An investigation into how grade 9 girls participate during practical work in Physical Science lessons : a case study
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
- Authors: Munyanyo, Johanna
- Date: 2015
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Teenage girls -- Education , Sex differences in education -- Namibia , Sex discrimination in education -- Namibia , Physical sciences -- Study and teaching (Secondary) -- Sex differences
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2042 , http://hdl.handle.net/10962/d1017353
- Description: This research report documented in this thesis focused mainly on the participation of grade 9 girls during practical work in the topic of ‘Electricity’ in Physical Science lessons at Mwatya (pseudonym) Junior Secondary School in Ohangwena region of Namibia. The study was triggered by the lack of participation of girls during practical work. Underpinned by an interpretive paradigm, the study took the form of a qualitative case study and my unit of analysis was girls’ participation during practical work on electricity in particular. The perceptions and experiences of girls about practical work in Physical Science were investigated using the administered questionnaires. The participation of girls during practical work was further explored using interviews (semi-structured and focus group interviews) and observations of selected girls. A thematic approach to data analysis was adopted. The qualitative data from the audio and video transcripts were analysed according to the categories developed and themes that emerged from the analysis process. The categories developed for presenting the data are: teaching methods preferred by girls; importance and roles of practical activities; things that girls enjoy during practical activities; problems experienced by girls during practical activities; preference for doing practical work in groups or as an individual task; if practical work given in groups should the sex of learners be considered or not; activities preferred by girls when they are in single sex and in mixed sex groups; factors that enable girls to participate; and factors that prevent girls from participating. The study found that girls’ perceptions about practical work affect their participation during practical work in the topic of Electricity. It also revealed different factors that contribute to either good or poor participation of girls, namely, factors such as mixed-sex group-work, limited science prior experience (knowledge), unequal treatment from teachers during lessons and home environment were identified as contributing to poor participation. Girls however suggested some factors that they think could enable them to participate freely and actively during practical work. In view of these findings, this study recommends that teacher training institutions should train teachers to plan practical work in a gender sensitive manner. Schools should be provided with enough materials as sharing materials can contribute to poor participation of girls during practical work especially when they are in mixed groups with boys. There is a need for science teachers to assess the learning taking place during practical work and, finally, textbook suppliers should be monitored in a way that enables the supply of gender sensitive printed materials.
- Full Text:
- Date Issued: 2015
Understanding educators' and learners' perceptions and experiences of their participation in Science Fairs/Expos : a South African case study.
- Authors: Kahenge, Wendelina Nambahu
- Date: 2014
- Subjects: Science fairs -- South Africa -- Grahamstown , Science -- Study and teaching -- South Africa -- Grahamstown , Vocational guidance -- South Africa -- Grahamstown , School children -- South Africa -- Attitudes , Teachers -- South Africa -- Attitudes , Teacher effectiveness -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1981 , http://hdl.handle.net/10962/d1013130
- Description: The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.
- Full Text:
- Date Issued: 2014
- Authors: Kahenge, Wendelina Nambahu
- Date: 2014
- Subjects: Science fairs -- South Africa -- Grahamstown , Science -- Study and teaching -- South Africa -- Grahamstown , Vocational guidance -- South Africa -- Grahamstown , School children -- South Africa -- Attitudes , Teachers -- South Africa -- Attitudes , Teacher effectiveness -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1981 , http://hdl.handle.net/10962/d1013130
- Description: The rationale behind Science Expos is to develop and empower learners to be able to identify problems and find solutions (Eskom Expo Project Guide Book, 2013). It is believed that involvement in Science Expos arouses learners' interest to pursue science related careers. But despite these ideals, there is still poor participation in Science Expos by educators and learners. I conducted this case study in five schools in Grahamstown, Eastern Cape, South Africa. The purpose of this study was to understand educators' and learners' perceptions and experiences of their participation in Science Expos. The case study was designed within an interpretive paradigm. The data were generated, triangulated and validated by a variety of methods, namely, document analysis, interviews (semi-structured and focus group) and observations. The main findings of the study were that learners who participate in Science Expos attend workshops organised by Scifest and SAEON office with the help of some of the educators and lecturers from Rhodes University. Learners' participation was influenced and assisted by the educators and peers with whom they were able to communicate and share their projects with. It emerged from the study that, as a result of participating in Science Expos, educators (teachers) and learners were exposed to a wide variety of scientific investigations and skills that are necessary for their classroom based-scientific investigations. It also emerged from this study that educators and learners face the challenge of a lack of motivation; insufficient support from schools and parents; time constraints to support learners in their participation and a lack of knowledge among some educators on their learners' projects. Some learners are even discouraged from participating in Science Expos by their peers on the grounds that they have no chance of winning. Teachers therefore require continuous mentorship and capacity building in order to encourage their learners to partake.
- Full Text:
- Date Issued: 2014
An investigation into how two Natural Science teachers in the Khomas region mediate learning of the topic of atoms and molecules in Grade 7 : a case study
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Date Issued: 2015
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Date Issued: 2015
An investigation into how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo : a case study
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Date Issued: 2015
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Date Issued: 2015
Understanding how the incorporation of indigenous knowledge (IK) enables or constrains the teaching and learning of alcoholic fermentation in Life Sciences in Grade 11
- Authors: Mutanho, Chrispen
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1264 , vital:20041
- Description: There is growing interest in the role of indigenous knowledge (IK) in science education in many parts of the world. In South Africa, this comes against the backdrop of a long history of cultural alienation, neglect and suppression of the IK of the indigenous people by colonial governments. Hence, the first post-independence National Curriculum Policy Statement (Curriculum, 2005) and its subsequent modified versions emphasised the need to redress the imbalances of the past so as to make science accessible to learners from diverse cultural backgrounds. However, literature reveals that the efforts to implement an IK-based curriculum are constrained by the lack of clarity, knowledge and skills on how to effectively make use of IK in the classroom situation so as to bring about effective teaching and learning. Against this background, this study sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Underpinned by an interpretive paradigm, a qualitative case study was conducted at a high school in Mthatha District in the Eastern Cape Province of South Africa. The study comprised of a sample of ten Life Sciences teachers from four neighbouring high schools, two Grade 11 Life Sciences teachers and their classes and two focus groups of six learners from each class. Convenience and purposive sampling were used to select the participants and the research site. The study made use of a questionnaire, document analysis, lesson observation, stimulated recall interviews and focus group interviews to generate data. The questionnaire sought to get an overview of Life Sciences teachers’ attitudes, opinions and experiences on incorporating IK in science teaching. The data gathered were then used as baseline information to inform the main study. The lesson observations, stimulated recall interviews and the focus group interviews sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Document analysis, lesson observation, stimulated recall interviews and focus group interviews were conducted to understand the experience of incorporating IK in a real life classroom situation. The study was informed by Vygotsky’s socio-cultural constructivism and Shulman’s pedagogical content knowledge (PCK) theory. From Vygotsky’s theory I borrowed the idea of mediated learning, scaffolding (Bruner, 1986), zone of proximal development (ZPD), as well as the use of language and cultural artefacts as tools of analysis of the classroom interaction between the teacher and the learners during the teaching-learning process. Shulman’s theory of PCK was also used to analyse how teachers apply IK in teaching Science. The data obtained were coded inductively and presented in tables, graphs and thick descriptive texts to make it easy to understand. The findings of this research show that incorporating IK improved the teaching-learning process by arousing learners’ interest in science, increasing learners’ participation and motivation, meaning making, language use, questioning and engagement in the learning process. Teaching became learner-centred, for it was directed by learners’ questions. Collaborative learning through group discussions, debates, arguments and brainstorming emerged to be an effective way of engaging learners in learning. The teachers used probing to encourage critical thinking before scaffolding learners. However, even though teachers generally accept IK as valuable in their teaching they lack the pedagogical content knowledge to effectively incorporate it into meaningful teaching and learning. Furthermore, teachers viewed cultural diversity as a constraint to their efforts to incorporate IK in teaching science. On the contrary, their learners held the view that having cultural diversity in classrooms created an opportunity to learn from other people’s cultures. Variables such as experience and difference in the cultural background of learners and teachers alike, tended to affect the teachers’ ability to incorporate IK.
