Leveraging a peer-learning community and expert community members in the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions
- Authors: Simasiku, Fredrick Simataa
- Date: 2023-03-29
- Subjects: Chemical kinetics Study and teaching (Secondary) Namibia , Ethnoscience Namibia , Scientific knowledge , Peer teaching Namibia , Pedagogical content knowledge , Culturally relevant pedagogy Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366211 , vital:65843 , DOI https://doi.org/10.21504/10962/366211
- Description: The integration of indigenous knowledge (IK) in science teaching in Namibia is part of the transformation agenda that hopes to revitalise and make science accessible and relevant to learners’ everyday life experiences. However, there seems to be contradictions between the intended curriculum, the enacted curriculum and the attained curriculum. This disjuncture is exacerbated in part by the fact that science teachers seem to be struggling to be cultural knowledge brokers. It is against this backdrop that this formative interventionist study sought to leverage a peer-learning community and expert community members in the integration of IK into the learning and teaching of Grade 10 Chemistry on the rate of reactions. To achieve this, we mobilised the indigenous technologies of preserving and pounding Mahangu and making Oshikundu to mediate learning of the rate of reactions. The study was guided by the broad overarching research question: How does a peer-learning community and expert community members leverage the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions? In this study, I used two complementary paradigms, viz. the transformative research paradigm and the indigenous research paradigm. Within these paradigms, I employed a qualitative case study research design using the community of practice and participatory action research as research approaches. Five Grade 10 Chemistry teachers from three schools in the Ohangwena region were involved in this study. Data were generated through semi-structured interviews, co-analysis of curriculum documents, workshop presentations and discussions, practical demonstrations, participatory observation, lesson observation, stimulated recall interviews, and participants’ reflections. Vygotsky’s sociocultural theory and Shulman’s Pedagogical Content Knowledge (PCK) were employed as theoretical frameworks in this study. Additionally, within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge components were used as an analytical framework. I used an inductive-deductive approach to data analysis to come up with sub-themes and themes. The main finding of this study revealed that leveraging a peer-learning community and the expert community members (ECMs) empowered the Chemistry teachers involved in this study to be cultural knowledge brokers and their understanding of how to integrate IK in their teaching improved. Both their subject matter knowledge and pedagogical content knowledge improved through co-developing and enacting exemplar lessons that integrated IK from the expert community members as well as from their own environments. A main insight of this study is that Chemistry teachers should seek opportunities to create peer-learning communities that engage with expert community members who are the custodians of the cultural heritage. The study also shows that this approach will support them to become better cultural knowledge brokers and help their learners bridge the divide between school science and what they have learnt in their homes or community. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Simasiku, Fredrick Simataa
- Date: 2023-03-29
- Subjects: Chemical kinetics Study and teaching (Secondary) Namibia , Ethnoscience Namibia , Scientific knowledge , Peer teaching Namibia , Pedagogical content knowledge , Culturally relevant pedagogy Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366211 , vital:65843 , DOI https://doi.org/10.21504/10962/366211
- Description: The integration of indigenous knowledge (IK) in science teaching in Namibia is part of the transformation agenda that hopes to revitalise and make science accessible and relevant to learners’ everyday life experiences. However, there seems to be contradictions between the intended curriculum, the enacted curriculum and the attained curriculum. This disjuncture is exacerbated in part by the fact that science teachers seem to be struggling to be cultural knowledge brokers. It is against this backdrop that this formative interventionist study sought to leverage a peer-learning community and expert community members in the integration of IK into the learning and teaching of Grade 10 Chemistry on the rate of reactions. To achieve this, we mobilised the indigenous technologies of preserving and pounding Mahangu and making Oshikundu to mediate learning of the rate of reactions. The study was guided by the broad overarching research question: How does a peer-learning community and expert community members leverage the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions? In this study, I used two complementary paradigms, viz. the transformative research paradigm and the indigenous research paradigm. Within these paradigms, I employed a qualitative case study research design using the community of practice and participatory action research as research approaches. Five Grade 10 Chemistry teachers from three schools in the Ohangwena region were involved in this study. Data were generated through semi-structured interviews, co-analysis of curriculum documents, workshop presentations and discussions, practical demonstrations, participatory observation, lesson observation, stimulated recall interviews, and participants’ reflections. Vygotsky’s sociocultural theory and Shulman’s Pedagogical Content Knowledge (PCK) were employed as theoretical frameworks in this study. Additionally, within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge components were used as an analytical framework. I used an inductive-deductive approach to data analysis to come up with sub-themes and themes. The main finding of this study revealed that leveraging a peer-learning community and the expert community members (ECMs) empowered the Chemistry teachers involved in this study to be cultural knowledge brokers and their understanding of how to integrate IK in their teaching improved. Both their subject matter knowledge and pedagogical content knowledge improved through co-developing and enacting exemplar lessons that integrated IK from the expert community members as well as from their own environments. A main insight of this study is that Chemistry teachers should seek opportunities to create peer-learning communities that engage with expert community members who are the custodians of the cultural heritage. The study also shows that this approach will support them to become better cultural knowledge brokers and help their learners bridge the divide between school science and what they have learnt in their homes or community. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
Exploring how Grade 10 Biology teachers implement practical activities on food tests in Otjozondjupa Region, Namibia
- Authors: Shoopala, Julia Nelago
- Date: 2022-10-14
- Subjects: Pedagogical content knowledge , Biology Study and teaching (Secondary) Namibia , Biology Study and teaching Activity programs Namibia , Food Testing , Visual learning , Biology teachers In-service training Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405401 , vital:70168
- Description: The Namibian examiners’ reports have repeatedly reported that Biology is generally poorly performed in most schools and the topic on food tests has been identified as one of the problematic areas. My assumption is that this could be due in part to the lack of inadequate hands-on practical activities that are conducted in most schools in Namibia. In my view, for students to understand food tests and its associated concepts, they need to do hands-on practical activities. It is against this background that in this study I explored enablers and/or constraints when Grade 10 Biology teachers mediate learning of food tests using hands-on practical activities. This study is underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. For my baseline data, I used a questionnaire and I also interviewed two Grade 10 Biology teachers using semi-structured interviews. Afterwards, the two Grade 10 Biology teachers were observed while teaching the topic of food tests. The lessons were videotaped and thereafter I conducted a stimulated recall interview watching the videos with each of these teachers. Further, we also discussed and reflected as a group on the mediation of learning on food tests. I used Shulman’s Pedagogical Content Knowledge (PCK) as my theoretical framework. Within PCK, I used the five Topic-Specific Pedagogical Knowledge (TSPCK) components by Mavhunga and Rollnick as my analytical framework. A thematic approach