Leadership development in a Representative Council of Learners (RCL) in a secondary school in the Eastern Cape
- Authors: Strydom, Monica Petro
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/43054 , vital:25261
- Description: The purpose of this study was to answer two main research questions: How is leadership promoted on a Representative Council of Learners (RCL) and What leadership roles do learners on the council play in schools? Recent research suggests that although the democratisation of school governance has given all stakeholders a voice in how schools are being governed, it seems that learner voice is still largely silenced. Literature on this issue paints an uninspiring picture of learner under-involvement and marginalisation. In seeking underlying causes for this, this study is informed by notions of leadership for social justice. The study investigated the RCL at a public, fee-paying school in the Makana district of the Eastern Cape. By observing the daily functioning of the council, engaging with the learner leaders as well as teachers, parents and other role players, I developed a better understanding of the challenges the RCL faced as well as factors which promoted their role as learner leaders. This aided in answering the first key research question of how the RCL promotes leadership development. To answer the second key question, I needed to consider the perceptions of stakeholders concerned and how they saw the operation of the RCL. This study is situated in the interpretive research tradition and uses critical realism as its under-labourer. To support this study and to answer some of the aims of this research, Leontiev’s second generation Cultural Historical Activity Theory was used. Data were collected through semi-structured interviews, questionnaires an observation and document analysis. Data analysis took the form of identifying themes which emerged from the data. These formed the basis of my discussion and I was thus able to address the main research questions. Data revealed that learner leaders in schools are mainly managers and not really leaders; that learners are still very much marginalised as leaders and that they subsequently do not have a lot of say when it comes to how their schools are governed. It further emerged that despite formal legislation and guidelines which are in place to allow for the democratic rights of learners’ opinions to be heard in schools, historical and cultural forces account for parents and other role players’reluctance to allow learners to have too much of a say. I trust that the findings from this research will strengthen learner leadership structures in schools and perhaps provide guidelines on how learner leadership could be developed and managed.
- Full Text:
- Date Issued: 2017
- Authors: Strydom, Monica Petro
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/43054 , vital:25261
- Description: The purpose of this study was to answer two main research questions: How is leadership promoted on a Representative Council of Learners (RCL) and What leadership roles do learners on the council play in schools? Recent research suggests that although the democratisation of school governance has given all stakeholders a voice in how schools are being governed, it seems that learner voice is still largely silenced. Literature on this issue paints an uninspiring picture of learner under-involvement and marginalisation. In seeking underlying causes for this, this study is informed by notions of leadership for social justice. The study investigated the RCL at a public, fee-paying school in the Makana district of the Eastern Cape. By observing the daily functioning of the council, engaging with the learner leaders as well as teachers, parents and other role players, I developed a better understanding of the challenges the RCL faced as well as factors which promoted their role as learner leaders. This aided in answering the first key research question of how the RCL promotes leadership development. To answer the second key question, I needed to consider the perceptions of stakeholders concerned and how they saw the operation of the RCL. This study is situated in the interpretive research tradition and uses critical realism as its under-labourer. To support this study and to answer some of the aims of this research, Leontiev’s second generation Cultural Historical Activity Theory was used. Data were collected through semi-structured interviews, questionnaires an observation and document analysis. Data analysis took the form of identifying themes which emerged from the data. These formed the basis of my discussion and I was thus able to address the main research questions. Data revealed that learner leaders in schools are mainly managers and not really leaders; that learners are still very much marginalised as leaders and that they subsequently do not have a lot of say when it comes to how their schools are governed. It further emerged that despite formal legislation and guidelines which are in place to allow for the democratic rights of learners’ opinions to be heard in schools, historical and cultural forces account for parents and other role players’reluctance to allow learners to have too much of a say. I trust that the findings from this research will strengthen learner leadership structures in schools and perhaps provide guidelines on how learner leadership could be developed and managed.
