An investigation into the extent to which grade 12 Mechanical Technology (MT) curriculum practices relate to the Green Economy: A case study of two Eastern Cape technical high schools
- Authors: Mkaza, Mcebisi W
- Date: 2021-10-29
- Subjects: Technology Study and teaching South Africa Eastern Cape , Environmental education South Africa Eastern Cape , Curriculum evaluation South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Mechanical Technology , Green Economy , Practice Architecture Theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191997 , vital:45186
- Description: South Africa’s transition towards a green economy presents opportunities to create resourceful jobs that promote sustainable living in the long term. The country’s educational sector is mandated to integrate a green economy component in curricula from primary schools to tertiary levels. However, green jobs within such an economy require green skills which are not necessarily being developed effectively through the school curriculum. This interpretive study investigated how curriculum practices in the Grade 12 Mechanical Technology (MT) stream offered by technical high schools prepare learners to participate in green economy opportunities in the Eastern Cape. Guided by Practice Architecture theory, the study analysed curriculum documents relevant to the Grade 12 MT stream. Teachers and past learners were interviewed to investigate the Cultural-Discursive, Material-Economic and Socio-Political arrangements that enable or constrain teachers in their intentions to prepare learners to participate in the green economy. Teachers’ material-economic arrangements constrained teaching and learning within the school premises. Learners did not have exposure to real-life fieldwork or job shadowing. Inflexible and restrictive socio-political arrangements in most subjects of the MT stream also constrained green economy learning opportunities. This hindered diversified learning in some subjects. The research further revealed that there is a need for updated pedagogical practices that are aligned with current educational practices. The research found that teachers had very little understanding of the green economy and broader environmental content in their subjects. Consequently, successful implementation of environmental content could not be achieved. The research highlights the importance of advocating for the inclusion of green economy content in the curriculum practices of subjects in the Mechanical Technology stream. This could begin during teacher in-service training as this could enhance teachers’ limited knowledge of environmental content. For practising teachers, workshops, seminars and possibly conferences are necessary to augment knowledge they have, including their awareness of local green economy opportunities in the Eastern Cape. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mkaza, Mcebisi W
- Date: 2021-10-29
- Subjects: Technology Study and teaching South Africa Eastern Cape , Environmental education South Africa Eastern Cape , Curriculum evaluation South Africa Eastern Cape , Teachers In-service training South Africa Eastern Cape , Mechanical Technology , Green Economy , Practice Architecture Theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191997 , vital:45186
- Description: South Africa’s transition towards a green economy presents opportunities to create resourceful jobs that promote sustainable living in the long term. The country’s educational sector is mandated to integrate a green economy component in curricula from primary schools to tertiary levels. However, green jobs within such an economy require green skills which are not necessarily being developed effectively through the school curriculum. This interpretive study investigated how curriculum practices in the Grade 12 Mechanical Technology (MT) stream offered by technical high schools prepare learners to participate in green economy opportunities in the Eastern Cape. Guided by Practice Architecture theory, the study analysed curriculum documents relevant to the Grade 12 MT stream. Teachers and past learners were interviewed to investigate the Cultural-Discursive, Material-Economic and Socio-Political arrangements that enable or constrain teachers in their intentions to prepare learners to participate in the green economy. Teachers’ material-economic arrangements constrained teaching and learning within the school premises. Learners did not have exposure to real-life fieldwork or job shadowing. Inflexible and restrictive socio-political arrangements in most subjects of the MT stream also constrained green economy learning opportunities. This hindered diversified learning in some subjects. The research further revealed that there is a need for updated pedagogical practices that are aligned with current educational practices. The research found that teachers had very little understanding of the green economy and broader environmental content in their subjects. Consequently, successful implementation of environmental content could not be achieved. The research highlights the importance of advocating for the inclusion of green economy content in the curriculum practices of subjects in the Mechanical Technology stream. This could begin during teacher in-service training as this could enhance teachers’ limited knowledge of environmental content. For practising teachers, workshops, seminars and possibly conferences are necessary to augment knowledge they have, including their awareness of local green economy opportunities in the Eastern Cape. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
An examination of the use of the contextual question in examining Shakespeare's plays at the standard ten level in Cape Education Department schools
- Authors: Mullineux, Peter Newton
- Date: 1989
- Subjects: Shakespeare, William, 1564-1616 -- Study and teaching , English literature -- Examinations, questions, etc. , English literature -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1346 , http://hdl.handle.net/10962/d1001412
- Description: Six years as a sub-examiner of both literature and written work made me aware of a personal dissatisfaction with the system of examining. This research examines in detail the use of the contextual question in examining Shakespeare's plays. The main concern has been to try to deduce what constitutes a good set of contextual questions. This area appears to have attracted little detailed research. However, there is much general writing on the teaching of literature. There is no major conclusion in the dissertation but rather a series of conclusions related to the concept of the contextual question. These are summarised towards the end of chapter three. Some general recommendations appear at the end of chapter three as a sub-heading. The findings of this investigation indicate a need for further research into the system of examining literature in the Cape. It is hoped that teachers and examiners reading this dissertation will be able to use the findings to provide a possible framework for the setting of sound contextual questions
- Full Text:
- Date Issued: 1989
- Authors: Mullineux, Peter Newton
- Date: 1989
- Subjects: Shakespeare, William, 1564-1616 -- Study and teaching , English literature -- Examinations, questions, etc. , English literature -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1346 , http://hdl.handle.net/10962/d1001412
- Description: Six years as a sub-examiner of both literature and written work made me aware of a personal dissatisfaction with the system of examining. This research examines in detail the use of the contextual question in examining Shakespeare's plays. The main concern has been to try to deduce what constitutes a good set of contextual questions. This area appears to have attracted little detailed research. However, there is much general writing on the teaching of literature. There is no major conclusion in the dissertation but rather a series of conclusions related to the concept of the contextual question. These are summarised towards the end of chapter three. Some general recommendations appear at the end of chapter three as a sub-heading. The findings of this investigation indicate a need for further research into the system of examining literature in the Cape. It is hoped that teachers and examiners reading this dissertation will be able to use the findings to provide a possible framework for the setting of sound contextual questions
- Full Text:
- Date Issued: 1989
An evaluation of the use of computers in a South African primary school
- Authors: Mostert, Orla
- Date: 1992
- Subjects: Education, Elementary -- South Africa -- Computer-assisted instruction Computer-assisted instruction -- South Africa Educational technology -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1528 , http://hdl.handle.net/10962/d1003410
- Description: The introduction of the computer into the educational arena is unique as pressure for its inclusion has come not from educationalists, but from public demand based on the conviction that exposure to computers is an essential ingredient of modern education. This has resulted in computers being added to school curricula before there has been careful research into its educational implications, making huge demands on teachers involved in the innovation. South African primary schools involved in computer education have followed international trends in their adoption of computers, initially perceiving computer education as a separate subject added on to the present curriculum. However, changing trends in computer use internationally are now beginning to reflect educators' changing perceptions of the nature of primary education, and educators are calling for the use of computers to be integrated into the curriculum rather than being seen as an area of study in themselves. This investigation attempts to outline general trends and perceptions of computer use in a South African primary school. Despite a high level of computer usage at the observed school, the computer was seen by teachers, in the main, as an extra subject, and has not yet led to any significant changes in teaching styles and methods. The research suggests that two main issues need to be resolved before computer education in primary schools reflects the present paradigm shift towards learner-centered educational practices. Firstly, there is a need to rethink the delivery of the curriculum towards one which promotes a greater degree of problem solving and decision making on the part of the learner. Secondly, it would appear that teachers need to be made more aware of this trend.
