A study of why some physic concepts in the South African Physical Science curriculum are poorly understood in order to develop a targeted action-research intervention for Newton’s second law
- Authors: Cobbing, Kathleen Margaret
- Date: 2020
- Subjects: Physics -- Study and teaching (Secondary) -- South Africa , Physics -- Examinations, questions, etc. -- South Africa , Motion -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/146903 , vital:38575
- Description: Globally, many students show a poor understanding of concepts in high school physics and lack the necessary problem-solving skills that the course demands. The application of Newton’s second law was found to be particularly problematic through document analysis of South African examination feedback reports, as well as from an analysis of the physics examinations at a pair of well-resourced South African independent schools that follow the Independent Examination Board curriculum. Through an action-research approach, a resource for use by students was designed and modified to improve students’ understanding of this concept, while modelling problemsolving methods. The resource consisted of brief revision notes, worked examples and scaffolded exercises. The design of the resource was influenced by the theory of cognitive apprenticeship, cognitive load theory and conceptual change theory. One of the aims of the resource was to encourage students to translate between the different representations of a problem situation: symbolic, abstract, model and concrete. The impact of this resource was evaluated at a pair of schools using a mixed methods approach. This incorporated pre- and post-tests for a quantitative assessment, qualitative student evaluations and the analysis of examination scripts. There was an improvement from pre- to post-test for all four iterations of the intervention and these improvements were shown to be significant. The use of the resource led to an increase in the quality and quantity of diagrams drawn by students in subsequent assessments.
- Full Text:
- Date Issued: 2020
- Authors: Cobbing, Kathleen Margaret
- Date: 2020
- Subjects: Physics -- Study and teaching (Secondary) -- South Africa , Physics -- Examinations, questions, etc. -- South Africa , Motion -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/146903 , vital:38575
- Description: Globally, many students show a poor understanding of concepts in high school physics and lack the necessary problem-solving skills that the course demands. The application of Newton’s second law was found to be particularly problematic through document analysis of South African examination feedback reports, as well as from an analysis of the physics examinations at a pair of well-resourced South African independent schools that follow the Independent Examination Board curriculum. Through an action-research approach, a resource for use by students was designed and modified to improve students’ understanding of this concept, while modelling problemsolving methods. The resource consisted of brief revision notes, worked examples and scaffolded exercises. The design of the resource was influenced by the theory of cognitive apprenticeship, cognitive load theory and conceptual change theory. One of the aims of the resource was to encourage students to translate between the different representations of a problem situation: symbolic, abstract, model and concrete. The impact of this resource was evaluated at a pair of schools using a mixed methods approach. This incorporated pre- and post-tests for a quantitative assessment, qualitative student evaluations and the analysis of examination scripts. There was an improvement from pre- to post-test for all four iterations of the intervention and these improvements were shown to be significant. The use of the resource led to an increase in the quality and quantity of diagrams drawn by students in subsequent assessments.