- Full Text:
- Date Issued: 2017
Observing and evaluating creative mathematical reasoning through selected VITALmaths video clips and collaborative argumentation
- Authors: Kellen, Matthew Earl
- Date: 2017
- Subjects: Mathematics Study and teaching (Secondary) South Africa Grahamstown , Mathematics Study and teaching (Secondary) Audio-visual aids , Reasoning , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6107 , vital:21032
- Description: Creative mathematical reasoning is a definition that the NCS policies allude to when they indicate the necessity for students to, “identify and solve problems and make decisions using critical and creative thinking.”(NCS, 2011: 9). Silver (1997) and Lithner (2008) focus on creativity of reasoning in terms of the flexibility, fluency and novelty in which one approaches a mathematical problem. Learners who can creatively select appropriate strategies that are mathematically founded, and justify their answers use creative mathematical reasoning. This research uses Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips that pose mathematics problems to stimulate articulated reasoning among small multi-age, multi-ability Grade 9 peer groups. Using VITALmaths clips that pose visual and open-ended task, set the stage for collaborative argumentation between peers. This study observes creative mathematical reasoning in two ways: Firstly by observing the interaction between peers in the process of arriving at an answer, and secondly by examining the end product of the peer group’s justification of their solution. (Ball & Bass, 2003) Six grade 8 and 9 learners from no-fee public schools in the township of Grahamstown, South Africa were selected for this case study. Participants were a mixed ability, mixed gendered, sample group from an after-school programme which focused on creating a space for autonomous learning. The six participants were split into two groups and audio and video recorded as they solved selected VITALmaths tasks and presented their evidence and solutions to the tasks. Audio and video recordings and written work were used to translate, transcribe, and code participant interactions according to a framework adapted from Krummheuer (2007) and Lithner (2008) and Silver (1997) and Toulmin (1954). This constituted the analysis of the process of creative mathematical reasoning. Group presentations of evidence and solutions to the VITALmaths tasks, were used in conjunction with an evaluation framework adapted from Lithner (2008) and Campos (2010). This was the product analysis of creative mathematical reasoning. This research found that there was significant evidence of creative mathematical reasoning in the process and product evaluation of group interactions and solutions. Process analysis showed that participants were very active, engaged, and creative in their participation, but struggled to integrate and implement ideas cohesively. Product analysis similarly showed that depth and concentration of strategies implemented are key to correct and exhaustive mathematically grounded solutions.
- Full Text:
- Date Issued: 2017
- Authors: Kellen, Matthew Earl
- Date: 2017
- Subjects: Mathematics Study and teaching (Secondary) South Africa Grahamstown , Mathematics Study and teaching (Secondary) Audio-visual aids , Reasoning , Mathematical ability
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/6107 , vital:21032
- Description: Creative mathematical reasoning is a definition that the NCS policies allude to when they indicate the necessity for students to, “identify and solve problems and make decisions using critical and creative thinking.”(NCS, 2011: 9). Silver (1997) and Lithner (2008) focus on creativity of reasoning in terms of the flexibility, fluency and novelty in which one approaches a mathematical problem. Learners who can creatively select appropriate strategies that are mathematically founded, and justify their answers use creative mathematical reasoning. This research uses Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips that pose mathematics problems to stimulate articulated reasoning among small multi-age, multi-ability Grade 9 peer groups. Using VITALmaths clips that pose visual and open-ended task, set the stage for collaborative argumentation between peers. This study observes creative mathematical reasoning in two ways: Firstly by observing the interaction between peers in the process of arriving at an answer, and secondly by examining the end product of the peer group’s justification of their solution. (Ball & Bass, 2003) Six grade 8 and 9 learners from no-fee public schools in the township of Grahamstown, South Africa were selected for this case study. Participants were a mixed ability, mixed gendered, sample group from an after-school programme which focused on creating a space for autonomous learning. The six participants were split into two groups and audio and video recorded as they solved selected VITALmaths tasks and presented their evidence and solutions to the tasks. Audio and video recordings and written work were used to translate, transcribe, and code participant interactions according to a framework adapted from Krummheuer (2007) and Lithner (2008) and Silver (1997) and Toulmin (1954). This constituted the analysis of the process of creative mathematical reasoning. Group presentations of evidence and solutions to the VITALmaths tasks, were used in conjunction with an evaluation framework adapted from Lithner (2008) and Campos (2010). This was the product analysis of creative mathematical reasoning. This research found that there was significant evidence of creative mathematical reasoning in the process and product evaluation of group interactions and solutions. Process analysis showed that participants were very active, engaged, and creative in their participation, but struggled to integrate and implement ideas cohesively. Product analysis similarly showed that depth and concentration of strategies implemented are key to correct and exhaustive mathematically grounded solutions.