to data analysis was employed to come up with categories, sub-themes and themes. The findings revealed that Biology teachers do not have a dedicated laboratory for conducting Biology practicals and would instead conduct them in a common laboratory that is employed for both Physical Science and Biology or in their classrooms. There are inadequate resources to complement hands-on activities and teachers lack the capacity, skills and necessary knowledge needed to deliver practical work. The two participants did not bother to do enough practical work and instead taught Biology as a very theoretical topic, which disadvantaged learners for Paper 3, which serves as an alternative to course work. The study also revealed that teachers failed to conduct Biology practicals. They claimed to be doing so, but there were few practicals/experiments being carried out in those schools. The participants stated that the issue of time to conduct practical experiments for food tests was not sufficient. They complained that the processes were exhausting and tiresome and left them drained as they ran around trying to implement the practical experiments. Furthermore, a large number of learners results in overcrowded Biology classes and makes it difficult for the teachers to control them, which affected the teachers’ ability to perform practical experiments. The participants said that the high number of learners makes it difficult for them to accommodate all students in the laboratories, and that the laboratories themselves do not accommodate many learners. The study, thus, recommends that there should be continuous professional development programmes in schools to assist Biology teachers who have challenges in doing hands-on practical activities. Additionally, improvisation in terms of field trips that deal with biological aspects such as food and chemical manufacturers and hospitals should be carried out to allow learners to gain appreciation of the practical aspects of Biology in education. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Shoopala, Julia Nelago
- Date: 2022-10-14
- Subjects: Pedagogical content knowledge , Biology Study and teaching (Secondary) Namibia , Biology Study and teaching Activity programs Namibia , Food Testing , Visual learning , Biology teachers In-service training Namibia
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405401 , vital:70168
- Description: The Namibian examiners’ reports have repeatedly reported that Biology is generally poorly performed in most schools and the topic on food tests has been identified as one of the problematic areas. My assumption is that this could be due in part to the lack of inadequate hands-on practical activities that are conducted in most schools in Namibia. In my view, for students to understand food tests and its associated concepts, they need to do hands-on practical activities. It is against this background that in this study I explored enablers and/or constraints when Grade 10 Biology teachers mediate learning of food tests using hands-on practical activities. This study is underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. For my baseline data, I used a questionnaire and I also interviewed two Grade 10 Biology teachers using semi-structured interviews. Afterwards, the two Grade 10 Biology teachers were observed while teaching the topic of food tests. The lessons were videotaped and thereafter I conducted a stimulated recall interview watching the videos with each of these teachers. Further, we also discussed and reflected as a group on the mediation of learning on food tests. I used Shulman’s Pedagogical Content Knowledge (PCK) as my theoretical framework. Within PCK, I used the five Topic-Specific Pedagogical Knowledge (TSPCK) components by Mavhunga and Rollnick as my analytical framework. A thematic approach to data analysis was employed to come up with categories, sub-themes and themes. The findings revealed that Biology teachers do not have a dedicated laboratory for conducting Biology practicals and would instead conduct them in a common laboratory that is employed for both Physical Science and Biology or in their classrooms. There are inadequate resources to complement hands-on activities and teachers lack the capacity, skills and necessary knowledge needed to deliver practical work. The two participants did not bother to do enough practical work and instead taught Biology as a very theoretical topic, which disadvantaged learners for Paper 3, which serves as an alternative to course work. The study also revealed that teachers failed to conduct Biology practicals. They claimed to be doing so, but there were few practicals/experiments being carried out in those schools. The participants stated that the issue of time to conduct practical experiments for food tests was not sufficient. They complained that the processes were exhausting and tiresome and left them drained as they ran around trying to implement the practical experiments. Furthermore, a large number of learners results in overcrowded Biology classes and makes it difficult for the teachers to control them, which affected the teachers’ ability to perform practical experiments. The participants said that the high number of learners makes it difficult for them to accommodate all students in the laboratories, and that the laboratories themselves do not accommodate many learners. The study, thus, recommends that there should be continuous professional development programmes in schools to assist Biology teachers who have challenges in doing hands-on practical activities. Additionally, improvisation in terms of field trips that deal with biological aspects such as food and chemical manufacturers and hospitals should be carried out to allow learners to gain appreciation of the practical aspects of Biology in education. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
Mobilising the indigenous technology of making soap to mediate learning of saponification in organic chemistry
- Authors: Neporo, Johannes Kanyetu
- Date: 2022-10-14
- Subjects: Chemistry Study and teaching (Secondary) Social aspects Namibia , Culturally relevant pedagogy Namibia , Ethnoscience Namibia , Saponification , Ubuntu (Philosophy) , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405368 , vital:70165
- Description: Scholars across the world are advocating for culturally responsive pedagogies that allow for the integration of indigenous knowledge (IK) in science teaching. This is in the hope of making science accessibleand relevant to learners from different social, economic and cultural backgrounds. Although the Namibian curriculum welcomes the integration of IK in teaching, it, however, does not stipulate how it should be implemented. It is against this backdrop that this interventionist study aimed to mobilise the indigenous technology of making soap to mediate the learning of saponification in organic chemistry. This study is underpinned by the interpretive and indigenous research paradigms. Within these paradigms, it employed a qualitative case study research design. The study was conducted in Walvis Bay in Namibia with four Grade 11 chemistry teachers, two expert community members and a critical friend who were purposively and conveniently sampled. Data were gathered using semi-structured interviews, semi-structured questionnaires, workshop discussions, participatory observation, stimulated recall interviews and journal reflections. Vygotsky’s Socio-Cultural Theory (SCT) and Shulman’s Pedagogical Content Knowledge (PCK) were used as theoretical frameworks. Within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge (TSPCK) served as an analytical framework. A thematic approach to data analysis was employed. That is, data were analysed inductively to come up with sub-themes. Thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the Grade 11 chemistry teachers demonstrated positive attitudes toward the integration of IK in their teaching. However, they seemed not tohave pedagogical insights on how to do it. Despite this, they learnt, interacted and participated actively during the two expert community members’ presentation workshops on making soap. That subsequently enabled them to co-developan exemplar lesson plan on saponification that integrated IK. This study implies that there is a need for Chemistry teachers to be empowered on how to make science accessible and relevant to learners’ socio-cultural backgrounds. The study thus recommends that higher education institutions and educational authorities reform and amend the curriculum to cater for the integration of IK. The study further recommends that Chemistry teachers should tap into the cultural heritage of expert community members in mediating the learning of science concepts. Lastly, Chemistry teachers are encouraged to form professional learning communities to develop themselves professionally. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Neporo, Johannes Kanyetu
- Date: 2022-10-14