- Full Text:
- Date Issued: 2020
An investigation of an innovative teaching approach to explore how Grade 11 Physical Science learners make sense of the topic light
- Mutikisha, Nghidixumo Jeremia
- Authors: Mutikisha, Nghidixumo Jeremia
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8055 , vital:21340
- Description: In the Namibian education curriculum the topic light is offered in Grade 7 Natural Science and Health Education (NSHE) and in Grades 10, 11 and 12 Physical Science. The Namibian junior secondary certificate (JSC) Examiners’ reports for 2011 to 2013 indicate that more than 50% of learners have been performing poorly on questions on the topic light particularly on the questions related to the properties of light. Similarly, the Namibian senior secondary certificate ordinary (NSSCO) level Examiners’ reports for2011 to 2013indicate that many learners struggled to answer questions related to reflection and refraction of light. These results triggered my interest to investigate how Grade 11Physical Science learners make sense of the topic light based on their conceptions, experiences, prior knowledge as well as looking into factors that enable or constrain them in making sense of the topic light. This research was a case study of one secondary school in Namibian urban area. It was carried out with 22 Grade 11 Physical Science learners through a designed ASEI-PDSI (Activities, Students, Experiment, Improvisation-Plan, Do, See, Improve) teaching intervention to explore how they make sense of the topic light. Underpinned by an interpretive paradigm, the study tried to explore how learners make sense of the topic light through ASEI-PDSI teaching approach. Within the interpretive paradigm, a mixed method case study approach was adopted. In the context of this study the quan→QUAL design was applied. The study was informed by constructivism consisting of both cognitive and social constructivism as a theoretical framework looking into learners’ sense making, prior knowledge and social interaction as well as knowledge construction. Convenience and purposive sampling were used to select those 22 grade 11 Physical Science learners. The data were generated using tests (pre-test and post-test), questionnaires, stimulated recall interviews, lesson observations and video-stimulated recall interviews. Triangulation of data was employed to ensure validity and trustworthiness of the research findings. Prior the commencement of the study, informed consents were obtained in writing from the Director of Ohangwena Directorate of Education, school principal, Grade 11Physical Science teacher, learners as well as from the parents of the learners involved in the study. The findings of the study revealed that there was a positive shift in learners’ sense making as it was reflected by the learners’ post-test scores in comparison to the pre-test scores. The post test scores were higher than the pre-test scores. The study thus recommends for the adoption of an ASEI teaching approach to be used during science lessons in schools in Namibia for better academic improvement.
- Full Text:
- Date Issued: 2017
- Authors: Mutikisha, Nghidixumo Jeremia
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8055 , vital:21340
- Description: In the Namibian education curriculum the topic light is offered in Grade 7 Natural Science and Health Education (NSHE) and in Grades 10, 11 and 12 Physical Science. The Namibian junior secondary certificate (JSC) Examiners’ reports for 2011 to 2013 indicate that more than 50% of learners have been performing poorly on questions on the topic light particularly on the questions related to the properties of light. Similarly, the Namibian senior secondary certificate ordinary (NSSCO) level Examiners’ reports for2011 to 2013indicate that many learners struggled to answer questions related to reflection and refraction of light. These results triggered my interest to investigate how Grade 11Physical Science learners make sense of the topic light based on their conceptions, experiences, prior knowledge as well as looking into factors that enable or constrain them in making sense of the topic light. This research was a case study of one secondary school in Namibian urban area. It was carried out with 22 Grade 11 Physical Science learners through a designed ASEI-PDSI (Activities, Students, Experiment, Improvisation-Plan, Do, See, Improve) teaching intervention to explore how they make sense of the topic light. Underpinned by an interpretive paradigm, the study tried to explore how learners make sense of the topic light through ASEI-PDSI teaching approach. Within the interpretive paradigm, a mixed method case study approach was adopted. In the context of this study the quan→QUAL design was applied. The study was informed by constructivism consisting of both cognitive and social constructivism as a theoretical framework looking into learners’ sense making, prior knowledge and social interaction as well as knowledge construction. Convenience and purposive sampling were used to select those 22 grade 11 Physical Science learners. The data were generated using tests (pre-test and post-test), questionnaires, stimulated recall interviews, lesson observations and video-stimulated recall interviews. Triangulation of data was employed to ensure validity and trustworthiness of the research findings. Prior the commencement of the study, informed consents were obtained in writing from the Director of Ohangwena Directorate of Education, school principal, Grade 11Physical Science teacher, learners as well as from the parents of the learners involved in the study. The findings of the study revealed that there was a positive shift in learners’ sense making as it was reflected by the learners’ post-test scores in comparison to the pre-test scores. The post test scores were higher than the pre-test scores. The study thus recommends for the adoption of an ASEI teaching approach to be used during science lessons in schools in Namibia for better academic improvement.