- Full Text:
- Date Issued: 1992
- Authors: Mostert, Orla
- Date: 1992
- Subjects: Education, Elementary -- South Africa -- Computer-assisted instruction Computer-assisted instruction -- South Africa Educational technology -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1528 , http://hdl.handle.net/10962/d1003410
- Description: The introduction of the computer into the educational arena is unique as pressure for its inclusion has come not from educationalists, but from public demand based on the conviction that exposure to computers is an essential ingredient of modern education. This has resulted in computers being added to school curricula before there has been careful research into its educational implications, making huge demands on teachers involved in the innovation. South African primary schools involved in computer education have followed international trends in their adoption of computers, initially perceiving computer education as a separate subject added on to the present curriculum. However, changing trends in computer use internationally are now beginning to reflect educators' changing perceptions of the nature of primary education, and educators are calling for the use of computers to be integrated into the curriculum rather than being seen as an area of study in themselves. This investigation attempts to outline general trends and perceptions of computer use in a South African primary school. Despite a high level of computer usage at the observed school, the computer was seen by teachers, in the main, as an extra subject, and has not yet led to any significant changes in teaching styles and methods. The research suggests that two main issues need to be resolved before computer education in primary schools reflects the present paradigm shift towards learner-centered educational practices. Firstly, there is a need to rethink the delivery of the curriculum towards one which promotes a greater degree of problem solving and decision making on the part of the learner. Secondly, it would appear that teachers need to be made more aware of this trend.
- Full Text:
- Date Issued: 1992
The fellowship experience : an investigation into the shared exploration of children's fiction by teacher and pupils in the senior primary school
- Authors: Haschick, J D
- Date: 1987
- Subjects: Children's stories -- Study and teaching (Elementary) , English literature -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1374 , http://hdl.handle.net/10962/d1001440
- Full Text:
- Date Issued: 1987
- Authors: Haschick, J D
- Date: 1987
- Subjects: Children's stories -- Study and teaching (Elementary) , English literature -- Study and teaching (Elementary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1374 , http://hdl.handle.net/10962/d1001440
- Full Text:
- Date Issued: 1987
An investigation of student leadership in an independent school in the Eastern Cape: ʺdo alternative forms of leadership (such as servant leadership) emerge through community building?ʺ
- Authors: Knott-Craig, Ian Duncan
- Date: 2008
- Subjects: Kingswood College Private schools -- South Africa -- Eastern Cape Servant leadership -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape Community and school -- South Africa -- Eastern Cape Student volunteers in social service -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1643 , http://hdl.handle.net/10962/d1003525
- Description: Significant changes have taken place in recent years in leadership theory and practice world wide. Theorizations of effective leadership have evolved from being authoritarian and task-centered to a model in which leaders are encouraged to look beyond their self-interest and prioritize the interests of the group. This study investigates the development of an alternative form of leadership through community building in two male school boarding houses. It attempts to ascertain whether students are able to work collaboratively towards developing an environment conducive to servant leadership. Structured according to the transformative research paradigm, this action research study was conducted in an independent school, Kingswood College, in Grahamstown, South Africa. The College is a traditional independent co-educational school that prides itself on producing leaders. As the school was in the process of reviewing its leadership system, it became an appropriate site to investigate the development of community and to explore possibilities for the emergence of an alternative form of leadership that would reflect the attributes of servant leadership. The participants in the study were volunteers from two boarding houses, who agreed to reflect on their perceptions and experiences of the way in which their houses functioned. My research findings show that through their willingness to engage in moral dialogue, students can transform their boarding houses into closely-knit communities bound together by shared values and beliefs. Closer relationships make for better understanding. As the leaders take on the responsibility of caring for their juniors, a moral obligation begins to manifest itself. Leaders will display the attributes of servant leadership if they are prepared to acknowledge in practice this moral obligation to serve others.
- Full Text:
- Date Issued: 2008
- Authors: Knott-Craig, Ian Duncan
- Date: 2008
- Subjects: Kingswood College Private schools -- South Africa -- Eastern Cape Servant leadership -- South Africa -- Eastern Cape Educational leadership -- South Africa -- Eastern Cape Community and school -- South Africa -- Eastern Cape Student volunteers in social service -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1643 , http://hdl.handle.net/10962/d1003525
- Description: Significant changes have taken place in recent years in leadership theory and practice world wide. Theorizations of effective leadership have evolved from being authoritarian and task-centered to a model in which leaders are encouraged to look beyond their self-interest and prioritize the interests of the group. This study investigates the development of an alternative form of leadership through community building in two male school boarding houses. It attempts to ascertain whether students are able to work collaboratively towards developing an environment conducive to servant leadership. Structured according to the transformative research paradigm, this action research study was conducted in an independent school, Kingswood College, in Grahamstown, South Africa. The College is a traditional independent co-educational school that prides itself on producing leaders. As the school was in the process of reviewing its leadership system, it became an appropriate site to investigate the development of community and to explore possibilities for the emergence of an alternative form of leadership that would reflect the attributes of servant leadership. The participants in the study were volunteers from two boarding houses, who agreed to reflect on their perceptions and experiences of the way in which their houses functioned. My research findings show that through their willingness to engage in moral dialogue, students can transform their boarding houses into closely-knit communities bound together by shared values and beliefs. Closer relationships make for better understanding. As the leaders take on the responsibility of caring for their juniors, a moral obligation begins to manifest itself. Leaders will display the attributes of servant leadership if they are prepared to acknowledge in practice this moral obligation to serve others.
- Full Text:
- Date Issued: 2008
A critical analysis of the establishment, conceptualisation, design and curriculum component selection of Master of Education programmes at selected Tanzanian universities
- Authors: Ramadhan, Maryam Khamis
- Date: 2018
- Subjects: Master of education degree Tanzania , Universities and colleges Curricula Tanzania , Universities and colleges Evaluation , Teacher effectiveness Tanzania , Master of education degree , Educational change Tanzania , Secondary school teachers Tanzania , Pedagogical content knowledge Tanzania , Universities and colleges Administration , Critical realism
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62214 , vital:28139
- Description: There is a dearth of research on how the design and curriculum of a Master of Education (MEd) qualification for university-based teacher educators of prospective secondary school teachers may or may not contribute to the problem of poor secondary school learning outcomes in Tanzania. This qualitative study analyses the establishment, conceptualisation, design and curriculum components of selected MEd programmes with the purpose of identifying and explaining the conditions enabling and/or constraining the development of quality teacher educators. The research used a case study design to investigate how and why particular knowledge is privileged in two MEd programmes at two Tanzanian universities with a view to probing the relevance of the knowledge to teacher educators professional roles and practices. The study used critical realism as an under-labourer to investigate power structures and the generative and causal mechanisms underlying the two MEd programmes. The study draws on aspects of Bernstein’s theory as analytical tools to explain what emerges from the data. The data was collected from interviews, document analysis and observation, and analysed using thematic analysis, abductive and retroductive modes of inference. The research revealed and explains how underlying structural and agential mechanisms have shaped the establishment, conceptualisation and curriculum design of the two MEd programmes. The findings revealed a strong relationship between constraints, including the lack of appropriate MEd design team and the inadequacy of resources and facilities, and the quality of MEd graduates. Such constrains are possible mechanisms associated with the agential actions of the top administrators affect the relevance and appropriateness of the MEd curriculum components, the effective lecturers transmission and students acquisition of knowledge and skills. The research also explored how underlying mechanisms shaped the selection of course content and the privileging of certain types of teacher knowledge. These mechanisms include programme entry qualification, curriculum arrangement of core and elective courses, the lack of awareness of the knowledge and skills requisite for teacher educators’ specialisation, and the absence of recontextualisation principles to guide appropriate selection and recontextualisation of the relevant teacher educator’s courses. There is evidence that both MEd programmes have insufficient pedagogical knowledge and lack large components of academic content knowledge of teaching. An emphasis on individual disciplinary education courses with strong boundaries between modules and topics, aimed at developing specific education specialisations, results in teacher educator professional knowledge being less developed. Furthermore the accumulation and repetition of inappropriate knowledge has resulted in these programmes being weak regions for teacher educators’ professional fields of practice. This has implications for the quality of the secondary school teacher professional development courses on which these MEd graduates teach. It raises questions about the quality of the secondary school teachers being produced, and the extent to which this is contributing to the disappointing performance of Tanzanian schooling. The study generates insights into the mechanisms and conditions constraining the development of quality teacher educators. These conditions include the domination of higher education by customer demand, weak university regulatory systems, and the autonomy of university administration in terms of programme approval and other academic operations. Some administrators and lecturers showed an understanding of what would enable quality teacher educator development in the MEd programme. The findings of the research may help to strengthen and enhance quality assurance in the Master of Education programmes for teacher educators in Tanzania in ways that help develop quality secondary school teachers and improve school learning outcomes.