- Full Text:
- Date Issued: 2016
- Authors: Mutanho, Chrispen
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1264 , vital:20041
- Description: There is growing interest in the role of indigenous knowledge (IK) in science education in many parts of the world. In South Africa, this comes against the backdrop of a long history of cultural alienation, neglect and suppression of the IK of the indigenous people by colonial governments. Hence, the first post-independence National Curriculum Policy Statement (Curriculum, 2005) and its subsequent modified versions emphasised the need to redress the imbalances of the past so as to make science accessible to learners from diverse cultural backgrounds. However, literature reveals that the efforts to implement an IK-based curriculum are constrained by the lack of clarity, knowledge and skills on how to effectively make use of IK in the classroom situation so as to bring about effective teaching and learning. Against this background, this study sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Underpinned by an interpretive paradigm, a qualitative case study was conducted at a high school in Mthatha District in the Eastern Cape Province of South Africa. The study comprised of a sample of ten Life Sciences teachers from four neighbouring high schools, two Grade 11 Life Sciences teachers and their classes and two focus groups of six learners from each class. Convenience and purposive sampling were used to select the participants and the research site. The study made use of a questionnaire, document analysis, lesson observation, stimulated recall interviews and focus group interviews to generate data. The questionnaire sought to get an overview of Life Sciences teachers’ attitudes, opinions and experiences on incorporating IK in science teaching. The data gathered were then used as baseline information to inform the main study. The lesson observations, stimulated recall interviews and the focus group interviews sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Document analysis, lesson observation, stimulated recall interviews and focus group interviews were conducted to understand the experience of incorporating IK in a real life classroom situation. The study was informed by Vygotsky’s socio-cultural constructivism and Shulman’s pedagogical content knowledge (PCK) theory. From Vygotsky’s theory I borrowed the idea of mediated learning, scaffolding (Bruner, 1986), zone of proximal development (ZPD), as well as the use of language and cultural artefacts as tools of analysis of the classroom interaction between the teacher and the learners during the teaching-learning process. Shulman’s theory of PCK was also used to analyse how teachers apply IK in teaching Science. The data obtained were coded inductively and presented in tables, graphs and thick descriptive texts to make it easy to understand. The findings of this research show that incorporating IK improved the teaching-learning process by arousing learners’ interest in science, increasing learners’ participation and motivation, meaning making, language use, questioning and engagement in the learning process. Teaching became learner-centred, for it was directed by learners’ questions. Collaborative learning through group discussions, debates, arguments and brainstorming emerged to be an effective way of engaging learners in learning. The teachers used probing to encourage critical thinking before scaffolding learners. However, even though teachers generally accept IK as valuable in their teaching they lack the pedagogical content knowledge to effectively incorporate it into meaningful teaching and learning. Furthermore, teachers viewed cultural diversity as a constraint to their efforts to incorporate IK in teaching science. On the contrary, their learners held the view that having cultural diversity in classrooms created an opportunity to learn from other people’s cultures. Variables such as experience and difference in the cultural background of learners and teachers alike, tended to affect the teachers’ ability to incorporate IK.
- Full Text:
- Date Issued: 2016
Exploring the influence of learners’ participation in an after-school science enrichment programme on their disposition towards science: a case study of Khanya Maths and Science Club
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Date Issued: 2016
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Date Issued: 2016
Understanding how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching static electricity: A case study
- Authors: Iyambo, Toini
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1320 , vital:20046
- Description: Over the last decade of my teaching I have been grappling with how to incorporate learners’ prior everyday knowledge into my Physical Science lessons to enable me to close the gap between school science and everyday knowledge. I conducted this case study in two schools, one in Omusati region and one in Ohangwena Region, Namibia. Its purpose was to investigate how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching the topic of static electricity. Underpinned by an interpretive paradigm, the study made use of document analysis, observation (lessons were also video-taped) and semi-structured interviews to generate the data. Three data generating techniques were used for triangulation and validation purposes. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The main findings of my study are that teachers did incorporate learners’ prior knowledge in the lesson presentation on static electricity. It emerged from the study that, learners possess a great deal of prior everyday scientific and non-scientific knowledge and experiences about static electricity that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about static electricity enabled learner engagement during the science lessons. Likewise, engaging learners in demonstrations on static electricity helped them to make meaning of the scientific concepts involved in the topic. It also emerged from this study that teachers face challenges of lack of documentation of indigenous knowledge which is potentially a form of prior knowledge, language barriers and a lack of resources. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about static electricity should be incorporated during the teaching and learning process.
- Full Text:
- Date Issued: 2016
- Authors: Iyambo, Toini
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1320 , vital:20046
- Description: Over the last decade of my teaching I have been grappling with how to incorporate learners’ prior everyday knowledge into my Physical Science lessons to enable me to close the gap between school science and everyday knowledge. I conducted this case study in two schools, one in Omusati region and one in Ohangwena Region, Namibia. Its purpose was to investigate how grade 8 Physical Science teachers make use of learners’ prior everyday knowledge when teaching the topic of static electricity. Underpinned by an interpretive paradigm, the study made use of document analysis, observation (lessons were also video-taped) and semi-structured interviews to generate the data. Three data generating techniques were used for triangulation and validation purposes. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The main findings of my study are that teachers did incorporate learners’ prior knowledge in the lesson presentation on static electricity. It emerged from the study that, learners possess a great deal of prior everyday scientific and non-scientific knowledge and experiences about static electricity that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about static electricity enabled learner engagement during the science lessons. Likewise, engaging learners in demonstrations on static electricity helped them to make meaning of the scientific concepts involved in the topic. It also emerged from this study that teachers face challenges of lack of documentation of indigenous knowledge which is potentially a form of prior knowledge, language barriers and a lack of resources. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about static electricity should be incorporated during the teaching and learning process.