- Full Text:
- Date Issued: 2017
Teachers’ use of situated learning approaches to teach environmental topics in Natural Science and Health Education: a multi-case study of two Namibian teachers
- Authors: Mamili, Joy Z
- Date: 2017
- Subjects: Environmental education -- Namibia , Science -- Study and teaching -- Namibia -- Cast studies , Health education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/40901 , vital:25037
- Description: This study focuses on the use of situated learning approaches in the teaching of environmental topics in Natural Science and Health Education (NSHED) and is the first of its kind in Namibia. Although situated learning approaches, as examples of learner-centred pedagogy, are advocated in national education policies, little empirical research has been conducted in Namibia into how situated learning approaches play out in classroom practice. Therefore, the goal of this study was to find out how NSHED teachers use situated learning approaches when teaching environmental topics. The study reviews the characteristics of situated learning theory and clarifies situated learning approaches as a form of learner-centred pedagogy which is actively promoted in the Namibian schooling system. The study commences with a contextual profile of the communities around the two selected schools. This describes the socio-economic and social-ecological context in which learners are taught about environmental topics. The profile also describes the under-performance of the schools in recent national assessments, especially in relation to environmental topics in NSHED. Drawing on data generated through document analysis, semi-structured interviews and classroom observations, the study concluded that: 1. NSHED teachers both knew about and wished to create an authentic context to enhance situated learning approaches. However, their understandings and applications of situated learning tended to be basic. 2. Teachers dominated the scaffolding process and their scaffolding strategies did not enable learners to increase independence in performing. 3. Despite the use of situated learning approaches, learners’ engagement with lesson content was superficial, and the teachers did little to encourage deeper reflections or critical thinking. 4. The teachers appeared to use situated learning approaches to clarify subject content but not to encourage broader environmental understanding, action-taking and change. Based on the research findings, the study recommends that situated learning approaches be integrated into pre- and in-service teacher training with the aim of enhancing teachers’ understanding regarding the use of situated learning approaches in the teaching of environmental topics in NSHED.
- Full Text:
- Date Issued: 2017
- Authors: Mamili, Joy Z
- Date: 2017
- Subjects: Environmental education -- Namibia , Science -- Study and teaching -- Namibia -- Cast studies , Health education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/40901 , vital:25037
- Description: This study focuses on the use of situated learning approaches in the teaching of environmental topics in Natural Science and Health Education (NSHED) and is the first of its kind in Namibia. Although situated learning approaches, as examples of learner-centred pedagogy, are advocated in national education policies, little empirical research has been conducted in Namibia into how situated learning approaches play out in classroom practice. Therefore, the goal of this study was to find out how NSHED teachers use situated learning approaches when teaching environmental topics. The study reviews the characteristics of situated learning theory and clarifies situated learning approaches as a form of learner-centred pedagogy which is actively promoted in the Namibian schooling system. The study commences with a contextual profile of the communities around the two selected schools. This describes the socio-economic and social-ecological context in which learners are taught about environmental topics. The profile also describes the under-performance of the schools in recent national assessments, especially in relation to environmental topics in NSHED. Drawing on data generated through document analysis, semi-structured interviews and classroom observations, the study concluded that: 1. NSHED teachers both knew about and wished to create an authentic context to enhance situated learning approaches. However, their understandings and applications of situated learning tended to be basic. 2. Teachers dominated the scaffolding process and their scaffolding strategies did not enable learners to increase independence in performing. 3. Despite the use of situated learning approaches, learners’ engagement with lesson content was superficial, and the teachers did little to encourage deeper reflections or critical thinking. 4. The teachers appeared to use situated learning approaches to clarify subject content but not to encourage broader environmental understanding, action-taking and change. Based on the research findings, the study recommends that situated learning approaches be integrated into pre- and in-service teacher training with the aim of enhancing teachers’ understanding regarding the use of situated learning approaches in the teaching of environmental topics in NSHED.