- Full Text:
- Date Issued: 2018
- Authors: Ramadhan, Maryam Khamis
- Date: 2018
- Subjects: Master of education degree Tanzania , Universities and colleges Curricula Tanzania , Universities and colleges Evaluation , Teacher effectiveness Tanzania , Master of education degree , Educational change Tanzania , Secondary school teachers Tanzania , Pedagogical content knowledge Tanzania , Universities and colleges Administration , Critical realism
- Language: English
- Type: text , Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/62214 , vital:28139
- Description: There is a dearth of research on how the design and curriculum of a Master of Education (MEd) qualification for university-based teacher educators of prospective secondary school teachers may or may not contribute to the problem of poor secondary school learning outcomes in Tanzania. This qualitative study analyses the establishment, conceptualisation, design and curriculum components of selected MEd programmes with the purpose of identifying and explaining the conditions enabling and/or constraining the development of quality teacher educators. The research used a case study design to investigate how and why particular knowledge is privileged in two MEd programmes at two Tanzanian universities with a view to probing the relevance of the knowledge to teacher educators professional roles and practices. The study used critical realism as an under-labourer to investigate power structures and the generative and causal mechanisms underlying the two MEd programmes. The study draws on aspects of Bernstein’s theory as analytical tools to explain what emerges from the data. The data was collected from interviews, document analysis and observation, and analysed using thematic analysis, abductive and retroductive modes of inference. The research revealed and explains how underlying structural and agential mechanisms have shaped the establishment, conceptualisation and curriculum design of the two MEd programmes. The findings revealed a strong relationship between constraints, including the lack of appropriate MEd design team and the inadequacy of resources and facilities, and the quality of MEd graduates. Such constrains are possible mechanisms associated with the agential actions of the top administrators affect the relevance and appropriateness of the MEd curriculum components, the effective lecturers transmission and students acquisition of knowledge and skills. The research also explored how underlying mechanisms shaped the selection of course content and the privileging of certain types of teacher knowledge. These mechanisms include programme entry qualification, curriculum arrangement of core and elective courses, the lack of awareness of the knowledge and skills requisite for teacher educators’ specialisation, and the absence of recontextualisation principles to guide appropriate selection and recontextualisation of the relevant teacher educator’s courses. There is evidence that both MEd programmes have insufficient pedagogical knowledge and lack large components of academic content knowledge of teaching. An emphasis on individual disciplinary education courses with strong boundaries between modules and topics, aimed at developing specific education specialisations, results in teacher educator professional knowledge being less developed. Furthermore the accumulation and repetition of inappropriate knowledge has resulted in these programmes being weak regions for teacher educators’ professional fields of practice. This has implications for the quality of the secondary school teacher professional development courses on which these MEd graduates teach. It raises questions about the quality of the secondary school teachers being produced, and the extent to which this is contributing to the disappointing performance of Tanzanian schooling. The study generates insights into the mechanisms and conditions constraining the development of quality teacher educators. These conditions include the domination of higher education by customer demand, weak university regulatory systems, and the autonomy of university administration in terms of programme approval and other academic operations. Some administrators and lecturers showed an understanding of what would enable quality teacher educator development in the MEd programme. The findings of the research may help to strengthen and enhance quality assurance in the Master of Education programmes for teacher educators in Tanzania in ways that help develop quality secondary school teachers and improve school learning outcomes.
- Full Text:
- Date Issued: 2018
Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
- Full Text:
- Date Issued: 2017
- Authors: Mwiiyale, Laina Natangwe
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/17605 , vital:22264
- Description: Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.
- Full Text:
- Date Issued: 2017
An exploration of school-community links in enabling environmental learning through food growing : a cross-cultural study
- Authors: Köhly, Nicolette
- Date: 2010
- Subjects: Environmental education -- Africa, Southern -- Case studies Environmental education -- New York (State) -- Case studies Sustainable agriculture -- Africa, Southern -- Case studies Sustainable agriculture -- New York (State) -- Case studies Environmental education -- Study and teaching -- Africa, Southern -- Case studies Environmental education -- Study and teaching -- New York (State) -- Case studies Conservation of natural resources -- Study and teaching -- Africa, Southern -- Case studies Conservation of natural resources -- Study and teaching -- New York (State) -- Case studies Active learning -- Africa, Southern -- Case studies Active learning -- New York (State) -- Case studies Community education -- Africa, Southern -- Case studies Community education -- New York (State) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1534 , http://hdl.handle.net/10962/d1003416
- Description: Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
- Full Text:
- Date Issued: 2010
- Authors: Köhly, Nicolette
- Date: 2010
- Subjects: Environmental education -- Africa, Southern -- Case studies Environmental education -- New York (State) -- Case studies Sustainable agriculture -- Africa, Southern -- Case studies Sustainable agriculture -- New York (State) -- Case studies Environmental education -- Study and teaching -- Africa, Southern -- Case studies Environmental education -- Study and teaching -- New York (State) -- Case studies Conservation of natural resources -- Study and teaching -- Africa, Southern -- Case studies Conservation of natural resources -- Study and teaching -- New York (State) -- Case studies Active learning -- Africa, Southern -- Case studies Active learning -- New York (State) -- Case studies Community education -- Africa, Southern -- Case studies Community education -- New York (State) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1534 , http://hdl.handle.net/10962/d1003416
- Description: Agricultural and educational researchers recognize the critical value of an integrated, multidisciplinary approach to education in building a food-secure world, reducing poverty, and conserving and enhancing natural resources. However, schools generally contribute little to communities in the context of food growing and environmental learning. The main objective of this qualitative research was to explore the role of school-community relationships in enabling environmental learning in the context of food growing activities. Findings suggest that the role of school-community links in enhancing environmental learning is more likely where community members are actively involved in school programs that have an emphasis on an experiential learning approach. However, this depends to a large extent on the availability of parents or concerned community members and their willingness to engage in voluntary school-based activities. Factors that could potentially strengthen the role of school-community links in supporting environmental learning include: allowing space for informal learning, mediating learning in civil society settings, ongoing facilitation by a committed coordinator, community buy-in and accountability, and addressing public interests through tangible benefits. A major challenge is to find an appropriate balance between social justice and practical food security concerns, while remaining true to ecological considerations.
