Enactment of hands-on practical activities through using easily accessible resources in a Grade 10 Physical Science classroom
- Authors: Ndevahoma, Martha Kashike
- Date: 2020
- Subjects: Physical science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/110229 , vital:33251
- Description: The Namibian National Subject Policy Guide for Physical Science Grade 8-12 (MoE, 2010) indicates that science teachers should be creative and innovative in producing their own teaching and learning support materials that are linked to practice. Practical activities play a major role in the learning of science. Due to the lack of science laboratory equipment, however, minimal practical activities are done in some schools especially under-resourced disadvantaged schools. It is against this background that this case study investigated the possibilities and challenges associated with the use of easily accessible resources to carry out hands-on practical activities. Underpinned by an interpretive paradigm, this study used a mixed-method approach by generating both quantitative and qualitative data. It was carried out in the Otjozondjupa region in Namibia at Wato Secondary School (pseudonym). It was conducted with a Grade 10 Physical Science class consisting of 30 learners. To generate data, questionnaires, focus group interviews, lesson observations, stimulated recall interviews, as well as learners’ journal reflections were used. Conceptions, dispositions, interest and sense-making were used as conceptual lenses while Vygotsky’s social constructivism was the theoretical framework that informed this study. Quantitative data were analysed using the conceptual lenses and were subsequently presented in tables and graphs. That is, a deductive approach to analysis was used. On the other hand, a thematic approach was used to analyse the qualitative data. That is, qualitative data were inductively analysed to come up with sub-themes and themes. The findings from this study revealed significant shifts in learners’ conceptions, dispositions and interest towards science after the use of easily accessible resources to do hands-on practical activities. Similarly, learners’ sense-making of science concepts improved. This study thus recommends that science teachers should, where possible, make use of easily accessible resources to carry out hands-on practical activities during their science lessons. During such hands-on practicals, however, emphasis should be on the development of scientific concepts.
- Full Text:
- Date Issued: 2020
- Authors: Ndevahoma, Martha Kashike
- Date: 2020
- Subjects: Physical science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/110229 , vital:33251
- Description: The Namibian National Subject Policy Guide for Physical Science Grade 8-12 (MoE, 2010) indicates that science teachers should be creative and innovative in producing their own teaching and learning support materials that are linked to practice. Practical activities play a major role in the learning of science. Due to the lack of science laboratory equipment, however, minimal practical activities are done in some schools especially under-resourced disadvantaged schools. It is against this background that this case study investigated the possibilities and challenges associated with the use of easily accessible resources to carry out hands-on practical activities. Underpinned by an interpretive paradigm, this study used a mixed-method approach by generating both quantitative and qualitative data. It was carried out in the Otjozondjupa region in Namibia at Wato Secondary School (pseudonym). It was conducted with a Grade 10 Physical Science class consisting of 30 learners. To generate data, questionnaires, focus group interviews, lesson observations, stimulated recall interviews, as well as learners’ journal reflections were used. Conceptions, dispositions, interest and sense-making were used as conceptual lenses while Vygotsky’s social constructivism was the theoretical framework that informed this study. Quantitative data were analysed using the conceptual lenses and were subsequently presented in tables and graphs. That is, a deductive approach to analysis was used. On the other hand, a thematic approach was used to analyse the qualitative data. That is, qualitative data were inductively analysed to come up with sub-themes and themes. The findings from this study revealed significant shifts in learners’ conceptions, dispositions and interest towards science after the use of easily accessible resources to do hands-on practical activities. Similarly, learners’ sense-making of science concepts improved. This study thus recommends that science teachers should, where possible, make use of easily accessible resources to carry out hands-on practical activities during their science lessons. During such hands-on practicals, however, emphasis should be on the development of scientific concepts.
- Full Text:
- Date Issued: 2020
An investigation into the use of visualisation processes as a teaching strategy to enhance number sense
- Authors: Griqua, Ronald Max
- Date: 2020
- Subjects: Mathematics -- Study and teaching -- South Africa , Mathematics -- Study and teaching -- Psychological aspects , Visualization , Number concept , RUMEP (Rhodes University Mathematics Education Project)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147226 , vital:38606
- Description: The literature agrees that in order to improve learning outcomes, instruction in classrooms should be improved first. Mathematics educationists therefore advocate that schools should make extensive and deep efforts to rethink their instructional programmes. Research furthermore suggests that increasingly, indicators on school performance and teaching reveal largely unacknowledged problematic teaching of mathematics in the great majority of South African schools. This research study is therefore a contribution towards rethinking the teaching strategies within mathematics classrooms. The study examined the use of visualisation processes in order to understand how these interact with the pedagogy of selected mathematics teachers when they teach number sense after participating in an intervention programme. This study argues that the effective use of visualisation processes enhanced the teaching of number sense. The research study was framed as a case study that was grounded within the interpretive paradigm. The study was located in classrooms where the participating teachers promoted active learning after taking part in an intervention programme. A constructivist theoretical underpinning was therefore adopted. At the heart of the study was the Visualisation Intervention Programme (VIP), which involved seven Rhodes University Mathematics Education Project (RUMEP) teachers within the John Taolo Gaetsewe District of the Northern Cape Province. The content of the VIP was informed by initially working with five teachers of well-resourced schools within the Northern Cape who made interesting use of visualisation processes and manipulatives to teach number sense. With the assistance of these five teachers, the VIP was then implemented by seven selected RUMEP teachers to investigate the role of visualisation processes in the teaching of number sense understandings. The study employed a mixed method approach. Qualitative data was collected through observations and interviews, while quantitative data was collected with a series of pre- and post-tests. The analysis of the findings of this research study revealed that the effective use of visualisation processes was instrumental in enhancing the teaching of number sense understandings. Furthermore, the use of visualisation processes by the selected teachers fostered independent thought and conceptual understanding of number sense topics on the part of their learners.
- Full Text:
- Date Issued: 2020
- Authors: Griqua, Ronald Max
- Date: 2020
- Subjects: Mathematics -- Study and teaching -- South Africa , Mathematics -- Study and teaching -- Psychological aspects , Visualization , Number concept , RUMEP (Rhodes University Mathematics Education Project)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147226 , vital:38606
- Description: The literature agrees that in order to improve learning outcomes, instruction in classrooms should be improved first. Mathematics educationists therefore advocate that schools should make extensive and deep efforts to rethink their instructional programmes. Research furthermore suggests that increasingly, indicators on school performance and teaching reveal largely unacknowledged problematic teaching of mathematics in the great majority of South African schools. This research study is therefore a contribution towards rethinking the teaching strategies within mathematics classrooms. The study examined the use of visualisation processes in order to understand how these interact with the pedagogy of selected mathematics teachers when they teach number sense after participating in an intervention programme. This study argues that the effective use of visualisation processes enhanced the teaching of number sense. The research study was framed as a case study that was grounded within the interpretive paradigm. The study was located in classrooms where the participating teachers promoted active learning after taking part in an intervention programme. A constructivist theoretical underpinning was therefore adopted. At the heart of the study was the Visualisation Intervention Programme (VIP), which involved seven Rhodes University Mathematics Education Project (RUMEP) teachers within the John Taolo Gaetsewe District of the Northern Cape Province. The content of the VIP was informed by initially working with five teachers of well-resourced schools within the Northern Cape who made interesting use of visualisation processes and manipulatives to teach number sense. With the assistance of these five teachers, the VIP was then implemented by seven selected RUMEP teachers to investigate the role of visualisation processes in the teaching of number sense understandings. The study employed a mixed method approach. Qualitative data was collected through observations and interviews, while quantitative data was collected with a series of pre- and post-tests. The analysis of the findings of this research study revealed that the effective use of visualisation processes was instrumental in enhancing the teaching of number sense understandings. Furthermore, the use of visualisation processes by the selected teachers fostered independent thought and conceptual understanding of number sense topics on the part of their learners.
- Full Text:
- Date Issued: 2020
Use of eco-art education in supporting the establishment of sustainability competencies in basic education: an interventionist case study
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
- Authors: Da Silva, Juliana Schmidt
- Date: 2020
- Subjects: Environment (Art) , Environmental education -- Brazil , Sustainable development -- Brazil , Education -- Curricula -- Brazil , Eco-art education
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/166127 , vital:41331
- Description: Recent socioecological approaches in Environmental Education acknowledge the complexity of “real-world situations”, which include environmental problems. One response to the challenge of enabling people to develop sustainability is the key competencies in sustainability framework. It can be faced as a guide to planning Environmental Education actions. On the other side, art practices hold potential to expand learning in varied ways. Art can offer the strategies employed in learning processes directed to sustainability, constituting the field of eco-art education. This research aims to investigate the integration of the visions of the key competencies in sustainability and the eco-art education in an Environmental Education project at high school level. Horta and Gastronomia (Vegetable Garden and Gastronomy) is an extra-curricular activity which happens every year at Irmão Jaime Biazus high school in Porto Alegre, Brazil. It addresses food security and sustainability associating the garden, the kitchen and exploration of sustainability issues using eco-art strategies. Action research approach is used, defining two research cycles to explore the effectiveness of eco-art for the development of key competencies in sustainability. The first cycle focuses on the eco-art activities applied in Horta and Gastronomia (2017 group) while the second cycle deals with a post-project intervention designed to observe indicators of the sustainability competencies and further explore eco-art strategies. This study adds to the field of sustainability competencies by exploring teaching strategies through eco-art education. Insight into key competencies in sustainability is given by presenting the investigation of the group of students about a situation of their reality. The activities implemented, classified according to their objectives, are contextualized regarding the competencies and in learning sequences. This research also contributes to the development of the sustainability competencies framework by applying the theory to a basic education level, adapting the work originally proposed to higher education contexts.
