Exploring visual literacy development through films in senior phase English first additional language
- Authors: Khosa, Michael
- Date: 2019
- Subjects: Visual litearcy , Motion pictures in education -- South Africa , English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92672 , vital:30727
- Description: Despite learners’ general poor performance in English First Additional Language (EFAL), research indicates their wide exposure to film viewing which is untapped when teaching visual literacy in EFAL classes (Mnyanda, 2017). This study identified a golden opportunity of introducing film teaching in the senior phase in order to equip learners with the knowledge, skills and values for self-fulfilment, and meaningful participation in society as citizens of a free country. Two teachers’ meaning-making and pedagogical practices of teaching film were explored in a rural Eastern Cape District, South Africa. Qualitative research methodology was used to collect data from lesson observations using a video camera and post-lesson interviews with each teacher. I drew on Vygotsky’s (1978) socio-cultural theory of learning which privileges learners’ social interaction, More Knowledgeable Other and scaffolding in the learning process. Critical Discourse Analysis offered insights on challenging stereotypes available in designing and redesigning texts. It emerged that lack of resources in previously disadvantaged schools and teachers’ missed opportunities to teach film in context were major causes of underperformance. Findings also interestingly revealed that learners could perform better when taught through the film. This study recommends that schools should teach film since it is can improve learners’ results.
- Full Text:
- Date Issued: 2019
- Authors: Khosa, Michael
- Date: 2019
- Subjects: Visual litearcy , Motion pictures in education -- South Africa , English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92672 , vital:30727
- Description: Despite learners’ general poor performance in English First Additional Language (EFAL), research indicates their wide exposure to film viewing which is untapped when teaching visual literacy in EFAL classes (Mnyanda, 2017). This study identified a golden opportunity of introducing film teaching in the senior phase in order to equip learners with the knowledge, skills and values for self-fulfilment, and meaningful participation in society as citizens of a free country. Two teachers’ meaning-making and pedagogical practices of teaching film were explored in a rural Eastern Cape District, South Africa. Qualitative research methodology was used to collect data from lesson observations using a video camera and post-lesson interviews with each teacher. I drew on Vygotsky’s (1978) socio-cultural theory of learning which privileges learners’ social interaction, More Knowledgeable Other and scaffolding in the learning process. Critical Discourse Analysis offered insights on challenging stereotypes available in designing and redesigning texts. It emerged that lack of resources in previously disadvantaged schools and teachers’ missed opportunities to teach film in context were major causes of underperformance. Findings also interestingly revealed that learners could perform better when taught through the film. This study recommends that schools should teach film since it is can improve learners’ results.
- Full Text:
- Date Issued: 2019
Factors affecting grade 6 learners’ performance in Mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15935 , vital:40565
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and forty-five (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
- Date Issued: 2019
Factors affecting grade 6 learners’ performance in Mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15935 , vital:40565
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and forty-five (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
- Date Issued: 2019
Factors affecting grade 6 learners’ performance in mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics teachers Education, Primary
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12837 , vital:39383
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and fortyfive (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
- Date Issued: 2019
Factors affecting grade 6 learners’ performance in mathematics in the East London Education District
- Authors: Kwateng, Jesse
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Primary) Mathematics teachers Education, Primary
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/12837 , vital:39383
- Description: Mathematics is one of the most important subjects rooted in many fields of study but has also been one of the greatest challenges for learners in every country, most especially in the Republic of South Africa. There have been attempts to curb the challenges that have bedeviled the success of mathematics education by governments, the Department of Education and many other stakeholders who have not enjoyed positive results in mathematics in the district of East London. Therefore, this study examines factors affecting grade 6 learners’ performance in mathematics in selected schools within the East London education district. There were three hundred and fortyfive (345) grade 6 learners and 12 teachers drawn through a parallel mixed methods sampling. Stratified random sampling was used to select participants for the quantitative strand while purposive sampling was used for selecting 60 learners and 12 teachers for the qualitative strand. The researcher used the mixed method research approach. The instruments used in collecting data were structured questionnaire and semi-structured interviews to elicit information from grade 6 learners and teachers. Information gathered from the learners and teachers included: biographical information, factors affecting teaching and learning of mathematics and suggestions. The quantitative data were analyzed by using descriptive statistics of percentage from the responses of learners. The quantitative analysis was done by using excel 2010 to formulate data into percentages and qualitatively, voice recordings from the respondents semi-structured interviews were reduced through thematic analysis. The findings of the study revealed that some of the qualified mathematics educators preferred to work in another profession. Quality of teaching and learning were less effective due to overcrowded classrooms, inadequate teaching and learning resources, poor monitoring of educators, some of the learners were not adequately motivated and many others. For performance in mathematics to improve in the primary schools in East London Education District, the study made some recommendations from the findings to the stakeholders in education such as the Department of Education, principals, the government, educators and learners. These recommendations might virtually assist in finding lasting solutions to grade 6 learners with mathematics challenges.
- Full Text:
- Date Issued: 2019
Factors affecting the learners’ reading culture in English First Additional Language at Grade 5. A case of three primary schools in the Cookhouse and Somerset East area.
- Authors: Snyers, Jonathan Marsel
- Date: 2019
- Subjects: Books and reading English language -- Rhetoric
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16342 , vital:40711
- Description: This study investigated the factors affecting the learners’ reading culture in English First Additional Language at grade 5 level in the Cookhouse and Somerset area. The sample consisted of 3 teachers, 3 principals, 18 learners and 3 SGB chairpersons from three different schools. The study focused on three primary schools in the Blue Crane District, which were selected through a purposive sampling technique. Qualitative research was chosen as the research method with a case study as the research design. Data collection instruments consisted of unstandardized in-depth interviews, focus group discussions and documents. Interviews were conducted with the teachers, principals and the chairpersons of the respective schools. The focus group discussions were conducted with learners. In this study, the researcher has analysed data systematically whereby he built through recording procedures during interviews and focus group discussions. The findings highlighted factors, which cause learners’ reading problems. The factors include various physical factors, emotional factors, and little attention to reading skills, lack of motivation, insufficient reading time and material. Educators were of the view that repeated curriculum changes within a short period of time without proper training of educators has an effect on learners’ reading performance. The study revealed that reading is adversely affected by the poor learning conditions in which learners find themselves in because there was a strong relationship between socio-economic factors and reading ability. On that account, the implication is that reading will not improve. The study recommends that the Department of Education pay more attention to pre-service and in-service training of educators so that educators are more knowledgeable in all reading components.
- Full Text:
- Date Issued: 2019
- Authors: Snyers, Jonathan Marsel
- Date: 2019
- Subjects: Books and reading English language -- Rhetoric
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16342 , vital:40711
- Description: This study investigated the factors affecting the learners’ reading culture in English First Additional Language at grade 5 level in the Cookhouse and Somerset area. The sample consisted of 3 teachers, 3 principals, 18 learners and 3 SGB chairpersons from three different schools. The study focused on three primary schools in the Blue Crane District, which were selected through a purposive sampling technique. Qualitative research was chosen as the research method with a case study as the research design. Data collection instruments consisted of unstandardized in-depth interviews, focus group discussions and documents. Interviews were conducted with the teachers, principals and the chairpersons of the respective schools. The focus group discussions were conducted with learners. In this study, the researcher has analysed data systematically whereby he built through recording procedures during interviews and focus group discussions. The findings highlighted factors, which cause learners’ reading problems. The factors include various physical factors, emotional factors, and little attention to reading skills, lack of motivation, insufficient reading time and material. Educators were of the view that repeated curriculum changes within a short period of time without proper training of educators has an effect on learners’ reading performance. The study revealed that reading is adversely affected by the poor learning conditions in which learners find themselves in because there was a strong relationship between socio-economic factors and reading ability. On that account, the implication is that reading will not improve. The study recommends that the Department of Education pay more attention to pre-service and in-service training of educators so that educators are more knowledgeable in all reading components.
- Full Text:
- Date Issued: 2019
Hearing silenced voices: a learning-centred approach to sustainable land rehabilitation and natural resource management
- Authors: Wolff, Margaret Gascoyne
- Date: 2019
- Subjects: Watershed management -- South Africa -- Citizen participation , Water-supply -- Management -- Citizen participation , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94958 , vital:31101
- Description: South Africa is a semi-arid country with dysfunctional water management. The National Water Act encourages integrated water resource management and public participation in contributing to strategies for managing water within delineated areas. Various challenges hamper progress of integrated water resource management and meaningful participation by residents in catchments across the country. One of the challenges is the lack of knowledge about their role in water resource management. By viewing catchments as complex social-ecological systems, this case study investigates how to establish a learning-centred approach to catchment management forum (CMF) formation. The study addressed three sub-questions: What activity systems need to be prioritised for community participation in CMF formation? What existing learning can be identified within the activity systems? What are the sources for expansive social learning in and between the activity systems? The study draws on social learning theory, and on cultural historical activity theory as it offers a methodological approach to identifying a learning-centred approach to learning in a catchment context. Drawing on this theoretical framework, for research question 1, I identified five activity systems that are present in the study area, are partly representative of the people who live in the area, and are linked to land and water governance either through their positions as government employees within the sector, or the NLEIP in ways that influence communities’ lives and livelihoods. To address question 2, I ran learning-centred workshops and interviewed people who lived in the study area. Careful, respectful listening and participants’ use of home language created the safe space in which residents revealed that they know which water resources are important to protect and where breakdowns in communication happen. For question 3, I analysed the data from the workshops and interviews using a cultural historical activity theory framework to identify discursive manifestations of contradictions within and between activity systems which illuminate the potential for expansive social learning. This study recommends developing an understanding of the complex social-ecological context and prioritising co-learning and community participation in a learning-centred approach to catchment management forum formation. For this, there is need to develop in-depth insight into activity systems associated with water governance in local contexts. In this study I identified five of these activity systems, but the study points to a further range of activity systems that need to be considered for a learning-centred approach to be fully established. The study also found that communities are learning via engaging in the rehabilitation work, through engagements in workshops and within the municipal structures. Additionally, the study identified a number of contradictions that can provide sources of learning for taking an expansive learning approach further in CMF formation. Such an approach may provide the space to build bridges of trust between diverse knowledge systems, and has the potential to encourage sustainable co-operation in natural resource management.