- Subjects: Chemistry Study and teaching (Secondary) Social aspects Namibia , Culturally relevant pedagogy Namibia , Ethnoscience Namibia , Saponification , Ubuntu (Philosophy) , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405368 , vital:70165
- Description: Scholars across the world are advocating for culturally responsive pedagogies that allow for the integration of indigenous knowledge (IK) in science teaching. This is in the hope of making science accessibleand relevant to learners from different social, economic and cultural backgrounds. Although the Namibian curriculum welcomes the integration of IK in teaching, it, however, does not stipulate how it should be implemented. It is against this backdrop that this interventionist study aimed to mobilise the indigenous technology of making soap to mediate the learning of saponification in organic chemistry. This study is underpinned by the interpretive and indigenous research paradigms. Within these paradigms, it employed a qualitative case study research design. The study was conducted in Walvis Bay in Namibia with four Grade 11 chemistry teachers, two expert community members and a critical friend who were purposively and conveniently sampled. Data were gathered using semi-structured interviews, semi-structured questionnaires, workshop discussions, participatory observation, stimulated recall interviews and journal reflections. Vygotsky’s Socio-Cultural Theory (SCT) and Shulman’s Pedagogical Content Knowledge (PCK) were used as theoretical frameworks. Within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge (TSPCK) served as an analytical framework. A thematic approach to data analysis was employed. That is, data were analysed inductively to come up with sub-themes. Thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the Grade 11 chemistry teachers demonstrated positive attitudes toward the integration of IK in their teaching. However, they seemed not tohave pedagogical insights on how to do it. Despite this, they learnt, interacted and participated actively during the two expert community members’ presentation workshops on making soap. That subsequently enabled them to co-developan exemplar lesson plan on saponification that integrated IK. This study implies that there is a need for Chemistry teachers to be empowered on how to make science accessible and relevant to learners’ socio-cultural backgrounds. The study thus recommends that higher education institutions and educational authorities reform and amend the curriculum to cater for the integration of IK. The study further recommends that Chemistry teachers should tap into the cultural heritage of expert community members in mediating the learning of science concepts. Lastly, Chemistry teachers are encouraged to form professional learning communities to develop themselves professionally. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
The development of teachers’ pedagogical content knowledge (PCK) in the mediation of chemical equilibrium: A formative interventionist study
- Authors: Manamike, Tasara
- Date: 2022-10-14
- Subjects: Chemical equilibrium , Chemistry Study and teaching (Secondary) Nambia , Expansive learning , Career development Nambia , Professional learning communities Nambia , Pedagogical content knowledge , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405300 , vital:70159
- Description: Persistent student errors in understanding chemical equilibrium as shown by poor student achievement in national examinations reflect student difficulties in learning and deficiencies in teaching methodologies. Studies which have been conducted in Namibia have explored the teaching of chemical equilibrium and revealed that teachers seem not to have adequate pedagogical content knowledge (PCK) for mediating chemical equilibrium and therefore there is a need for continuing professional development (CPD). However, it seems the CPD facilitators also find this topic difficult and are unsure of which methods are really effective owing to the disagreements among teachers and researchers. In addition, current CPD practices ostensibly fail to address the teachers’ needs because the facilitators have their own commitments and accountabilities and may ignore teachers’ contexts. It is against this backdrop that I conducted this formative interventionist study to improve teachers’ PCK for mediating chemical equilibrium through expansive learning (learning something that does not yet exist). A blend of the interpretivist and critical paradigm underpinned this study, which assumed a transactional epistemology. The qualitative case study research design was used to gather in-depth information about the multiple realities of the participants, bearing in mind that teaching is idiosyncratic, and the teaching approaches or strategies employed heavily depend on the contexts. Accordingly, the cultural historical activity theory was used to guide the teachers’ activities during the intervention for generating the data which were analysed using the topic-specific pedagogical content knowledge. The study revealed that the participants faced challenges in their teaching, namely: (i) students’ difficulties with comprehension and (ii) teachers’ instructional problems or deficiencies in instructional skills. The findings also revealed that the intervention enabled the participants to collectively transform their practices and therefore address the major challenges in their practices, that is, they expansively learnt how to effectively teach chemical equilibrium. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Manamike, Tasara
- Date: 2022-10-14
- Subjects: Chemical equilibrium , Chemistry Study and teaching (Secondary) Nambia , Expansive learning , Career development Nambia , Professional learning communities Nambia , Pedagogical content knowledge , Cultural-historical activity theory
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405300 , vital:70159
- Description: Persistent student errors in understanding chemical equilibrium as shown by poor student achievement in national examinations reflect student difficulties in learning and deficiencies in teaching methodologies. Studies which have been conducted in Namibia have explored the teaching of chemical equilibrium and revealed that teachers seem not to have adequate pedagogical content knowledge (PCK) for mediating chemical equilibrium and therefore there is a need for continuing professional development (CPD). However, it seems the CPD facilitators also find this topic difficult and are unsure of which methods are really effective owing to the disagreements among teachers and researchers. In addition, current CPD practices ostensibly fail to address the teachers’ needs because the facilitators have their own commitments and accountabilities and may ignore teachers’ contexts. It is against this backdrop that I conducted this formative interventionist study to improve teachers’ PCK for mediating chemical equilibrium through expansive learning (learning something that does not yet exist). A blend of the interpretivist and critical paradigm underpinned this study, which assumed a transactional epistemology. The qualitative case study research design was used to gather in-depth information about the multiple realities of the participants, bearing in mind that teaching is idiosyncratic, and the teaching approaches or strategies employed heavily depend on the contexts. Accordingly, the cultural historical activity theory was used to guide the teachers’ activities during the intervention for generating the data which were analysed using the topic-specific pedagogical content knowledge. The study revealed that the participants faced challenges in their teaching, namely: (i) students’ difficulties with comprehension and (ii) teachers’ instructional problems or deficiencies in instructional skills. The findings also revealed that the intervention enabled the participants to collectively transform their practices and therefore address the major challenges in their practices, that is, they expansively learnt how to effectively teach chemical equilibrium. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
Catchment and River Management in Graduate Teacher Education: A Case Study of Student Teacher Learning and Teaching in the Upper uThukela Valley, KwaZulu-Natal
- Authors: Heath, Gavin Edward Craig
- Date: 2021-10-29
- Subjects: Geography Study and teaching (Higher) South Africa KwaZulu-Natal , Watershed management Study and teaching (Higher) South Africa KwaZulu-Natal , Pedagogical content knowledge , Environmental education South Africa KwaZulu-Natal , Teacher effectiveness South Africa KwaZulu-Natal , Curriculum and Assessment Policy Statement (CAPS)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190635 , vital:45012 , 10.21504/10962/190635