- Full Text:
- Date Issued: 2017
Comparison of A₄ neutrino mass models
- Barry, James Munnik Hamilton
- Authors: Barry, James Munnik Hamilton
- Date: 2010
- Subjects: Neutrinos -- Mass , Standard model (Nuclear physics) , Particles (Nuclear physics)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5554 , http://hdl.handle.net/10962/d1015271
- Description: The present neutrino oscillation data are compatible with tri-bimaximal mixing, to leading order. The addition of an A₄ family symmetry and extended Higgs sector to the Standard Model can generate this mixing pattern, assuming the correct vacuum expectation value alignment of Higgs scalars. The effect of deviating this alignment is studied, for different types of A₄ models, with a phenomenological emphasis: the effect of perturbations on the model predictions for the neutrino oscillation and neutrino mass observables. The standard theoretical description of neutrino oscillations is presented, along with a summary of the past, present and future experimental efforts aimed at measuring the neutrino mixing parameters. Additionally, the current constraints on the sum of absolute neutrino masses and the amplitude for neutrinoless double beta decay, which is yet to be observed, are discussed. These constraints provide a model-independent test of family symmetery models. The Standard Model is reviewed, and extensions to the Standard Model such as the seesaw mechanism(s) are discussed: these are designed to endow neutrinos with mass, and can be incorporated into A₄ symmetry models. Models with different A₄ particle assignments are analysed for deviations from tribimaximal mixing. There are nine models presented in Chapter 5, with lepton doublets transforming as 3 (underlined) and right-handed charged leptons transforming as 1, 1', 1" (all underlined) ; five of these include right-handed neutrinos transforming as 3 (underlined) and make use of the seesaw mechanism. Chapter 6 contains the analysis of six models that assign all leptons to the 3 (underlined) representation, with four of these utilising the seesaw mechanism. The models are tested for any degree of fine tuning of the parameters that define the mass matrices. The effect of perturbations on the mixing angle observables, in particular sin² ∅₁₃ and sin² ∅₂₃, is studied, as well as the effect on the Jarlskog invariant, Jcp. Investigations of the (Mee)- ∑Mv parameter space allow for comparison with current data, and can lead to the possible exclusion of a particular model by constraints from future data.
- Full Text:
- Date Issued: 2010
- Authors: Barry, James Munnik Hamilton
- Date: 2010
- Subjects: Neutrinos -- Mass , Standard model (Nuclear physics) , Particles (Nuclear physics)
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:5554 , http://hdl.handle.net/10962/d1015271
- Description: The present neutrino oscillation data are compatible with tri-bimaximal mixing, to leading order. The addition of an A₄ family symmetry and extended Higgs sector to the Standard Model can generate this mixing pattern, assuming the correct vacuum expectation value alignment of Higgs scalars. The effect of deviating this alignment is studied, for different types of A₄ models, with a phenomenological emphasis: the effect of perturbations on the model predictions for the neutrino oscillation and neutrino mass observables. The standard theoretical description of neutrino oscillations is presented, along with a summary of the past, present and future experimental efforts aimed at measuring the neutrino mixing parameters. Additionally, the current constraints on the sum of absolute neutrino masses and the amplitude for neutrinoless double beta decay, which is yet to be observed, are discussed. These constraints provide a model-independent test of family symmetery models. The Standard Model is reviewed, and extensions to the Standard Model such as the seesaw mechanism(s) are discussed: these are designed to endow neutrinos with mass, and can be incorporated into A₄ symmetry models. Models with different A₄ particle assignments are analysed for deviations from tribimaximal mixing. There are nine models presented in Chapter 5, with lepton doublets transforming as 3 (underlined) and right-handed charged leptons transforming as 1, 1', 1" (all underlined) ; five of these include right-handed neutrinos transforming as 3 (underlined) and make use of the seesaw mechanism. Chapter 6 contains the analysis of six models that assign all leptons to the 3 (underlined) representation, with four of these utilising the seesaw mechanism. The models are tested for any degree of fine tuning of the parameters that define the mass matrices. The effect of perturbations on the mixing angle observables, in particular sin² ∅₁₃ and sin² ∅₂₃, is studied, as well as the effect on the Jarlskog invariant, Jcp. Investigations of the (Mee)- ∑Mv parameter space allow for comparison with current data, and can lead to the possible exclusion of a particular model by constraints from future data.
- Full Text:
- Date Issued: 2010
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