- Full Text:
- Date Issued: 2019
- Authors: Wolff, Margaret Gascoyne
- Date: 2019
- Subjects: Watershed management -- South Africa -- Citizen participation , Water-supply -- Management -- Citizen participation , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94958 , vital:31101
- Description: South Africa is a semi-arid country with dysfunctional water management. The National Water Act encourages integrated water resource management and public participation in contributing to strategies for managing water within delineated areas. Various challenges hamper progress of integrated water resource management and meaningful participation by residents in catchments across the country. One of the challenges is the lack of knowledge about their role in water resource management. By viewing catchments as complex social-ecological systems, this case study investigates how to establish a learning-centred approach to catchment management forum (CMF) formation. The study addressed three sub-questions: What activity systems need to be prioritised for community participation in CMF formation? What existing learning can be identified within the activity systems? What are the sources for expansive social learning in and between the activity systems? The study draws on social learning theory, and on cultural historical activity theory as it offers a methodological approach to identifying a learning-centred approach to learning in a catchment context. Drawing on this theoretical framework, for research question 1, I identified five activity systems that are present in the study area, are partly representative of the people who live in the area, and are linked to land and water governance either through their positions as government employees within the sector, or the NLEIP in ways that influence communities’ lives and livelihoods. To address question 2, I ran learning-centred workshops and interviewed people who lived in the study area. Careful, respectful listening and participants’ use of home language created the safe space in which residents revealed that they know which water resources are important to protect and where breakdowns in communication happen. For question 3, I analysed the data from the workshops and interviews using a cultural historical activity theory framework to identify discursive manifestations of contradictions within and between activity systems which illuminate the potential for expansive social learning. This study recommends developing an understanding of the complex social-ecological context and prioritising co-learning and community participation in a learning-centred approach to catchment management forum formation. For this, there is need to develop in-depth insight into activity systems associated with water governance in local contexts. In this study I identified five of these activity systems, but the study points to a further range of activity systems that need to be considered for a learning-centred approach to be fully established. The study also found that communities are learning via engaging in the rehabilitation work, through engagements in workshops and within the municipal structures. Additionally, the study identified a number of contradictions that can provide sources of learning for taking an expansive learning approach further in CMF formation. Such an approach may provide the space to build bridges of trust between diverse knowledge systems, and has the potential to encourage sustainable co-operation in natural resource management.
- Full Text:
- Date Issued: 2019
Investigating how mediation tools enhance rural farmers’ learning towards rainwater harvesting and food security: a case study of a Green Village programme
- Authors: Shawarira, Patience
- Date: 2019
- Subjects: Mediated learning experience , Environmental education -- South Africa -- Sinxaku , Agricultural education -- South Africa -- Sinxaku , South Africa. Water Research Commission. Green Village Lighthouse
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96779 , vital:31319
- Description: Training programmes are often detached from people’s context and experiences. It is critical that training programmes are carefully situated and relevant to the target group. This can be achieved through the use of relevant mediation tools. This study investigates how the use of mediation tools within a training programme on rainwater harvesting and conservation conducted by the Water Research Commission (WRC) funded the Green Village project impacted on Community Works Project (CWP) farmers’ practices. The study looks at how rural farmer learning occurs through the use of mediation tools in the context of the CWP farmers operating in Sinxaku village, in the Eastern Cape, South Africa. The learning process in this study was tracked through observing a three-day training workshop. I observed the Green Village facilitator’s choice and use of mediation tools to facilitate learning during the training. I looked at ways in which the Green Village facilitator engaged with the participants during the training and how they used different mediation tools to aid the learning process. I was interested in how the CWP farmers engaged with the mediation tools and how learning occurred from the training. I also looked out for changes in the CWP farmers’ farming practices following the completion of the training. The study constituted as an interpretative case study using Cultural Historical Activity (CHAT) theoretical tools. The study also drew on previous research on mediation and learning processes in the water management sector. Using interviews, observations and document analyses, the study found that rural farmers learn better by practising what they are being taught. They also learn from visuals and illustrations as these explain technical concepts in a clear and easy to understand manner. Factors that impact on rural farmer learning, particularly in the context of the CWP farmers operating in Sinxaku village include ecological factors, availability of farm equipment and the structuring of the training programme. The study found that in facilitating a training programme with rural farmers, more time should be given to practical activities at the demonstration site and that these practical activities should be interspersed with knowledge sharing in a workshop setup. The study concluded that special attention should be given to the choice of mediation tools used in training programmes involving rural farmers. Attention should also be given to contextual factors that can potentially impact on learning and practice of rainwater harvesting and conservation practices that would have been taught in a training programme.
- Full Text:
- Date Issued: 2019
- Authors: Shawarira, Patience
- Date: 2019
- Subjects: Mediated learning experience , Environmental education -- South Africa -- Sinxaku , Agricultural education -- South Africa -- Sinxaku , South Africa. Water Research Commission. Green Village Lighthouse
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96779 , vital:31319
- Description: Training programmes are often detached from people’s context and experiences. It is critical that training programmes are carefully situated and relevant to the target group. This can be achieved through the use of relevant mediation tools. This study investigates how the use of mediation tools within a training programme on rainwater harvesting and conservation conducted by the Water Research Commission (WRC) funded the Green Village project impacted on Community Works Project (CWP) farmers’ practices. The study looks at how rural farmer learning occurs through the use of mediation tools in the context of the CWP farmers operating in Sinxaku village, in the Eastern Cape, South Africa. The learning process in this study was tracked through observing a three-day training workshop. I observed the Green Village facilitator’s choice and use of mediation tools to facilitate learning during the training. I looked at ways in which the Green Village facilitator engaged with the participants during the training and how they used different mediation tools to aid the learning process. I was interested in how the CWP farmers engaged with the mediation tools and how learning occurred from the training. I also looked out for changes in the CWP farmers’ farming practices following the completion of the training. The study constituted as an interpretative case study using Cultural Historical Activity (CHAT) theoretical tools. The study also drew on previous research on mediation and learning processes in the water management sector. Using interviews, observations and document analyses, the study found that rural farmers learn better by practising what they are being taught. They also learn from visuals and illustrations as these explain technical concepts in a clear and easy to understand manner. Factors that impact on rural farmer learning, particularly in the context of the CWP farmers operating in Sinxaku village include ecological factors, availability of farm equipment and the structuring of the training programme. The study found that in facilitating a training programme with rural farmers, more time should be given to practical activities at the demonstration site and that these practical activities should be interspersed with knowledge sharing in a workshop setup. The study concluded that special attention should be given to the choice of mediation tools used in training programmes involving rural farmers. Attention should also be given to contextual factors that can potentially impact on learning and practice of rainwater harvesting and conservation practices that would have been taught in a training programme.
- Full Text:
- Date Issued: 2019
Investigating how outdoor environmental education programmes in South Africa respond to the needs of visually impaired learners via inclusive practices
- Authors: Eksteen, Hendrik Christiaan
- Date: 2019
- Subjects: Children with visual disabilities -- Education -- South Africa , Outdoor education -- South Africa , Environmental education -- South Africa , Outdoor recreation for children with disabilities -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92716 , vital:30721
- Description: Outdoor environmental education programmes in South Africa are conducted at campsites and centres owned by the government, non-profit organisations and private owners. People suffering from impairments are often disabled by society because of their handicap. More than three percent (3%) of young people in South Africa aged between 10 – 19 years are disabled. This study investigates the status of inclusion of outdoor environmental education programmes for disabled young people; what is offered and what practices are working in the industry in South Africa. It also investigates barriers to inclusion. Though many disabilities have been identified, visual impairment is the focus of the study. This study also looks at what more can be done from an Ecological Systems Theory of Human Development point of view and investigates what underlying mechanisms influence the inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. What is done and what is not done to promote inclusion for visually impaired learners in these programmes is also investigated. This study aims to answer the question; What is the current status quo concerning the inclusion of visually impaired learners in outdoor environmental learning programmes in environmental education centres and campsites in South Africa? An initial focus group conducted informally prior to the study, helped me to understand the context. In this study, key-interviews and questionnaires were used as research tools. I also ran a photo narrative project throughout the research project which was used as a participatory activity and provided further insight into practices. Inductive, abductive and retroductive analysis approaches were used to identify emerging themes, and I applied method triangulation using all research tools in order to address the research questions. Some of the most important findings are that: • There are many barriers, some intrinsic others extrinsic, that hinder inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. • Although there are many things done in the industry to promote inclusion, there is much more that could be done. • The visually impaired individual him/herself influences inclusivity in outdoor environmental education programmes. • Interactions and influences in the mesosystem (between different microsystems and ecosystems) have an impact on the inclusivity of visually impaired individuals in outdoor environmental education programmes. • Dispositions of people have an impact on the inclusion of visually impaired individuals in outdoor environmental education programmes. • The diversity of generative mechanisms (drivers to events), that interact at the level of the real, influence the inclusion of visually impaired individuals in outdoor environmental education programmes. Disability/impairment is a much-neglected area of environmental education research in South Africa. This study has contributed scholarship to this area and has also identified possible further areas of study in creating awareness, creating an opportunity to reflect on practices, and finding possible solutions to the barriers of exclusion.