- Full Text:
- Date Issued: 2010
Curriculum adjustment and adaptive leadership in two service-learning courses at Rhodes University as a consequence of the COVID-19 pandemic
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Khuhlane, Heide Nozuko
- Date: 2021-10-29
- Subjects: COVID-19 (Disease) , Curriculum planning South Africa Makhanda , Rhodes University , Service learning South Africa Makhanda , Educational leadership South Africa Makhanda , Educational change South Africa Makhanda , Adaptive leadership
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191192 , vital:45069
- Description: The COVID-19 global pandemic altered many aspects of learning. Learning through service, a component of community engagement in higher education linking academic learning and the community was no exception. Informed by Experiential Learning Theory, this study investigated the curriculum adjustment of two service-learning courses at Rhodes University and the leadership development of those who lead the courses as a consequence of COVID-19. The study’s initial goal was to highlight the position of service-learning as a component of academic learning. With the onset of the COVID-19 pandemic the goal was extended to understanding the impact of the pandemic not only on service-learning, but on leadership as well. Furthermore, the study sought to determine the responsiveness of service-learning policies at Rhodes University at a time of crisis. The study was designed as an interpretivist case study with four participants and one secondary participant. The study employed document analysis, individual interviews and a focus group interview to collect data. Data analysis took the form of content analysis and coding, through the lens of Experiential Learning Theory and an alternative service-based model. The study findings revealed that as a result of the COVID-19 global pandemic both service-learning courses had to be adapted to ensure successful completion. The adaptations included attention to scaffolded learning, assessment and course outcomes; in one course the service engagement aspect with the community was lost entirely to ensure the saftey of students through adherence to COVID-19 safety regulations. The study also found that the participants developed adaptive leadership competencies and skills, technological and collaboration skills as well as a heightened regard for pastoral care and social justice. However, it was evident that the pandemic revealed gaps in the conceptual understanding of service-learning in the context of the two courses, a need for responsive policy, and practical strategies to implement those policies in smaller units in the institution. The study thus recommends an alternative service-based model approach to service-learning, increased policy responsiveness to issues posed by the ‘new normal’ to support adaptive leadership development, re-defining of the university-community partnership and the identification of opportunities for innovation and collaboration intra-departmentally through service-learning. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Supporting environment and sustainability knowledge in the grade 10 life sciences curriculum and assessment policy context : a case study of the Fundisa for Change teacher education and development programme pilot project
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2013
- Subjects: Fundisa for Change Teachers -- Training of -- South Africa Life sciences -- Study and teaching (Secondary) -- South Africa -- Case studies Environmental education -- South Africa -- Case studies Curriculum planning -- South Africa Curriculum-based assessment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1907 , http://hdl.handle.net/10962/d1006842
- Description: In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
- Full Text:
- Date Issued: 2013
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2013
- Subjects: Fundisa for Change Teachers -- Training of -- South Africa Life sciences -- Study and teaching (Secondary) -- South Africa -- Case studies Environmental education -- South Africa -- Case studies Curriculum planning -- South Africa Curriculum-based assessment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1907 , http://hdl.handle.net/10962/d1006842
- Description: In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
- Full Text:
- Date Issued: 2013
The contribution of the Anglican church to education in the Cape
- Authors: Rawlins, G E
- Date: 1960
- Subjects: Church and education -- South Africa , Church of England -- Education -- South Africa , Education -- South Africa -- Cape of Good Hope
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1978 , http://hdl.handle.net/10962/d1013055
- Description: In his "Onderwys in Kaapland, 1652 - 1939", Dr. P.S. du Toit makes special references to the educational work of the Anglican Church, indicating that there is some contribution. This attitude has as its aim to expose more of the reef of which the outcrops receive attention by Dr. du Toit ... much can happen between 1807 and 1829, and some of what did is described in these pages. One of Dr. du Toit's interests is the effect of the attempt to make English and instruction in English the basis of all education. Chap. 1, p. 1.
- Full Text:
- Date Issued: 1960
- Authors: Rawlins, G E
- Date: 1960
- Subjects: Church and education -- South Africa , Church of England -- Education -- South Africa , Education -- South Africa -- Cape of Good Hope
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1978 , http://hdl.handle.net/10962/d1013055
- Description: In his "Onderwys in Kaapland, 1652 - 1939", Dr. P.S. du Toit makes special references to the educational work of the Anglican Church, indicating that there is some contribution. This attitude has as its aim to expose more of the reef of which the outcrops receive attention by Dr. du Toit ... much can happen between 1807 and 1829, and some of what did is described in these pages. One of Dr. du Toit's interests is the effect of the attempt to make English and instruction in English the basis of all education. Chap. 1, p. 1.
- Full Text:
- Date Issued: 1960
Understanding how the incorporation of indigenous knowledge (IK) enables or constrains the teaching and learning of alcoholic fermentation in Life Sciences in Grade 11
- Authors: Mutanho, Chrispen
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1264 , vital:20041
- Description: There is growing interest in the role of indigenous knowledge (IK) in science education in many parts of the world. In South Africa, this comes against the backdrop of a long history of cultural alienation, neglect and suppression of the IK of the indigenous people by colonial governments. Hence, the first post-independence National Curriculum Policy Statement (Curriculum, 2005) and its subsequent modified versions emphasised the need to redress the imbalances of the past so as to make science accessible to learners from diverse cultural backgrounds. However, literature reveals that the efforts to implement an IK-based curriculum are constrained by the lack of clarity, knowledge and skills on how to effectively make use of IK in the classroom situation so as to bring about effective teaching and learning. Against this background, this study sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Underpinned by an interpretive paradigm, a qualitative case study was conducted at a high school in Mthatha District in the Eastern Cape Province of South Africa. The study comprised of a sample of ten Life Sciences teachers from four neighbouring high schools, two Grade 11 Life Sciences teachers and their classes and two focus groups of six learners from each class. Convenience and purposive sampling were used to select the participants and the research site. The study made use of a questionnaire, document analysis, lesson observation, stimulated recall interviews and focus group interviews to generate data. The questionnaire sought to get an overview of Life Sciences teachers’ attitudes, opinions and experiences on incorporating IK in science teaching. The data gathered were then used as baseline information to inform the main study. The lesson observations, stimulated recall interviews and the focus group interviews sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Document analysis, lesson observation, stimulated recall interviews and focus group interviews were conducted to understand the experience of incorporating IK in a real life classroom situation. The study was informed by Vygotsky’s socio-cultural constructivism and Shulman’s pedagogical content knowledge (PCK) theory. From Vygotsky’s theory I borrowed the idea of mediated learning, scaffolding (Bruner, 1986), zone of proximal development (ZPD), as well as the use of language and cultural artefacts as tools of analysis of the classroom interaction between the teacher and the learners during the teaching-learning process. Shulman’s theory of PCK was also used to analyse how teachers apply IK in teaching Science. The data obtained were coded inductively and presented in tables, graphs and thick descriptive texts to make it easy to understand. The findings of this research show that incorporating IK improved the teaching-learning process by arousing learners’ interest in science, increasing learners’ participation and motivation, meaning making, language use, questioning and engagement in the learning process. Teaching became learner-centred, for it was directed by learners’ questions. Collaborative learning through group discussions, debates, arguments and brainstorming emerged to be an effective way of engaging learners in learning. The teachers used probing to encourage critical thinking before scaffolding learners. However, even though teachers generally accept IK as valuable in their teaching they lack the pedagogical content knowledge to effectively incorporate it into meaningful teaching and learning. Furthermore, teachers viewed cultural diversity as a constraint to their efforts to incorporate IK in teaching science. On the contrary, their learners held the view that having cultural diversity in classrooms created an opportunity to learn from other people’s cultures. Variables such as experience and difference in the cultural background of learners and teachers alike, tended to affect the teachers’ ability to incorporate IK.