- Full Text:
- Date Issued: 2017
The development and institutionalisation of knowledge and knowledge-sharing practices relating to the management of healthcare risk waste in a home-based care setting
- Authors: Masilela, Mapula Priscilla
- Date: 2017
- Subjects: Medical wastes -- Management -- South Africa -- West Rand , Medical wastes -- Government policy -- South Africa -- West Rand , Environmental health -- South Africa -- West Rand , Environmental health -- Administration -- South Africa -- West Rand , Environmental health -- Government policy -- South Africa -- West Rand
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13142 , vital:21807
- Description: Improperly managed healthcare risk waste is associated with environmental degradation due to its potential to pollute air, land and water; it also poses a public health threat due to risks to community members (adults and children) who may find themselves exposed to waste that has been disposed of improperly. Despite these obvious environmental health risks, there is little information or legislative guidance on how to effectively manage the healthcare risk waste generated by community health workers who move from house to house and do not operate out of a fixed clinic with formal waste management facilities. This poses a challenge for municipal environmental health practitioners who are mandated to ensure compliance and to monitor the management of healthcare risk waste by community home-based care facilities. This educational study looks at how the knowledge held by environmental health practitioners influences knowledge-sharing practices and management of healthcare risk waste by community health workers, and how these knowledge-sharing practices can be developed and institutionalised. The study takes an interventionist approach within the social constructionist tradition. Cultural- Historical Activity Theory (CHAT) and expansive learning provide the theoretical and methodological framework to surface systemic tensions and contradictions affecting knowledgesharing and healthcare risk waste management practices. A series of Change Laboratory Workshops using the Developmental Work Research methodology enabled a twenty-seven month expansive learning process with selected municipal employees and community health workers in a small South African city. The study found that employees (such as environmental health practitioners and waste inspectors) working in municipal activity systems knew very little about the forms and functions of community home-based care facilities in their municipality. As such, their knowledge-sharing practices about the management of healthcare risk waste were restricted and generally unsystematic, which in turn contributed to inappropriate and often haphazard healthcare risk waste management practices by community health workers. As an interventionist project, the study concluded that the participatory, expansive learning process it initiated had built knowledge-sharing networks, enabled professional boundary crossing and potentially institutionalised better knowledge-sharing practices relevant to the effective management of healthcare risk waste.
- Full Text:
- Date Issued: 2017
- Authors: Masilela, Mapula Priscilla
- Date: 2017
- Subjects: Medical wastes -- Management -- South Africa -- West Rand , Medical wastes -- Government policy -- South Africa -- West Rand , Environmental health -- South Africa -- West Rand , Environmental health -- Administration -- South Africa -- West Rand , Environmental health -- Government policy -- South Africa -- West Rand
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/13142 , vital:21807
- Description: Improperly managed healthcare risk waste is associated with environmental degradation due to its potential to pollute air, land and water; it also poses a public health threat due to risks to community members (adults and children) who may find themselves exposed to waste that has been disposed of improperly. Despite these obvious environmental health risks, there is little information or legislative guidance on how to effectively manage the healthcare risk waste generated by community health workers who move from house to house and do not operate out of a fixed clinic with formal waste management facilities. This poses a challenge for municipal environmental health practitioners who are mandated to ensure compliance and to monitor the management of healthcare risk waste by community home-based care facilities. This educational study looks at how the knowledge held by environmental health practitioners influences knowledge-sharing practices and management of healthcare risk waste by community health workers, and how these knowledge-sharing practices can be developed and institutionalised. The study takes an interventionist approach within the social constructionist tradition. Cultural- Historical Activity Theory (CHAT) and expansive learning provide the theoretical and methodological framework to surface systemic tensions and contradictions affecting knowledgesharing and healthcare risk waste management practices. A series of Change Laboratory Workshops using the Developmental Work Research methodology enabled a twenty-seven month expansive learning process with selected municipal employees and community health workers in a small South African city. The study found that employees (such as environmental health practitioners and waste inspectors) working in municipal activity systems knew very little about the forms and functions of community home-based care facilities in their municipality. As such, their knowledge-sharing practices about the management of healthcare risk waste were restricted and generally unsystematic, which in turn contributed to inappropriate and often haphazard healthcare risk waste management practices by community health workers. As an interventionist project, the study concluded that the participatory, expansive learning process it initiated had built knowledge-sharing networks, enabled professional boundary crossing and potentially institutionalised better knowledge-sharing practices relevant to the effective management of healthcare risk waste.
- Full Text:
- Date Issued: 2017
The use of an analogy in conjunction with a conventional practical activity to mediate Grade 11 learners’ sense making of Ohm’s law
- Authors: Ramasike, Lineo Florence
- Date: 2017
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa Ohm's law Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4558 , vital:20689
- Description: In most South African schools Grade 12 Physical Sciences learners are generally not performing well. As Examiners’ Reports reveal, they are particularly weak on the topic of electrical circuits. Because of this, the Examiners recommended that conventional practical activities and revision should be implemented to improve learners’ performance whilst they are in Grade 11. These factors contributed to the rationale of this study in using the ‘straw electricity’ analogy in conjunction with a conventional practical activity to mediate learners’ sense making of Ohm’s law. The study falls within the interpretive paradigm, whose focus is on the understanding of human world-views. Within the interpretive paradigm a qualitative case study approach was employed. It is a case study because it aimed to investigate a group of learners in a given context. This qualitative case study used purposive sampling to select participants. Various data gathering techniques were employed, namely, documents, observations and stimulated recall interviews. The gathered data was analysed so as to determine the indicators of how learners made sense of Ohm’s law. The findings of this study are that learners were able to construct new knowledge within a social context where the ‘straw electricity’ analogy, using easily accessible resources, was incorporated in tandem with a conventional practical classroom task. Moreover, the ‘straw electricity’ analogy enabled a better understanding of science concepts as it tested and supported different learning skills.