- Description: This study developed as a progressive focus on a design research process towards the inclusion of new environmental knowledge in teacher education. It is centred on the clarification of pedagogical content knowledge for the teaching of catchment and river management in Geography teacher education. The study was developed as a design research case study with three phases or iterations of experiential engagement and data collection during the teaching of Postgraduate Certificate in Education students at the University of KwaZulu-Natal where I lecture Geography Education. The study’s iterative design was developed around pedagogical content knowledge refinement with curriculum knowledge analysis (phase 1) that was followed by lecture delivery and analysis (phase 2) and analysis of student engagement during fieldwork, and on teaching practice in rural classroom contexts (phase 3). Data and insights were generated across the successive stages of knowledge differentiation and teaching and learning interactions over time, and included reflection with students involved in the lectures, fieldwork and teaching practice programme. The analytical work covered a review of trajectories in new environmental knowledge, social-ecological systems, sustainability competencies, practice architecture and fieldwork pedagogy. This was done using three research lenses, namely social-ecological systems, social learning and practice architectures. All the design research and review processes served to develop, clarify and refine pedagogical content knowledge for sustainability-oriented teacher education. Thus the study conformed to the tenets of design-based research that was centred on clarification and review of pedagogical content knowledge that was carried into phases two and three. Research was focused at the nexus of pedagogical content knowledge and sustainability concerns that is necessary for the teaching of catchment and river basin management within a social-ecological systems perspective for integrated water resources management in South Africa and globally. The findings informed an illustrative model on how the research was carried out. Six design research insights and principles conclude the study and encapsulate the contribution it makes to new knowledge on how teacher education practice can be progressively aligned with new content knowledge teaching and the teaching of sustainability concerns. Specific findings in the form of six research insights indicated that the fieldworkbased teaching practice experience proved a successful learning crucible to develop sustainability competences. The cohort of student teachers passed their fieldwork teaching practice despite inadequate covering of foundational concepts in school and university. The teaching of a catchment management strategy case study was valuable in all three phases of research. A multi-contextual teaching and learning environment was successfully negotiated and navigated by the student teachers. The present Curriculum and Assessment Policy Statement does not speak to the reality on the ground, particularly in deep rural environments. A compulsory virtual Geography teacher training experience is recommended. Lastly, varied and broad responses to the noted multi-contextual challenges are needed in order to prepare and equip student teachers for the demands of the new environmental knowledge in the curriculum. Based on the groundwork provided by this study, there is scope for further research especially regarding the varied and broad responses to this new environmental knowledge in the curriculum. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Heath, Gavin Edward Craig
- Date: 2021-10-29
- Subjects: Geography Study and teaching (Higher) South Africa KwaZulu-Natal , Watershed management Study and teaching (Higher) South Africa KwaZulu-Natal , Pedagogical content knowledge , Environmental education South Africa KwaZulu-Natal , Teacher effectiveness South Africa KwaZulu-Natal , Curriculum and Assessment Policy Statement (CAPS)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/190635 , vital:45012 , 10.21504/10962/190635
- Description: This study developed as a progressive focus on a design research process towards the inclusion of new environmental knowledge in teacher education. It is centred on the clarification of pedagogical content knowledge for the teaching of catchment and river management in Geography teacher education. The study was developed as a design research case study with three phases or iterations of experiential engagement and data collection during the teaching of Postgraduate Certificate in Education students at the University of KwaZulu-Natal where I lecture Geography Education. The study’s iterative design was developed around pedagogical content knowledge refinement with curriculum knowledge analysis (phase 1) that was followed by lecture delivery and analysis (phase 2) and analysis of student engagement during fieldwork, and on teaching practice in rural classroom contexts (phase 3). Data and insights were generated across the successive stages of knowledge differentiation and teaching and learning interactions over time, and included reflection with students involved in the lectures, fieldwork and teaching practice programme. The analytical work covered a review of trajectories in new environmental knowledge, social-ecological systems, sustainability competencies, practice architecture and fieldwork pedagogy. This was done using three research lenses, namely social-ecological systems, social learning and practice architectures. All the design research and review processes served to develop, clarify and refine pedagogical content knowledge for sustainability-oriented teacher education. Thus the study conformed to the tenets of design-based research that was centred on clarification and review of pedagogical content knowledge that was carried into phases two and three. Research was focused at the nexus of pedagogical content knowledge and sustainability concerns that is necessary for the teaching of catchment and river basin management within a social-ecological systems perspective for integrated water resources management in South Africa and globally. The findings informed an illustrative model on how the research was carried out. Six design research insights and principles conclude the study and encapsulate the contribution it makes to new knowledge on how teacher education practice can be progressively aligned with new content knowledge teaching and the teaching of sustainability concerns. Specific findings in the form of six research insights indicated that the fieldworkbased teaching practice experience proved a successful learning crucible to develop sustainability competences. The cohort of student teachers passed their fieldwork teaching practice despite inadequate covering of foundational concepts in school and university. The teaching of a catchment management strategy case study was valuable in all three phases of research. A multi-contextual teaching and learning environment was successfully negotiated and navigated by the student teachers. The present Curriculum and Assessment Policy Statement does not speak to the reality on the ground, particularly in deep rural environments. A compulsory virtual Geography teacher training experience is recommended. Lastly, varied and broad responses to the noted multi-contextual challenges are needed in order to prepare and equip student teachers for the demands of the new environmental knowledge in the curriculum. Based on the groundwork provided by this study, there is scope for further research especially regarding the varied and broad responses to this new environmental knowledge in the curriculum. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Continuing teacher professional development in the Environment Sector: A case study of Fundisa for Change continuing teacher professional development programme
- Authors: Nkhahle, Lebona Jerome
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Pedagogical content knowledge , Teachers In-service training South Africa , Curriculum-based assessment South Africa , Fundisa for Change , Practice Architectures
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192724 , vital:45254 , 10.21504/10962/192724