- Full Text:
- Date Issued: 2016
Exploring Grade 12 biology teachers' perceptions and experiences of the dissemination and utilization of Examiners' reports in the Khomas region of Namibia: a case study
- Authors: Bezuidenhoudt, Anthea
- Date: 2015
- Subjects: Biology -- Examinations -- Namibia , Biology -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2021 , http://hdl.handle.net/10962/d1017332
- Description: Teachers’ perceptions are that currently dissemination in schools is ineffective and must change. The tensions that surround the dissemination of the reports are late arrival of Examiners’ reports which clash with preparation of learners for the first term examinations. Furthermore, the time the Examiners’ reports get into teachers’ hands are late and thus result in teachers rushing through it to incorporate the recommendations given in it in the second term or in some instances teachers do not attend to it at all. The number of copies of the Examiners’ reports provided to schools appears to be inadequate. HODs still having to duplicate reports before disseminating them add to their work load and further delay dissemination of the reports to individual subject teachers. Although the teaching and learning approach in Namibian classrooms should be based on LCE, dissemination of the actual physical reports are currently restricted to teachers only with them only verbally communicating feedback given in the reports to their learners. Support in dissemination of Examiners’ reports from peers and superiors in the majority of the schools appear to be lacking. Changes would like to be seen in the timing the Examiners’ reports are available at schools, the number of hard copies provided to schools and exploring and embarking on alternative ways of disseminating the reports. The percentage of utilization of the Examiners’ reports is relatively high, yet still not the optimum. A reasonable number of Namibian learners are disadvantaged and not exposed to a source of information that can make their Biology learning more efficient because some of their teachers are not using Examiners’ reports in their teaching. The main reason for non-utilization of the reports by Biology teachers is a result of inefficient dissemination at individual schools. The argument being that if the reports are not given to the teachers they and especially novice teachers will not know about the existence of this useful teaching and learning resource. Examiners’ reports are an important and systematic impartial source of high quality data on learning in the Namibian education system. Therefore, effective dissemination and utilization of the reports must be advocated and strengthened. DNEA and the Khomas regional office should embark on tapping into available development in information technology by doing research into the possibility of disseminating the Examiners’ reports electronically. A pilot in this regard should be conducted in the Khomas region as a measure to ensure dissemination can become more efficient in the future. To ensure that teachers optimally utilize the Examiners’ reports, they should be provided to schools when the school first term commences. The Khomas regional office should strengthen their involvement in utilization by arranging annual workshops where the content of the reports can be discussed to ensure that the feedback given in the reports can aid in developing and strengthening Biology teachers’ subject content knowledge as well as pedagogical content knowledge. Optimal utilization of Examiners’ reports can enable mediation in learners which can ensure effective learning and mastery of Biology by learners which can ultimately lead to an improvement in pass rate in Biology. Therefore, appropriate support to aid teachers’ professional development can enhance maximum utilization. Furthermore, an area for future research could be to give the Examiners’ reports to learners to determine the impact it has on their learning.
- Full Text:
- Date Issued: 2015
- Authors: Bezuidenhoudt, Anthea
- Date: 2015
- Subjects: Biology -- Examinations -- Namibia , Biology -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2021 , http://hdl.handle.net/10962/d1017332
- Description: Teachers’ perceptions are that currently dissemination in schools is ineffective and must change. The tensions that surround the dissemination of the reports are late arrival of Examiners’ reports which clash with preparation of learners for the first term examinations. Furthermore, the time the Examiners’ reports get into teachers’ hands are late and thus result in teachers rushing through it to incorporate the recommendations given in it in the second term or in some instances teachers do not attend to it at all. The number of copies of the Examiners’ reports provided to schools appears to be inadequate. HODs still having to duplicate reports before disseminating them add to their work load and further delay dissemination of the reports to individual subject teachers. Although the teaching and learning approach in Namibian classrooms should be based on LCE, dissemination of the actual physical reports are currently restricted to teachers only with them only verbally communicating feedback given in the reports to their learners. Support in dissemination of Examiners’ reports from peers and superiors in the majority of the schools appear to be lacking. Changes would like to be seen in the timing the Examiners’ reports are available at schools, the number of hard copies provided to schools and exploring and embarking on alternative ways of disseminating the reports. The percentage of utilization of the Examiners’ reports is relatively high, yet still not the optimum. A reasonable number of Namibian learners are disadvantaged and not exposed to a source of information that can make their Biology learning more efficient because some of their teachers are not using Examiners’ reports in their teaching. The main reason for non-utilization of the reports by Biology teachers is a result of inefficient dissemination at individual schools. The argument being that if the reports are not given to the teachers they and especially novice teachers will not know about the existence of this useful teaching and learning resource. Examiners’ reports are an important and systematic impartial source of high quality data on learning in the Namibian education system. Therefore, effective dissemination and utilization of the reports must be advocated and strengthened. DNEA and the Khomas regional office should embark on tapping into available development in information technology by doing research into the possibility of disseminating the Examiners’ reports electronically. A pilot in this regard should be conducted in the Khomas region as a measure to ensure dissemination can become more efficient in the future. To ensure that teachers optimally utilize the Examiners’ reports, they should be provided to schools when the school first term commences. The Khomas regional office should strengthen their involvement in utilization by arranging annual workshops where the content of the reports can be discussed to ensure that the feedback given in the reports can aid in developing and strengthening Biology teachers’ subject content knowledge as well as pedagogical content knowledge. Optimal utilization of Examiners’ reports can enable mediation in learners which can ensure effective learning and mastery of Biology by learners which can ultimately lead to an improvement in pass rate in Biology. Therefore, appropriate support to aid teachers’ professional development can enhance maximum utilization. Furthermore, an area for future research could be to give the Examiners’ reports to learners to determine the impact it has on their learning.
- Full Text:
- Date Issued: 2015
Understanding how grade 11 Physical Science teachers mediate learning of the topic distillation in the Kavango Region
- Authors: Shifafure, Andreas Muronga
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Kavango , Distillation -- Study and teaching (Secondary) -- Namibia -- Kavango , Teachers -- Training of -- Namibia -- Kavango , Community and school -- Namibia -- Kavango , Interdisciplinary approach to knowledge
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2046 , http://hdl.handle.net/10962/d1017357
- Description: The National Curriculum of Education was implemented with the broad view of including all learners as laid out in the document Toward Education for All. The curriculum emphasised that the topic distillation should be studied. According to the Examiners Reports, the topic distillation is one of the topics where learners face difficulties in the Namibian Senior Secondary Certificate Ordinary (NSSCO) examination Grade 12. This led me to do research on understanding how Physical Science teachers mediate the topic distillation in Namibia specifically in the Kavango region. The study was carried out at two rural schools with two teachers teaching Grade 11. The community member who I asked to demonstrate the making of Kashipembe was also a participant during this study. Kashipembe is a local cultural brew alcohol beverage commonly made in the Kavango East and West Regions of Namibia, which was used as a learning context in this research study. The study used a qualitative case study underpinned by an interpretive paradigm. Data was generated through the use of document analysis, semi-structured interviews, stimulated recall interviews, lesson observations, brainstorming and practical demonstration of making Kashipembe. These different methods of data gathering were used with the aim of triangulating and validating the data. Therefore, my theoretical framework adopted Vygotsky’s (1986) mediation of learning, social constructivism and pedagogical content knowledge according to Shulman’s (1986) theory. The emergent themes were identified inductively and they were colour coded. These themes were later developed into analytic statements which were used in the study. The findings indicate that the use of community knowledge and experience during the teaching of scientific concepts like distillation is important. These findings can also be used by the practising teachers to make their teaching more effective in the curriculums where distillation is included. Therefore, the Namibian curriculum developers need to include this community knowledge in the curriculum to make it easier for the learners to make sense of the topic distillation.