- Full Text:
- Date Issued: 2016
- Authors: Mutanho, Chrispen
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1264 , vital:20041
- Description: There is growing interest in the role of indigenous knowledge (IK) in science education in many parts of the world. In South Africa, this comes against the backdrop of a long history of cultural alienation, neglect and suppression of the IK of the indigenous people by colonial governments. Hence, the first post-independence National Curriculum Policy Statement (Curriculum, 2005) and its subsequent modified versions emphasised the need to redress the imbalances of the past so as to make science accessible to learners from diverse cultural backgrounds. However, literature reveals that the efforts to implement an IK-based curriculum are constrained by the lack of clarity, knowledge and skills on how to effectively make use of IK in the classroom situation so as to bring about effective teaching and learning. Against this background, this study sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Underpinned by an interpretive paradigm, a qualitative case study was conducted at a high school in Mthatha District in the Eastern Cape Province of South Africa. The study comprised of a sample of ten Life Sciences teachers from four neighbouring high schools, two Grade 11 Life Sciences teachers and their classes and two focus groups of six learners from each class. Convenience and purposive sampling were used to select the participants and the research site. The study made use of a questionnaire, document analysis, lesson observation, stimulated recall interviews and focus group interviews to generate data. The questionnaire sought to get an overview of Life Sciences teachers’ attitudes, opinions and experiences on incorporating IK in science teaching. The data gathered were then used as baseline information to inform the main study. The lesson observations, stimulated recall interviews and the focus group interviews sought to understand how the incorporation of IK enables or constrains the teaching and learning of alcoholic fermentation. Document analysis, lesson observation, stimulated recall interviews and focus group interviews were conducted to understand the experience of incorporating IK in a real life classroom situation. The study was informed by Vygotsky’s socio-cultural constructivism and Shulman’s pedagogical content knowledge (PCK) theory. From Vygotsky’s theory I borrowed the idea of mediated learning, scaffolding (Bruner, 1986), zone of proximal development (ZPD), as well as the use of language and cultural artefacts as tools of analysis of the classroom interaction between the teacher and the learners during the teaching-learning process. Shulman’s theory of PCK was also used to analyse how teachers apply IK in teaching Science. The data obtained were coded inductively and presented in tables, graphs and thick descriptive texts to make it easy to understand. The findings of this research show that incorporating IK improved the teaching-learning process by arousing learners’ interest in science, increasing learners’ participation and motivation, meaning making, language use, questioning and engagement in the learning process. Teaching became learner-centred, for it was directed by learners’ questions. Collaborative learning through group discussions, debates, arguments and brainstorming emerged to be an effective way of engaging learners in learning. The teachers used probing to encourage critical thinking before scaffolding learners. However, even though teachers generally accept IK as valuable in their teaching they lack the pedagogical content knowledge to effectively incorporate it into meaningful teaching and learning. Furthermore, teachers viewed cultural diversity as a constraint to their efforts to incorporate IK in teaching science. On the contrary, their learners held the view that having cultural diversity in classrooms created an opportunity to learn from other people’s cultures. Variables such as experience and difference in the cultural background of learners and teachers alike, tended to affect the teachers’ ability to incorporate IK.
- Full Text:
- Date Issued: 2016
Competence development in marine protected area professionals: a case study of the South African Marine Protected Area Management Training Course (SAMPATC)
- Authors: Lewis, Sebastian Giulio
- Date: 2012
- Subjects: Core competencies Employees -- Training of Marine ecosystem management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1456 , http://hdl.handle.net/10962/d1003337
- Description: This study reviews a training programme on Marine Protected Area (MPA) management. It notes that although MPAs are well promulgated under legislation, reports have found that there are still key challenges facing the management of these areas. The research examines how the course was developed following the Lemm and Attwood (2003) report and designed to develop competences for effective MPA management. The aim is to identify how a MPA management training course produced competences apposite to the workplace settings of the participants. An interpretive case study method was used, in two phases. The first phase explored salient issues in MPA management in South Africa through analysis of the two key ‘state of MPA management’ reports and interviews with MPA professionals. The second was an analysis of the South African Marine Protected Area Management Training Course. This involved interviews with course designers, a review of the course materials, interviews with past course participants, and an analysis of course evaluations. Evidence emerged that supported the following findings: Challenges and problems facing MPA management still exist. Competence in key areas of MPA management was addressed in an effective work-integrated approach. Social learning was a key process in the development of these competences. The competences articulate well with the workplace of participants. Gaps exist between some of the management issues and the competences developed by the course, and some aspects of the course design are ineffective. From these findings it is concluded that: The course took up the majority of issues in MPA management through the development of key competences. The course design facilitated the development of these competences. The competences developed through the course are relevant to the workplace of MPA professionals. The research found that the course adequately addresses issues in MPA management through the development of competences. Some recommendations for improvements are made.
- Full Text:
- Date Issued: 2012
- Authors: Lewis, Sebastian Giulio
- Date: 2012
- Subjects: Core competencies Employees -- Training of Marine ecosystem management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1456 , http://hdl.handle.net/10962/d1003337
- Description: This study reviews a training programme on Marine Protected Area (MPA) management. It notes that although MPAs are well promulgated under legislation, reports have found that there are still key challenges facing the management of these areas. The research examines how the course was developed following the Lemm and Attwood (2003) report and designed to develop competences for effective MPA management. The aim is to identify how a MPA management training course produced competences apposite to the workplace settings of the participants. An interpretive case study method was used, in two phases. The first phase explored salient issues in MPA management in South Africa through analysis of the two key ‘state of MPA management’ reports and interviews with MPA professionals. The second was an analysis of the South African Marine Protected Area Management Training Course. This involved interviews with course designers, a review of the course materials, interviews with past course participants, and an analysis of course evaluations. Evidence emerged that supported the following findings: Challenges and problems facing MPA management still exist. Competence in key areas of MPA management was addressed in an effective work-integrated approach. Social learning was a key process in the development of these competences. The competences articulate well with the workplace of participants. Gaps exist between some of the management issues and the competences developed by the course, and some aspects of the course design are ineffective. From these findings it is concluded that: The course took up the majority of issues in MPA management through the development of key competences. The course design facilitated the development of these competences. The competences developed through the course are relevant to the workplace of MPA professionals. The research found that the course adequately addresses issues in MPA management through the development of competences. Some recommendations for improvements are made.
- Full Text:
- Date Issued: 2012
Managing historical primary and secondary sources : a study of the efficacy of a teaching handbook prepared for first-year Vista University students
- Authors: Watson, Kelvin Innes
- Date: 1992
- Subjects: History -- Study and teaching (Secondary) -- South Africa History -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1670 , http://hdl.handle.net/10962/d1003553
- Description: This study examines the teaching of primary and secondary sources in history at secondary and tertiary level. The various methods used to teach these aspects of the nature of history are compared to the Vista University teaching model. To establish the effectiveness of the vista Block A module for HIS100 students, two test instruments were devised to assess their skills in handling primary and secondary sources. Their skills in identifying relevant points from a passage of historical prose were also tested. A number of statistical techniques were applied to the data from the test instruments. This data was analysed in qualitative and quantitative terms. The results of this analysis suggested that students would probably benefit from a skills-orientated approach to studying history. On the basis of this study, it is recommended that the existing Vista teaching model be revised or amended so that a more effective method of teaching students about the nature of historical sources can be introduced.
- Full Text:
- Date Issued: 1992
- Authors: Watson, Kelvin Innes
- Date: 1992
- Subjects: History -- Study and teaching (Secondary) -- South Africa History -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1670 , http://hdl.handle.net/10962/d1003553
- Description: This study examines the teaching of primary and secondary sources in history at secondary and tertiary level. The various methods used to teach these aspects of the nature of history are compared to the Vista University teaching model. To establish the effectiveness of the vista Block A module for HIS100 students, two test instruments were devised to assess their skills in handling primary and secondary sources. Their skills in identifying relevant points from a passage of historical prose were also tested. A number of statistical techniques were applied to the data from the test instruments. This data was analysed in qualitative and quantitative terms. The results of this analysis suggested that students would probably benefit from a skills-orientated approach to studying history. On the basis of this study, it is recommended that the existing Vista teaching model be revised or amended so that a more effective method of teaching students about the nature of historical sources can be introduced.