- Description: The importance of teachers being engaged in professional development initiatives is widely acknowledged in the literature and in most cases these initiatives are largely focused on addressing teachers’ lack of subject content knowledge. The problem of teachers having inadequate environmental knowledge is common in South Africa due to the fact that much of the environmental content knowledge in the curriculum is new, and environmental education itself is a new field. This is an area of interest in South Africa as a third iteration of the post-apartheid curriculum, the Curriculum and Assessment Policy Statement (CAPS) has recently been introduced into schools and many subjects have environmental learning content. Inadequate subject content knowledge influences teachers’ abilities to choose appropriate teaching and assessment methods and this might negatively affect the process of teaching and learning. Knowledgeable teachers are needed to help learners understand the current issues affecting citizens, and in particular, environmental issues, which form the focus of this study. The main research questions addressed are: 1. What are the teachers’ experiences of the Fundisa for Change continuing teacher professional development programme in relation to environment and sustainability content knowledge? 2. How does the Fundisa for Change continuing teacher professional development programme influence teachers’ practice? 3. What practices of the Fundisa for Change teacher professional development programme are characteristic of effective continuing teacher professional development initiatives? 4. How are (if at all) the practices of teacher training, teacher learning, teaching and assessment of Biodiversity content in CAPS living practices? This work was conducted as a qualitative case study and it was carried out in the provinces of Gauteng, Eastern Cape and Mpumalanga in South Africa. It included four teachers from the Eastern Cape and five from Mpumalanga. Seven teacher trainers also participated, two of which were based in Gauteng and the rest in the Eastern Cape. Data were generated through interviews and document analysis, and included analysis of teacher portfolios showing evidence of classroom practice. The study explored teachers’ experiences of an environmental education training programme called ‘Fundisa for Change’, which has been set up as a national partnership initiative to strengthen teachers’ environmental knowledge and teaching skills in order to address the above-mentioned problem. It focused on training teachers in the Life Sciences, particularly on new content knowledge on Biodiversity, and on teaching and assessment skills. It also looked into how the training influenced teaching practice. The study worked with practice theory, in particular Kemmis and Grootenboer’s (2008) theory of practice architectures, to look at the sayings, doings and relatings pertaining to the teaching of Biodiversity, and the enabling and constraining of this practice. The features and the teachers’ experiences of the Fundisa for Change professional development programme have been presented and explained. The study also used the ecologies of practices theory to describe the living nature of practices. The following are the key findings: • The Fundisa for Change programme improved the participating teachers’ Biodiversity content knowledge, teaching and assessment skills. • Practices of the Fundisa for Change teacher professional development programme characteristic of effective continuing teacher professional development initiatives are: duration; active involvement of teachers; providing teachers with subject content knowledge; promoting establishment of professional learning communities; coherence; follow-up; and assessment of teachers. • The conditions that affect the participating teachers’ teaching practice are: the use of language (both scientific and instructional); infrastructure (availability of computer laboratories, science laboratories, extra classrooms and libraries); teaching and learning support materials including laboratory apparatus; class size; and policies. • The Fundisa for Change programme encourages teachers to improvise and use the local environment in their teaching to try to tackle the problem of lack of funds and equipment. • Teaching Biodiversity practice is ‘living’ as it is characterised by the principles of living ecologies. Recommendations based on the findings are: • There is a need for more teacher training by Fundisa for Change and other organisations whose training activities are SACE approved to cater for more teachers. • A more structured plan of action from the Department of Basic Education (DBE) is needed to assist and involve more organisations and stakeholders. • Provision of infrastructure and teaching and learning resource materials to schools by the DBE needs to be accelerated as it is legally binding. • Follow-up should be formally incorporated into Fundisa for Change programme activities. • Formation of professional learning communities is very important to help new teachers as there is no formal induction programme in South Africa. • An induction policy by the DBE needs to be formulated to help establish an induction programme for newly qualified teachers. Recommendations for further research are: • Use of lesson observation for data collection to improve results. • A larger sample could be used to expand the insights gained in this study. • Fundisa for Change practices can be studied at the level of teacher professional development practices. • Other modes of teacher professional development initiatives such as Lesson Study can be tested out to overcome the challenge of teachers not wanting to be observed. • More research can be carried out on the practices of teacher training, teacher learning, student learning and assessment, as practices associated with teaching Biodiversity. The study was important in that it gave an understanding of what makes continuing teacher professional development initiatives effective. The study also looked at teaching Biodiversity through the use of contemporary forms of a practice theory which are the theory of practice architectures and the theory of the ecologies of practices. This provided understandings into how professional development programmes are experienced in practice, and showed that though the teachers were trained and positive benefits accrued, there are factors which enable or constrain their actual teaching Biodiversity practice. The study also showed that practices are interrelated in ecologies of practices. These factors need to be considered in professional development programming. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nkhahle, Lebona Jerome
- Date: 2021-10-29
- Subjects: Environmental education South Africa , Pedagogical content knowledge , Teachers In-service training South Africa , Curriculum-based assessment South Africa , Fundisa for Change , Practice Architectures
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/192724 , vital:45254 , 10.21504/10962/192724
- Description: The importance of teachers being engaged in professional development initiatives is widely acknowledged in the literature and in most cases these initiatives are largely focused on addressing teachers’ lack of subject content knowledge. The problem of teachers having inadequate environmental knowledge is common in South Africa due to the fact that much of the environmental content knowledge in the curriculum is new, and environmental education itself is a new field. This is an area of interest in South Africa as a third iteration of the post-apartheid curriculum, the Curriculum and Assessment Policy Statement (CAPS) has recently been introduced into schools and many subjects have environmental learning content. Inadequate subject content knowledge influences teachers’ abilities to choose appropriate teaching and assessment methods and this might negatively affect the process of teaching and learning. Knowledgeable teachers are needed to help learners understand the current issues affecting citizens, and in particular, environmental issues, which form the focus of this study. The main research questions addressed are: 1. What are the teachers’ experiences of the Fundisa for Change continuing teacher professional development programme in relation to environment and sustainability content knowledge? 2. How does the Fundisa for Change continuing teacher professional development programme influence teachers’ practice? 3. What practices of the Fundisa for Change teacher professional development programme are characteristic of effective continuing teacher professional development initiatives? 