- Full Text:
- Date Issued: 2017
- Authors: Ramasike, Lineo Florence
- Date: 2017
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa Ohm's law Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/4558 , vital:20689
- Description: In most South African schools Grade 12 Physical Sciences learners are generally not performing well. As Examiners’ Reports reveal, they are particularly weak on the topic of electrical circuits. Because of this, the Examiners recommended that conventional practical activities and revision should be implemented to improve learners’ performance whilst they are in Grade 11. These factors contributed to the rationale of this study in using the ‘straw electricity’ analogy in conjunction with a conventional practical activity to mediate learners’ sense making of Ohm’s law. The study falls within the interpretive paradigm, whose focus is on the understanding of human world-views. Within the interpretive paradigm a qualitative case study approach was employed. It is a case study because it aimed to investigate a group of learners in a given context. This qualitative case study used purposive sampling to select participants. Various data gathering techniques were employed, namely, documents, observations and stimulated recall interviews. The gathered data was analysed so as to determine the indicators of how learners made sense of Ohm’s law. The findings of this study are that learners were able to construct new knowledge within a social context where the ‘straw electricity’ analogy, using easily accessible resources, was incorporated in tandem with a conventional practical classroom task. Moreover, the ‘straw electricity’ analogy enabled a better understanding of science concepts as it tested and supported different learning skills.
- Full Text:
- Date Issued: 2017
Working for ecosystems: an account of how pathways of learning lead to SMME development in a municipal social-ecological programme within a green economy context
- Burger, Margaret Hendrieka Margo
- Authors: Burger, Margaret Hendrieka Margo
- Date: 2017
- Subjects: Working for Ecosystems (South Africa) , Small business -- South Africa , Environmental education -- South Africa -- Durban , Sustainable development -- South Africa -- Durban
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7735 , vital:21291
- Description: Global climate change alters climatic zones to the extent that species invasion and, in particular, invasive alien plant growth, is regarded as one of the biggest threats to ecosystem functioning. Socio-ecological adaptive management practices have emerged from these threats as opportunities in developing countries where the immediacy of poverty relief acts as a political drawcard and potential for job creation. Local workers in the eThekwini Municipality’s ‘Working for Ecosystems’ biodiversity management programme (WFE) are emerging as micro-enterprise contractors (SMMEs). The transition from worker to entrepreneur has been part of the ethos and long-term planning of the Working for Ecosystems programme at a management level with a view to economic inclusion and realising long-term sustainable livelihoods. Evidence from narratives support claims of transformative outcomes. The findings of this study show that transformation is accessed at various levels: at a management level, at a well-established SMME level and from worker-to- SMME level. These show an “articulation of learning pathways and the connections that are made without a formally structured pathway of learning being in place” (Lotz-Sisitka & Ramsarup, 2013, p. 33). The routes followed to knowledge, practice and sustainability competences by participants in Working for Ecosystems are examined within the complex constellation of material- economic, social-political and cultural-discursive structures and are conceptualised as learning pathways. To fully appreciate the evolving and multidimensional nature of the emergence of SMME practice learning in the Working for Ecosystems programme, relational ontology as a perspective was introduced, with the intention of emphasising the relationship between practice, knowledge and context. Narrative enquiry and extensive data analysis was used as the method to examine workplace learning pathways. These workplace learning pathways can be enriched by more explicitly integrating observation of local and indigenous knowledge of biodiversity in everyday work and practice. However, intermittent contractual work causes disruption in learning pathways formation and results in a lack of stability in conflict with the aims of the programme’s objectives of building capacity and robustness. Findings show that skills development in terms of workplace learning with intersecting, diverse levels of participation and knowledge flow, is particularly important for learning pathways development in the field of invasive alien plant control where divergent values, norms and levels of practice are operational. Prior knowledge, of either indigenous plants or business functioning mechanisms, scaffolds SMME skills through relevance and connected learning in the two fields of practice pertaining to the Working for Ecosystems programme. Clarity of management roles and solidarity within management enhances SMME functioning and learning pathway development for all participants. The Expanded Public Works Programmes (such as Working for Ecosystems) are examined as an opportunity for acquisition of knowledge, competence and new skills development. A prime competence for sustainability understanding is interpersonal skills as these form an essential link with most other competences and as such should be foregrounded in training and learning pathway development. Site selection and time in the programme is a critical factor for expansive learning pathways and environmental stewardship development. Ultimately, in examining and reflecting on the Education for Sustainable Development and green economy potential, it is apparent that learning pathway development needs more support to realise the possibility of entrepreneurship and its political and social significance in terms of sustainable livelihoods. There is a need to recognise diversity, multiple ways of knowing and learning, in learning pathways development “to build joint capacity to cope with complex sustainability challenges” (Wiek, Withycombe, & Redman, 2011).