- Full Text:
- Date Issued: 1992
An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context : a case study approach
- Authors: Mofu, Zanele Abegail
- Date: 2014
- Subjects: Multiplication -- Study and teaching (Elementary) -- South Africa -- Case studies , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Learning -- Research -- South Africa , Mathematics -- Study and teaching -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1991 , http://hdl.handle.net/10962/d1013333
- Description: This thesis describes an intervention using the Mathematics Recovery programme in a South African context with a small sample of Grade 4 learners. The study uses a qualitative case study approach. The data collection included video recorded one-to-one oral interviews with the learners. I used the Learning Framework in Number (LFIN) developed by Wright, Martland, Stafford and Stanger (2006) to profile the learners using pre and post intervention interview data and to determine their levels of multiplicative reasoning. The analysis showed the positive impact of the Mathematics Recovery programme on the improvement of multiplicative reasoning. The study contributes to the use of Mathematics Recovery programmes in South Africa from both a teacher and teacher educator perspective.
- Full Text:
- Date Issued: 2014
- Authors: Mofu, Zanele Abegail
- Date: 2014
- Subjects: Multiplication -- Study and teaching (Elementary) -- South Africa -- Case studies , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Learning -- Research -- South Africa , Mathematics -- Study and teaching -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1991 , http://hdl.handle.net/10962/d1013333
- Description: This thesis describes an intervention using the Mathematics Recovery programme in a South African context with a small sample of Grade 4 learners. The study uses a qualitative case study approach. The data collection included video recorded one-to-one oral interviews with the learners. I used the Learning Framework in Number (LFIN) developed by Wright, Martland, Stafford and Stanger (2006) to profile the learners using pre and post intervention interview data and to determine their levels of multiplicative reasoning. The analysis showed the positive impact of the Mathematics Recovery programme on the improvement of multiplicative reasoning. The study contributes to the use of Mathematics Recovery programmes in South Africa from both a teacher and teacher educator perspective.
- Full Text:
- Date Issued: 2014
The mechanisms conditioning doctoral supervision development in public universities across South Africa
- Authors: Motshoane, Puleng Lorraine
- Date: 2022-04
- Subjects: Doctoral students South Africa , Graduate students Supervision of South Africa , Agent (Philosophy) , Public universities and colleges South Africa , Supervisors Training of South Africa , Supervision South Africa , Mentoring in education South Africa
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/232305 , vital:49980 , DOI 10.21504/10962/232305
- Description: This study offers a social realist account of how South African public institutions develop emerging supervisors. The study addresses the need for supervision development across South African public higher education universities. The purpose of the study was to answer the question “What mechanisms condition the development and support of emerging doctoral supervisors across South African public universities?” To examine this question, analytical dualism was used to separate the roles of the ‘people’ (agents) from the ‘parts’ (structure and culture) to examine their interplay. The study was qualitative, and the data was generated through documents, an online survey, and semi-structured interviews. One hundred and eighty-six participants responded to the survey and fifty-four people were interviewed. The participants came from twenty of the twenty-six public higher education universities and represent a large range of disciplines. The study findings revealed that emerging supervisors were often simply ‘thrown into the deep-end’ as they had to work out how to supervise by learning from their students and using the experience gained while they were being supervised. This was experienced as highly problematic by the participants who shared this understanding. Secondly, the findings suggest that where there were developmental events in place, some were not well received. For example where those providing the training were not regarded as credible because they lacked the supervision experience or because the interventions were seen to be too ad hoc and generic. There were calls for more discipline-specific interventions and collaborative spaces where emerging supervisors could engage with experienced supervisors rather than being instructed in a generic best-practice of ‘how to supervise’. The findings indicated that the lines between co-supervision and mentoring were often blurred, and both were used as another form of supervision development. Such relationships provided a useful means for emerging supervisors to come to understand the complex pedagogy of postgraduate supervision but were at times constrained by power imbalances. It was evident across the data that supervision is a special form of teaching and needs to be conceptualised at least in part as a pedagogy. Moreover, the issue of institutional differentiation needs to be considered for the sector to achieve its intended goals of increasing doctoral output and to be able to participate fully in the knowledge economy. , Phuputso ena e fana ka tlaleho ea 'nete ea kahisano ea kamoo litsi tsa Afrika Boroa li ntlafatsang batsamaisi ba ntseng ba hlaha. Phuputso ena e sebetsana le tlhokeho ya ntshetsopele ya bolebedi ho tswa ho diyunibesithing tsa thuto e phahameng tsa setjhaba tsa Aforika Borwa. Sepheo sa phuputso e ne e le ho araba potso e mabapi le "Ke mekhoa efe e behang nts'etsopele le tšehetso ea baokameli ba ntseng ba tsoela pele ho pholletsa le liunivesithi tsa sechaba tsa Afrika Boroa?" E le ho hlahloba potso ena, ho ile ha sebelisoa li-analytical dualism ho arola likarolo tsa "batho" (baemeli) ho "likarolo" (sebopeho le setso) ho hlahloba likamano tsa bona. Thuto e ne e le ea boleng, 'me lintlha li ile tsa hlahisoa ka litokomane, phuputso ea inthaneteng, le lipuisano tse hlophisitsoeng hantle. Barupeluoa ba lekholo le mashome a robeli a metso e tšeletseng ba ile ba arabela phuputsong eo, 'me batho ba 54 ba botsoa. Barupeluoa ba ne ba tsoa liunivesithing tse mashome a mabeli ho tse mashome a mabeli a metso e tšeletseng tsa thuto e phahameng ea sechaba 'me ba emetse mefuta e mengata ea lithuto. Liphuputso tsa phuputso li senotse hore baokameli ba ntseng ba hlaha hangata ba ne ba ‘lahleloa botebong ba pelo kaha ba ne ba lokela ho etsa qeto ea ho laola ka ho ithuta ho liithuti tsa bona le ho sebelisa phihlelo eo ba e fumaneng ha ba ntse ba behiloe leihlo. Phihlelo ena e bile bothata haholo ho barupeluoa ba arolelanang boiphihlelo bona. Taba ea bobeli, liphuputso li fana ka maikutlo a hore ha liketsahalo tsa nts'etsopele li ntse li le teng, tse ling ha lia ka tsa amoheloa hantle, mohlala, hobane ba fanang ka koetliso ba ne ba sa nkoe e le ba ka tšeptjoang hobane ba ne ba se na boiphihlelo ba bolebeli kapa hobane ho ne ho bonahala hore ho na le mehato ea nakoana. . Ho bile le meipiletso ea hore ho be le litšebetso tse khethehileng tsa khalemelo le libaka tse kopanetsoeng moo baokameli ba neng ba ka buisana le baokameli ba nang le phihlelo ho e-na le ho rutoa ka mokhoa o tloaelehileng oa 'ho laola'. Liphuputso li bonts'itse hore litsela tse pakeng tsa ts'ebelisano-'moho le boeletsi hangata li ne li sa hlaka. Ho feta moo, ka bobeli li ne li sebelisoa e le mofuta o mong oa ntlafatso ea tlhokomelo. Likamano tse joalo li ne li fana ka mokhoa oa bohlokoa bakeng sa baokameli ba ba qalang ho utloisisa thuto e rarahaneng ea bolebeli ba morao-rao empa ka linako tse ling ba ne ba sitisoa ke ho se leka-lekane ha matla. Ho ile ha totobala ho pholletsa le data hore tsamaiso ke mokhoa o ikhethileng oa ho ruta 'me o hloka ho nahanoa bonyane e le mokhoa oa ho ruta. Ho feta moo, taba ea karohano ea litsi e lokela ho shejoa hore lekala le fihlele lipheo tsa lona tse reriloeng tsa ho eketsa tlhahiso ea bongaka le ho kenya letsoho ka botlalo moruong oa tsebo. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-04
- Authors: Motshoane, Puleng Lorraine
- Date: 2022-04
- Subjects: Doctoral students South Africa , Graduate students Supervision of South Africa , Agent (Philosophy) , Public universities and colleges South Africa , Supervisors Training of South Africa , Supervision South Africa , Mentoring in education South Africa
- Language: English
- Type: Doctoral thesis , text
- Identifier: http://hdl.handle.net/10962/232305 , vital:49980 , DOI 10.21504/10962/232305