- Full Text:
- Date Issued: 2015
- Authors: Shifafure, Andreas Muronga
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Kavango , Distillation -- Study and teaching (Secondary) -- Namibia -- Kavango , Teachers -- Training of -- Namibia -- Kavango , Community and school -- Namibia -- Kavango , Interdisciplinary approach to knowledge
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2046 , http://hdl.handle.net/10962/d1017357
- Description: The National Curriculum of Education was implemented with the broad view of including all learners as laid out in the document Toward Education for All. The curriculum emphasised that the topic distillation should be studied. According to the Examiners Reports, the topic distillation is one of the topics where learners face difficulties in the Namibian Senior Secondary Certificate Ordinary (NSSCO) examination Grade 12. This led me to do research on understanding how Physical Science teachers mediate the topic distillation in Namibia specifically in the Kavango region. The study was carried out at two rural schools with two teachers teaching Grade 11. The community member who I asked to demonstrate the making of Kashipembe was also a participant during this study. Kashipembe is a local cultural brew alcohol beverage commonly made in the Kavango East and West Regions of Namibia, which was used as a learning context in this research study. The study used a qualitative case study underpinned by an interpretive paradigm. Data was generated through the use of document analysis, semi-structured interviews, stimulated recall interviews, lesson observations, brainstorming and practical demonstration of making Kashipembe. These different methods of data gathering were used with the aim of triangulating and validating the data. Therefore, my theoretical framework adopted Vygotsky’s (1986) mediation of learning, social constructivism and pedagogical content knowledge according to Shulman’s (1986) theory. The emergent themes were identified inductively and they were colour coded. These themes were later developed into analytic statements which were used in the study. The findings indicate that the use of community knowledge and experience during the teaching of scientific concepts like distillation is important. These findings can also be used by the practising teachers to make their teaching more effective in the curriculums where distillation is included. Therefore, the Namibian curriculum developers need to include this community knowledge in the curriculum to make it easier for the learners to make sense of the topic distillation.
- Full Text:
- Date Issued: 2015
An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study
- Homateni, Rauha Kau Ndahalomwenyo
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
An investigation into the benefits of integrating learners' prior everyday knowledge and experiences during teaching and learning of acids and bases in Grade 7: a case study
- Authors: Kuhlane, Zukiswa
- Date: 2012
- Subjects: Science -- Study and teaching (Primary) -- Research -- South Africa Prior learning -- South Africa Limited English-proficient students -- Education (Primary) -- South Africa Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1602 , http://hdl.handle.net/10962/d1003484
- Description: This study was conducted at a school designated as a higher primary school comprised of grade 0-9 learners (GET band) in Grahamstown in the Eastern Cape, South Africa. With the advent of the new curriculum in South Africa, we are also grappling with the implementation of the new curriculum at this school. This motivated me to investigate the benefits of eliciting and integrating learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases. Essentially, the study sought to gain insight into whether engaging learners during practical activities using easily accessible materials from their homes facilitated meaning-making of acids and bases. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was conducted with the researcher’s Grade 7 class. To gather data, document analysis, semi-structured interviews, questionnaires, lesson observations, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with learners were used. An inductive analysis to discover patterns and themes was applied during the data analysis process. The validation process was done through watching the videotaped lessons with the teachers who observed the lessons. Also, transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed in relation to the research questions which were: How do Natural Sciences teachers elicit and integrate learners’ prioreveryday knowledge and experiences to facilitate learning of scientific concepts of acids and bases in their classrooms? Does engaging learners in practical activities using everyday substances enhance their conceptual development and understanding of acids and bases? The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases facilitated meaningful learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. It is thus recommended that teachers should be supported in their endeavours to incorporate learners’ real life experiences during their teaching and learning repertoires. Notwithstanding, as much as there were benefits in this study there were, however, also some challenges that were encountered, such as language, which warrants further research.
- Full Text:
- Date Issued: 2012
- Authors: Kuhlane, Zukiswa
- Date: 2012
- Subjects: Science -- Study and teaching (Primary) -- Research -- South Africa Prior learning -- South Africa Limited English-proficient students -- Education (Primary) -- South Africa Teaching -- Aids and devices -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1602 , http://hdl.handle.net/10962/d1003484
- Description: This study was conducted at a school designated as a higher primary school comprised of grade 0-9 learners (GET band) in Grahamstown in the Eastern Cape, South Africa. With the advent of the new curriculum in South Africa, we are also grappling with the implementation of the new curriculum at this school. This motivated me to investigate the benefits of eliciting and integrating learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases. Essentially, the study sought to gain insight into whether engaging learners during practical activities using easily accessible materials from their homes facilitated meaning-making of acids and bases. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was conducted with the researcher’s Grade 7 class. To gather data, document analysis, semi-structured interviews, questionnaires, lesson observations, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with learners were used. An inductive analysis to discover patterns and themes was applied during the data analysis process. The validation process was done through watching the videotaped lessons with the teachers who observed the lessons. Also, transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Rich data sets were analysed in relation to the research questions which were: How do Natural Sciences teachers elicit and integrate learners’ prioreveryday knowledge and experiences to facilitate learning of scientific concepts of acids and bases in their classrooms? Does engaging learners in practical activities using everyday substances enhance their conceptual development and understanding of acids and bases? The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences during teaching and learning of acids and bases facilitated meaningful learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. It is thus recommended that teachers should be supported in their endeavours to incorporate learners’ real life experiences during their teaching and learning repertoires. Notwithstanding, as much as there were benefits in this study there were, however, also some challenges that were encountered, such as language, which warrants further research.
- Full Text:
- Date Issued: 2012
An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study
- Authors: Kambeyo, Linus
- Date: 2013
- Subjects: Science -- Study and teaching Science -- Study and teaching -- Namibia Prior learning
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1383 , http://hdl.handle.net/10962/d1001487
- Description: This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region, Namibia. The new curriculum that has been implemented in Namibia, has posed challenges in how best to put the curriculum into practice at this school. It was this challenge that triggered my interest in doing a research study with the aim of improving my practice. Essentially, the study sought to gain insight into whether integrating learners’ prior everyday knowledge and experiences of acids and bases in conjunction with practical activities using easily accessible materials enabled or constrained meaning-making of this topic. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted with my Grade 9 class. Data were gathered using document analysis, videotaped lessons and observations by a critical friend, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with the learners. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements. Data sets were also analysed in relation to the research questions posed by this study. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with a teacher who observed the lessons and transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations, a process known as member checking. I also translated what the learners said in Oshiwambo, their home language, into English. The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences of acids and bases facilitated meaningful learning during teaching and learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. However, linking learners’ prior knowledge and experiences to conventional science (textbook science) proved to be a challenge. My recommendations are that teachers need support in their endeavors to incorporate learners’ real life experiences into their teaching and learning repertoires. Another aspect of my study that deserves further research is the role that language plays in implementing the curriculum.
- Full Text:
- Date Issued: 2013
- Authors: Kambeyo, Linus
- Date: 2013
- Subjects: Science -- Study and teaching Science -- Study and teaching -- Namibia Prior learning
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1383 , http://hdl.handle.net/10962/d1001487
- Description: This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region, Namibia. The new curriculum that has been implemented in Namibia, has posed challenges in how best to put the curriculum into practice at this school. It was this challenge that triggered my interest in doing a research study with the aim of improving my practice. Essentially, the study sought to gain insight into whether integrating learners’ prior everyday knowledge and experiences of acids and bases in conjunction with practical activities using easily accessible materials enabled or constrained meaning-making of this topic. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted with my Grade 9 class. Data were gathered using document analysis, videotaped lessons and observations by a critical friend, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with the learners. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements. Data sets were also analysed in relation to the research questions posed by this study. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with a teacher who observed the lessons and transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations, a process known as member checking. I also translated what the learners said in Oshiwambo, their home language, into English. The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences of acids and bases facilitated meaningful learning during teaching and learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. However, linking learners’ prior knowledge and experiences to conventional science (textbook science) proved to be a challenge. My recommendations are that teachers need support in their endeavors to incorporate learners’ real life experiences into their teaching and learning repertoires. Another aspect of my study that deserves further research is the role that language plays in implementing the curriculum.