4. How are (if at all) the practices of teacher training, teacher learning, teaching and assessment of Biodiversity content in CAPS living practices? This work was conducted as a qualitative case study and it was carried out in the provinces of Gauteng, Eastern Cape and Mpumalanga in South Africa. It included four teachers from the Eastern Cape and five from Mpumalanga. Seven teacher trainers also participated, two of which were based in Gauteng and the rest in the Eastern Cape. Data were generated through interviews and document analysis, and included analysis of teacher portfolios showing evidence of classroom practice. The study explored teachers’ experiences of an environmental education training programme called ‘Fundisa for Change’, which has been set up as a national partnership initiative to strengthen teachers’ environmental knowledge and teaching skills in order to address the above-mentioned problem. It focused on training teachers in the Life Sciences, particularly on new content knowledge on Biodiversity, and on teaching and assessment skills. It also looked into how the training influenced teaching practice. The study worked with practice theory, in particular Kemmis and Grootenboer’s (2008) theory of practice architectures, to look at the sayings, doings and relatings pertaining to the teaching of Biodiversity, and the enabling and constraining of this practice. The features and the teachers’ experiences of the Fundisa for Change professional development programme have been presented and explained. The study also used the ecologies of practices theory to describe the living nature of practices. The following are the key findings: • The Fundisa for Change programme improved the participating teachers’ Biodiversity content knowledge, teaching and assessment skills. • Practices of the Fundisa for Change teacher professional development programme characteristic of effective continuing teacher professional development initiatives are: duration; active involvement of teachers; providing teachers with subject content knowledge; promoting establishment of professional learning communities; coherence; follow-up; and assessment of teachers. • The conditions that affect the participating teachers’ teaching practice are: the use of language (both scientific and instructional); infrastructure (availability of computer laboratories, science laboratories, extra classrooms and libraries); teaching and learning support materials including laboratory apparatus; class size; and policies. • The Fundisa for Change programme encourages teachers to improvise and use the local environment in their teaching to try to tackle the problem of lack of funds and equipment. • Teaching Biodiversity practice is ‘living’ as it is characterised by the principles of living ecologies. Recommendations based on the findings are: • There is a need for more teacher training by Fundisa for Change and other organisations whose training activities are SACE approved to cater for more teachers. • A more structured plan of action from the Department of Basic Education (DBE) is needed to assist and involve more organisations and stakeholders. • Provision of infrastructure and teaching and learning resource materials to schools by the DBE needs to be accelerated as it is legally binding. • Follow-up should be formally incorporated into Fundisa for Change programme activities. • Formation of professional learning communities is very important to help new teachers as there is no formal induction programme in South Africa. • An induction policy by the DBE needs to be formulated to help establish an induction programme for newly qualified teachers. Recommendations for further research are: • Use of lesson observation for data collection to improve results. • A larger sample could be used to expand the insights gained in this study. • Fundisa for Change practices can be studied at the level of teacher professional development practices. • Other modes of teacher professional development initiatives such as Lesson Study can be tested out to overcome the challenge of teachers not wanting to be observed. • More research can be carried out on the practices of teacher training, teacher learning, student learning and assessment, as practices associated with teaching Biodiversity. The study was important in that it gave an understanding of what makes continuing teacher professional development initiatives effective. The study also looked at teaching Biodiversity through the use of contemporary forms of a practice theory which are the theory of practice architectures and the theory of the ecologies of practices. This provided understandings into how professional development programmes are experienced in practice, and showed that though the teachers were trained and positive benefits accrued, there are factors which enable or constrain their actual teaching Biodiversity practice. The study also showed that practices are interrelated in ecologies of practices. These factors need to be considered in professional development programming. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring how Grade 11 chemistry teachers make use of the periodic table of elements when mediating learning of writing and balancing chemical equations
- Kambeyo, Reginald Ndeshipanda
- Authors: Kambeyo, Reginald Ndeshipanda
- Date: 2021-10-29
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Periodic table of the elements , Chemical equations Study and teaching (Secondary) Namibia , Chemistry teachers Attitudes Namibia , Pedagogical content knowledge , Topic-Specific Pedagogical Content Knowledge (TSPCK)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191986 , vital:45185
- Description: The periodic table of elements is central to the study of chemistry and other disciplines of science, yet Namibian learners do not perform satisfactorily in topics which require its use in answering questions. The purpose of this study, therefore, was to explore how Grade 11 chemistry teachers make use of the periodic table of elements to mediate the learning of writing and balancing chemical equations. The study was carried out with two chemistry teachers in two rural schools in the northern part of Namibia. It was underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. Data were collected through in-depth interviews (semi-structured and stimulated recall interviews), observations, and participants’ group reflections. The latter afforded the participants and myself room to reflect and share ideas at the end of the data gathering process. I used Shulman’s Pedagogical Content Knowledge as my theoretical framework in this study and the data sets were analysed using the five Topic-Specific Pedagogical Content Knowledge (TSPCK) components adapted from Mavhunga and Rollnick. The findings revealed that teachers demonstrated positive attitudes towards the use of the periodic table of elements when teaching the writing and balancing of chemical equations. However, challenges regarding inadequate materials that hindered the teaching and learning process were observed. Another finding of this study was that teachers used a variety of mediation tools such as prior knowledge and appropriate representations to enhance learning. However, during lesson observations, the findings revealed that there was an imbalance in the knowledge of using easily accessible resources as opposed to what teachers had indicated during the semi-structured interviews. Nonetheless, teachers’ group reflections influenced them to analyse and improve their lessons. The study thus recommends that there is a need for continuing professional development for chemistry teachers so that teachers can be afforded opportunities and spaces to share subject matter knowledge, pedagogical content knowledge as well as easily accessible resources that they can use to enhance teaching of chemistry in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Kambeyo, Reginald Ndeshipanda
- Date: 2021-10-29
- Subjects: Chemistry Study and teaching (Secondary) Namibia , Periodic table of the elements , Chemical equations Study and teaching (Secondary) Namibia , Chemistry teachers Attitudes Namibia , Pedagogical content knowledge , Topic-Specific Pedagogical Content Knowledge (TSPCK)
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/191986 , vital:45185
- Description: The periodic table of elements is central to the study of chemistry and other disciplines of science, yet Namibian learners do not perform satisfactorily in topics which require its use in answering questions. The purpose of this study, therefore, was to explore how Grade 11 chemistry teachers make use of the periodic table of elements to mediate the learning of writing and balancing chemical equations. The study was carried out with two chemistry teachers in two rural schools in the northern part of Namibia. It was underpinned by an interpretive paradigm, within which a qualitative case study approach was employed. Data were collected through in-depth interviews (semi-structured and stimulated recall interviews), observations, and participants’ group reflections. The latter afforded the participants and myself room to reflect and share ideas at the end of the data gathering process. I used Shulman’s Pedagogical Content Knowledge as my theoretical framework in this study and the data sets were analysed using the five Topic-Specific Pedagogical Content Knowledge (TSPCK) components adapted from Mavhunga and Rollnick. The findings revealed that teachers demonstrated positive attitudes towards the use of the periodic table of elements when teaching the writing and balancing of chemical equations. However, challenges regarding inadequate materials that hindered the teaching and learning process were observed. Another finding of this study was that teachers used a variety of mediation tools such as prior knowledge and appropriate representations to enhance learning. However, during lesson observations, the findings revealed that there was an imbalance in the knowledge of using easily accessible resources as opposed to what teachers had indicated during the semi-structured interviews. Nonetheless, teachers’ group reflections influenced them to analyse and improve their lessons. The study thus recommends that there is a need for continuing professional development for chemistry teachers so that teachers can be afforded opportunities and spaces to share subject matter knowledge, pedagogical content knowledge as well as easily accessible resources that they can use to enhance teaching of chemistry in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