- Full Text:
- Date Issued: 2019
- Authors: Eksteen, Hendrik Christiaan
- Date: 2019
- Subjects: Children with visual disabilities -- Education -- South Africa , Outdoor education -- South Africa , Environmental education -- South Africa , Outdoor recreation for children with disabilities -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92716 , vital:30721
- Description: Outdoor environmental education programmes in South Africa are conducted at campsites and centres owned by the government, non-profit organisations and private owners. People suffering from impairments are often disabled by society because of their handicap. More than three percent (3%) of young people in South Africa aged between 10 – 19 years are disabled. This study investigates the status of inclusion of outdoor environmental education programmes for disabled young people; what is offered and what practices are working in the industry in South Africa. It also investigates barriers to inclusion. Though many disabilities have been identified, visual impairment is the focus of the study. This study also looks at what more can be done from an Ecological Systems Theory of Human Development point of view and investigates what underlying mechanisms influence the inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. What is done and what is not done to promote inclusion for visually impaired learners in these programmes is also investigated. This study aims to answer the question; What is the current status quo concerning the inclusion of visually impaired learners in outdoor environmental learning programmes in environmental education centres and campsites in South Africa? An initial focus group conducted informally prior to the study, helped me to understand the context. In this study, key-interviews and questionnaires were used as research tools. I also ran a photo narrative project throughout the research project which was used as a participatory activity and provided further insight into practices. Inductive, abductive and retroductive analysis approaches were used to identify emerging themes, and I applied method triangulation using all research tools in order to address the research questions. Some of the most important findings are that: • There are many barriers, some intrinsic others extrinsic, that hinder inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. • Although there are many things done in the industry to promote inclusion, there is much more that could be done. • The visually impaired individual him/herself influences inclusivity in outdoor environmental education programmes. • Interactions and influences in the mesosystem (between different microsystems and ecosystems) have an impact on the inclusivity of visually impaired individuals in outdoor environmental education programmes. • Dispositions of people have an impact on the inclusion of visually impaired individuals in outdoor environmental education programmes. • The diversity of generative mechanisms (drivers to events), that interact at the level of the real, influence the inclusion of visually impaired individuals in outdoor environmental education programmes. Disability/impairment is a much-neglected area of environmental education research in South Africa. This study has contributed scholarship to this area and has also identified possible further areas of study in creating awareness, creating an opportunity to reflect on practices, and finding possible solutions to the barriers of exclusion.
- Full Text:
- Date Issued: 2019
Investigating how the use of visual models can enhance the teaching of common fractions for conceptual understanding to Grade 8 learners
- Authors: Katenda, Aune Kashikuka
- Date: 2019
- Subjects: Fractions -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96746 , vital:31314
- Description: The intention of this study was to explore how selected mathematics teachers used visual models to improve the teaching of common fractions for conceptual understanding to Grade 8 learners as a result of an intervention programme. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in the mathematics classroom in South Africa, Namibia, Zambia, Switzerland and Germany. This study which adopted a case study of teachers in Khomas Region, Namibia, is informed by constructivist learning theory. The study is situated within the interpretive paradigm and a multi-phase mixed method research approach was used. It focussed on analysing the use of visual models when teaching fractions namely: area model, number line model and a set model. The data were collected through survey questionnaires, observation and recall interview. The survey was conducted with the forty three mathematics teachers, from twenty secondary schools in Khomas region. The survey gave an overview of the nature and the use of visual models in schools. Three teachers purposively selected from the survey participated in the intervention program and were observed while teaching and interviewed after their teaching. Data were qualitatively and quantitatively analysed. The findings of this study reveal that visualising fractions is one of the methods that can improve both teaching and learning by providing concrete evidence of otherwise abstract ideas and concepts. The teachers highlighted that models themselves guide learners through to the answer, as compared to working out solutions using symbols only. They further indicated that visual models improve learners’ motivation, enhances understanding of fractions and encourages full participation of learners in the lesson. The study also found that use of visual models encouraged participation and it also boosted learners thinking capability. Teachers in this study preferred to use the area model as they found this model easier and more user-friendly in comparison with the number line and the set models. Teachers did not use the set model because of its complexity. This study concludes that the use of visual models can help enhance the conceptual teaching and understanding of common fractions. It is hoped that the study contributes towards improving the quality teaching and learning of fractions in Namibia. Furthermore, it informs the teacher-training institutions in Namibia to integrate the use of visualisation in their training programmes to promote conceptual understanding of mathematics.
- Full Text:
- Date Issued: 2019
- Authors: Katenda, Aune Kashikuka
- Date: 2019
- Subjects: Fractions -- Study and teaching (Secondary)-- Namibia , Mathematics -- Study and teaching (Secondary)-- Namibia , Information visualization , Visual learning -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96746 , vital:31314
- Description: The intention of this study was to explore how selected mathematics teachers used visual models to improve the teaching of common fractions for conceptual understanding to Grade 8 learners as a result of an intervention programme. This research study is part of the VIPROmaths project which seeks to research the effective use of visualisation processes in the mathematics classroom in South Africa, Namibia, Zambia, Switzerland and Germany. This study which adopted a case study of teachers in Khomas Region, Namibia, is informed by constructivist learning theory. The study is situated within the interpretive paradigm and a multi-phase mixed method research approach was used. It focussed on analysing the use of visual models when teaching fractions namely: area model, number line model and a set model. The data were collected through survey questionnaires, observation and recall interview. The survey was conducted with the forty three mathematics teachers, from twenty secondary schools in Khomas region. The survey gave an overview of the nature and the use of visual models in schools. Three teachers purposively selected from the survey participated in the intervention program and were observed while teaching and interviewed after their teaching. Data were qualitatively and quantitatively analysed. The findings of this study reveal that visualising fractions is one of the methods that can improve both teaching and learning by providing concrete evidence of otherwise abstract ideas and concepts. The teachers highlighted that models themselves guide learners through to the answer, as compared to working out solutions using symbols only. They further indicated that visual models improve learners’ motivation, enhances understanding of fractions and encourages full participation of learners in the lesson. The study also found that use of visual models encouraged participation and it also boosted learners thinking capability. Teachers in this study preferred to use the area model as they found this model easier and more user-friendly in comparison with the number line and the set models. Teachers did not use the set model because of its complexity. This study concludes that the use of visual models can help enhance the conceptual teaching and understanding of common fractions. It is hoped that the study contributes towards improving the quality teaching and learning of fractions in Namibia. Furthermore, it informs the teacher-training institutions in Namibia to integrate the use of visualisation in their training programmes to promote conceptual understanding of mathematics.
- Full Text:
- Date Issued: 2019
Investigating the nature of grade six after school mathematics club learners’ shifts in mathematical number sense and procedural fluency
- Authors: Baart, Noluntu Via
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Numeracy -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96825 , vital:31326
- Description: A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for calculations with the four operations, irrespective of the number range. The grade six Annual National Assessments (ANA) diagnostic reports for 2012 to 2014 also point to errors and misconceptions that tend to dominate learners’ computations in the four basic operations; such errors are often attributed to the use of either tallies or incorrectly applied mathematical procedures. Having the above context in mind and following informal conversations with teachers in the Uitenhage Education District, five teachers expressed an interest in running the afterschool mathematics clubs based on the South African Numeracy Chair (SANC) project model. The SANC project team ran workshops in April, May and June 2016 with nine teachers (five as facilitators and four others as co-facilitators in five different club sites) in which teachers were provided with key resources for use in their clubs. Fifteen club sessions ran in each club with grade six learners across the 2nd and 3rd terms. These clubs form the empirical field for this research, which aims to investigate the nature of learners’ evolving number sense, procedural fluency and teachers’ experiences of working with learners in the club space. The unit of analysis in this study is both the shifts evident in learners’ number sense and procedural fluency as a result of participating in the clubs and the teacher’s experiences of working with learners in those clubs as club facilitators. A social constructivist perspective of learning guides this study. Especially Vygotsky’s (1978) notion that cognitive development stems from social interactions and guided learning within the Zone of Proximal Development (ZPD) of children, guided by more knowledgeable others. Furthermore, Kilpatrick et al.’s (2001) strands of mathematical proficiency provide the conceptual frame with a particular focus on procedural fluency and number sense. A mixed method approach to data collection was used. Quantitative data has been drawn from learner’s scores on pre- and post- assessments on four basic operations. Visual progression spectra have been adopted from the Pushing for Progression (PfP) Programme which is an intervention Programme developed by the SANC project for club facilitators. They provide explanations of learner progression trajectories and how to analyse learner methods. Qualitative narratives were drawn from learner progression data, as well as teacher post club questionnaires and one-to-one teacher interviews. The findings of this research suggest that learner workings when used in conjunction with visual progression spectra can provide important clues to researchers and teachers. This in turn contributes to an understanding of where learners are in their mathematical learning and gives ideas for how to support learners to progress using more flexible methods of calculation, particularly for poor performing learners. Included, is the discussion of the effectiveness of the club space to enable such shifts and improve learner flexibility, fluency and performance as displayed in learner methods and scores of the pre- and post- assessments. The teachers’ observations about the relaxed atmosphere in the club space, small sized groups, learning through play with co-members may have enabled the shifts in procedural fluency and number sense in club learners. Additionally, implications of the study are discussed, and tentative recommendations are made for the DBE to consider.