- Description: This study offers a social realist account of how South African public institutions develop emerging supervisors. The study addresses the need for supervision development across South African public higher education universities. The purpose of the study was to answer the question “What mechanisms condition the development and support of emerging doctoral supervisors across South African public universities?” To examine this question, analytical dualism was used to separate the roles of the ‘people’ (agents) from the ‘parts’ (structure and culture) to examine their interplay. The study was qualitative, and the data was generated through documents, an online survey, and semi-structured interviews. One hundred and eighty-six participants responded to the survey and fifty-four people were interviewed. The participants came from twenty of the twenty-six public higher education universities and represent a large range of disciplines. The study findings revealed that emerging supervisors were often simply ‘thrown into the deep-end’ as they had to work out how to supervise by learning from their students and using the experience gained while they were being supervised. This was experienced as highly problematic by the participants who shared this understanding. Secondly, the findings suggest that where there were developmental events in place, some were not well received. For example where those providing the training were not regarded as credible because they lacked the supervision experience or because the interventions were seen to be too ad hoc and generic. There were calls for more discipline-specific interventions and collaborative spaces where emerging supervisors could engage with experienced supervisors rather than being instructed in a generic best-practice of ‘how to supervise’. The findings indicated that the lines between co-supervision and mentoring were often blurred, and both were used as another form of supervision development. Such relationships provided a useful means for emerging supervisors to come to understand the complex pedagogy of postgraduate supervision but were at times constrained by power imbalances. It was evident across the data that supervision is a special form of teaching and needs to be conceptualised at least in part as a pedagogy. Moreover, the issue of institutional differentiation needs to be considered for the sector to achieve its intended goals of increasing doctoral output and to be able to participate fully in the knowledge economy. , Phuputso ena e fana ka tlaleho ea 'nete ea kahisano ea kamoo litsi tsa Afrika Boroa li ntlafatsang batsamaisi ba ntseng ba hlaha. Phuputso ena e sebetsana le tlhokeho ya ntshetsopele ya bolebedi ho tswa ho diyunibesithing tsa thuto e phahameng tsa setjhaba tsa Aforika Borwa. Sepheo sa phuputso e ne e le ho araba potso e mabapi le "Ke mekhoa efe e behang nts'etsopele le tšehetso ea baokameli ba ntseng ba tsoela pele ho pholletsa le liunivesithi tsa sechaba tsa Afrika Boroa?" E le ho hlahloba potso ena, ho ile ha sebelisoa li-analytical dualism ho arola likarolo tsa "batho" (baemeli) ho "likarolo" (sebopeho le setso) ho hlahloba likamano tsa bona. Thuto e ne e le ea boleng, 'me lintlha li ile tsa hlahisoa ka litokomane, phuputso ea inthaneteng, le lipuisano tse hlophisitsoeng hantle. Barupeluoa ba lekholo le mashome a robeli a metso e tšeletseng ba ile ba arabela phuputsong eo, 'me batho ba 54 ba botsoa. Barupeluoa ba ne ba tsoa liunivesithing tse mashome a mabeli ho tse mashome a mabeli a metso e tšeletseng tsa thuto e phahameng ea sechaba 'me ba emetse mefuta e mengata ea lithuto. Liphuputso tsa phuputso li senotse hore baokameli ba ntseng ba hlaha hangata ba ne ba ‘lahleloa botebong ba pelo kaha ba ne ba lokela ho etsa qeto ea ho laola ka ho ithuta ho liithuti tsa bona le ho sebelisa phihlelo eo ba e fumaneng ha ba ntse ba behiloe leihlo. Phihlelo ena e bile bothata haholo ho barupeluoa ba arolelanang boiphihlelo bona. Taba ea bobeli, liphuputso li fana ka maikutlo a hore ha liketsahalo tsa nts'etsopele li ntse li le teng, tse ling ha lia ka tsa amoheloa hantle, mohlala, hobane ba fanang ka koetliso ba ne ba sa nkoe e le ba ka tšeptjoang hobane ba ne ba se na boiphihlelo ba bolebeli kapa hobane ho ne ho bonahala hore ho na le mehato ea nakoana. . Ho bile le meipiletso ea hore ho be le litšebetso tse khethehileng tsa khalemelo le libaka tse kopanetsoeng moo baokameli ba neng ba ka buisana le baokameli ba nang le phihlelo ho e-na le ho rutoa ka mokhoa o tloaelehileng oa 'ho laola'. Liphuputso li bonts'itse hore litsela tse pakeng tsa ts'ebelisano-'moho le boeletsi hangata li ne li sa hlaka. Ho feta moo, ka bobeli li ne li sebelisoa e le mofuta o mong oa ntlafatso ea tlhokomelo. Likamano tse joalo li ne li fana ka mokhoa oa bohlokoa bakeng sa baokameli ba ba qalang ho utloisisa thuto e rarahaneng ea bolebeli ba morao-rao empa ka linako tse ling ba ne ba sitisoa ke ho se leka-lekane ha matla. Ho ile ha totobala ho pholletsa le data hore tsamaiso ke mokhoa o ikhethileng oa ho ruta 'me o hloka ho nahanoa bonyane e le mokhoa oa ho ruta. Ho feta moo, taba ea karohano ea litsi e lokela ho shejoa hore lekala le fihlele lipheo tsa lona tse reriloeng tsa ho eketsa tlhahiso ea bongaka le ho kenya letsoho ka botlalo moruong oa tsebo. , Thesis (PhD) -- Faculty of Education, Education, 2022
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- Date Issued: 2022-04
Perceptions of language teaching in science from student and teacher discourse
- Authors: Garraway, James Windsor
- Date: 1994
- Subjects: Physics -- Study and teaching -- South Africa Language arts -- South Africa Written communication -- Study and teaching -- South Africa Language arts -- Correlation with content subjects -- South Africa Physics teachers -- Language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1693 , http://hdl.handle.net/10962/d1003576
- Description: The research was concerned with perceptions of language and physics in three strata of participants in a writing across the curriculum teaching course at an intermediate college. The participants were: a language teacher, two physics teachers and a class of twenty physics students - the students were studying in order to enter the Engineering Faculty at the University of Cape Town. The predominant understanding of the teachers was that of a limited interpenetration between the discourse of physics and language teaching. Physics teachers thought that language teachers would experience difficulties with both the concepts and language of physics. In actual practice however, students and the language teacher managed physics knowledge with some degree of success in the language classroom. Some students understood writing as helping them to understand physics. However, the dominant understanding of language was that of knowing the appropriate language of physics for their teachers. An appropriate language understanding was seen as potentially problematic in that it could encourage an unquestioning or monodimensional approach to physics knowledge. As a way around this problem, it was suggested that language teachers teach students to recognise and to use particular genres within science, and to develop their voice within these constraints.
- Full Text:
- Date Issued: 1994
- Authors: Garraway, James Windsor
- Date: 1994
- Subjects: Physics -- Study and teaching -- South Africa Language arts -- South Africa Written communication -- Study and teaching -- South Africa Language arts -- Correlation with content subjects -- South Africa Physics teachers -- Language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1693 , http://hdl.handle.net/10962/d1003576
- Description: The research was concerned with perceptions of language and physics in three strata of participants in a writing across the curriculum teaching course at an intermediate college. The participants were: a language teacher, two physics teachers and a class of twenty physics students - the students were studying in order to enter the Engineering Faculty at the University of Cape Town. The predominant understanding of the teachers was that of a limited interpenetration between the discourse of physics and language teaching. Physics teachers thought that language teachers would experience difficulties with both the concepts and language of physics. In actual practice however, students and the language teacher managed physics knowledge with some degree of success in the language classroom. Some students understood writing as helping them to understand physics. However, the dominant understanding of language was that of knowing the appropriate language of physics for their teachers. An appropriate language understanding was seen as potentially problematic in that it could encourage an unquestioning or monodimensional approach to physics knowledge. As a way around this problem, it was suggested that language teachers teach students to recognise and to use particular genres within science, and to develop their voice within these constraints.