- Full Text:
- Date Issued: 2013
Exploring learners’ proficiency in stoichiometry and attitudes towards science through Process Oriented Guided Inquiry Learning (POGIL) intervention
- Authors: Agunbiade, Arinola Esther
- Date: 2021-04
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Nigeria , Chemistry -- Study and teaching (Secondary) -- Nigeria , Process-oriented guided inquiry learning , Student-centered learning -- Nigeria , Science students -- Attitudes
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174402 , vital:42474
- Description: Stoichiometry is one of the difficult topics in the senior secondary school chemistry curriculum. It is usually taught through the traditional lecture method of presentation that is non-engaging for learners. Consequently, there is poor understanding, achievement, and negative perceptions of stoichiometry and chemistry in general. The goal of this study was to explore learners’ evolving proficiency in stoichiometry and attitudes towards science as a result of their participation in Process Oriented Guided Inquiry Learning (POGIL) activities. That is, POGIL which incorporates guided-inquiry and collaborative learning was introduced as an intervention strategy in learning stoichiometry. This was assessed by examining learners’ experiences with learning stoichiometry before and after the POGIL intervention. The study further investigated possible contributing factors to learners’ evolving proficiency in stoichiometry and attitudes towards science. This study employed the socio-cultural learning theory as proposed by Vygotsky (1978). The role of socio-cultural features such as ‘social interaction’, ‘cultural tools’, ‘self-regulation’ and ‘zone of proximal development’ (ZPD) were explored with regards to learners’ stoichiometry proficiency and attitudes towards science progression as they participated in POGIL activities. The work of Kilpatrick, Swafford and Findell (2001) on proficiency and Fraser (1981) on attitudes towards science were used as analytical lenses to understand learners’ proficiency in stoichiometry and attitudes towards science, respectively. This study was underpinned by the pragmatic research paradigm. Thus, a Quant + Qual concurrent mixed-methods approach which involves generating, analysing, and integrating both qualitative and quantitative data to provide answers to research questions was adopted. It was an intervention study carried out in two senior secondary schools in the Ilorin metropolis of Kwara State, Nigeria. A sample of 53 senior secondary school year two learners participated. Questionnaires and journal entries were completed by the 53 learners, while seven learners were interviewed. Data were collected using both qualitative and quantitative data generating tools including pre-and post-tests. The stoichiometry learning questionnaire (SLQ), test of science related attitude (TOSRA) questionnaire, and stoichiometry achievement tool (SAT) were used to generate quantitative data while the SLQ, semi-structured interviews, and journal entries were the qualitative data tools. Data were generated in three phases. Phase one was baseline data through SLQ, TOSRA and SAT pre-tests. The second phase was the intervention phase where the POGIL approach was implemented in the classrooms and learners were engaged in journal entries. Post-intervention was the last phase where TOSRA and SAT post-tests were administered and semi-structured interviews were conducted with participants. Thus, data were analysed quantitatively and qualitatively. Before the POGIL intervention, the findings of this study revealed that most of the learners perceived stoichiometry as difficult because of the instructional characteristics, the nature of stoichiometry concepts, and learners’ attributes. After the POGIL intervention, however, learners showed increased proficiency in stoichiometry and attitudes towards science. Findings also indicate that learners’ proficiency in stoichiometry and attitude towards science were associated with the facilitators or learning environment features, the nature of instructional characteristics, learners’ perceptions of stoichiometry or science, and the extent to which learners could comprehend or master science concepts. Notably, these features are intertwined and cohere with the socio-cultural theory and POGIL principles. This study offered insights into how proficiency in stoichiometry and attitudes towards science may develop among senior secondary school learners in Nigeria. The findings point to POGIL as an example of an instructional approach that provides enabling characteristics and useful information for planning instructional activities for the development and nurturing of proficiency and attitudes towards science. The results suggest that the POGIL strategy could alleviate some of the factors perceived as contributors to difficulty in learning stoichiometry. As such, the study makes contributions to the field of science education in Nigeria particularly regarding how both the tenets of the socio-cultural framework (social interaction, cultural tools, self-regulation, and ZPD) and POGIL (guided-inquiry and collaborative learning) could be aligned to facilitate the development of proficiency and attitudes towards science. The study, therefore, recommends that POGIL should be used as an inquiry-based approach in science classrooms to promote the development of learners’ proficiency and attitudes towards science. The study could also be utilised as a resource to guide or set a base for further investigation into the implementation of POGIL in other areas of chemistry or science as well as creating professional development spaces that promote community of practice among science teachers as observed in this study.
- Full Text:
- Date Issued: 2021-04
- Authors: Agunbiade, Arinola Esther
- Date: 2021-04
- Subjects: Stoichiometry -- Study and teaching (Secondary) -- Nigeria , Chemistry -- Study and teaching (Secondary) -- Nigeria , Process-oriented guided inquiry learning , Student-centered learning -- Nigeria , Science students -- Attitudes
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/174402 , vital:42474
- Description: Stoichiometry is one of the difficult topics in the senior secondary school chemistry curriculum. It is usually taught through the traditional lecture method of presentation that is non-engaging for learners. Consequently, there is poor understanding, achievement, and negative perceptions of stoichiometry and chemistry in general. The goal of this study was to explore learners’ evolving proficiency in stoichiometry and attitudes towards science as a result of their participation in Process Oriented Guided Inquiry Learning (POGIL) activities. That is, POGIL which incorporates guided-inquiry and collaborative learning was introduced as an intervention strategy in learning stoichiometry. This was assessed by examining learners’ experiences with learning stoichiometry before and after the POGIL intervention. The study further investigated possible contributing factors to learners’ evolving proficiency in stoichiometry and attitudes towards science. This study employed the socio-cultural learning theory as proposed by Vygotsky (1978). The role of socio-cultural features such as ‘social interaction’, ‘cultural tools’, ‘self-regulation’ and ‘zone of proximal development’ (ZPD) were explored with regards to learners’ stoichiometry proficiency and attitudes towards science progression as they participated in POGIL activities. The work of Kilpatrick, Swafford and Findell (2001) on proficiency and Fraser (1981) on attitudes towards science were used as analytical lenses to understand learners’ proficiency in stoichiometry and attitudes towards science, respectively. This study was underpinned by the pragmatic research paradigm. Thus, a Quant + Qual concurrent mixed-methods approach which involves generating, analysing, and integrating both qualitative and quantitative data to provide answers to research questions was adopted. It was an intervention study carried out in two senior secondary schools in the Ilorin metropolis of Kwara State, Nigeria. A sample of 53 senior secondary school year two learners participated. Questionnaires and journal entries were completed by the 53 learners, while seven learners were interviewed. Data were collected using both qualitative and quantitative data generating tools including pre-and post-tests. The stoichiometry learning questionnaire (SLQ), test of science related attitude (TOSRA) questionnaire, and stoichiometry achievement tool (SAT) were used to generate quantitative data while the SLQ, semi-structured interviews, and journal entries were the qualitative data tools. Data were generated in three phases. Phase one was baseline data through SLQ, TOSRA and SAT pre-tests. The second phase was the intervention phase where the POGIL approach was implemented in the classrooms and learners were engaged in journal entries. Post-intervention was the last phase where TOSRA and SAT post-tests were administered and semi-structured interviews were conducted with participants. Thus, data were analysed quantitatively and qualitatively. Before the POGIL intervention, the findings of this study revealed that most of the learners perceived stoichiometry as difficult because of the instructional characteristics, the nature of stoichiometry concepts, and learners’ attributes. After the POGIL intervention, however, learners showed increased proficiency in stoichiometry and attitudes towards science. Findings also indicate that learners’ proficiency in stoichiometry and attitude towards science were associated with the facilitators or learning environment features, the nature of instructional characteristics, learners’ perceptions of stoichiometry or science, and the extent to which learners could comprehend or master science concepts. Notably, these features are intertwined and cohere with the socio-cultural theory and POGIL principles. This study offered insights into how proficiency in stoichiometry and attitudes towards science may develop among senior secondary school learners in Nigeria. The findings point to POGIL as an example of an instructional approach that provides enabling characteristics and useful information for planning instructional activities for the development and nurturing of proficiency and attitudes towards science. The results suggest that the POGIL strategy could alleviate some of the factors perceived as contributors to difficulty in learning stoichiometry. As such, the study makes contributions to the field of science education in Nigeria particularly regarding how both the tenets of the socio-cultural framework (social interaction, cultural tools, self-regulation, and ZPD) and POGIL (guided-inquiry and collaborative learning) could be aligned to facilitate the development of proficiency and attitudes towards science. The study, therefore, recommends that POGIL should be used as an inquiry-based approach in science classrooms to promote the development of learners’ proficiency and attitudes towards science. The study could also be utilised as a resource to guide or set a base for further investigation into the implementation of POGIL in other areas of chemistry or science as well as creating professional development spaces that promote community of practice among science teachers as observed in this study.