- Full Text:
- Date Issued: 2020
A formative intervention study of how learner voice and leadership can be developed within a Learner Representative Council (LRC) in an urban combined school, Namibia
- Authors: Shipopyeni, Salomo S M
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Student government -- Namibia -- Case studies , Student participation in administration -- Namibia -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144934 , vital:38393
- Description: The Namibian Education system, after the country gained independence, introduced various reforms to ensure the attainment of the educational goals of access, quality, equity and democracy in schools. One of the policies introduced to promote democracy in our schools was The Educational Act 16 of 2001, which gave birth to the establishment of Learners Representatives Councils (LRC) in schools. The LRC body is the legal learner leadership body established to ensure learners are represented in school leadership. However, various studies have revealed that this legal body of learners in many schools has been merely ‘rubber-stamping’ decisions made by teachers; learners have had very little input in decisions that affect them as learners. Thus, I was prompted to conduct this formative intervention study on learner leadership at an urban combined school in Namibia. Informed by distributed and transformative leadership theories, the study aimed to develop leadership within the LRC members and the needed expansive transformation regarding leadership practices in school. The intention was for learners to be enabled to practice their democratic right in decision-making processes in matters that concerned their schooling and learning. This study was theoretically and analytically framed by second generation CulturalHistorical Activity Theory. The participants included 12 LRC members, the LRC liaison teacher, the class register teacher, three school management team members and the principal. The research method was a case study, underpinned by the critical paradigm to bring about the fundamental expansive transformation in learner leadership practices at the case study school. This qualitative study was divided into two phases, a contextual profiling phase and an intervention phase. Data were generated through document analysis, observation, questionnaires, focus group interviews and Change Laboratory Workshops. The data were generated to answer the over-arching question: How learner voice and leadership can be developed within a Learner Representative Council (LRC) in an urban combined school, Namibia. The data were analysed inductively and abductively. The key findings were: first, there were a variety of understandings of the concept learner leadership; second, the involvement of LRC members in decision-making processes was limited to involvement in organising extracurricular activities and controlling of other learners at school; third, leadership development opportunities for learners at the case study school were only provided through training at the beginning of the year and the LRC carrying out various activities and roles at the case study school. Several challenges that constrained the LRC voice and leadership development were surfaced and, through Change Laboratory Workshops, the participants of the activity system together with me (the researcher-interventionist), identified the expansive learning opportunities to develop leadership amongst Learner Representative Council (LRC) members. In the final analysis, this study will contribute to the production of knowledge on the concept of learner leadership in the context of Namibia. Fellow scholars, professionals, colleagues and policy makers in education are requested to engage with this thesis to contribute to our understanding of this important aspect of our field and speak back to policy.
- Full Text:
- Date Issued: 2020
- Authors: Shipopyeni, Salomo S M
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Student government -- Namibia -- Case studies , Student participation in administration -- Namibia -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/144934 , vital:38393
- Description: The Namibian Education system, after the country gained independence, introduced various reforms to ensure the attainment of the educational goals of access, quality, equity and democracy in schools. One of the policies introduced to promote democracy in our schools was The Educational Act 16 of 2001, which gave birth to the establishment of Learners Representatives Councils (LRC) in schools. The LRC body is the legal learner leadership body established to ensure learners are represented in school leadership. However, various studies have revealed that this legal body of learners in many schools has been merely ‘rubber-stamping’ decisions made by teachers; learners have had very little input in decisions that affect them as learners. Thus, I was prompted to conduct this formative intervention study on learner leadership at an urban combined school in Namibia. Informed by distributed and transformative leadership theories, the study aimed to develop leadership within the LRC members and the needed expansive transformation regarding leadership practices in school. The intention was for learners to be enabled to practice their democratic right in decision-making processes in matters that concerned their schooling and learning. This study was theoretically and analytically framed by second generation CulturalHistorical Activity Theory. The participants included 12 LRC members, the LRC liaison teacher, the class register teacher, three school management team members and the principal. The research method was a case study, underpinned by the critical paradigm to bring about the fundamental expansive transformation in learner leadership practices at the case study school. This qualitative study was divided into two phases, a contextual profiling phase and an intervention phase. Data were generated through document analysis, observation, questionnaires, focus group interviews and Change Laboratory Workshops. The data were generated to answer the over-arching question: How learner voice and leadership can be developed within a Learner Representative Council (LRC) in an urban combined school, Namibia. The data were analysed inductively and abductively. The key findings were: first, there were a variety of understandings of the concept learner leadership; second, the involvement of LRC members in decision-making processes was limited to involvement in organising extracurricular activities and controlling of other learners at school; third, leadership development opportunities for learners at the case study school were only provided through training at the beginning of the year and the LRC carrying out various activities and roles at the case study school. Several challenges that constrained the LRC voice and leadership development were surfaced and, through Change Laboratory Workshops, the participants of the activity system together with me (the researcher-interventionist), identified the expansive learning opportunities to develop leadership amongst Learner Representative Council (LRC) members. In the final analysis, this study will contribute to the production of knowledge on the concept of learner leadership in the context of Namibia. Fellow scholars, professionals, colleagues and policy makers in education are requested to engage with this thesis to contribute to our understanding of this important aspect of our field and speak back to policy.
- Full Text:
- Date Issued: 2020
Investigating visual literacy development through advertisements: a case of Grade 7 English Language Teaching in Mount Frere District, Eastern Cape
- Authors: Mbuqe, Zolile Patrick
- Date: 2020
- Subjects: Visual literacy , English language -- Study and teaching -- Audio-visual aids , Second language acquisition -- South Africa , English language -- Study and teaching -- Activity programs , Advertising -- Study and teaching , Visual learning , English language -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/143458 , vital:38248
- Description: Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
- Full Text:
- Date Issued: 2020
- Authors: Mbuqe, Zolile Patrick
- Date: 2020
- Subjects: Visual literacy , English language -- Study and teaching -- Audio-visual aids , Second language acquisition -- South Africa , English language -- Study and teaching -- Activity programs , Advertising -- Study and teaching , Visual learning , English language -- Study and teaching -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/143458 , vital:38248
- Description: Although the Curriculum and Assessment Policy Statement lists visual literacy as one of the aspects of English First Additional Language in Grades 4-12, many teachers face challenges in teaching it. This study aimed to investigate visual literacy development through advertisements. Drawing on Cultural Historical Activity Theory, this qualitative intervention designed two research phases in which data was collected and analysed. The first phase, a pre-intervention, included lesson observation, analysis of documents and post-lesson semi-structured interviews. Based on Phase One findings and using advertisements as an entry point in developing visual literacy, Phase Two occurred at a change laboratory workshop and engaged eight teachers with the dynamics of meaning making and teaching. This data was analysed using elements of social semiotics and Serafini’s resource practices. The key findings are that despite low visual literacy understanding and practices, rigorous formative intervention indicated advancement in teachers’ understanding of visual literacy. In addition, through this intervention, teachers developed agency in dealing with schooling adversities such as lack of resources and knowledge hence further formative intervention research in visual literacy is recommended for both EFAL subject advisors and teachers.
- Full Text:
- Date Issued: 2020
Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class
- Authors: Manyana, Xolani Justice
- Date: 2020
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa , Schools -- South Africa -- Curricula , Social change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142889 , vital:38173
- Description: The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways in which Science is taught. As an attempt to address this challenge, the new South African National Curriculum Policy Statement (CAPS) encourages Science teachers to use culturally responsive pedagogies through integrating local or indigenous knowledge (IK) in Science lessons to make it accessible and relevant to learners. But, it does not explicitly state how Science teachers should go about enacting this. It is against this caveat that this study aimed at finding out indigenous practices and knowledge in the community and from two community members that could be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons with the view to establishing its influence (or not) on learners’ conceptions and dispositions towards Science. The study was conducted at Buyelembo Combined School (pseudonym), a township school in the Sarah Baartman District, in the Eastern Cape in South Africa. The research participants were 18 Grade 10 Physical Sciences learners, two Physical Sciences teachers and two community members. Data were generated using the learners’ group activity, discussions and presentations, observations (participatory observations and lesson observations), stimulated recall interviews and reflections. A thematic and inductive-deductive approach to data analysis was employed to come up with sub-themes and themes. Underpinned by an interpretivist perspective and informed by Vygotsky’s socio-cultural theory, a qualitative case study approach was adopted. Additionally, Ogunniyi’s Contiguity Argumentative Theory (CAT) was used as an analytical framework. The five cognitive states of CAT were employed to analyse data during the social interactions to surface any contradictions. The findings from this study revealed that there are indigenous practices and knowledge in relation to the sea that can be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons. However, regarding relevance of those indigenous practices and knowledge to science, the study revealed that the learners found no relevance at all but discussions and argumentation were enhanced. In addition, findings from this study revealed that the learners’ conceptions, dispositions, and sense-making in science were influenced positively through using hands-on practical activities when teaching Science concepts. Lastly, the study revealed that the use of mother tongue by the community members, learners and the teachers together with the language of learning and teaching promoted learner talk. Based on the findings of this study, I recommend that there is a need to support teachers on how to integrate indigenous practices and knowledge in their teaching, particularly when teaching Physical Sciences.
