Exploring the Mediation of Learning of Chemical Equilibrium to High-achieving Students in a Selected Senior Secondary School in Namibia
- Chani, Fungisisai M, Ngcoza, Kenneth M, Chikunda, Charles, Sewry, Joyce D
- Authors: Chani, Fungisisai M , Ngcoza, Kenneth M , Chikunda, Charles , Sewry, Joyce D
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484335 , vital:78897 , https://doi.org/10.1080/18117295.2018.1528031
- Description: Chemical equilibrium is one of the most important yet difficult topics to teach. The purpose of this study was to examine how two science teachers experienced the mediation of and how they mediated learning of this topic, chemical equilibrium, to high-achieving students. Data were collected using semi-structured interviews, lesson observations and stimulated recall interviews. The five topic-specific pedagogical content knowledge (TSPCK) components, namely, teacher knowledge of student prior knowledge, curricular saliency, what is difficult to understand, representations and conceptual teaching strategies, were used as conceptual tools to analyse the data. The findings revealed that the two science teachers struggled to mediate learning of chemical equilibrium concepts to high-achieving students and therefore the approaches used to teach them should not necessarily be any different from those used for average-ability students. Similarly, the teacher’s role as a mediator of meaningful learning is equally important for high-achieving students. We thus recommend that there is a need for continuing professional development for science teachers focussing on the development of materials and strengthening of their TSPCK components.
- Full Text:
- Date Issued: 2018
- Authors: Chani, Fungisisai M , Ngcoza, Kenneth M , Chikunda, Charles , Sewry, Joyce D
- Date: 2018
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484335 , vital:78897 , https://doi.org/10.1080/18117295.2018.1528031
- Description: Chemical equilibrium is one of the most important yet difficult topics to teach. The purpose of this study was to examine how two science teachers experienced the mediation of and how they mediated learning of this topic, chemical equilibrium, to high-achieving students. Data were collected using semi-structured interviews, lesson observations and stimulated recall interviews. The five topic-specific pedagogical content knowledge (TSPCK) components, namely, teacher knowledge of student prior knowledge, curricular saliency, what is difficult to understand, representations and conceptual teaching strategies, were used as conceptual tools to analyse the data. The findings revealed that the two science teachers struggled to mediate learning of chemical equilibrium concepts to high-achieving students and therefore the approaches used to teach them should not necessarily be any different from those used for average-ability students. Similarly, the teacher’s role as a mediator of meaningful learning is equally important for high-achieving students. We thus recommend that there is a need for continuing professional development for science teachers focussing on the development of materials and strengthening of their TSPCK components.
- Full Text:
- Date Issued: 2018
An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
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