- Full Text:
- Date Issued: 2021-04
Understanding how Grade 11 life sciences teachers mediate biodiversity concepts in a second language context : a case study
- Authors: Gqoloqa, Zingisa
- Date: 2015
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2028 , http://hdl.handle.net/10962/d1017339
- Description: This research focused on an investigation of the pedagogy and strategies used by Grade 11 Life Sciences teachers when mediating Biodiversity concepts with English second language learners. My interest in this investigation was triggered by the Examiners’ Reports for Life Sciences from 2009 to 2012 which consistently noted learner challenges in answering, interpreting and analysing questions during exams. The reports highlighted learners’ lack of understanding of the questions which led to them providing irrelevant information in their exam scripts. These reports claimed that challenges experienced by these learners could be attributed to language issues experienced by English second language learners. Influenced by these reports, a qualitative case study of two Senior Secondary schools in East London, Eastern Cape South Africa was conducted. Underpinned by an interpretive paradigm and driven by the desire to achieve an in-depth understanding of the case under study, three phases of information gathering were followed. The first phase was that of gathering information through document analysis. Documents were analysed to gain insights and understanding of the issue before conducting interviews. The next phase was that of gathering information through semi-structured interviews followed by classroom observations. Findings from these observations were verified through stimulated recall interviews which provided clarity on the intentionality of choosing a certain method and strategy over another when assisting learners in making meaning of biodiversity concepts. The main findings of this study are that factors which limit learner understanding of biodiversity concepts are a result of a combination of factors such as failure to interpret questions, spelling problems which alter meaning of concepts and an inability to make distinctions among closely related concepts within the topic of Biodiversity. Responding to these factors, teachers demonstrated knowledge of a variety of teaching strategies to support learners. The choice of teaching strategies seemed to be guided by their experiences as well as the challenges they often encounter. Furthermore, teachers’ reflections on their practice provided opportunities for them to identify strengths and limitations of their choice of strategies and possibilities for improvement. It was also noted that factors such as large class sizes, gaps in content knowledge and a lack of detail in chalkboard summary limited the effectiveness of their teaching strategies. The study recommends that: • Teacher-learner ratio needs to be considered for effective support; • There is still a need to capacitate educators in environmental education. In-service training should focus on developing teacher understanding of foundational knowledge in life sciences; and • Teachers need to improve their chalkboard summary skills to increase the level of support that could be provided by comprehensive chalkboard summary through the elaboration of ideas
- Full Text:
- Date Issued: 2015
- Authors: Gqoloqa, Zingisa
- Date: 2015
- Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2028 , http://hdl.handle.net/10962/d1017339
- Description: This research focused on an investigation of the pedagogy and strategies used by Grade 11 Life Sciences teachers when mediating Biodiversity concepts with English second language learners. My interest in this investigation was triggered by the Examiners’ Reports for Life Sciences from 2009 to 2012 which consistently noted learner challenges in answering, interpreting and analysing questions during exams. The reports highlighted learners’ lack of understanding of the questions which led to them providing irrelevant information in their exam scripts. These reports claimed that challenges experienced by these learners could be attributed to language issues experienced by English second language learners. Influenced by these reports, a qualitative case study of two Senior Secondary schools in East London, Eastern Cape South Africa was conducted. Underpinned by an interpretive paradigm and driven by the desire to achieve an in-depth understanding of the case under study, three phases of information gathering were followed. The first phase was that of gathering information through document analysis. Documents were analysed to gain insights and understanding of the issue before conducting interviews. The next phase was that of gathering information through semi-structured interviews followed by classroom observations. Findings from these observations were verified through stimulated recall interviews which provided clarity on the intentionality of choosing a certain method and strategy over another when assisting learners in making meaning of biodiversity concepts. The main findings of this study are that factors which limit learner understanding of biodiversity concepts are a result of a combination of factors such as failure to interpret questions, spelling problems which alter meaning of concepts and an inability to make distinctions among closely related concepts within the topic of Biodiversity. Responding to these factors, teachers demonstrated knowledge of a variety of teaching strategies to support learners. The choice of teaching strategies seemed to be guided by their experiences as well as the challenges they often encounter. Furthermore, teachers’ reflections on their practice provided opportunities for them to identify strengths and limitations of their choice of strategies and possibilities for improvement. It was also noted that factors such as large class sizes, gaps in content knowledge and a lack of detail in chalkboard summary limited the effectiveness of their teaching strategies. The study recommends that: • Teacher-learner ratio needs to be considered for effective support; • There is still a need to capacitate educators in environmental education. In-service training should focus on developing teacher understanding of foundational knowledge in life sciences; and • Teachers need to improve their chalkboard summary skills to increase the level of support that could be provided by comprehensive chalkboard summary through the elaboration of ideas
- Full Text:
- Date Issued: 2015
Understanding how grade 11 Biology teachers mediate learning of the topic on transpiration
- Frans, Marian Kauna Nyanyukweni
- Authors: Frans, Marian Kauna Nyanyukweni
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) , Plants -- Transpiration -- Study and teaching (Secondary) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2027 , http://hdl.handle.net/10962/d1017338
- Description: This study emerged in response to the poor performance in Biology at my school. The Ministry of Education Biology (NSSCO) Examiners’ report (2011) for Paper 3 indicates that learners proved to have difficulties in designing experiments, failed to give a distinction between apparatus and the experiment. The 2012 Examiners’ report on transpiration also highlights that learners were not exposed to practical work. Furthermore, the 2012 report notes that teachers need to work on their learners’ drawing and spelling of terms. It is against this backdrop that a qualitative study was conducted at a school in Oshikoto, using a sample of two teachers. The study’s purpose was to investigate how grade 11 Biology teachers mediate learning of the topic on transpiration. Social Constructivism and Pedagogical Content Knowledge formed the framework used to analyse data gathered from document analysis, interviews and observations. The study findings were that teachers use locally available material for demonstration during practical work, elicit prior knowledge, use a chalkboard to summarise content to learners, and use a question and answer method as strategies in mediating learning on transpiration. In addition, the teachers use homework, scaffolding activities, group work, code-switching, feedback on activities, as well as the use of analogies. Despite efforts by participant teachers to mediate learning of transpiration, shortage of equipment for conducting practical work, poor English proficiency among teachers and learners, and little emphasis on graphing by the syllabus proved to be barriers to their efforts. This study thus recommends that in order to improve on teaching transpiration, teachers need to co-plan lessons, conduct practical work, code-switch during lessons, ensure effective assessment, and include lessons on graphing. Furthermore, teachers need continued training on how to teach transpiration.