- Full Text:
- Date Issued: 2020
- Authors: Manyana, Xolani Justice
- Date: 2020
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa , Schools -- South Africa -- Curricula , Social change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142889 , vital:38173
- Description: The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways in which Science is taught. As an attempt to address this challenge, the new South African National Curriculum Policy Statement (CAPS) encourages Science teachers to use culturally responsive pedagogies through integrating local or indigenous knowledge (IK) in Science lessons to make it accessible and relevant to learners. But, it does not explicitly state how Science teachers should go about enacting this. It is against this caveat that this study aimed at finding out indigenous practices and knowledge in the community and from two community members that could be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons with the view to establishing its influence (or not) on learners’ conceptions and dispositions towards Science. The study was conducted at Buyelembo Combined School (pseudonym), a township school in the Sarah Baartman District, in the Eastern Cape in South Africa. The research participants were 18 Grade 10 Physical Sciences learners, two Physical Sciences teachers and two community members. Data were generated using the learners’ group activity, discussions and presentations, observations (participatory observations and lesson observations), stimulated recall interviews and reflections. A thematic and inductive-deductive approach to data analysis was employed to come up with sub-themes and themes. Underpinned by an interpretivist perspective and informed by Vygotsky’s socio-cultural theory, a qualitative case study approach was adopted. Additionally, Ogunniyi’s Contiguity Argumentative Theory (CAT) was used as an analytical framework. The five cognitive states of CAT were employed to analyse data during the social interactions to surface any contradictions. The findings from this study revealed that there are indigenous practices and knowledge in relation to the sea that can be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons. However, regarding relevance of those indigenous practices and knowledge to science, the study revealed that the learners found no relevance at all but discussions and argumentation were enhanced. In addition, findings from this study revealed that the learners’ conceptions, dispositions, and sense-making in science were influenced positively through using hands-on practical activities when teaching Science concepts. Lastly, the study revealed that the use of mother tongue by the community members, learners and the teachers together with the language of learning and teaching promoted learner talk. Based on the findings of this study, I recommend that there is a need to support teachers on how to integrate indigenous practices and knowledge in their teaching, particularly when teaching Physical Sciences.
- Full Text:
- Date Issued: 2020
A critical investigation of leadership in a Technical, Vocational Education and Training college in the Eastern Cape
- Authors: Chagi, Nonkonzo
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/140045 , vital:37827
- Description: Far-reaching reforms of the TVET college system – including a merger and frequent revisioning of the colleges’ role in the educational landscape of South Africa – have focused renewed attention on this sector. The fact that the sector has been plagued by poor performance – even to the extent that several colleges have been placed under administration – suggests problems at the level of leadership. This study sought to explore key role-players’ understanding of the leadership and management challenges faced by a TVET college and, by examining responses to these challenges, develop a sense of what leadership means in the sector. The study drew on three leadership theories – distributed leadership, transactional leadership as depicted in political models of management, and critical leadership – to help make sense of the findings. A qualitative case study design was used to explore key respondents’ views and lived experiences. The respondents were the principal, two deputy principals, a council member, three campus managers and a programme head. Interviews, questionnaires and document analysis were the chief data collection tools. The study found that critical leadership was the dominant approach at the college. This was revealed in the college leadership’s awareness of broader societal needs and its own role in operating in a socially just manner. College leadership also revealed signs of rejecting the status quo and opposing state control and bureaucracy, in favour of reactionary initiatives. There was limited evidence of distributed and transactional leadership. In fact, ‘leadership’ as such, seemed not to be part of the college discourse, suggesting that the concept and habit of leadership was not broadly discussed, shared and promoted. This sense was strengthened by the fact that at the time of the study, the college was headed by a charismatic and visionary leader. Indeed, the problem at the college seemed to be the Department of Higher Education and Training, which has failed the college in a number of ways.
- Full Text:
- Date Issued: 2020
- Authors: Chagi, Nonkonzo
- Date: 2020
- Subjects: Technical education -- South Africa , Vocational education -- South Africa , Educational leadership -- South Africa , Postsecondary education -- South Africa -- Administration
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/140045 , vital:37827
- Description: Far-reaching reforms of the TVET college system – including a merger and frequent revisioning of the colleges’ role in the educational landscape of South Africa – have focused renewed attention on this sector. The fact that the sector has been plagued by poor performance – even to the extent that several colleges have been placed under administration – suggests problems at the level of leadership. This study sought to explore key role-players’ understanding of the leadership and management challenges faced by a TVET college and, by examining responses to these challenges, develop a sense of what leadership means in the sector. The study drew on three leadership theories – distributed leadership, transactional leadership as depicted in political models of management, and critical leadership – to help make sense of the findings. A qualitative case study design was used to explore key respondents’ views and lived experiences. The respondents were the principal, two deputy principals, a council member, three campus managers and a programme head. Interviews, questionnaires and document analysis were the chief data collection tools. The study found that critical leadership was the dominant approach at the college. This was revealed in the college leadership’s awareness of broader societal needs and its own role in operating in a socially just manner. College leadership also revealed signs of rejecting the status quo and opposing state control and bureaucracy, in favour of reactionary initiatives. There was limited evidence of distributed and transactional leadership. In fact, ‘leadership’ as such, seemed not to be part of the college discourse, suggesting that the concept and habit of leadership was not broadly discussed, shared and promoted. This sense was strengthened by the fact that at the time of the study, the college was headed by a charismatic and visionary leader. Indeed, the problem at the college seemed to be the Department of Higher Education and Training, which has failed the college in a number of ways.
- Full Text:
- Date Issued: 2020
BEd foundation phase fourth year student teachers’ self-efficacy beliefs towards teaching mathematics and the self-reported factors that influence these self-efficacy beliefs
- Authors: Harrison, Chloe
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Educational evaluation -- South Africa , Student teachers -- Training of -- South Africa , Student teachers -- Rating of -- South Africa , Social cognitive theory , Self-efficacy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147004 , vital:38584
- Description: The underperformance of mathematics teaching and learning is a pressing concern in South Africa. Many foundation phase in-service teachers show inadequate mathematics content knowledge which creates barriers to their learners acquiring adequate mathematics skills. Teacher training programmes offer a key opportunity to improve the instructional practices of teachers at foundation phase level. In order to improve the teaching skills of in-service teachers, one focus must be on teacher training programmes. Unfortunately, there are many foundation phase student teachers who are leaving the profession within the first few years of teaching reportedly due to low levels of motivation. This research investigates the self-efficacy beliefs of pre-service student teachers. It also focuses on foundation phase student teachers as they experience significant challenges to their self-efficacy beliefs in mathematics and mathematics teaching. Self-efficacy is the key theory of the study. It stems from Bandura’s social cognitive theory and is an individual’s judgments about their capabilities, skills and perceived performance. This qualitative research adopts an interpretivist approach which seeks to identify Bed foundation phase fourth year student teachers’ self-efficacy beliefs towards teaching mathematics and the self-reported factors influencing such beliefs. This research found that BEd foundation phase fourth year student teachers have low self-efficacy beliefs towards teaching mathematics. The purpose of this research is to raise awareness of the BEd student teachers’ low self-efficacy beliefs towards teaching mathematics. The results from this research will provide a platform for future intervention research, as well as potentially influencing student teacher training programmes.
- Full Text:
- Date Issued: 2020
- Authors: Harrison, Chloe
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics teachers -- Training of -- South Africa , Educational evaluation -- South Africa , Student teachers -- Training of -- South Africa , Student teachers -- Rating of -- South Africa , Social cognitive theory , Self-efficacy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/147004 , vital:38584
- Description: The underperformance of mathematics teaching and learning is a pressing concern in South Africa. Many foundation phase in-service teachers show inadequate mathematics content knowledge which creates barriers to their learners acquiring adequate mathematics skills. Teacher training programmes offer a key opportunity to improve the instructional practices of teachers at foundation phase level. In order to improve the teaching skills of in-service teachers, one focus must be on teacher training programmes. Unfortunately, there are many foundation phase student teachers who are leaving the profession within the first few years of teaching reportedly due to low levels of motivation. This research investigates the self-efficacy beliefs of pre-service student teachers. It also focuses on foundation phase student teachers as they experience significant challenges to their self-efficacy beliefs in mathematics and mathematics teaching. Self-efficacy is the key theory of the study. It stems from Bandura’s social cognitive theory and is an individual’s judgments about their capabilities, skills and perceived performance. This qualitative research adopts an interpretivist approach which seeks to identify Bed foundation phase fourth year student teachers’ self-efficacy beliefs towards teaching mathematics and the self-reported factors influencing such beliefs. This research found that BEd foundation phase fourth year student teachers have low self-efficacy beliefs towards teaching mathematics. The purpose of this research is to raise awareness of the BEd student teachers’ low self-efficacy beliefs towards teaching mathematics. The results from this research will provide a platform for future intervention research, as well as potentially influencing student teacher training programmes.
