. This case study used a mixed method approach, that is, both quantitative and qualitative data were gathered to help understand the subjective nature of human’s attitudes and experiences. Data were collected using an administered questionnaire with twenty-two rural parents, workshop observation and semi-structured interviews with four of the twenty-two participated parents. Additionally, data from documents such as textbooks and curriculum documents were used to strengthen the context of this study. The study provided valuable information regarding issues around discussions about sex education. It revealed that the majority of rural parents regard sexual health education a taboo. However, the majority are of the supportive attitude towards sexual health education. The study provided some insights on the factors that influence rural parents’ attitude and experiences towards sexual health education. It was also found that parent-child communication is an essential skill, which needs to be developed either through parents’ workshops or other means to support and empower parents to understand the importance of teaching and learning about sexual health issues. It is also recommended to empower and support parents on how to talk to their children about sexual health issues.
- Full Text:
- Date Issued: 2017
Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
- Full Text:
- Date Issued: 2017
- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
- Full Text:
- Date Issued: 2017