- Full Text:
- Date Issued: 2017
- Authors: Burger, Margaret Hendrieka Margo
- Date: 2017
- Subjects: Working for Ecosystems (South Africa) , Small business -- South Africa , Environmental education -- South Africa -- Durban , Sustainable development -- South Africa -- Durban
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/7735 , vital:21291
- Description: Global climate change alters climatic zones to the extent that species invasion and, in particular, invasive alien plant growth, is regarded as one of the biggest threats to ecosystem functioning. Socio-ecological adaptive management practices have emerged from these threats as opportunities in developing countries where the immediacy of poverty relief acts as a political drawcard and potential for job creation. Local workers in the eThekwini Municipality’s ‘Working for Ecosystems’ biodiversity management programme (WFE) are emerging as micro-enterprise contractors (SMMEs). The transition from worker to entrepreneur has been part of the ethos and long-term planning of the Working for Ecosystems programme at a management level with a view to economic inclusion and realising long-term sustainable livelihoods. Evidence from narratives support claims of transformative outcomes. The findings of this study show that transformation is accessed at various levels: at a management level, at a well-established SMME level and from worker-to- SMME level. These show an “articulation of learning pathways and the connections that are made without a formally structured pathway of learning being in place” (Lotz-Sisitka & Ramsarup, 2013, p. 33). The routes followed to knowledge, practice and sustainability competences by participants in Working for Ecosystems are examined within the complex constellation of material- economic, social-political and cultural-discursive structures and are conceptualised as learning pathways. To fully appreciate the evolving and multidimensional nature of the emergence of SMME practice learning in the Working for Ecosystems programme, relational ontology as a perspective was introduced, with the intention of emphasising the relationship between practice, knowledge and context. Narrative enquiry and extensive data analysis was used as the method to examine workplace learning pathways. These workplace learning pathways can be enriched by more explicitly integrating observation of local and indigenous knowledge of biodiversity in everyday work and practice. However, intermittent contractual work causes disruption in learning pathways formation and results in a lack of stability in conflict with the aims of the programme’s objectives of building capacity and robustness. Findings show that skills development in terms of workplace learning with intersecting, diverse levels of participation and knowledge flow, is particularly important for learning pathways development in the field of invasive alien plant control where divergent values, norms and levels of practice are operational. Prior knowledge, of either indigenous plants or business functioning mechanisms, scaffolds SMME skills through relevance and connected learning in the two fields of practice pertaining to the Working for Ecosystems programme. Clarity of management roles and solidarity within management enhances SMME functioning and learning pathway development for all participants. The Expanded Public Works Programmes (such as Working for Ecosystems) are examined as an opportunity for acquisition of knowledge, competence and new skills development. A prime competence for sustainability understanding is interpersonal skills as these form an essential link with most other competences and as such should be foregrounded in training and learning pathway development. Site selection and time in the programme is a critical factor for expansive learning pathways and environmental stewardship development. Ultimately, in examining and reflecting on the Education for Sustainable Development and green economy potential, it is apparent that learning pathway development needs more support to realise the possibility of entrepreneurship and its political and social significance in terms of sustainable livelihoods. There is a need to recognise diversity, multiple ways of knowing and learning, in learning pathways development “to build joint capacity to cope with complex sustainability challenges” (Wiek, Withycombe, & Redman, 2011).