- Full Text:
- Date Issued: 2020
An exploration of formative assessment in primary school Natural Sciences classrooms
- Authors: Mgoqi, Nomvuyo
- Date: 2020
- Subjects: Education, Elementary -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Competency-based education -- South Africa , Curriculum-based education -- South Africa , Science teachers -- Training of -- South Africa , Educational tests and measurements -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/124167 , vital:35572
- Description: This research investigated formative assessment in primary school Natural Sciences classrooms. The intention was to explore how teachers use formative assessment strategies to raise classroom standards and to foster higher order cognitive development of learners. My interest in the study was influenced by constant poor achievement of South African learners in literacy and specifically in scientific literacy reported in various international and national benchmark tests. Vygotskian theory of the zone of proximal development was used to provide critical insight into formative assessment processes. Further theoretical lenses included Wylie and Lyons’ (2013) ‘Ten dimensions of formative assessment’ work for reviewing formative assessment strategies and Dalton’s (2003) ‘New Bloom’s Taxonomy’ for insight into cognitive development in classroom contexts. Influenced by the above mentioned reports, a qualitative case study of seven primary school teachers in Cape Town, Western 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 techniques for data generation were employed. The first technique was semi-structured interviews. The second technique of data generation was through lesson observations including pre-lesson discussions and stimulated recall interviews. Observations were conducted to record teachers’ formative assessment practices and report how they use the formative assessment strategies to support student learning or ‘shifting’ their zone of proximal development through formative assessment practices. The third technique was document analysis of lesson plans, teaching and learning activities and assessment tasks worksheets of the two teachers observed. Documents were analysed to gain insights and understanding of how teachers prepared teaching and learning activities and assessments to support learner cognitive development. There were four data analysis phases. Phase I was an analysis of the semi-structured interviews. These were analysed to get a sense of teachers’ perspectives, experiences and challenges regarding formative assessment practices. In order to get a better sense of the quality of formative assessment, classroom observations were analysed using the lens of Wylie and Lyon (2013). This was analysis Phase II. Phase III made use of Dalton’s ‘New Bloom’s Taxonomy’ to gain insight into the role of formative assessment in supporting low, medium and higher order cognitive development. This phase was the document analysis and involved a review of the lesson plans, teaching and learning activities and formative assessment tasks. Phase IV further explored teachers’ experiences regarding implementation of formative assessment. Phase IV is different from Phase I in that it was not only looking at what teachers highlighted as challenges but also at challenges experienced during the lesson observations. This analysis was done across data sources, that is, semi-structured interviews, lesson observations and stimulated recall interviews. Findings from the first set of data showed that teachers viewed formative assessment implementation as a useful practice in the teaching and learning process. However, the diverse views showed lack of clarity of the purpose and definition of formative assessment. The results also revealed some effective attributes of formative assessment were observed during lesson observations at the time of the investigation. However, the results showed that clarifying goals, feedback and classroom collaborations were weakly implemented. These seem to be strategic entry points to begin strengthening the effective implementation of formative assessment classrooms. Supporting teachers regarding use of formative assessment techniques could be one of the means of helping teachers in collecting evidence of student learning. The teachers highlighted some challenges they experienced when implementing formative assessments. Hindrances to implementing effective formative assessment practice reflected structural, technical and attitudinal challenges. The study recommends that since formative assessment is a fundamental part of teaching and learning, teachers need more support and time for reflection to improve their implementation of effective formative assessment. The study also revealed that teachers need enough time to be able to implement effective formative assessment practices. This requires curriculum developers and administrators to revisit curriculum coverage in terms of breadth and depth and to give more time for the implementation of effective formative assessment practices.
- Full Text:
- Date Issued: 2020
- Authors: Mgoqi, Nomvuyo
- Date: 2020
- Subjects: Education, Elementary -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Competency-based education -- South Africa , Curriculum-based education -- South Africa , Science teachers -- Training of -- South Africa , Educational tests and measurements -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/124167 , vital:35572
- Description: This research investigated formative assessment in primary school Natural Sciences classrooms. The intention was to explore how teachers use formative assessment strategies to raise classroom standards and to foster higher order cognitive development of learners. My interest in the study was influenced by constant poor achievement of South African learners in literacy and specifically in scientific literacy reported in various international and national benchmark tests. Vygotskian theory of the zone of proximal development was used to provide critical insight into formative assessment processes. Further theoretical lenses included Wylie and Lyons’ (2013) ‘Ten dimensions of formative assessment’ work for reviewing formative assessment strategies and Dalton’s (2003) ‘New Bloom’s Taxonomy’ for insight into cognitive development in classroom contexts. Influenced by the above mentioned reports, a qualitative case study of seven primary school teachers in Cape Town, Western 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 techniques for data generation were employed. The first technique was semi-structured interviews. The second technique of data generation was through lesson observations including pre-lesson discussions and stimulated recall interviews. Observations were conducted to record teachers’ formative assessment practices and report how they use the formative assessment strategies to support student learning or ‘shifting’ their zone of proximal development through formative assessment practices. The third technique was document analysis of lesson plans, teaching and learning activities and assessment tasks worksheets of the two teachers observed. Documents were analysed to gain insights and understanding of how teachers prepared teaching and learning activities and assessments to support learner cognitive development. There were four data analysis phases. Phase I was an analysis of the semi-structured interviews. These were analysed to get a sense of teachers’ perspectives, experiences and challenges regarding formative assessment practices. In order to get a better sense of the quality of formative assessment, classroom observations were analysed using the lens of Wylie and Lyon (2013). This was analysis Phase II. Phase III made use of Dalton’s ‘New Bloom’s Taxonomy’ to gain insight into the role of formative assessment in supporting low, medium and higher order cognitive development. This phase was the document analysis and involved a review of the lesson plans, teaching and learning activities and formative assessment tasks. Phase IV further explored teachers’ experiences regarding implementation of formative assessment. Phase IV is different from Phase I in that it was not only looking at what teachers highlighted as challenges but also at challenges experienced during the lesson observations. This analysis was done across data sources, that is, semi-structured interviews, lesson observations and stimulated recall interviews. Findings from the first set of data showed that teachers viewed formative assessment implementation as a useful practice in the teaching and learning process. However, the diverse views showed lack of clarity of the purpose and definition of formative assessment. The results also revealed some effective attributes of formative assessment were observed during lesson observations at the time of the investigation. However, the results showed that clarifying goals, feedback and classroom collaborations were weakly implemented. These seem to be strategic entry points to begin strengthening the effective implementation of formative assessment classrooms. Supporting teachers regarding use of formative assessment techniques could be one of the means of helping teachers in collecting evidence of student learning. The teachers highlighted some challenges they experienced when implementing formative assessments. Hindrances to implementing effective formative assessment practice reflected structural, technical and attitudinal challenges. The study recommends that since formative assessment is a fundamental part of teaching and learning, teachers need more support and time for reflection to improve their implementation of effective formative assessment. The study also revealed that teachers need enough time to be able to implement effective formative assessment practices. This requires curriculum developers and administrators to revisit curriculum coverage in terms of breadth and depth and to give more time for the implementation of effective formative assessment practices.
- Full Text:
- Date Issued: 2020
The potential of Geography fieldwork projects to develop action competence in response to social-ecological concerns: a case study of two Grade 10 Geography classes in Northern Namibia
- Authors: Mwiila, Modestus
- Date: 2020
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/126563 , vital:35901
- Description: The study explored the potential of Geography fieldwork projects to develop learners’ action competence in response to social-ecological problems in two schools in the Omusati and Oshana Education Regions. The study investigates ways in which learners’ activities create an opportunity for them to act for the environment. That is, to investigate ways in which learners can be shaped into environmentally literate citizens who act for the environment. A total of 43 grade 10 learners and two grade 10 Geography teachers participated in this qualitative, interpretive case study. Data was generated through document analysis, focus group interview with learners, semi-structured interviews with educators, and participant observations. Such data were analysed into three phases, first inductively and then abductively using Jensen’s (2004) Investigations, Visions, Actions and Change (IVAC) model to produce analytic statements that form the basis of the research findings. The study found that Geography fieldwork projects foster understandings of environmental problems in a local area. Through fieldwork projects, schools initiate indirect environmental actions, however, some environmental problems are too large or complex to be resolved by the actions initiated by learners. Based on these findings, the study identifies Geography fieldwork as an opportunity to create a community of practice in effort to address socioecological concerns. The study further recommends that learners should be allowed to engage with both social investigative actions and technical, scientific investigative actions when doing project work.