- Full Text:
- Date Issued: 1994
Exploring how Grade 9 Physical Science teachers mediate learning of the topic of chemical changes
- Likando, Orrice Munukayumbwa
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-04
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
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- Date Issued: 2021-04
An analysis of selected grade 11 learners’ interactions with geometry tasks using visualization processes: a case study in Namibia
- Authors: Kabuku, Brian S
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia -- Cast studies , Visualization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/5949 , vital:20997
- Description: This case study was conducted at a secondary school where I teach, situated in the semi-rural setting of Bukalo village in Namibia, and sought to gain insights into the nature and role of visualisation processes employed when selected grade 11 learners interacted with selected geometry problems. According to Mariotti and Pensci (1994), visualisation takes place when "thinking is spontaneously accompanied and supported by images”, and helps students to understand the problem at hand. Visualisation is regarded as "making the unseen visible and imagery as the power to imagine the possible and the impossible” (Mason 1992). The study is located within an interpretive research paradigm in order to obtain in-depth understanding of the participants’ visualisation processes. Within this paradigm, both quantitative and qualitative approaches were adopted. The eight Grade 11 participants engaged with 12 items of the Geometry Visualisation Tasks (GVT) worksheets. Data was collected using video-recorded learners’ interactions with the GVT, observations, stimulated recall interviews and post-GVT interviews with the learners. During the data analysis stage, I used inductive analysis to determine patterns evident in learners ‘thinking processes’. My analytical framework consisted of indicators that were used to identify and classify visualisation processes for each task of the GVT for each participant. I adapted this framework from Ho (2010) and Ho, Ramful and Lowrie’s (2015) clarification of the representations. The findings from this study revealed that the use of visualisations facilitated meaningful learning when learners made use of these to develop and scaffold their conceptual understanding. The findings revealed that most learners used visualisation processes fairly to very accurately when solving geometry problems. They used visualisation processes by using sketches and diagrams that transformed a mathematical problem pictorially, connected their thinking to previous knowledge and experience, clarified the algebraic task and assisted them to understand the spatial relationships within each task.
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- Date Issued: 2017
- Authors: Kabuku, Brian S
- Date: 2017
- Subjects: Mathematics -- Study and teaching -- Activity programs , Geometry -- Study and teaching (Secondary) -- Namibia , Geometry -- Study and teaching (Secondary) -- Namibia -- Cast studies , Visualization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/5949 , vital:20997
- Description: This case study was conducted at a secondary school where I teach, situated in the semi-rural setting of Bukalo village in Namibia, and sought to gain insights into the nature and role of visualisation processes employed when selected grade 11 learners interacted with selected geometry problems. According to Mariotti and Pensci (1994), visualisation takes place when "thinking is spontaneously accompanied and supported by images”, and helps students to understand the problem at hand. Visualisation is regarded as "making the unseen visible and imagery as the power to imagine the possible and the impossible” (Mason 1992). The study is located within an interpretive research paradigm in order to obtain in-depth understanding of the participants’ visualisation processes. Within this paradigm, both quantitative and qualitative approaches were adopted. The eight Grade 11 participants engaged with 12 items of the Geometry Visualisation Tasks (GVT) worksheets. Data was collected using video-recorded learners’ interactions with the GVT, observations, stimulated recall interviews and post-GVT interviews with the learners. During the data analysis stage, I used inductive analysis to determine patterns evident in learners ‘thinking processes’. My analytical framework consisted of indicators that were used to identify and classify visualisation processes for each task of the GVT for each participant. I adapted this framework from Ho (2010) and Ho, Ramful and Lowrie’s (2015) clarification of the representations. The findings from this study revealed that the use of visualisations facilitated meaningful learning when learners made use of these to develop and scaffold their conceptual understanding. The findings revealed that most learners used visualisation processes fairly to very accurately when solving geometry problems. They used visualisation processes by using sketches and diagrams that transformed a mathematical problem pictorially, connected their thinking to previous knowledge and experience, clarified the algebraic task and assisted them to understand the spatial relationships within each task.
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- Date Issued: 2017
The future of the past in South African schools : curriculum development, school leaving examinations and syllabus design and assessment in history : a comparative study
- Authors: Gunn, Alan Howard
- Date: 1990
- Subjects: Education -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Forecasting
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1375 , http://hdl.handle.net/10962/d1001441
- Description: This is a two-part study dealing with the curriculum, school leaving examinations and History as a school subject in England and South Africa. Part One is a developmental study. Developments in the curriculum of both countries since the Second World War are traced. In England this period is characterised by a shift from a somewhat laissez faire approach of the authorities at Whitehall to the curriculum of individual schools to the prescription that seems inherent in the National Curriculum. The outstanding development in South Africa during this period has been the introduction of a system of differentiated education. In contrast to minor developments in the South African school leaving examination system, England has witnessed the consolidation of the two-tier GCE and CSE system into a single examination at 16+, the GCSE. In discussing developments in History as a school subject, one is struck by the growth of the "new history" in England (this is described in some detail) against the relative lack of development (at "official" syllabus level) in South Africa where the subject remains rooted in the "traditional", chronological, content-based approach. Part Two of this study compares the current situation in England and South Africa at both the macro (ie. curriculum and school leaving examination systems) and micro (ie. History as a subject in the curriculum) levels. At the macro level the curriculum and school leaving examination systems in both England and South Africa are contrasted and one notes an increasing trend towards centralization in both countries. At the micro level use is made of "official" syllabuses and examination papers to contrast the "new history" approach in England with the "traditional" approach in South Africa. In the conclusion two broad possibilities for curriculum reform in South Africa are considered: Broad reform across the curriculum on the one hand and reforms in History on the other
- Full Text:
- Date Issued: 1990
- Authors: Gunn, Alan Howard
- Date: 1990
- Subjects: Education -- South Africa , Education -- South Africa -- History , Education -- South Africa -- Forecasting
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1375 , http://hdl.handle.net/10962/d1001441
- Description: This is a two-part study dealing with the curriculum, school leaving examinations and History as a school subject in England and South Africa. Part One is a developmental study. Developments in the curriculum of both countries since the Second World War are traced. In England this period is characterised by a shift from a somewhat laissez faire approach of the authorities at Whitehall to the curriculum of individual schools to the prescription that seems inherent in the National Curriculum. The outstanding development in South Africa during this period has been the introduction of a system of differentiated education. In contrast to minor developments in the South African school leaving examination system, England has witnessed the consolidation of the two-tier GCE and CSE system into a single examination at 16+, the GCSE. In discussing developments in History as a school subject, one is struck by the growth of the "new history" in England (this is described in some detail) against the relative lack of development (at "official" syllabus level) in South Africa where the subject remains rooted in the "traditional", chronological, content-based approach. Part Two of this study compares the current situation in England and South Africa at both the macro (ie. curriculum and school leaving examination systems) and micro (ie. History as a subject in the curriculum) levels. At the macro level the curriculum and school leaving examination systems in both England and South Africa are contrasted and one notes an increasing trend towards centralization in both countries. At the micro level use is made of "official" syllabuses and examination papers to contrast the "new history" approach in England with the "traditional" approach in South Africa. In the conclusion two broad possibilities for curriculum reform in South Africa are considered: Broad reform across the curriculum on the one hand and reforms in History on the other
- Full Text:
- Date Issued: 1990