- Full Text:
- Date Issued: 2019
- Authors: Baart, Noluntu Via
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa -- Case studies , Numeracy -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96825 , vital:31326
- Description: A wide range of research locally points to intermediate phase learners having extremely weak basic number sense resulting in the dominance of inefficient strategies for calculations with the four operations, irrespective of the number range. The grade six Annual National Assessments (ANA) diagnostic reports for 2012 to 2014 also point to errors and misconceptions that tend to dominate learners’ computations in the four basic operations; such errors are often attributed to the use of either tallies or incorrectly applied mathematical procedures. Having the above context in mind and following informal conversations with teachers in the Uitenhage Education District, five teachers expressed an interest in running the afterschool mathematics clubs based on the South African Numeracy Chair (SANC) project model. The SANC project team ran workshops in April, May and June 2016 with nine teachers (five as facilitators and four others as co-facilitators in five different club sites) in which teachers were provided with key resources for use in their clubs. Fifteen club sessions ran in each club with grade six learners across the 2nd and 3rd terms. These clubs form the empirical field for this research, which aims to investigate the nature of learners’ evolving number sense, procedural fluency and teachers’ experiences of working with learners in the club space. The unit of analysis in this study is both the shifts evident in learners’ number sense and procedural fluency as a result of participating in the clubs and the teacher’s experiences of working with learners in those clubs as club facilitators. A social constructivist perspective of learning guides this study. Especially Vygotsky’s (1978) notion that cognitive development stems from social interactions and guided learning within the Zone of Proximal Development (ZPD) of children, guided by more knowledgeable others. Furthermore, Kilpatrick et al.’s (2001) strands of mathematical proficiency provide the conceptual frame with a particular focus on procedural fluency and number sense. A mixed method approach to data collection was used. Quantitative data has been drawn from learner’s scores on pre- and post- assessments on four basic operations. Visual progression spectra have been adopted from the Pushing for Progression (PfP) Programme which is an intervention Programme developed by the SANC project for club facilitators. They provide explanations of learner progression trajectories and how to analyse learner methods. Qualitative narratives were drawn from learner progression data, as well as teacher post club questionnaires and one-to-one teacher interviews. The findings of this research suggest that learner workings when used in conjunction with visual progression spectra can provide important clues to researchers and teachers. This in turn contributes to an understanding of where learners are in their mathematical learning and gives ideas for how to support learners to progress using more flexible methods of calculation, particularly for poor performing learners. Included, is the discussion of the effectiveness of the club space to enable such shifts and improve learner flexibility, fluency and performance as displayed in learner methods and scores of the pre- and post- assessments. The teachers’ observations about the relaxed atmosphere in the club space, small sized groups, learning through play with co-members may have enabled the shifts in procedural fluency and number sense in club learners. Additionally, implications of the study are discussed, and tentative recommendations are made for the DBE to consider.
- Full Text:
- Date Issued: 2019
Investigating the role of extension officers in supporting social learning of rainwater harvesting practices amongst rural smallholder farmers in Nkonkobe Local Municipality, Eastern Cape
- Authors: Sithole, Phindile Nomfundo
- Date: 2019
- Subjects: Water harvesting -- South Africa -- Eastern Cape , Rainwater -- South Africa -- Eastern Cape , Water-supply, Agricultural -- South Africa -- Eastern Cape , Water-supply, Rural -- South Africa -- Eastern Cape , Agricultural extension workers -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96757 , vital:31316
- Description: Water is essential for food production, however South Africa’s water is already under pressure due to increasing population, food demand, and climate change, amongst other factors. Over the past years, there has been increasing demand for agricultural water use for food production due to these factors. Rainwater harvesting and conservation (RWH&C) for food production is one of the most promising approaches to address increasing demand of water. The Rhodes University Environmental Learning Research Centre have led a project with the Water Research Commission (Project No. K5/2277) focusing on the dissemination of RWH&C practice knowledge that involves some of the extension services in the Nkonkobe Municipality in the Eastern Cape, called the ‘Amanzi [Water] for Food’ project. While extension services were included in the project, the wider role of extension services in ‘disseminating’ RWH&C knowledge amongst farmers is not clear, a problem which provides the focus for this research, especially since there are changes in the designated role of extension services to become more responsive and reflexive in relation to farmers emerging needs, and in response to wider issues such as climate change and water scarcity. In general, there is agreement that the role of extension is to be active within the farming community, to facilitate social interactions and collaborative processes that often focus on activities that are intended to find, assess, interpret and adapt information, knowledge and evidence that are suitable for farmer’s needs. Extension should also be available to identify arising issues that the farmers experience that can be solved by the use of research knowledge. However, little is known with regard to whether extension officers are taking up this role effectively, especially in relation to RWH&C knowledge. Using document analysis, semi-structured interviews, field-based observations and focus group discussions, this research seeks to demonstrate the role of extension services in facilitating and supporting social learning of RWH&C practices amongst rural smallholder farmers for improved food security. It provides insight into the way in which extension officers are able to facilitate social learning using RWH&C knowledge, and the issues that affect the adoption of social learning approaches to extension support related to RWH&C knowledge uptake and dissemination.
- Full Text:
- Date Issued: 2019
- Authors: Sithole, Phindile Nomfundo
- Date: 2019
- Subjects: Water harvesting -- South Africa -- Eastern Cape , Rainwater -- South Africa -- Eastern Cape , Water-supply, Agricultural -- South Africa -- Eastern Cape , Water-supply, Rural -- South Africa -- Eastern Cape , Agricultural extension workers -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96757 , vital:31316
- Description: Water is essential for food production, however South Africa’s water is already under pressure due to increasing population, food demand, and climate change, amongst other factors. Over the past years, there has been increasing demand for agricultural water use for food production due to these factors. Rainwater harvesting and conservation (RWH&C) for food production is one of the most promising approaches to address increasing demand of water. The Rhodes University Environmental Learning Research Centre have led a project with the Water Research Commission (Project No. K5/2277) focusing on the dissemination of RWH&C practice knowledge that involves some of the extension services in the Nkonkobe Municipality in the Eastern Cape, called the ‘Amanzi [Water] for Food’ project. While extension services were included in the project, the wider role of extension services in ‘disseminating’ RWH&C knowledge amongst farmers is not clear, a problem which provides the focus for this research, especially since there are changes in the designated role of extension services to become more responsive and reflexive in relation to farmers emerging needs, and in response to wider issues such as climate change and water scarcity. In general, there is agreement that the role of extension is to be active within the farming community, to facilitate social interactions and collaborative processes that often focus on activities that are intended to find, assess, interpret and adapt information, knowledge and evidence that are suitable for farmer’s needs. Extension should also be available to identify arising issues that the farmers experience that can be solved by the use of research knowledge. However, little is known with regard to whether extension officers are taking up this role effectively, especially in relation to RWH&C knowledge. Using document analysis, semi-structured interviews, field-based observations and focus group discussions, this research seeks to demonstrate the role of extension services in facilitating and supporting social learning of RWH&C practices amongst rural smallholder farmers for improved food security. It provides insight into the way in which extension officers are able to facilitate social learning using RWH&C knowledge, and the issues that affect the adoption of social learning approaches to extension support related to RWH&C knowledge uptake and dissemination.
- Full Text:
- Date Issued: 2019
Perceptions of principals and teachers on the implementation of Inclusive Education: A case study of three primary schools in the Amathole West Education District.