- Full Text:
- Date Issued: 2020
- Authors: Mwiila, Modestus
- Date: 2020
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/126563 , vital:35901
- Description: The study explored the potential of Geography fieldwork projects to develop learners’ action competence in response to social-ecological problems in two schools in the Omusati and Oshana Education Regions. The study investigates ways in which learners’ activities create an opportunity for them to act for the environment. That is, to investigate ways in which learners can be shaped into environmentally literate citizens who act for the environment. A total of 43 grade 10 learners and two grade 10 Geography teachers participated in this qualitative, interpretive case study. Data was generated through document analysis, focus group interview with learners, semi-structured interviews with educators, and participant observations. Such data were analysed into three phases, first inductively and then abductively using Jensen’s (2004) Investigations, Visions, Actions and Change (IVAC) model to produce analytic statements that form the basis of the research findings. The study found that Geography fieldwork projects foster understandings of environmental problems in a local area. Through fieldwork projects, schools initiate indirect environmental actions, however, some environmental problems are too large or complex to be resolved by the actions initiated by learners. Based on these findings, the study identifies Geography fieldwork as an opportunity to create a community of practice in effort to address socioecological concerns. The study further recommends that learners should be allowed to engage with both social investigative actions and technical, scientific investigative actions when doing project work.
- Full Text:
- Date Issued: 2020
Exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge in food preservation
- Authors: Sabina, Hashondili
- Date: 2020
- Subjects: Agriculture -- Study and teaching (Elementary) -- Namibia , Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Education, Elementary -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/148093 , vital:38709
- Description: Many scholars have reported that science teachers are grappling with linking science to learners’ everyday life experiences and Namibian science teachers are no exception. As a result, learners are finding that scientific concepts often remain decontextualised and abstract. In light of this, the Namibian National Curriculum indicates that teaching and learning should start with the knowledge and experiences of learners from home. It also encourages teachers to integrate local knowledge into their science lessons but does not give proper guidelines on how science teachers should go about enacting this. This tension between curriculum formulation and implementation triggered my interest to carry out an interventionist research study aimed at exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge on food preservation in particular. This study is underpinned by an interpretive paradigm, within which a qualitative case study was employed. It was conducted with three Grade 6 Elementary Agricultural Science teachers from three different schools in the Oshana region of Namibia. I used semi-structured interviews, document analysis, workshop discussions, participatory observation and reflections to gather data. Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge theories was used as lenses to analyse my data. The findings of the study revealed that the sample teachers understood what indigenous knowledge is and its benefits but struggled to integrate it in their lessons. The findings of the study further revealed that the presentations by the expert community members enabled these teachers to identify possible science topics that they could teach, using some of the traditional practices such as food preservation. The study thus recommends that teachers need to be supported on how to integrate local knowledge or indigenous knowledge in their classrooms. Teachers should therefore be involved in professional learning communities that will help them share their difficulties they encounter during their teaching practices and to collaboratively come up with strategies to overcome such difficulties. Community members who are custodians of the cultural heritage should be invited to share their indigenous knowledge with science teachers so that they can link it from community members to classroom science.
- Full Text:
- Date Issued: 2020
- Authors: Sabina, Hashondili
- Date: 2020
- Subjects: Agriculture -- Study and teaching (Elementary) -- Namibia , Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Education, Elementary -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/148093 , vital:38709
- Description: Many scholars have reported that science teachers are grappling with linking science to learners’ everyday life experiences and Namibian science teachers are no exception. As a result, learners are finding that scientific concepts often remain decontextualised and abstract. In light of this, the Namibian National Curriculum indicates that teaching and learning should start with the knowledge and experiences of learners from home. It also encourages teachers to integrate local knowledge into their science lessons but does not give proper guidelines on how science teachers should go about enacting this. This tension between curriculum formulation and implementation triggered my interest to carry out an interventionist research study aimed at exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge on food preservation in particular. This study is underpinned by an interpretive paradigm, within which a qualitative case study was employed. It was conducted with three Grade 6 Elementary Agricultural Science teachers from three different schools in the Oshana region of Namibia. I used semi-structured interviews, document analysis, workshop discussions, participatory observation and reflections to gather data. Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge theories was used as lenses to analyse my data. The findings of the study revealed that the sample teachers understood what indigenous knowledge is and its benefits but struggled to integrate it in their lessons. The findings of the study further revealed that the presentations by the expert community members enabled these teachers to identify possible science topics that they could teach, using some of the traditional practices such as food preservation. The study thus recommends that teachers need to be supported on how to integrate local knowledge or indigenous knowledge in their classrooms. Teachers should therefore be involved in professional learning communities that will help them share their difficulties they encounter during their teaching practices and to collaboratively come up with strategies to overcome such difficulties. Community members who are custodians of the cultural heritage should be invited to share their indigenous knowledge with science teachers so that they can link it from community members to classroom science.
- Full Text:
- Date Issued: 2020
Mobilising the indigenous practice of making Oshikundu using an inquiry-based approach to support Grade 8 Life Science teachers in mediating learning of enzymes
- Shinana, Ester Ndakondja Lineekela
- Authors: Shinana, Ester Ndakondja Lineekela
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Ethnoscience -- Namibia , Fermented beverages -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Enzymes -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163615 , vital:41061
- Description: The Namibian curriculum encourages Life Science teachers to integrate indigenous knowledge into their science lessons. Additionally, it also encourages teachers to promote scientific inquiry in their science classrooms. However, it is not clear how Life Science teachers should go about doing this. As a result, science is taught in decontextualised ways and inquiry-based methods are neglected. It is against this background that this study sought to mobilise the indigenous practice of making oshikundu to mediate learning of enzymes and to promote inquiry-based methods. Essentially, an attempt was made to mediate the learning of enzymes through inquiry-based methods using, in particular, the Predict-Explain-Explore-Observe-Explain (PEEOE)approach.The approach entails learners making predictions and providing explanations for their predictions before they do their observations. The study employed a qualitative case study approach underpinned by an interpretive paradigm. It was conducted at two schools in the Omusati Region in Namibia and three Life Science teachers (two from one school and one from a different school) participated in this study.A variety of data gathering techniques such as document analysis, workshop discussions, participatory observation, and journal reflections were used to gather data and for triangulation purposes. A thematic approach to data analysis was adopted and data analysis and interpretation we redone inductively using Vygotsky’s socio-cultural theory and Shulman’s Pedagogical Content Kno Knowledge (TSPCK) model was used as the analytical framework to identify and improve the quality of Life Science teachers’ PCK in the topic of enzyme s in particular. Findings from this study revealed that some teachers had a narrow understanding of the concept of scientific inquiry, whereas some demonstrated a better understanding of the concept and how it is used in Life Science classrooms. The findings also revealed that the understanding of the teachers of an inquiry approach and how they understood science should be taught, further influenced their practice ; this was in addition to resource constraints. Furthermore, it was also established that some teachers did not include the concept of enzymes in their teaching. The workshop intervention equipped teachers with the knowledge on an inquiry approach and how to promote scientific inquiry skills in their classrooms. Likewise, the practical demonstration of making oshikundu also equipped the teachers with the knowledge of enzymes and together with the PEEOE approach, how to teach enzyme s using an inquiry approach. Teachers experienced challenges, as they had to use their creative, critical thinking and reasoning skills in order to identify the scientific concepts from the practical demonstration of oshikundu. The study suggests that there is a need for professional development programmes focusing specifically on supporting in-service science teachers’ understanding of inquiry and how to use the inquiry-based approach in their classrooms. Equally, the pre-service science teachers need such preparations during their training. Furthermore, the study also presents that there is a need to engage both pre-service and in-service teachers deeply with the new content of the Life Science syllabus.
- Full Text:
- Date Issued: 2020
- Authors: Shinana, Ester Ndakondja Lineekela
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Ethnoscience -- Namibia , Fermented beverages -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Enzymes -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163615 , vital:41061
- Description: The Namibian curriculum encourages Life Science teachers to integrate indigenous knowledge into their science lessons. Additionally, it also encourages teachers to promote scientific inquiry in their science classrooms. However, it is not clear how Life Science teachers should go about doing this. As a result, science is taught in decontextualised ways and inquiry-based methods are neglected. It is against this background that this study sought to mobilise the indigenous practice of making oshikundu to mediate learning of enzymes and to promote inquiry-based methods. Essentially, an attempt was made to mediate the learning of enzymes through inquiry-based methods using, in particular, the Predict-Explain-Explore-Observe-Explain (PEEOE)approach.The approach entails learners making predictions and providing explanations for their predictions before they do their observations. The study employed a qualitative case study approach underpinned by an interpretive paradigm. It was conducted at two schools in the Omusati Region in Namibia and three Life Science teachers (two from one school and one from a different school) participated in this study.A variety of data gathering techniques such as document analysis, workshop discussions, participatory observation, and journal reflections were used to gather data and for triangulation purposes. A thematic approach to data analysis was adopted and data analysis and interpretation we redone inductively using Vygotsky’s socio-cultural theory and Shulman’s Pedagogical Content Kno Knowledge (TSPCK) model was used as the analytical framework to identify and improve the quality of Life Science teachers’ PCK in the topic of enzyme s in particular. Findings from this study revealed that some teachers had a narrow understanding of the concept of scientific inquiry, whereas some demonstrated a better understanding of the concept and how it is used in Life Science classrooms. The findings also revealed that the understanding of the teachers of an inquiry approach and how they understood science should be taught, further influenced their practice ; this was in addition to resource constraints. Furthermore, it was also established that some teachers did not include the concept of enzymes in their teaching. The workshop intervention equipped teachers with the knowledge on an inquiry approach and how to promote scientific inquiry skills in their classrooms. Likewise, the practical demonstration of making oshikundu also equipped the teachers with the knowledge of enzymes and together with the PEEOE approach, how to teach enzyme s using an inquiry approach. Teachers experienced challenges, as they had to use their creative, critical thinking and reasoning skills in order to identify the scientific concepts from the practical demonstration of oshikundu. The study suggests that there is a need for professional development programmes focusing specifically on supporting in-service science teachers’ understanding of inquiry and how to use the inquiry-based approach in their classrooms. Equally, the pre-service science teachers need such preparations during their training. Furthermore, the study also presents that there is a need to engage both pre-service and in-service teachers deeply with the new content of the Life Science syllabus.