- Full Text:
- Date Issued: 2015
- Authors: Frans, Marian Kauna Nyanyukweni
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) , Plants -- Transpiration -- Study and teaching (Secondary) , Language and education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2027 , http://hdl.handle.net/10962/d1017338
- Description: This study emerged in response to the poor performance in Biology at my school. The Ministry of Education Biology (NSSCO) Examiners’ report (2011) for Paper 3 indicates that learners proved to have difficulties in designing experiments, failed to give a distinction between apparatus and the experiment. The 2012 Examiners’ report on transpiration also highlights that learners were not exposed to practical work. Furthermore, the 2012 report notes that teachers need to work on their learners’ drawing and spelling of terms. It is against this backdrop that a qualitative study was conducted at a school in Oshikoto, using a sample of two teachers. The study’s purpose was to investigate how grade 11 Biology teachers mediate learning of the topic on transpiration. Social Constructivism and Pedagogical Content Knowledge formed the framework used to analyse data gathered from document analysis, interviews and observations. The study findings were that teachers use locally available material for demonstration during practical work, elicit prior knowledge, use a chalkboard to summarise content to learners, and use a question and answer method as strategies in mediating learning on transpiration. In addition, the teachers use homework, scaffolding activities, group work, code-switching, feedback on activities, as well as the use of analogies. Despite efforts by participant teachers to mediate learning of transpiration, shortage of equipment for conducting practical work, poor English proficiency among teachers and learners, and little emphasis on graphing by the syllabus proved to be barriers to their efforts. This study thus recommends that in order to improve on teaching transpiration, teachers need to co-plan lessons, conduct practical work, code-switch during lessons, ensure effective assessment, and include lessons on graphing. Furthermore, teachers need continued training on how to teach transpiration.
- Full Text:
- Date Issued: 2015
An investigation into how Grade 10 Physical Sciences learners make sense of resultant vectors
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
- Full Text:
- Date Issued: 2016
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
- Full Text:
- Date Issued: 2016
Exploring how grade 12 Physical Sciences learners make sense of the concepts of work and energy
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1363 , vital:20050
- Description: Physical Sciences is one of the subjects in which students perform most poorly in the National Senior Certificate examinations. For example, in the Eastern Cape in 2013, a mere 29.9% of the candidates who sat for the Physical Sciences National Senior Certificate examination managed to achieve a mark of 40% or above (Department of Basic Education, 2014). According to the Chief Markers’ reports (ibid), questions on the topic of Work, Energy and Power are amongst the most poorly answered in the National Senior Certificate examinations. This fact triggered my interest to explore how grade 12 Physical Sciences learners make sense of the concepts of Work and Energy with particular emphasis on the work-energy theorem and its application in problem solving. I carried out the study in a village school in the Queenstown district. The study adopted an interpretive paradigm in which the case study approach was used. Data were generated using a diagnostic test, focus group interviews, video-recorded lessons, analysis of learner journals and a summative test. Analysis of the qualitative data involved identifying themes from the data and using analytical statements that answered the research questions. The study was informed by Vygotsky’s (1978) social constructivism theory, and in particular, the notions of the mediation of learning and the Zone of Proximal Development (ZPD). Learners were given tasks on the work-energy theorem and related concepts and these were designed in such a way that they were situated in the learners’ ZPD, since this is where most powerful learning takes place (Thompson, 2013). The findings of the study revealed that grade 12 Physical Sciences learners do not have sufficient prior knowledge on concepts related to the work-energy theory to successfully make sense of the work-energy theorem. The other finding is that learners construct knowledge of the work-energy theorem and its application collaboratively through group work. In the group discussions learners used isiXhosa and this enhanced their sense making. A number of challenges that make it difficult for learners to solve problems using the work-energy theorem were identified.
- Full Text:
- Date Issued: 2016
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1363 , vital:20050
- Description: Physical Sciences is one of the subjects in which students perform most poorly in the National Senior Certificate examinations. For example, in the Eastern Cape in 2013, a mere 29.9% of the candidates who sat for the Physical Sciences National Senior Certificate examination managed to achieve a mark of 40% or above (Department of Basic Education, 2014). According to the Chief Markers’ reports (ibid), questions on the topic of Work, Energy and Power are amongst the most poorly answered in the National Senior Certificate examinations. This fact triggered my interest to explore how grade 12 Physical Sciences learners make sense of the concepts of Work and Energy with particular emphasis on the work-energy theorem and its application in problem solving. I carried out the study in a village school in the Queenstown district. The study adopted an interpretive paradigm in which the case study approach was used. Data were generated using a diagnostic test, focus group interviews, video-recorded lessons, analysis of learner journals and a summative test. Analysis of the qualitative data involved identifying themes from the data and using analytical statements that answered the research questions. The study was informed by Vygotsky’s (1978) social constructivism theory, and in particular, the notions of the mediation of learning and the Zone of Proximal Development (ZPD). Learners were given tasks on the work-energy theorem and related concepts and these were designed in such a way that they were situated in the learners’ ZPD, since this is where most powerful learning takes place (Thompson, 2013). The findings of the study revealed that grade 12 Physical Sciences learners do not have sufficient prior knowledge on concepts related to the work-energy theory to successfully make sense of the work-energy theorem. The other finding is that learners construct knowledge of the work-energy theorem and its application collaboratively through group work. In the group discussions learners used isiXhosa and this enhanced their sense making. A number of challenges that make it difficult for learners to solve problems using the work-energy theorem were identified.