- Authors: Magwa, Nondumiso
- Date: 2019
- Subjects: Inclusive education -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11264 , vital:39039
- Description: This research study investigated the perceptions of principals and teachers on the implementation of inclusive education in three primary schools in Amathole West Education District. The investigation took place in rural and in urban areas to fulfil the completion of the study. The people who participated in the study were three principals and six teachers from primary schools. The researcher used interpretivism paradigm for this study. A case study was also used to get closer to participants by visiting their workplace so that she could know their living experiences, thoughts and feelings about the implementation of IE in three primary schools in AWED. The study used qualitative approach. Data was collected using semi - structured interviews and document analysis so as to get rich information. Results of the study revealed that the implementation of Inclusive Education was not effective in primary schools in the AWED as it is expected by the DBE. For effective implementation of IE recommendations included the following: mainstream principals and teachers must be encouraged to read and understand the documents on implementation of IE; mainstream principals and teachers must be encouraged to further their studies and capacitate themselves especially in the aspects of inclusive education; DBSTs must have regular visits to mainstream schools to support teachers on monthly basis; follow - ups and monitoring must be done by district officers frequently to all mainstream schools; remedial classes must be introduced in mainstream schools so that learners can get enough time to be assisted on areas concerned; more workshops and in - service training must be organised to support teachers so that they could get more information about inclusive education.
- Full Text:
- Date Issued: 2019
- Authors: Magwa, Nondumiso
- Date: 2019
- Subjects: Inclusive education -- Eastern Cape -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/11264 , vital:39039
- Description: This research study investigated the perceptions of principals and teachers on the implementation of inclusive education in three primary schools in Amathole West Education District. The investigation took place in rural and in urban areas to fulfil the completion of the study. The people who participated in the study were three principals and six teachers from primary schools. The researcher used interpretivism paradigm for this study. A case study was also used to get closer to participants by visiting their workplace so that she could know their living experiences, thoughts and feelings about the implementation of IE in three primary schools in AWED. The study used qualitative approach. Data was collected using semi - structured interviews and document analysis so as to get rich information. Results of the study revealed that the implementation of Inclusive Education was not effective in primary schools in the AWED as it is expected by the DBE. For effective implementation of IE recommendations included the following: mainstream principals and teachers must be encouraged to read and understand the documents on implementation of IE; mainstream principals and teachers must be encouraged to further their studies and capacitate themselves especially in the aspects of inclusive education; DBSTs must have regular visits to mainstream schools to support teachers on monthly basis; follow - ups and monitoring must be done by district officers frequently to all mainstream schools; remedial classes must be introduced in mainstream schools so that learners can get enough time to be assisted on areas concerned; more workshops and in - service training must be organised to support teachers so that they could get more information about inclusive education.
- Full Text:
- Date Issued: 2019
Recontextualisation of biodiversity knowledge in the Senior Phase Natural Sciences curriculum
- Authors: Mmekwa, Makwena
- Date: 2019
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Biodiversity -- Study and teaching (Secondary) -- South Africa , Environmental protection -- South Africa , Biodiversity Conservation -- South Africa , Millennium Ecosystem Assessment (Program) , South African National Biodiversity Institute. Life: the state of South Africa's biodiversity
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92694 , vital:30723
- Description: This study explored the nature of biodiversity knowledge in the Senior Phase Natural Sciences curriculum in relation to international and national scientific documents. Significant biodiversity key features were identified from a review of these documents. These concepts were then explored in terms of how they had been presented and recontextualised in the Senior Phase Natural Sciences CAPS policy document and a selection of three commonly used textbooks for this subject in South Africa. Using Bernstein’s (1990) framework of the Pedagogic Device, the study traces how biodiversity knowledge was de-located from the scientific Field of Production (FOP) and relocated into the Official Recontextualisation Field (ORF) and Pedagogical Recontextualisation Field (PRF). In exploring the continuity, changes and discontinuities in the biodiversity content, as it has been recontextualised, the study utilised Bernstein’s concepts of selective appropriation and ideological transformation. The study is a qualitative case study that drew on document analysis and structured interviews to generate data. Data analysis for this study consisted of two phases. Phase One involved an analysis of biodiversity knowledge in the Millennium Ecosystem Assessment (MEA, 2005) and Life: The State of South Africa’s Biodiversity (SANBI, 2013) which represented the FOP. This was in order to explore the nature of biodiversity knowledge in those documents. This knowledge was then compared to the Senior Phase Natural Sciences curriculum which represented the ORF and selection of textbooks representing the PRF. Phase Two sought to investigate the role players in the recontextualising fields and what roles did they play in the recontextualisation of biodiversity knowledge. This phase entailed an analysis of interviews. The findings showed that both the international document and the national document presented biodiversity knowledge in terms of their fundamental value to humans. In addition, these documents illustrated human-environmental interactions. They presented procedural knowledge that allow us to understand ecosystems and their services to human well-being. The documents also described how ecosystem services are in decline in many places around the world. The documents presented knowledge of threats to biodiversity such as habitat loss, invasive species, pollution, and overharvesting. They also included knowledge of conservation and sustainability which focused on preventing ongoing degradation and restoration and reversal of degradation of ecosystems. In comparing the ORF and the PRF this study showed that the CAPS policy document appears to present concepts foundational to understanding biodiversity rather than discussing biodiversity itself. The textbooks contextualise these foundational concepts and broaden them mostly through pictorial illustrations, as case studies and contextual examples. A recommendation from the research is that the official recontextualisation process should review opportunities to draw on international and national documents that present concepts and contemporary cases of biodiversity content knowledge to ensure that the complexities around biodiversity are presented in the curriculum. This study may contribute to the development and review of the Natural Sciences curriculum and environmental education in South Africa. The study also suggests areas of biodiversity knowledge that might be included as curriculum content in the future. It further suggests that curriculum developers consider including new environmental knowledge which deals with local, national and global needs and expectations.
- Full Text:
- Date Issued: 2019
- Authors: Mmekwa, Makwena
- Date: 2019
- Subjects: Science -- Study and teaching (Secondary) -- South Africa , Biodiversity -- Study and teaching (Secondary) -- South Africa , Environmental protection -- South Africa , Biodiversity Conservation -- South Africa , Millennium Ecosystem Assessment (Program) , South African National Biodiversity Institute. Life: the state of South Africa's biodiversity
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92694 , vital:30723
- Description: This study explored the nature of biodiversity knowledge in the Senior Phase Natural Sciences curriculum in relation to international and national scientific documents. Significant biodiversity key features were identified from a review of these documents. These concepts were then explored in terms of how they had been presented and recontextualised in the Senior Phase Natural Sciences CAPS policy document and a selection of three commonly used textbooks for this subject in South Africa. Using Bernstein’s (1990) framework of the Pedagogic Device, the study traces how biodiversity knowledge was de-located from the scientific Field of Production (FOP) and relocated into the Official Recontextualisation Field (ORF) and Pedagogical Recontextualisation Field (PRF). In exploring the continuity, changes and discontinuities in the biodiversity content, as it has been recontextualised, the study utilised Bernstein’s concepts of selective appropriation and ideological transformation. The study is a qualitative case study that drew on document analysis and structured interviews to generate data. Data analysis for this study consisted of two phases. Phase One involved an analysis of biodiversity knowledge in the Millennium Ecosystem Assessment (MEA, 2005) and Life: The State of South Africa’s Biodiversity (SANBI, 2013) which represented the FOP. This was in order to explore the nature of biodiversity knowledge in those documents. This knowledge was then compared to the Senior Phase Natural Sciences curriculum which represented the ORF and selection of textbooks representing the PRF. Phase Two sought to investigate the role players in the recontextualising fields and what roles did they play in the recontextualisation of biodiversity knowledge. This phase entailed an analysis of interviews. The findings showed that both the international document and the national document presented biodiversity knowledge in terms of their fundamental value to humans. In addition, these documents illustrated human-environmental interactions. They presented procedural knowledge that allow us to understand ecosystems and their services to human well-being. The documents also described how ecosystem services are in decline in many places around the world. The documents presented knowledge of threats to biodiversity such as habitat loss, invasive species, pollution, and overharvesting. They also included knowledge of conservation and sustainability which focused on preventing ongoing degradation and restoration and reversal of degradation of ecosystems. In comparing the ORF and the PRF this study showed that the CAPS policy document appears to present concepts foundational to understanding biodiversity rather than discussing biodiversity itself. The textbooks contextualise these foundational concepts and broaden them mostly through pictorial illustrations, as case studies and contextual examples. A recommendation from the research is that the official recontextualisation process should review opportunities to draw on international and national documents that present concepts and contemporary cases of biodiversity content knowledge to ensure that the complexities around biodiversity are presented in the curriculum. This study may contribute to the development and review of the Natural Sciences curriculum and environmental education in South Africa. The study also suggests areas of biodiversity knowledge that might be included as curriculum content in the future. It further suggests that curriculum developers consider including new environmental knowledge which deals with local, national and global needs and expectations.