- Full Text:
- Date Issued: 2020
Enriching my teaching around the inverse order relationship in unit fractions at the Grade 5 level through the inclusion of musical activities: an action research case study
- Authors: Lovemore, Tarryn Shirley
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Interdisciplinary approach in education -- South Africa -- Case studies , Music -- Study and teaching (Elementary) -- South Africa -- Case studies , Music -- Mathematics , Musical notation -- Study and teaching (Elementary)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142431 , vital:38079
- Description: This research study explored how the use of musical activities, specifically based on note values, might enrich my teaching around the inverse order relation of unit fractions in my Grade 5 mathematics classroom. Much research has identified fractions as a problematic concept to teach in primary schools. Curriculum expectations of mathematics and music, as well as prior research, recognise a link between these two subject areas. Based on these connections between mathematics and music, I make the case for further research into practical ways in which music and mathematics can be integrated to support teaching and learning in the South African context. This study is located within a qualitative and interpretive framework. The concepts of integration, learning style theory, Gardner’s multiple intelligences and Bresler’s styles of arts integration guide the research. I made use of practical and theoretical activities relating to note values in music. I explored these strategies and the use of learning support materials through an action research case study, in which I engaged in cycles of trialing, reflecting, adjusting and re-trialing within the ‘case’ of my own mathematics class. Data sources comprised of my reflective journal, learner feedback, video- and audio-recorded lessons, examples of learners’ work and interviews with critical peers who observed critical moments from the video recordings. I was guided through the analysis phase by two analytical frameworks: Karsenty and Arcavi’s Six Lense Framework (SLF) and Adler and Ronda’s Mathematics Discourse in Instruction (MDI) framework which I adapted. Using three key lessons, I provide detailed descriptions of how the lessons progressed and then identify and discuss some of the key findings and recurring themes in relation to my study’s research question and goals. Through this process, I show that my integration of mathematics and musical activities helped promote active engagement amongst learners and provided them with co-equivalent opportunities to appreciate the importance of note values in music, and relate this back to understandings around the inverse order relation of unit fractions.
- Full Text:
- Date Issued: 2020
- Authors: Lovemore, Tarryn Shirley
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Interdisciplinary approach in education -- South Africa -- Case studies , Music -- Study and teaching (Elementary) -- South Africa -- Case studies , Music -- Mathematics , Musical notation -- Study and teaching (Elementary)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142431 , vital:38079
- Description: This research study explored how the use of musical activities, specifically based on note values, might enrich my teaching around the inverse order relation of unit fractions in my Grade 5 mathematics classroom. Much research has identified fractions as a problematic concept to teach in primary schools. Curriculum expectations of mathematics and music, as well as prior research, recognise a link between these two subject areas. Based on these connections between mathematics and music, I make the case for further research into practical ways in which music and mathematics can be integrated to support teaching and learning in the South African context. This study is located within a qualitative and interpretive framework. The concepts of integration, learning style theory, Gardner’s multiple intelligences and Bresler’s styles of arts integration guide the research. I made use of practical and theoretical activities relating to note values in music. I explored these strategies and the use of learning support materials through an action research case study, in which I engaged in cycles of trialing, reflecting, adjusting and re-trialing within the ‘case’ of my own mathematics class. Data sources comprised of my reflective journal, learner feedback, video- and audio-recorded lessons, examples of learners’ work and interviews with critical peers who observed critical moments from the video recordings. I was guided through the analysis phase by two analytical frameworks: Karsenty and Arcavi’s Six Lense Framework (SLF) and Adler and Ronda’s Mathematics Discourse in Instruction (MDI) framework which I adapted. Using three key lessons, I provide detailed descriptions of how the lessons progressed and then identify and discuss some of the key findings and recurring themes in relation to my study’s research question and goals. Through this process, I show that my integration of mathematics and musical activities helped promote active engagement amongst learners and provided them with co-equivalent opportunities to appreciate the importance of note values in music, and relate this back to understandings around the inverse order relation of unit fractions.
- Full Text:
- Date Issued: 2020
The role of expansive learning in the potential development of rural youth as value creators: a case study of youth farming activity in the Amahlathi Local Municipality in the Eastern Cape
- Authors: Matiwane, Lwazi Mandilive
- Date: 2020
- Subjects: Environmental education -- South Africa -- Lenye , Rural development -- South Africa -- Lenye , Unemployed youth -- South Africa -- Lenye , Social learning -- South Africa -- Lenye , Educational change -- South Africa -- Lenye , Youth in development -- South Africa -- Lenye , Sustainable development -- South Africa -- Lenye , Agriculture -- Study and teaching -- Activity programs , Active learning -- South Africa -- Lenye , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/146034 , vital:38489
- Description: Environmental sustainability and agriculture are key development and transformational concerns in South Africa while rural development and youth unemployment are key national issues pertinent in the Eastern Cape which ranks in the top three provinces for both concerns. As a formative interventionist researcher, working in a singular case study with youth in Lenye village located in the Eastern Cape Province of South Africa, I sought to investigate the following: Can, and if so, how can expansive learning facilitated by a change laboratory intervention contribute to the development of youth as potential value creators for rural development? This was investigated through the following sub questions: 1) What value is created at each point of the expansive learning process of the change laboratory process and for who? 2) What value can still be created at each point of the expansive learning process of the change laboratory? 3) How is that value created via an expansive learning process? I collected data as I participated as a youth member through: extended contextual profiling via a focus group interview, individual interviews, note taking and document analysis. Furthermore, I attended village meetings, youth meetings and emergent youth development/youth in agriculture/agriculture opportunities. Additionally, change laboratory workshops were conducted and I used audio recordings and notes to capture data. The data collected was then analysed through second generation Cultural Historical Activity Theory using the concepts of immediate, potential, applied, realised and reframing value. In conclusion, the expansive learning process may contribute to the development of rural youth as value creators for sustainable development through youth development, agriculture and community development. All forms of value were created along the expansive learning process for the formative interventionist researcher, the Lenye youth and the greater Lenye youth community. All forms of value may still be created for the Lenye youth, the formative interventionist researcher and the greater Lenye youth community.
- Full Text:
- Date Issued: 2020
- Authors: Matiwane, Lwazi Mandilive
- Date: 2020
- Subjects: Environmental education -- South Africa -- Lenye , Rural development -- South Africa -- Lenye , Unemployed youth -- South Africa -- Lenye , Social learning -- South Africa -- Lenye , Educational change -- South Africa -- Lenye , Youth in development -- South Africa -- Lenye , Sustainable development -- South Africa -- Lenye , Agriculture -- Study and teaching -- Activity programs , Active learning -- South Africa -- Lenye , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/146034 , vital:38489
- Description: Environmental sustainability and agriculture are key development and transformational concerns in South Africa while rural development and youth unemployment are key national issues pertinent in the Eastern Cape which ranks in the top three provinces for both concerns. As a formative interventionist researcher, working in a singular case study with youth in Lenye village located in the Eastern Cape Province of South Africa, I sought to investigate the following: Can, and if so, how can expansive learning facilitated by a change laboratory intervention contribute to the development of youth as potential value creators for rural development? This was investigated through the following sub questions: 1) What value is created at each point of the expansive learning process of the change laboratory process and for who? 2) What value can still be created at each point of the expansive learning process of the change laboratory? 3) How is that value created via an expansive learning process? I collected data as I participated as a youth member through: extended contextual profiling via a focus group interview, individual interviews, note taking and document analysis. Furthermore, I attended village meetings, youth meetings and emergent youth development/youth in agriculture/agriculture opportunities. Additionally, change laboratory workshops were conducted and I used audio recordings and notes to capture data. The data collected was then analysed through second generation Cultural Historical Activity Theory using the concepts of immediate, potential, applied, realised and reframing value. In conclusion, the expansive learning process may contribute to the development of rural youth as value creators for sustainable development through youth development, agriculture and community development. All forms of value were created along the expansive learning process for the formative interventionist researcher, the Lenye youth and the greater Lenye youth community. All forms of value may still be created for the Lenye youth, the formative interventionist researcher and the greater Lenye youth community.