- Full Text:
- Date Issued: 2016
Exploring how Grade 11 chemistry teachers make use of the periodic table of elements when mediating learning of writing and balancing chemical equations
- Kambeyo, Reginald Ndeshipanda
- Authors: Kambeyo, Reginald Ndeshipanda
- Date: 2021-10-29
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Periodic table of the elements , Chemical equations Study and teaching (Secondary) Namibia , Chemistry teachers Attitudes Namibia , Pedagogical content knowledge , Topic-Specific Pedagogical Content Knowledge (TSPCK)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191986 , vital:45185
- Description: The periodic table of elements is central to the study of chemistry and other disciplines of science, yet Namibian learners do not perform satisfactorily in topics which require its use in answering questions. The purpose of this study, therefore, was to explore how Grade 11 chemistry teachers make use of the periodic table of elements to mediate the learning of writing and balancing chemical equations. The study was carried out with two chemistry teachers in two rural schools in the northern part of Namibia. It was underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. Data were collected through in-depth interviews (semi-structured and stimulated recall interviews), observations, and participants’ group reflections. The latter afforded the participants and myself room to reflect and share ideas at the end of the data gathering process. I used Shulman’s Pedagogical Content Knowledge as my theoretical framework in this study and the data sets were analysed using the five Topic-Specific Pedagogical Content Knowledge (TSPCK) components adapted from Mavhunga and Rollnick. The findings revealed that teachers demonstrated positive attitudes towards the use of the periodic table of elements when teaching the writing and balancing of chemical equations. However, challenges regarding inadequate materials that hindered the teaching and learning process were observed. Another finding of this study was that teachers used a variety of mediation tools such as prior knowledge and appropriate representations to enhance learning. However, during lesson observations, the findings revealed that there was an imbalance in the knowledge of using easily accessible resources as opposed to what teachers had indicated during the semi-structured interviews. Nonetheless, teachers’ group reflections influenced them to analyse and improve their lessons. The study thus recommends that there is a need for continuing professional development for chemistry teachers so that teachers can be afforded opportunities and spaces to share subject matter knowledge, pedagogical content knowledge as well as easily accessible resources that they can use to enhance teaching of chemistry in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Kambeyo, Reginald Ndeshipanda
- Date: 2021-10-29
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Periodic table of the elements , Chemical equations Study and teaching (Secondary) Namibia , Chemistry teachers Attitudes Namibia , Pedagogical content knowledge , Topic-Specific Pedagogical Content Knowledge (TSPCK)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191986 , vital:45185
- Description: The periodic table of elements is central to the study of chemistry and other disciplines of science, yet Namibian learners do not perform satisfactorily in topics which require its use in answering questions. The purpose of this study, therefore, was to explore how Grade 11 chemistry teachers make use of the periodic table of elements to mediate the learning of writing and balancing chemical equations. The study was carried out with two chemistry teachers in two rural schools in the northern part of Namibia. It was underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. Data were collected through in-depth interviews (semi-structured and stimulated recall interviews), observations, and participants’ group reflections. The latter afforded the participants and myself room to reflect and share ideas at the end of the data gathering process. I used Shulman’s Pedagogical Content Knowledge as my theoretical framework in this study and the data sets were analysed using the five Topic-Specific Pedagogical Content Knowledge (TSPCK) components adapted from Mavhunga and Rollnick. The findings revealed that teachers demonstrated positive attitudes towards the use of the periodic table of elements when teaching the writing and balancing of chemical equations. However, challenges regarding inadequate materials that hindered the teaching and learning process were observed. Another finding of this study was that teachers used a variety of mediation tools such as prior knowledge and appropriate representations to enhance learning. However, during lesson observations, the findings revealed that there was an imbalance in the knowledge of using easily accessible resources as opposed to what teachers had indicated during the semi-structured interviews. Nonetheless, teachers’ group reflections influenced them to analyse and improve their lessons. The study thus recommends that there is a need for continuing professional development for chemistry teachers so that teachers can be afforded opportunities and spaces to share subject matter knowledge, pedagogical content knowledge as well as easily accessible resources that they can use to enhance teaching of chemistry in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
An exploration of natural science teachers' experiences and perceptions of the National Standardised Achievement Tests : a case study
- Shaakumeni, Simson Ndadaleka
- Authors: Shaakumeni, Simson Ndadaleka
- Date: 2013
- Subjects: Achievement tests -- Education (Elementary) -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Science -- Study and teaching (Elementary) -- Namibia Science teachers -- Namibia Education, Elementary -- Standards -- Research -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1390 , http://hdl.handle.net/10962/d1001670
- Description: The primary purpose of this study was to capture Natural Science teachers’ perceptions of the national standardised achievement tests (SATs), with a view to illuminating whether or not they were able to interpret and use the SATs reports to inform their practice and for improvement purposes as envisaged in the standardised tests’ objectives. It further sought to investigate how the grade 7 Natural Science teachers were teaching the subject matter, with a view to understanding the performance of learners as illustrated in the 2010 SATs results. The study mainly used qualitative methods such as observations, interviews and document analysis. These were complemented by quantitative methods through the use of the questionnaires, which were used to capture the general perceptions and experiences of Natural Science teachers. Thirty-five questionnaires were sent out and ten responses were received. Quantitative data from the questionnaires were analysed by tabulation to ascertain the frequencies of responses regarding teachers’ perceptions and experiences of SATs, as indicated in different scales per indicator. Furthermore, data generated through video-taped lessons, analysis of learners’ written notes, interviews and open-ended questions from the questionnaires were inductively analyzed. The findings of the study revealed that teachers had positive perceptions towards the ideals of SATs. However, their use of the SATs reports in their teaching was inconclusive. The study also revealed that there were no policy imperatives on SATs, in particular, to guide their use in schools. It was also found that teachers were not teaching the syllabus competencies fully and their Natural Science content knowledge was inadequate. The principal recommendation is that teachers need to acquaint themselves sufficiently with the SATs reports to enable them to use the reports for their intended purposes. Furthermore, teachers need to engage in continuous professional development programmes to improve their Natural Science content knowledge, especially with regard to making information in the textbooks accessible to learners in terms of addressing competencies in the syllabus. Finally, there is a need for policy intervention from the Ministry of Education in Namibia so that the existing tensions between policy formulation and implementation are addressed.
- Full Text:
- Date Issued: 2013
- Authors: Shaakumeni, Simson Ndadaleka
- Date: 2013
- Subjects: Achievement tests -- Education (Elementary) -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Educational tests and measurements -- Research -- Namibia Science -- Study and teaching (Elementary) -- Namibia Science teachers -- Namibia Education, Elementary -- Standards -- Research -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1390 , http://hdl.handle.net/10962/d1001670
- Description: The primary purpose of this study was to capture Natural Science teachers’ perceptions of the national standardised achievement tests (SATs), with a view to illuminating whether or not they were able to interpret and use the SATs reports to inform their practice and for improvement purposes as envisaged in the standardised tests’ objectives. It further sought to investigate how the grade 7 Natural Science teachers were teaching the subject matter, with a view to understanding the performance of learners as illustrated in the 2010 SATs results. The study mainly used qualitative methods such as observations, interviews and document analysis. These were complemented by quantitative methods through the use of the questionnaires, which were used to capture the general perceptions and experiences of Natural Science teachers. Thirty-five questionnaires were sent out and ten responses were received. Quantitative data from the questionnaires were analysed by tabulation to ascertain the frequencies of responses regarding teachers’ perceptions and experiences of SATs, as indicated in different scales per indicator. Furthermore, data generated through video-taped lessons, analysis of learners’ written notes, interviews and open-ended questions from the questionnaires were inductively analyzed. The findings of the study revealed that teachers had positive perceptions towards the ideals of SATs. However, their use of the SATs reports in their teaching was inconclusive. The study also revealed that there were no policy imperatives on SATs, in particular, to guide their use in schools. It was also found that teachers were not teaching the syllabus competencies fully and their Natural Science content knowledge was inadequate. The principal recommendation is that teachers need to acquaint themselves sufficiently with the SATs reports to enable them to use the reports for their intended purposes. Furthermore, teachers need to engage in continuous professional development programmes to improve their Natural Science content knowledge, especially with regard to making information in the textbooks accessible to learners in terms of addressing competencies in the syllabus. Finally, there is a need for policy intervention from the Ministry of Education in Namibia so that the existing tensions between policy formulation and implementation are addressed.
- Full Text:
- Date Issued: 2013