Exploring indiginising the university’s science curriculum through bottom-up decolonisation: Affordances and hindrances
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Mutanho, Chrispen
- Date: 2021-10-29
- Subjects: Decolonization South Africa , Ethnoscience South Africa , Ubuntu (Philosophy) , Pedagogical content knowledge , Culturally relevant pedagogy , Science Study and teaching South Africa , Science teachers In-service training South Africa , Transformative learning South Africa , Cultural-historical activity theory (CHAT)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/191668 , vital:45146 , 10.21504/10962/191668
- Description: The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them. , Thesis (PhD) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
An investigation into the role of lesson study in developing teachers’ mathematics content and pedagogical content knowledge
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Kgothego, Naomi Ntsae
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Bojanala Platinum District Municipality , Pedagogical content knowledge , Lesson planning -- South Africa -- Bojanala Platinum District Municipality , Mathematics teachers -- Training of -- South Africa -- Bojanala Platinum District Municipality , South Africa. Department of Basic Education , Kokusai Kyōryoku Jigyōdan
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178019 , vital:42899
- Description: Results of international assessments conducted with South African learners, both in primary and secondary schools, suggest that South African learners underperform in mathematics (Spaull, 2013). While there are numerous explanations for this, one of the key explanations is that teachers are deemed to have inadequate knowledge of both mathematics content and pedagogy. Poor content and pedagogical knowledge are indications that teachers are not adequately trained to teach mathematics (Green, 2011). To improve teachers' content and pedagogical knowledge, well-planned and researched professional development programmes need to be put in place. Current professional development opportunities that centre on workshops are not working as they provide little opportunity for teachers to connect the workshop content to the contexts in which they teach. Through a collaboration between the Department of Basic Education (DBE) and Japan International Corporation Agency (JICA), the Lesson Study approach is being introduced to support teachers' professional development. This research seeks to research this approach within the context of Foundation Phase mathematics education. The research asks: How does Lesson Study contribute to the development of teachers' mathematics content and pedagogical content knowledge? Two sub-questions were developed to support the main question: • What mathematics content knowledge do teachers develop as the engage in LS? • What pedagogical content knowledge do teachers develop as they engage in LS? Using a qualitative interpretivist case study approach, I worked collaboratively with four Grade 1 teachers from two schools. Data was generated through observations, semi-structured interviews and document analysis as we engaged in the Lesson Study process. The Mathematics Knowledge for Teaching (Ball, Thames & Phelps, 2008) and the Knowledge Quartet (Rowland, Turner, Thwaites & Huckstep, 2009) frameworks were used as analytic and explanatory tools in this research. This study's findings showed that participation in the interactive cycles of Lesson Study developed the teachers’ confidence, their pedagogical content knowledge and skills and provided them with the opportunity to collaborate and reflect on their knowledge. The study's findings suggest that lesson study can be used as a strategy for improving teacher professional development. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Exploring how Grade 9 Physical Science teachers mediate learning of the topic of chemical changes
- Likando, Orrice Munukayumbwa
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
The development of grade one teachers’ mathematics and pedagogical content knowledge through participation in a collaborative intervention
- Authors: Mutlane, Kedisaletse Stella
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Northern Cape , Pedagogical content knowledge , Mathematics teachers -- Training of -- South Africa -- Northern Cape , Lesson planning -- South Africa -- Northern Cape , Teaching teams -- South Africa -- Northern Cape , Cultural Historical Activity Theory (CHAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177370 , vital:42815
- Description: The “South African education system is grossly inefficient, severely underperforming and egregiously unfair” (Spaull, 2013, p.3). In particular, grave concerns with learner performance in mathematics in South Africa are well documented (e.g., Taylor, 2008; Spaull, 2013; Venkat & Spaull, 2015). There are various explanations for the poor state of learner performance in mathematics in South Africa. Two of the explanations that relate closely to my research interest are teachers’ insufficient mathematics content and pedagogical knowledge, and inappropriate professional development. This study aims to ascertain how a collaborative intervention can develop teachers’ mathematics and pedagogical content knowledge as they focus on developing learners’ foundational number sense. Cultural Historical Activity Theory, together with Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowlands & Turner, 2007) frameworks, provide the explanatory and analytic tools for the research. The research is a qualitative case study underpinned by an interpretivist orientation. The study was conducted at a township public primary school in the Northern Cape. Three Grade One teachers participated in the research. Data was collected through interviews, classroom observations, and videos of collaborative lesson planning and reflection sessions. A key finding emerging from this research is that the teachers had the necessary mathematics content knowledge to teach Grade One mathematics. Despite this and in contrast to it, they lacked adequate pedagogical content knowledge required to develop learners’ number sense. To develop their pedagogical content knowledge, they required the intervention of a ‘more knowledgable other’ (Vygotsky, 2008). Several contradictions and tensions emerged from the research. For example, the teachers expressed that the opportunity to work collaboratively was beneficial, but it was evident that they were familiar with and accomplished in planning and working together. The contradictions emerging from this research provide an opportunity and basis for expansive learning for future collaborative teacher endeavours. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mutlane, Kedisaletse Stella
- Date: 2021-04
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa -- Northern Cape , Pedagogical content knowledge , Mathematics teachers -- Training of -- South Africa -- Northern Cape , Lesson planning -- South Africa -- Northern Cape , Teaching teams -- South Africa -- Northern Cape , Cultural Historical Activity Theory (CHAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177370 , vital:42815