- Full Text:
- Date Issued: 2020
An investigation of how selected Namibian grade 9 geography textbooks are reorienting school geography to education for sustainable development
- Authors: Uusiku, Naftal Amutenya
- Date: 2020
- Subjects: Geography -- Study and teaching -- Namibia , Geography -- Study and teaching -- Namibia -- Textbooks , Sustainable development -- Study and teaching -- Namibia , Environmental education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145524 , vital:38446
- Description: The World Social Science Report (UNESCO, 2013) describes environmental issues and challenges, many of which are driven by human activities. These include: changing consumption patterns, climate change, deforestation, desertification, water, population growth, poverty, food security, waste products and cultural diversity and globalization. Education for sustainable development [ESD], a vital tool for achieving the Sustainable Development Goals, requires a rethinking and reorienting of education to address sustainability (UNESCO, 2016). The International Geographical Union Commission on Geographical Education (2007, 2016) acknowledges the importance of reorienting of school geography to ESD. In Namibia, ESD has been embedded in the national curriculum. However, teachers play a critical role in reorienting school geography to ESD at the level of the classroom. They need appropriate resources to do so, the most widely used of which is the textbook. This study addresses the need for empirical research on how Namibian textbooks are reorienting geography to ESD. Using a qualitative interpretive research design, the study had the goals of understanding how selected Grade 9 textbooks are reorienting geography to ESD in what is taught (content) and how it is taught and learned (pedagogy), and how textbook authors perceive the reorienting of geography to ESD. Data were gathered through an online questionnaire of authors’ perceptions of their educational goals, important ESD content, the teaching strategies they use and the challenges they face. Document analysis was done on two causes of environmental deterioration — deforestation and population explosion in the theme Ecology — in three approved Grade 9 textbooks. The study provides evidence of how the selected textbooks are helping to reorientate school geography to the ESD content prescribed by the Namibian geography syllabus in a way that emphasizes knowing about, as opposed to critically engaging with the environmental challenges and issues at hand. With the exception of one textbook, the textbooks generally do not help to reorientate pedagogy to the transformative, change-oriented, futures-focused pedagogy advocated by the literature. Furthermore, the authors’ responses do not contain evidence that suggests their thinking is informed by contemporary perspectives on ESD or geography education. The findings provide insights for understanding how textbooks are helping to reorient Namibian school geography that may be of value to textbook authors and curriculum developers. Furthermore, it illuminates the need for theoretically informed curriculum and textbook writing workshops.
- Full Text:
- Date Issued: 2020
- Authors: Uusiku, Naftal Amutenya
- Date: 2020
- Subjects: Geography -- Study and teaching -- Namibia , Geography -- Study and teaching -- Namibia -- Textbooks , Sustainable development -- Study and teaching -- Namibia , Environmental education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145524 , vital:38446
- Description: The World Social Science Report (UNESCO, 2013) describes environmental issues and challenges, many of which are driven by human activities. These include: changing consumption patterns, climate change, deforestation, desertification, water, population growth, poverty, food security, waste products and cultural diversity and globalization. Education for sustainable development [ESD], a vital tool for achieving the Sustainable Development Goals, requires a rethinking and reorienting of education to address sustainability (UNESCO, 2016). The International Geographical Union Commission on Geographical Education (2007, 2016) acknowledges the importance of reorienting of school geography to ESD. In Namibia, ESD has been embedded in the national curriculum. However, teachers play a critical role in reorienting school geography to ESD at the level of the classroom. They need appropriate resources to do so, the most widely used of which is the textbook. This study addresses the need for empirical research on how Namibian textbooks are reorienting geography to ESD. Using a qualitative interpretive research design, the study had the goals of understanding how selected Grade 9 textbooks are reorienting geography to ESD in what is taught (content) and how it is taught and learned (pedagogy), and how textbook authors perceive the reorienting of geography to ESD. Data were gathered through an online questionnaire of authors’ perceptions of their educational goals, important ESD content, the teaching strategies they use and the challenges they face. Document analysis was done on two causes of environmental deterioration — deforestation and population explosion in the theme Ecology — in three approved Grade 9 textbooks. The study provides evidence of how the selected textbooks are helping to reorientate school geography to the ESD content prescribed by the Namibian geography syllabus in a way that emphasizes knowing about, as opposed to critically engaging with the environmental challenges and issues at hand. With the exception of one textbook, the textbooks generally do not help to reorientate pedagogy to the transformative, change-oriented, futures-focused pedagogy advocated by the literature. Furthermore, the authors’ responses do not contain evidence that suggests their thinking is informed by contemporary perspectives on ESD or geography education. The findings provide insights for understanding how textbooks are helping to reorient Namibian school geography that may be of value to textbook authors and curriculum developers. Furthermore, it illuminates the need for theoretically informed curriculum and textbook writing workshops.
- Full Text:
- Date Issued: 2020
Entrepreneurship education in the agro-biodiversity sector: a case study of G-Tech PLA roll planter value creation for a youth community of practice in Gauteng
- Authors: Thupana, Mabora
- Date: 2020
- Subjects: G-Tech PLA roll planter , Entrepreneurship -- South Africa -- Case studies , Entrepreneurship -- Study and teaching -- South Africa , Sustainable agriculture -- South Africa , Agriculture -- Environmental aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167620 , vital:41497
- Description: Entrepreneurship is widely recognised as a basic skill that can be learned through practice. The main focus of this study was to investigate entrepreneurship education and the type of biodiversity entrepreneurial practices and opportunities that could create value for youth via the use of green technology: the PLA Roll Planter in the biodiversity and agriculture sector. The study was inspired by the need to identify and analyse knowledge, skills and entrepreneurial aspects associated with the use of green technology to strengthen entrepreneurial learning for youth participation in the green economy and green work. The study employed the use of Communities of Practice (COP) and Value Creation adopted from Wenger as theories and a focal lens to portray the contribution of technological practices to youth sustainable livelihoods and green work in the biodiversity sector. Research on the GTECH technology that was in focus in this study, the PLA Roll Planter, shows that newly introduced green innovations can increase agricultural outputs without depleting presently available resources. The study applied qualitative research approaches in a case study of the G-Tech PLA Roll Planter training and participation of a youth Community of Practice (COP) in Gauteng. It started by examining the knowledge capital as potential value embedded in the training and knowledge, skills and entrepreneurial aspects of the G-Tech PLA Roll Planter practices. The study then constructed four value creation stories of youth in the COP to understand other forms of value that were created for youth. The findings of the study depicted that the adoption of improved agricultural technology (PLA Roll Planter) has positive impacts and knowledge capital that can translate into other forms of value to support the emergence of viable economic activity in the agricultural sector. This can help increase food security and the ability to withstand risk of damaging the environment. The study shows that different forms of value were created for youth, and offers insight into how learning in communities of practice can help to advance entrepreneursip education in the biodiversity and especially the agro-ecological production sector.
- Full Text:
- Date Issued: 2020
- Authors: Thupana, Mabora
- Date: 2020
- Subjects: G-Tech PLA roll planter , Entrepreneurship -- South Africa -- Case studies , Entrepreneurship -- Study and teaching -- South Africa , Sustainable agriculture -- South Africa , Agriculture -- Environmental aspects -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167620 , vital:41497
- Description: Entrepreneurship is widely recognised as a basic skill that can be learned through practice. The main focus of this study was to investigate entrepreneurship education and the type of biodiversity entrepreneurial practices and opportunities that could create value for youth via the use of green technology: the PLA Roll Planter in the biodiversity and agriculture sector. The study was inspired by the need to identify and analyse knowledge, skills and entrepreneurial aspects associated with the use of green technology to strengthen entrepreneurial learning for youth participation in the green economy and green work. The study employed the use of Communities of Practice (COP) and Value Creation adopted from Wenger as theories and a focal lens to portray the contribution of technological practices to youth sustainable livelihoods and green work in the biodiversity sector. Research on the GTECH technology that was in focus in this study, the PLA Roll Planter, shows that newly introduced green innovations can increase agricultural outputs without depleting presently available resources. The study applied qualitative research approaches in a case study of the G-Tech PLA Roll Planter training and participation of a youth Community of Practice (COP) in Gauteng. It started by examining the knowledge capital as potential value embedded in the training and knowledge, skills and entrepreneurial aspects of the G-Tech PLA Roll Planter practices. The study then constructed four value creation stories of youth in the COP to understand other forms of value that were created for youth. The findings of the study depicted that the adoption of improved agricultural technology (PLA Roll Planter) has positive impacts and knowledge capital that can translate into other forms of value to support the emergence of viable economic activity in the agricultural sector. This can help increase food security and the ability to withstand risk of damaging the environment. The study shows that different forms of value were created for youth, and offers insight into how learning in communities of practice can help to advance entrepreneursip education in the biodiversity and especially the agro-ecological production sector.