- Full Text:
- Date Issued: 2019
Selected Namibian secondary school geography teachers’ pedagogical thinking and practices: the case of mapwork
- Naxweka, Johanna Ndamononghenda
- Authors: Naxweka, Johanna Ndamononghenda
- Date: 2019
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia , Cartography -- Study and teaching (Secondary) -- Namibia , Maps -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/76969 , vital:30651
- Description: Learner performance in mapwork in secondary school geography in Namibia has been consistently poor. Examiners’ reports provide detailed feedback on the difficulties learners demonstrate with little, if any, attention paid to teachers’ perceptions, experiences and pedagogical practices of mapwork. This qualitative study generated insights to understand selected geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty geography teachers in fifteen secondary schools in the Ohangwena Circuit in the Ohangwena Region of Namibia. The teachers’ responses were coded and analyzed and patterns and trends identified. Based on what emerged, a purposive sample of three teachers was chosen for in-depth interviews to probe their responses and to observe their classroom practices. The study draws on learner centred pedagogy (LCP), the official educational policy in Namibia, and Shulman’s perspectives of teachers’ content and pedagogical content knowledge (PCK) (1986, 1987) to interpret what teachers say about the teaching of mapwork and how they teach it. The qualities of teachers’ PCK that support student learning in mapwork are not yet fully understood because there has been little research on teachers’ PCK for teaching mapwork and spatial thinking in geography classrooms (Jo & Bednarz, 2014). The study sheds light on the teachers’ qualifications and experience, their perceptions and attitudes towards the teaching of mapwork, their teaching strategies and the resources they use. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. The study illuminated a disjuncture between the rhetoric and practice of learner centred pedagogy. There is evidence which suggests that the teachers’ knowledge of the curriculum is superficial and limited to content. Their practices are focused on teaching map skills and procedural knowledge with little, if any, attention given to spatial and map conceptual understanding and application of knowledge to solve problems. The study concludes that teachers’ map and spatial conceptual understanding and pedagogical content knowledge should be strengthened if the persistent problem of poor learner attainment is to be resolved. It provides insights that may be of value to Namibian teachers, teacher educators, curriculum policy developers and Senior Education Officers when addressing this problem.
- Full Text:
- Date Issued: 2019
- Authors: Naxweka, Johanna Ndamononghenda
- Date: 2019
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia , Cartography -- Study and teaching (Secondary) -- Namibia , Maps -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/76969 , vital:30651
- Description: Learner performance in mapwork in secondary school geography in Namibia has been consistently poor. Examiners’ reports provide detailed feedback on the difficulties learners demonstrate with little, if any, attention paid to teachers’ perceptions, experiences and pedagogical practices of mapwork. This qualitative study generated insights to understand selected geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty geography teachers in fifteen secondary schools in the Ohangwena Circuit in the Ohangwena Region of Namibia. The teachers’ responses were coded and analyzed and patterns and trends identified. Based on what emerged, a purposive sample of three teachers was chosen for in-depth interviews to probe their responses and to observe their classroom practices. The study draws on learner centred pedagogy (LCP), the official educational policy in Namibia, and Shulman’s perspectives of teachers’ content and pedagogical content knowledge (PCK) (1986, 1987) to interpret what teachers say about the teaching of mapwork and how they teach it. The qualities of teachers’ PCK that support student learning in mapwork are not yet fully understood because there has been little research on teachers’ PCK for teaching mapwork and spatial thinking in geography classrooms (Jo & Bednarz, 2014). The study sheds light on the teachers’ qualifications and experience, their perceptions and attitudes towards the teaching of mapwork, their teaching strategies and the resources they use. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. The study illuminated a disjuncture between the rhetoric and practice of learner centred pedagogy. There is evidence which suggests that the teachers’ knowledge of the curriculum is superficial and limited to content. Their practices are focused on teaching map skills and procedural knowledge with little, if any, attention given to spatial and map conceptual understanding and application of knowledge to solve problems. The study concludes that teachers’ map and spatial conceptual understanding and pedagogical content knowledge should be strengthened if the persistent problem of poor learner attainment is to be resolved. It provides insights that may be of value to Namibian teachers, teacher educators, curriculum policy developers and Senior Education Officers when addressing this problem.
- Full Text:
- Date Issued: 2019
Strategies schools in a low-socio-economic are used to maintain discipline
- Authors: Manuel, Bianca Winestine
- Date: 2019
- Subjects: Corporal punishment -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/44550 , vital:38143
- Description: The purpose of this study was to investigate the strategies schools use to maintain discipline in a low socio-economic area. Poor discipline in public schools has become a major concern following the abolition of corporal punishment by the National Department of Education. The educational authorities left educators in schools with no constructive alternatives to maintain discipline and alternative strategies had to be found and implemented. Data were collected be means of semi-structured interviews, from principals, educators and school governing body (SGB) members. Three neighbouring high schools in the Northern Areas of Port Elizabeth in the Nelson Mandela Bay District of Education were used. A qualitative research approach was employed in the study. The findings supported the literature that was consulted in that there is a wide range of causes of disciplinary problems in schools. According to the findings, there is a lack of effective strategies to maintain discipline in schools but Bronfenbrenner’s ecological systems theory is in line with the perceptions of the respondents in this study. This study opened a door for further research into effective strategies that are in line with the changing teaching environment in low socio-economic areas. The government should come on board to create an environment to promote the good life for educators and learners. The final outcome of this study focused on strategies that principals, educators and SGB members can use to maintain discipline in low socio-economic areas. These strategies can create an environment that is conducive for teaching and learning, especially in schools situated in low socio-economic areas. These include consistency, parental involvement, detention, suspension and the home environment and socio-economic circumstances. Learners must be disciplined and parents must be involved in the maintenance of discipline in schools situated in low socio-economic areas.
- Full Text:
- Date Issued: 2019
- Authors: Manuel, Bianca Winestine
- Date: 2019
- Subjects: Corporal punishment -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/44550 , vital:38143
- Description: The purpose of this study was to investigate the strategies schools use to maintain discipline in a low socio-economic area. Poor discipline in public schools has become a major concern following the abolition of corporal punishment by the National Department of Education. The educational authorities left educators in schools with no constructive alternatives to maintain discipline and alternative strategies had to be found and implemented. Data were collected be means of semi-structured interviews, from principals, educators and school governing body (SGB) members. Three neighbouring high schools in the Northern Areas of Port Elizabeth in the Nelson Mandela Bay District of Education were used. A qualitative research approach was employed in the study. The findings supported the literature that was consulted in that there is a wide range of causes of disciplinary problems in schools. According to the findings, there is a lack of effective strategies to maintain discipline in schools but Bronfenbrenner’s ecological systems theory is in line with the perceptions of the respondents in this study. This study opened a door for further research into effective strategies that are in line with the changing teaching environment in low socio-economic areas. The government should come on board to create an environment to promote the good life for educators and learners. The final outcome of this study focused on strategies that principals, educators and SGB members can use to maintain discipline in low socio-economic areas. These strategies can create an environment that is conducive for teaching and learning, especially in schools situated in low socio-economic areas. These include consistency, parental involvement, detention, suspension and the home environment and socio-economic circumstances. Learners must be disciplined and parents must be involved in the maintenance of discipline in schools situated in low socio-economic areas.
- Full Text:
- Date Issued: 2019
Students’ perceived experiences of a flipped classroom at a traditional South African university in comparison to the traditional classroom
- Authors: Cilliers, Liezel
- Date: 2019
- Subjects: Teaching -- trends Flipped classrooms
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15881 , vital:40545
- Description: The purpose of this study was to explore students’ perceived experiences of flipped classrooms at a traditional South African university in comparison to the traditional classroom. Universities across the world are confronted with a variety of problems. One of these challenges include the massification of higher education as more students now have access to universities resulting in larger class sizes and lower through put rates. Universities have traditionally made use of the face-to-face model of lectures and tutorials as a passive mode of course instruction and delivery. However, due to the massification of higher education, it has become very difficult for lecturers to communicate and collaborate with students. One of the ways that lecturers have attempted to overcome the problem of massification is to make use of technology to increase the delivery of course content. When lectures are made available online while the traditional class time is used to build conceptual understanding and cognitive skills among students, the approach is known as ‘flipping’ the classroom. Several studies have shown that this type of active classroom approach can perform better than traditional lectures when learning outcomes are compared. There is also a very limited body of knowledge available regarding students’ perceived experiences of flipped classrooms at traditional South African universities. The theoretical frameworks guiding this study are the Activity Theory and Constructivism, whilst a pragmatic paradigm was employed. The flipped classroom was used in one course of the Management and Commerce Faculty at a traditional university in South Africa. The study was divided into three cycles: The first cycle involved 4 weeks of traditional lectures, the second cycle of 4 weeks introduced blended learning into the course, while the third cycle of 4 weeks changed the content delivery method to a flipped classroom. At the end of each cycle a formal evaluation through focus groups interviews (with 10 students per cycle) and a questionnaire (that was administered to the class) was conducted to inform the next cycle. Throughout the research process, the researcher also kept detailed field notes to as an account of the planning, execution and reflection for each class. The researcher also observed the behavior of the students during the various research cycles to provide a ‘snapshot’ of the classes. The results of the study suggest that students prefer the use of the flipped classroom is it enables them to communicate with their peers and the lecturer, and providing them with opportunities to better understand learning content through discussions and reasoning, rather than the means of receiving information. Barriers that were identified included difficulty with learning strategies and technical assistance when students needed assistance. However, students were positive about both the use of the flipped classroom as opposed to the use of the traditional classroom.