- Description: The “South African education system is grossly inefficient, severely underperforming and egregiously unfair” (Spaull, 2013, p.3). In particular, grave concerns with learner performance in mathematics in South Africa are well documented (e.g., Taylor, 2008; Spaull, 2013; Venkat & Spaull, 2015). There are various explanations for the poor state of learner performance in mathematics in South Africa. Two of the explanations that relate closely to my research interest are teachers’ insufficient mathematics content and pedagogical knowledge, and inappropriate professional development. This study aims to ascertain how a collaborative intervention can develop teachers’ mathematics and pedagogical content knowledge as they focus on developing learners’ foundational number sense. Cultural Historical Activity Theory, together with Mathematics Knowledge for Teaching (Ball et al., 2008) and the Knowledge Quartet (Rowlands & Turner, 2007) frameworks, provide the explanatory and analytic tools for the research. The research is a qualitative case study underpinned by an interpretivist orientation. The study was conducted at a township public primary school in the Northern Cape. Three Grade One teachers participated in the research. Data was collected through interviews, classroom observations, and videos of collaborative lesson planning and reflection sessions. A key finding emerging from this research is that the teachers had the necessary mathematics content knowledge to teach Grade One mathematics. Despite this and in contrast to it, they lacked adequate pedagogical content knowledge required to develop learners’ number sense. To develop their pedagogical content knowledge, they required the intervention of a ‘more knowledgable other’ (Vygotsky, 2008). Several contradictions and tensions emerged from the research. For example, the teachers expressed that the opportunity to work collaboratively was beneficial, but it was evident that they were familiar with and accomplished in planning and working together. The contradictions emerging from this research provide an opportunity and basis for expansive learning for future collaborative teacher endeavours. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Using the indigenous technology of dyeing and weaving African baskets as a cultural tool to mediate learning of chemical and physical changes
- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
An investigation into how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo : a case study
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Date Issued: 2015
- Authors: Kanime, Justina Kashuupulwa
- Date: 2015
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia -- Omusati , English language -- Namibia -- Omusati , Ndonga language -- Namibia -- Omusati , Code switching (Linguistics) -- Namibia -- Omusati , Pedagogical content knowledge , Native language and education -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2034 , http://hdl.handle.net/10962/d1017345
- Description: This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
- Full Text:
- Date Issued: 2015
An investigation into how Grade 11 Physical Science teachers mediate learning of the topic stoichiometry : a case study
- Authors: Kanime, Mwene Kashiiwandapo
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Stoichiometry -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Pedagogical content knowledge , Learning -- Namibia -- Oshikoto , Teacher effectiveness -- Namibia -- Oshikoto
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2035 , http://hdl.handle.net/10962/d1017346
- Description: Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
- Full Text:
- Date Issued: 2015
- Authors: Kanime, Mwene Kashiiwandapo
- Date: 2015
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Stoichiometry -- Study and teaching (Secondary) -- Namibia -- Oshikoto , Pedagogical content knowledge , Learning -- Namibia -- Oshikoto , Teacher effectiveness -- Namibia -- Oshikoto
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2035 , http://hdl.handle.net/10962/d1017346
- Description: Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.
- Full Text:
- Date Issued: 2015
An investigation into how two Natural Science teachers in the Khomas region mediate learning of the topic of atoms and molecules in Grade 7 : a case study
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Date Issued: 2015
- Authors: Hoepfner, Narenda
- Date: 2015
- Subjects: Science -- Study and teaching (Elementary) -- Namibia -- Khomas , Life sciences -- Study and teaching (Elementary) -- Namibia -- Khomas , Pedagogical content knowledge , Cognitive learning , Teachers -- In-service training -- Namibia -- Khomas
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2031 , http://hdl.handle.net/10962/d1017342
- Description: The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
- Full Text:
- Date Issued: 2015
Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools
- Authors: Joseph, Cecilia Namuhuya
- Date: 2015
- Subjects: Life sciences -- Study and teaching (Secondary) -- Namibia -- Omusati , Environmental education -- Study and teaching (Secondary) -- Namibia -- Omusati , Curriculum-based assessment -- Namibia -- Omusati , Pedagogical content knowledge , Educational tests and measurements -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2033 , http://hdl.handle.net/10962/d1017344
- Description: This study was carried out to investigate how Grade 10 Life Science teachers in three schools in the Omusati region of Namibia are including Environmental Learning (EL) in terms of the curriculum policy. A qualitative approach was used to generate data through document analysis, interviews and classroom observations to investigate the application of the policy of including environmental learning in classroom curriculum practice. The research was primarily directed towards examining constraints and enabling factors in the context of the three schools that participated in the study. The study revealed that teaching strategies for the inclusion of environmental learning were not widely evident, suggesting disparities between the policy of enabling environmental education through the inclusion of environmental learning across the curriculum. It was notable that teacher knowledge and interest in environmental education influence how they include environmental learning and that assessment practices narrow the scope of environmental learning in ways that do not include critical thinking and problem solving skills. The study concludes that despite diverse constraints inhibiting inclusion, the evidence suggests that the inclusion of environmental learning in Namibia’s Life Science curriculum can enable environmental education. The above main findings are used to make recommendations toward strengthening environmental content knowledge of teachers and to improve assessment practices. It was also noted that some of the environmental learning constraints could be transformed into enablers with more teacher support and by making a better link between environmental learning theories and practices. This will involve a redirection of the curriculum documents as well as the provision of other learning support materials to support environmental learning. The study has enabled me to conclude that what is happening should be encouraged so that it continues and is strengthened although the implementation of environmental learning is not as clear as the policy had mapped out.
- Full Text:
- Date Issued: 2015
- Authors: Joseph, Cecilia Namuhuya
- Date: 2015
- Subjects: Life sciences -- Study and teaching (Secondary) -- Namibia -- Omusati , Environmental education -- Study and teaching (Secondary) -- Namibia -- Omusati , Curriculum-based assessment -- Namibia -- Omusati , Pedagogical content knowledge , Educational tests and measurements -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2033 , http://hdl.handle.net/10962/d1017344
- Description: This study was carried out to investigate how Grade 10 Life Science teachers in three schools in the Omusati region of Namibia are including Environmental Learning (EL) in terms of the curriculum policy. A qualitative approach was used to generate data through document analysis, interviews and classroom observations to investigate the application of the policy of including environmental learning in classroom curriculum practice. The research was primarily directed towards examining constraints and enabling factors in the context of the three schools that participated in the study. The study revealed that teaching strategies for the inclusion of environmental learning were not widely evident, suggesting disparities between the policy of enabling environmental education through the inclusion of environmental learning across the curriculum. It was notable that teacher knowledge and interest in environmental education influence how they include environmental learning and that assessment practices narrow the scope of environmental learning in ways that do not include critical thinking and problem solving skills. The study concludes that despite diverse constraints inhibiting inclusion, the evidence suggests that the inclusion of environmental learning in Namibia’s Life Science curriculum can enable environmental education. The above main findings are used to make recommendations toward strengthening environmental content knowledge of teachers and to improve assessment practices. It was also noted that some of the environmental learning constraints could be transformed into enablers with more teacher support and by making a better link between environmental learning theories and practices. This will involve a redirection of the curriculum documents as well as the provision of other learning support materials to support environmental learning. The study has enabled me to conclude that what is happening should be encouraged so that it continues and is strengthened although the implementation of environmental learning is not as clear as the policy had mapped out.
- Full Text:
- Date Issued: 2015
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