- Full Text:
- Date Issued: 2020
Exploring parents’ participation in school governance with the purpose of developing parents’ leadership: a formative intervention in a Namibian combined rural school
- Authors: Nghiteeka, Hileni
- Date: 2020
- Subjects: Educational leadership -- Namibia , Education, Secondary -- Parent participation – Namibia , Democracy and education -- Namibia , Transformational leadership -- Namibia , Rural schools -- Namibia , School management and organization – Namibia , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145045 , vital:38403
- Description: In a post-independent Namibia, the Education Act 16 of 2001 accorded democratic rights and equal opportunities to all education stakeholders, including parents, to be involved in educational decision-making in schools. This involvement advocated increasing the voice of the educational stakeholders at a grass roots level in an attempt to redress the past injustices of the apartheid education system. However, the studies carried out internationally, as well as in Africa and Namibia, reveal that the issue of democratic participation in school decisions is a restricted reality. This study was conducted in Happy (pseudonym) combined school, a state rural school in the Oshikoto Region, Northern Namibia, aimed at exploring parents’ participation in school governance. The study adopted an interventionist approach to develop parents’ leadership in school. Framed by a distributed leadership perspective, the main purpose of the study was to seek parents’ voices through participation for them to be catalysts for change in transforming parents’ leadership in school. For its theoretical and analytical framing, the study adopted the Cultural Historical Activity Theory (CHAT). The study findings revealed that parents’ leadership as a concept was understood differently in the case study school and it was practiced within the boundaries of policies. Through the lens of distributed leadership, it was evident that distributed leadership was still in its infancy in the school, as only the characterisations of an authorised distributed leadership were evident in this school. The CHAT analysis revealed that parents’ leadership was constrained due to a number of challenges, including language barriers, transport to and from meetings and a lack of support from other parents and some teachers. Study participants, through participation in a Change Laboratory workshop process, envisioned some models such as raising funds to serve as an incentive for parents’ School Board members and for an information dissemination committee within the community to do educational campaigns in an effort to enhance parents’ leadership in school. To unleash distributed leadership in schools, the study offered some recommendations, including that parents’ leadership should be included as part of the curriculum at higher institutions in order to sensitise educators to this critical aspect of leadership, prior to joining the profession. Another recommendation was for stakeholders to make use of the study’s findings, when designing workshop materials and conducting workshops. Finally, the study recommended further interventionist research to be conducted on the same research topic, preferably on a larger scale, in an effort to add to the body of knowledge in the field of leadership and management, particularly with regards to parental leadership.
- Full Text:
- Date Issued: 2020
- Authors: Nghiteeka, Hileni
- Date: 2020
- Subjects: Educational leadership -- Namibia , Education, Secondary -- Parent participation – Namibia , Democracy and education -- Namibia , Transformational leadership -- Namibia , Rural schools -- Namibia , School management and organization – Namibia , Cultural Historical Activity Theory
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/145045 , vital:38403
- Description: In a post-independent Namibia, the Education Act 16 of 2001 accorded democratic rights and equal opportunities to all education stakeholders, including parents, to be involved in educational decision-making in schools. This involvement advocated increasing the voice of the educational stakeholders at a grass roots level in an attempt to redress the past injustices of the apartheid education system. However, the studies carried out internationally, as well as in Africa and Namibia, reveal that the issue of democratic participation in school decisions is a restricted reality. This study was conducted in Happy (pseudonym) combined school, a state rural school in the Oshikoto Region, Northern Namibia, aimed at exploring parents’ participation in school governance. The study adopted an interventionist approach to develop parents’ leadership in school. Framed by a distributed leadership perspective, the main purpose of the study was to seek parents’ voices through participation for them to be catalysts for change in transforming parents’ leadership in school. For its theoretical and analytical framing, the study adopted the Cultural Historical Activity Theory (CHAT). The study findings revealed that parents’ leadership as a concept was understood differently in the case study school and it was practiced within the boundaries of policies. Through the lens of distributed leadership, it was evident that distributed leadership was still in its infancy in the school, as only the characterisations of an authorised distributed leadership were evident in this school. The CHAT analysis revealed that parents’ leadership was constrained due to a number of challenges, including language barriers, transport to and from meetings and a lack of support from other parents and some teachers. Study participants, through participation in a Change Laboratory workshop process, envisioned some models such as raising funds to serve as an incentive for parents’ School Board members and for an information dissemination committee within the community to do educational campaigns in an effort to enhance parents’ leadership in school. To unleash distributed leadership in schools, the study offered some recommendations, including that parents’ leadership should be included as part of the curriculum at higher institutions in order to sensitise educators to this critical aspect of leadership, prior to joining the profession. Another recommendation was for stakeholders to make use of the study’s findings, when designing workshop materials and conducting workshops. Finally, the study recommended further interventionist research to be conducted on the same research topic, preferably on a larger scale, in an effort to add to the body of knowledge in the field of leadership and management, particularly with regards to parental leadership.
- Full Text:
- Date Issued: 2020
Investigating conceptual teaching of word problems through visualisation processes: a case of selected Grad 9 mathematics teachers
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
Exploring the influence of marine science camps on learners’ motivation and dispositions towards scientific inquiry
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
Investigating meaningful and critical teaching of poetry in English First Additional Language: a case of two Grade 11 classrooms in Lusikisiki District, Eastern Cape
- Authors: Dlamini, Sibongile Melody
- Date: 2020
- Subjects: Poetry -- Study and teaching (Secondary) -- South Africa -- Lusikisiki , Second language acquisition , Critical discourse analysis , Literacy -- South Africa -- Lusikisiki , Culturally relevant pedagogy -- South Africa -- Lusikisiki
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/130636 , vital:36449
- Description: Poetry stands out among literary genres as a rich resource for language teaching and learning (Danesh & Shirkhani, 2015). However, according to some reports on Grade 12 English First Additional Language in the Eastern Cape, poetry is a particularly challenging genre to both teachers and learners. This background has given rise to this study, which aimed to investigate the critical and meaningful teaching of poetry in Grade 11, a class preparing learners for Grade 12. This interpretive qualitative case study drew on Vygotsky’s (1978) socio-cultural theory of cognitive development, which states that learners’ best knowledge is produced when co-operative learning takes place, with the help of the teacher. Purposive sampling was used to select two high schools from Lusikisiki district in the Eastern Cape, and one Grade 11 class and one teacher from each school. Lesson observations, document analysis, semi-structured interviews with the teachers, and focus group discussions with the learners were used to collect data. Cultural-Historical Activity Theory, Critical Discourse Analysis, Dutta’s (2001) model of poetry learning, as well as insights from Vygotsky’s socio-cultural theory were used to analyse data. In addition, Four Reader Roles by Freebody and Luke (1990) were employed as a data analysis tool to find out the degree to which the poetry teaching developed learners into code breakers, text users, text participants and text analysts. The data revealed that both teachers and learners had a limited understanding of and negative attitudes towards poetry, and this affects the way teachers teach as well as how learners learn poetry. It also indicated that a teacher-centred approach constrains meaning and critical poetry teaching and learning. The findings suggested that in place of the traditional way of poetry teaching, teachers need to learn, develop and use innovative teaching strategies to strengthen poetry understanding in learners.
- Full Text:
- Date Issued: 2020
- Authors: Dlamini, Sibongile Melody
- Date: 2020
- Subjects: Poetry -- Study and teaching (Secondary) -- South Africa -- Lusikisiki , Second language acquisition , Critical discourse analysis , Literacy -- South Africa -- Lusikisiki , Culturally relevant pedagogy -- South Africa -- Lusikisiki
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/130636 , vital:36449
- Description: Poetry stands out among literary genres as a rich resource for language teaching and learning (Danesh & Shirkhani, 2015). However, according to some reports on Grade 12 English First Additional Language in the Eastern Cape, poetry is a particularly challenging genre to both teachers and learners. This background has given rise to this study, which aimed to investigate the critical and meaningful teaching of poetry in Grade 11, a class preparing learners for Grade 12. This interpretive qualitative case study drew on Vygotsky’s (1978) socio-cultural theory of cognitive development, which states that learners’ best knowledge is produced when co-operative learning takes place, with the help of the teacher. Purposive sampling was used to select two high schools from Lusikisiki district in the Eastern Cape, and one Grade 11 class and one teacher from each school. Lesson observations, document analysis, semi-structured interviews with the teachers, and focus group discussions with the learners were used to collect data. Cultural-Historical Activity Theory, Critical Discourse Analysis, Dutta’s (2001) model of poetry learning, as well as insights from Vygotsky’s socio-cultural theory were used to analyse data. In addition, Four Reader Roles by Freebody and Luke (1990) were employed as a data analysis tool to find out the degree to which the poetry teaching developed learners into code breakers, text users, text participants and text analysts. The data revealed that both teachers and learners had a limited understanding of and negative attitudes towards poetry, and this affects the way teachers teach as well as how learners learn poetry. It also indicated that a teacher-centred approach constrains meaning and critical poetry teaching and learning. The findings suggested that in place of the traditional way of poetry teaching, teachers need to learn, develop and use innovative teaching strategies to strengthen poetry understanding in learners.
- Full Text:
- Date Issued: 2020