- Full Text:
- Date Issued: 2019
- Authors: Cilliers, Liezel
- Date: 2019
- Subjects: Teaching -- trends Flipped classrooms
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/15881 , vital:40545
- Description: The purpose of this study was to explore students’ perceived experiences of flipped classrooms at a traditional South African university in comparison to the traditional classroom. Universities across the world are confronted with a variety of problems. One of these challenges include the massification of higher education as more students now have access to universities resulting in larger class sizes and lower through put rates. Universities have traditionally made use of the face-to-face model of lectures and tutorials as a passive mode of course instruction and delivery. However, due to the massification of higher education, it has become very difficult for lecturers to communicate and collaborate with students. One of the ways that lecturers have attempted to overcome the problem of massification is to make use of technology to increase the delivery of course content. When lectures are made available online while the traditional class time is used to build conceptual understanding and cognitive skills among students, the approach is known as ‘flipping’ the classroom. Several studies have shown that this type of active classroom approach can perform better than traditional lectures when learning outcomes are compared. There is also a very limited body of knowledge available regarding students’ perceived experiences of flipped classrooms at traditional South African universities. The theoretical frameworks guiding this study are the Activity Theory and Constructivism, whilst a pragmatic paradigm was employed. The flipped classroom was used in one course of the Management and Commerce Faculty at a traditional university in South Africa. The study was divided into three cycles: The first cycle involved 4 weeks of traditional lectures, the second cycle of 4 weeks introduced blended learning into the course, while the third cycle of 4 weeks changed the content delivery method to a flipped classroom. At the end of each cycle a formal evaluation through focus groups interviews (with 10 students per cycle) and a questionnaire (that was administered to the class) was conducted to inform the next cycle. Throughout the research process, the researcher also kept detailed field notes to as an account of the planning, execution and reflection for each class. The researcher also observed the behavior of the students during the various research cycles to provide a ‘snapshot’ of the classes. The results of the study suggest that students prefer the use of the flipped classroom is it enables them to communicate with their peers and the lecturer, and providing them with opportunities to better understand learning content through discussions and reasoning, rather than the means of receiving information. Barriers that were identified included difficulty with learning strategies and technical assistance when students needed assistance. However, students were positive about both the use of the flipped classroom as opposed to the use of the traditional classroom.
- Full Text:
- Date Issued: 2019
Teachers and learners’ perspectives towards English as a language of learning and teaching : a case of two selected secondary schools in the Amathole West Education District
- Osunkunle, Atinuke Oluwatoyin
- Authors: Osunkunle, Atinuke Oluwatoyin
- Date: 2019
- Subjects: English language -- Study and teaching Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16243 , vital:40702
- Description: The study aimed at examining teachers and learners’ perspectives towards English as a language of learning and teaching (LoLT), using two selected secondary schools in the Amathole West Education District as a case study and to see if English is indeed a language of choice among learners and teachers. The researcher employed an interpretative qualitative research paradigm and purposive non-probability sampling method was used to draw samples of participants for in-depth interviews and focus group discussions. The school principal and two teachers were purposively selected in each of the two schools, making a total of two school principals and four teachers that were interviewed. In addition, a member of the School Governing Body (SGB) was selected in each of the two schools and interviewed. The study also had one focus group discussion with learners in each of the two selected schools, making two focus groups in total. All the one-on-one in-depth interviews as well as the focus group discussions with the learners were recorded and then transcribed. The collected data was later analysed thematically to infer the meaning and present the findings. The findings revealed that most of the students in public schools are torn between two divides as they struggle with the use of English as a language of learning and teaching but seem to have no choice, as they all believed that the use of English is quite beneficial to them in many ways. Another critical finding is that some teachers find it difficult to teach in English because they do not have a good command of the language. This makes them to code-switch regularly using IsiXhosa along with English while they are supposed to teach in English. Thus, this affects the learners proper understanding of and grounding in the English language. The study also found out that the schools lack adequate support to ensure the effective use of English for learning and teaching. The study recommended that various support systems from the government are needed in order to ensure the acceptance and successful use of English as LoLT in South African public schools. In this regard, the participants assured that these would result in positive outcomes, as they would provide quality education through government support. The study concluded that English is the preferred LoLT by both teachers and learners, thus, it needs to be prioritised.
- Full Text:
- Date Issued: 2019
- Authors: Osunkunle, Atinuke Oluwatoyin
- Date: 2019
- Subjects: English language -- Study and teaching Second language acquisition
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16243 , vital:40702
- Description: The study aimed at examining teachers and learners’ perspectives towards English as a language of learning and teaching (LoLT), using two selected secondary schools in the Amathole West Education District as a case study and to see if English is indeed a language of choice among learners and teachers. The researcher employed an interpretative qualitative research paradigm and purposive non-probability sampling method was used to draw samples of participants for in-depth interviews and focus group discussions. The school principal and two teachers were purposively selected in each of the two schools, making a total of two school principals and four teachers that were interviewed. In addition, a member of the School Governing Body (SGB) was selected in each of the two schools and interviewed. The study also had one focus group discussion with learners in each of the two selected schools, making two focus groups in total. All the one-on-one in-depth interviews as well as the focus group discussions with the learners were recorded and then transcribed. The collected data was later analysed thematically to infer the meaning and present the findings. The findings revealed that most of the students in public schools are torn between two divides as they struggle with the use of English as a language of learning and teaching but seem to have no choice, as they all believed that the use of English is quite beneficial to them in many ways. Another critical finding is that some teachers find it difficult to teach in English because they do not have a good command of the language. This makes them to code-switch regularly using IsiXhosa along with English while they are supposed to teach in English. Thus, this affects the learners proper understanding of and grounding in the English language. The study also found out that the schools lack adequate support to ensure the effective use of English for learning and teaching. The study recommended that various support systems from the government are needed in order to ensure the acceptance and successful use of English as LoLT in South African public schools. In this regard, the participants assured that these would result in positive outcomes, as they would provide quality education through government support. The study concluded that English is the preferred LoLT by both teachers and learners, thus, it needs to be prioritised.
- Full Text:
- Date Issued: 2019
Teachers’ engagement with learners in inclusive foundation phase classrooms: a case study analysis
- Authors: Skae, Vera Astrid
- Date: 2019
- Subjects: Early childhood education -- South Africa -- Eastern Cape -- Case studies , Education and state -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92705 , vital:30722
- Description: Since 2001, South African teachers have been attempting to practise inclusive education in classrooms in ordinary, public schools. Previous research has shown the many challenges South African teachers face in our current educational environment. Strong arguments, however, have been made for more research to be done on actual teacher engagement with learners in our ordinary, public school classrooms, and the extent to which classroom practices are inclusive (Engelbrecht, Nel, Nel & Tlale, 2015, p. 3). This study sought to do an in-depth critical analysis of three foundation phase teachers and their engagement with learners in their classrooms at an Eastern Cape school. The aim was to examine how inclusive education was being enacted by the teacher with learners in real classroom settings, with particular attention paid to ways in which learners experience barriers to learning. A micro-level analysis was conducted in a single unit case study and using a qualitative research approach in an interpretive paradigm. Questionnaires, observations, and semi-structured interviews were conducted in an attempt to gather in-depth data. It was heartening to observe the extent to which inclusive education and practices were being enacted at the school and in the classrooms, and instructive in providing examples of what can work in the South African context. Key findings of this study include the generation of a framework for analysing inclusive classroom practice at the micro level. Criteria were identified as indicators of inclusive education of learners including those experiencing barriers to learning in the classroom. This study builds on and extends what has been developed at the macro and micro level of inclusive education in schools and in the classroom. It found that a number of challenges remain for enabling the implementation of an inclusive education. At the macro level, these include the provision of clear directives for implementation of inclusive education by the appropriate authorities; the provision of well-structured professional teacher training and development programmes in inclusive classroom practices, as well as in barriers to learning and how to address them; and the provision of funding for school and classroom infrastructure and resources. At the micro level, these include the successful implementation by teachers of inclusive classroom practices and the provision of the necessary support for learners experiencing barriers to learning in their classrooms, including expert personnel, resources, and assistive devices.
- Full Text:
- Date Issued: 2019
- Authors: Skae, Vera Astrid
- Date: 2019
- Subjects: Early childhood education -- South Africa -- Eastern Cape -- Case studies , Education and state -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92705 , vital:30722
- Description: Since 2001, South African teachers have been attempting to practise inclusive education in classrooms in ordinary, public schools. Previous research has shown the many challenges South African teachers face in our current educational environment. Strong arguments, however, have been made for more research to be done on actual teacher engagement with learners in our ordinary, public school classrooms, and the extent to which classroom practices are inclusive (Engelbrecht, Nel, Nel & Tlale, 2015, p. 3). This study sought to do an in-depth critical analysis of three foundation phase teachers and their engagement with learners in their classrooms at an Eastern Cape school. The aim was to examine how inclusive education was being enacted by the teacher with learners in real classroom settings, with particular attention paid to ways in which learners experience barriers to learning. A micro-level analysis was conducted in a single unit case study and using a qualitative research approach in an interpretive paradigm. Questionnaires, observations, and semi-structured interviews were conducted in an attempt to gather in-depth data. It was heartening to observe the extent to which inclusive education and practices were being enacted at the school and in the classrooms, and instructive in providing examples of what can work in the South African context. Key findings of this study include the generation of a framework for analysing inclusive classroom practice at the micro level. Criteria were identified as indicators of inclusive education of learners including those experiencing barriers to learning in the classroom. This study builds on and extends what has been developed at the macro and micro level of inclusive education in schools and in the classroom. It found that a number of challenges remain for enabling the implementation of an inclusive education. At the macro level, these include the provision of clear directives for implementation of inclusive education by the appropriate authorities; the provision of well-structured professional teacher training and development programmes in inclusive classroom practices, as well as in barriers to learning and how to address them; and the provision of funding for school and classroom infrastructure and resources. At the micro level, these include the successful implementation by teachers of inclusive classroom practices and the provision of the necessary support for learners experiencing barriers to learning in their classrooms, including expert personnel, resources, and assistive devices.
- Full Text:
- Date Issued: 2019
Teachers’ perception of the integration of environmental education into grade 12 curriculum in East London Education District
- Authors: Damoah, Benjamin
- Date: 2019
- Subjects: Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16528 , vital:40728
- Description: The study focuses on teachers’ perception of the integration of environmental education into grade 12 curriculum in East London education district. This study is based on empirical research. The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and instructional experiences. The research study is supported by national and international literatures based on environmental education and integration of environmental education as a component in the school curriculum, and policy documents. The study adopted qualitative research approach, using phenomenological method and interpretivism paradigm respectively. The empirical data was collected from one high school in Mdantsane Township in East London education district. The study sample consisted of 6 high school teachers. Data was collected through semi- structured interviews. According to the findings of the research, grade 12 teachers expressed disparities in their perceptions of environmental education as an integrated component into their subjects. Most of the subject teachers focused on the aspect of knowledge acquisition. According to South African education system, environmental education (EE) has been integrated into all subjects. Although there is environmental education in the GET and FET phase curriculum respectively, however it is not integrated evenly in all subjects. Some subjects like Life sciences, geography have more environmental content than other subjects. Teachers suggested that the approach adopted to integrate environmental education into the school curriculum was not favourable because teachers claimed that what is to be taught as environmental education in the various subjects is not indicated explicitly in the CAPS document. The CAPS document prescribes EE integration into all subjects which makes the teaching of EE a collective responsibility. The main actors of EE integration implementation are themselves a constraint to the success of the integration. The teacher is confronted with many challenges in the process of environmental education integration. This includes lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in ii developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs. Topics for future research on the integration of EE into grade 12 curriculums were suggested in order to improve on teaching and learning of environmental education
- Full Text:
- Date Issued: 2019
- Authors: Damoah, Benjamin
- Date: 2019
- Subjects: Environmental education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16528 , vital:40728
- Description: The study focuses on teachers’ perception of the integration of environmental education into grade 12 curriculum in East London education district. This study is based on empirical research. The theoretical framework of the study is based on Opportunity to Learn (OTL). The concept of OTL was formulated by international Association of Achievements (McDonnell, 1995).OTL is multiplicity of factors that create the conditions for teaching and learning, such as curricula, learning materials, facilities, teachers and instructional experiences. The research study is supported by national and international literatures based on environmental education and integration of environmental education as a component in the school curriculum, and policy documents. The study adopted qualitative research approach, using phenomenological method and interpretivism paradigm respectively. The empirical data was collected from one high school in Mdantsane Township in East London education district. The study sample consisted of 6 high school teachers. Data was collected through semi- structured interviews. According to the findings of the research, grade 12 teachers expressed disparities in their perceptions of environmental education as an integrated component into their subjects. Most of the subject teachers focused on the aspect of knowledge acquisition. According to South African education system, environmental education (EE) has been integrated into all subjects. Although there is environmental education in the GET and FET phase curriculum respectively, however it is not integrated evenly in all subjects. Some subjects like Life sciences, geography have more environmental content than other subjects. Teachers suggested that the approach adopted to integrate environmental education into the school curriculum was not favourable because teachers claimed that what is to be taught as environmental education in the various subjects is not indicated explicitly in the CAPS document. The CAPS document prescribes EE integration into all subjects which makes the teaching of EE a collective responsibility. The main actors of EE integration implementation are themselves a constraint to the success of the integration. The teacher is confronted with many challenges in the process of environmental education integration. This includes lack of teaching and learning resources, time and large class size. The role of teachers in the implementation of environmental education in developing an environmentally literate citizenry is of great significance. The responsibility of the government in ii developing a curriculum with clear goals and content, developing teachers’ capacity in the teaching of environmental education and provision of teaching and learning materials needs to be taken seriously by the government in educational plans and programs. Topics for future research on the integration of EE into grade 12 curriculums were suggested in order to improve on teaching and learning of environmental education
- Full Text:
- Date Issued: 2019
Teachers’ views on grade 7 reading comprehension skills amongst English first additional language learners: a case study
- Authors: Ruiters, Benedictor
- Date: 2019
- Subjects: Reading comprehension English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16307 , vital:40707
- Description: The purpose of this study was to investigate the views of Teachers about reading comprehension skills in grade 7 English Additional Language classrooms in Buffalo City Metropolitan, Eastern Cape. Objectives are to instil the love for reading and enabling learners to successfully learn to read and attain their full potential. The researcher was interested in exploring broader trends in reading comprehension skills, with the intention of contributing possible strategies to address the literacy level in English First Additional Language. The study was framed as qualitative in inquiry; a face-to-face semi-structured interview was used to collect data. The participants comprised of 24 learners and 4 educators. The theoretical framework utilised was Lev Vygotsky’s (1979) constructivist theory to analyse data using a qualitative analysis approach. Different tools to verify data, which comprised of semi- structured interview of open-ended questions and document analysis to obtain data from English First Additional Language teachers in four primary schools in the Buffalo City Metropolitan District, were used. Findings indicate English First Additional Language learners are not proficient in the language of teaching and learning because in other public schools mother tongue is additive language, while in other schools it does not exist. The recommendation was that the Department of education needs to introduce a reading module for English First Additional teachers who need training in this area of learning. Another recommendation highlighted by teachers is the revisiting of child development theories that will help teachers have a better understanding about the learners and which strategies to utilise during reading.
- Full Text:
- Date Issued: 2019
- Authors: Ruiters, Benedictor
- Date: 2019
- Subjects: Reading comprehension English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/16307 , vital:40707
- Description: The purpose of this study was to investigate the views of Teachers about reading comprehension skills in grade 7 English Additional Language classrooms in Buffalo City Metropolitan, Eastern Cape. Objectives are to instil the love for reading and enabling learners to successfully learn to read and attain their full potential. The researcher was interested in exploring broader trends in reading comprehension skills, with the intention of contributing possible strategies to address the literacy level in English First Additional Language. The study was framed as qualitative in inquiry; a face-to-face semi-structured interview was used to collect data. The participants comprised of 24 learners and 4 educators. The theoretical framework utilised was Lev Vygotsky’s (1979) constructivist theory to analyse data using a qualitative analysis approach. Different tools to verify data, which comprised of semi- structured interview of open-ended questions and document analysis to obtain data from English First Additional Language teachers in four primary schools in the Buffalo City Metropolitan District, were used. Findings indicate English First Additional Language learners are not proficient in the language of teaching and learning because in other public schools mother tongue is additive language, while in other schools it does not exist. The recommendation was that the Department of education needs to introduce a reading module for English First Additional teachers who need training in this area of learning. Another recommendation highlighted by teachers is the revisiting of child development theories that will help teachers have a better understanding about the learners and which strategies to utilise during reading.
- Full Text:
- Date Issued: 2019
Teaching NCS (CAPS) FET mathematics: a comparison between an offline techno-blended Model and a traditional approach
- Authors: Munemo, Noname
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Secondary) , Mathematics -- Study and teaching (Higher) -- South Africa Blended learning Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/41614 , vital:36545
- Description: This research is a comparative research study that compares the way learning has taken place when selected mathematics topics were taught to two groups of Grade 11 Mathematics learners. An offline Techno-Blended Teaching and Learning Model was used for one group, while the other group was taught without the integration of technology. The cognitive and affective impact of the use of technology when an offline Techno-Blended T&L Model was followed, was compared to a corresponding impact of an approach where no technology was integrated during the teaching of the topics. The research study involved teachers and selected learners in the Mathematics classes from four different high schools selected from two urban districts in the Eastern Cape Province in South Africa. The curriculum topics that the research focused on were Euclidean Geometry and Trigonometry.
- Full Text:
- Date Issued: 2019
- Authors: Munemo, Noname
- Date: 2019
- Subjects: Mathematics -- Study and teaching (Secondary) , Mathematics -- Study and teaching (Higher) -- South Africa Blended learning Educational innovations
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10948/41614 , vital:36545
- Description: This research is a comparative research study that compares the way learning has taken place when selected mathematics topics were taught to two groups of Grade 11 Mathematics learners. An offline Techno-Blended Teaching and Learning Model was used for one group, while the other group was taught without the integration of technology. The cognitive and affective impact of the use of technology when an offline Techno-Blended T&L Model was followed, was compared to a corresponding impact of an approach where no technology was integrated during the teaching of the topics. The research study involved teachers and selected learners in the Mathematics classes from four different high schools selected from two urban districts in the Eastern Cape Province in South Africa. The curriculum topics that the research focused on were Euclidean Geometry and Trigonometry.
- Full Text:
- Date Issued: 2019