- Full Text:
- Date Issued: 2017
An examination of teaching strategies for mediating the construction of environmental content knowledge: a case of Grade 11 Life Sciences teaching in two Eastern Cape schools
- Authors: Chitsiga, Christina
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/361 , vital:19953
- Description: In South Africa the new Curriculum Assessment and Policy Statement (CAPS) introduced a more strongly content referenced curriculum which has commitments to active and critical approaches to learning, and to environment and sustainability content. Successful implementation of CAPS requires that teachers attain the requisite knowledge and pedagogical content knowledge for working with environmental and sustainability content. The study examined teachers’ knowledge of environmental content as well as how teachers are mediating learning, through exploring the classroom techniques used by teachers working with environmental content. This was to examine how teachers are through their teaching bridging the gap in the understanding, investigation and application of environmental content in the curriculum. The study used a number of approaches from the field of environmental education which offer different lenses (or pedagogical sensitizing constructs) for viewing mediation processes as a relational process of knowledge construction. These pedagogical constructs were: knowledge co-construction where perspectives and understandings are shared in the process of social relations (deliberation); relating environmental content knowledge to cultural historical context (situated learning); relating environmental content knowledge to everyday and intergenerational knowledge through hands on experience (proximity experience) and developing an iterative relationship between environmental content knowledge and sustainability practices (practical reasoning). Practice theory as suggested by Schatzki (2005) and a theory of practice architectures elaborating on Schatzki’s practice theory (Kemmis & Heikkinen, 2011) was used as the ontological lens to help in understanding the mediation of environmental content knowledge. Practice theory was used for exploring pedagogical practice in terms of sayings, doings and relatings by teachers, and practice architectures that represent enabling or constraining factors of teachers practice. This research was an interpretive case study drawing on findings from lesson observations, semi structured interviews, stimulated recall interviews and document analysis. The research found that teachers used different strategies to enhance their environmental content and pedagogical content knowledge to present the mediation. Teachers are supporting situated learning and deliberation in environmental learning. Another finding was that teachers could be enabled to enhance proximity experiences and practical reason in their mediating approaches in environmental learning. The research further showed that teachers could benefit from teacher professional development programmes that explicitly develop pedagogical content knowledge to support critical deliberation, proximity encounters, situated learning and practical reasoning in order to work with the diverse complex places-based, socio-cultural-historical nature of environmental curriculum content in the context of sustainability practices. Findings also showed that there were constraining factors to mediation of environmental learning. These constraining factors from the research were firstly in material economic arrangements of timetable compliance in CAPS, ability to find internet resources and availability of resources. Secondly, present were constraining factors of socio-political arrangements of CAPS curriculum document prescriptiveness, multiculturalism, learning institution management and governance. Thirdly, cultural discursive arrangements of teacher learner language, knowledge of the language of the field affected mediation. Teachers passion for environmental content topics, the ability of teachers’ to improvise resources in mediating environmental content lessons and the ability of teachers’ to navigate a stringent CAPS timetable were found in this research to be enabling mediation. Recommendations from the research are ongoing teacher refresher workshops on the environmental content in the CAPS curriculum, teachers’ need more input on strategies to mediate environmental content, teachers’ prior knowledge of new knowledge can be used to strengthen teacher professional development processes, teachers’ prior knowledge needs to be deepened and reinforced, there is need to develop quality educational resources encompassing a variety of pedagogical sensitizing constructs and support needs to be given for familiarising teachers with teaching materials and their appropriate use . These could help to strengthen mediation of environmental content knowledge in the Grade 11 CAPS Life Sciences and inform South African teacher professional development programmes seeking to understand classroom practices in relation to environmental content.
- Full Text:
- Date Issued: 2016
- Authors: Chitsiga, Christina
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/361 , vital:19953
- Description: In South Africa the new Curriculum Assessment and Policy Statement (CAPS) introduced a more strongly content referenced curriculum which has commitments to active and critical approaches to learning, and to environment and sustainability content. Successful implementation of CAPS requires that teachers attain the requisite knowledge and pedagogical content knowledge for working with environmental and sustainability content. The study examined teachers’ knowledge of environmental content as well as how teachers are mediating learning, through exploring the classroom techniques used by teachers working with environmental content. This was to examine how teachers are through their teaching bridging the gap in the understanding, investigation and application of environmental content in the curriculum. The study used a number of approaches from the field of environmental education which offer different lenses (or pedagogical sensitizing constructs) for viewing mediation processes as a relational process of knowledge construction. These pedagogical constructs were: knowledge co-construction where perspectives and understandings are shared in the process of social relations (deliberation); relating environmental content knowledge to cultural historical context (situated learning); relating environmental content knowledge to everyday and intergenerational knowledge through hands on experience (proximity experience) and developing an iterative relationship between environmental content knowledge and sustainability practices (practical reasoning). Practice theory as suggested by Schatzki (2005) and a theory of practice architectures elaborating on Schatzki’s practice theory (Kemmis & Heikkinen, 2011) was used as the ontological lens to help in understanding the mediation of environmental content knowledge. Practice theory was used for exploring pedagogical practice in terms of sayings, doings and relatings by teachers, and practice architectures that represent enabling or constraining factors of teachers practice. This research was an interpretive case study drawing on findings from lesson observations, semi structured interviews, stimulated recall interviews and document analysis. The research found that teachers used different strategies to enhance their environmental content and pedagogical content knowledge to present the mediation. Teachers are supporting situated learning and deliberation in environmental learning. Another finding was that teachers could be enabled to enhance proximity experiences and practical reason in their mediating approaches in environmental learning. The research further showed that teachers could benefit from teacher professional development programmes that explicitly develop pedagogical content knowledge to support critical deliberation, proximity encounters, situated learning and practical reasoning in order to work with the diverse complex places-based, socio-cultural-historical nature of environmental curriculum content in the context of sustainability practices. Findings also showed that there were constraining factors to mediation of environmental learning. These constraining factors from the research were firstly in material economic arrangements of timetable compliance in CAPS, ability to find internet resources and availability of resources. Secondly, present were constraining factors of socio-political arrangements of CAPS curriculum document prescriptiveness, multiculturalism, learning institution management and governance. Thirdly, cultural discursive arrangements of teacher learner language, knowledge of the language of the field affected mediation. Teachers passion for environmental content topics, the ability of teachers’ to improvise resources in mediating environmental content lessons and the ability of teachers’ to navigate a stringent CAPS timetable were found in this research to be enabling mediation. Recommendations from the research are ongoing teacher refresher workshops on the environmental content in the CAPS curriculum, teachers’ need more input on strategies to mediate environmental content, teachers’ prior knowledge of new knowledge can be used to strengthen teacher professional development processes, teachers’ prior knowledge needs to be deepened and reinforced, there is need to develop quality educational resources encompassing a variety of pedagogical sensitizing constructs and support needs to be given for familiarising teachers with teaching materials and their appropriate use . These could help to strengthen mediation of environmental content knowledge in the Grade 11 CAPS Life Sciences and inform South African teacher professional development programmes seeking to understand classroom practices in relation to environmental content.
- Full Text:
- Date Issued: 2016
An exploration of learners’ autonomous learning of mathematics by using selected Visual Technology for the Autonomous Learning of Mathematics (VITALmaths) video clips: A case study
- Authors: Haywood, Thomas
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2071 , http://hdl.handle.net/10962/d1021155
- Description: One of the major problems in the achievements of learners in mathematics is the difficulty they experience in performing tasks involving higher level thinking skills which are developed through autonomous learning behaviours (Karp, 1991). Thus, to engage meaningfully in high level mathematical tasks, one should be able to work independently (Karp, 1991). Teachers therefore should support learners in developing the skills that will afford them the opportunity to manage their own learning outside the sheltered surroundings of the classroom, when the teacher is no longer there for support (St. Louis, 2003). A study was undertaken with 11 Grade-10 learners to ascertain how their engagement with the VITALmaths video clips support and improve the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions autonomously. The VITALmaths database of video clips, which consists of short video clips (1 - 3 minutes long) was developed collaboratively by students and researchers at the School of Teacher Education at the University of Applied Sciences North-Western Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer & Samson, 2010). The video clips, which are freely available, can be downloaded on mobile phones. The study was structured into four different phases during which data was collected and analysed using both quantitative and qualitative methods. I specifically looked at the learners’ use of manipulatives during their learning of the Pythagorean Theorem and the addition and subtraction of fractions, whether there was a growth of a discourse-for-oneself and whether or not their engagement with the video clips enhanced the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions. While the theoretical framework provided a sound basis for researching autonomous learning, it required a considerable effort to determine whether the participants showed growth in terms of moving from a discourse-for-others to a discourse-for-oneself. The study revealed that the learners’ engagement with the VITALmaths video clip encouraged the use of manipulatives in their learning of the Pythagorean Theorem and the addition and subtraction of fractions. The majority of the learners involved in the study showed a growth of a discourse-for-oneself. A number of the learners showed an enhancement in their understanding of the Pythagorean Theorem and the knowledge involved in the addition and subtraction of fractions. The overall findings showed that mobile technology can easily be incorporated in the learners’ learning of mathematics. The VITALmaths video clips can play a significant role in the learners’ autonomous learning and understanding of certain mathematical concepts.
- Full Text:
- Date Issued: 2016
- Authors: Haywood, Thomas
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2071 , http://hdl.handle.net/10962/d1021155
- Description: One of the major problems in the achievements of learners in mathematics is the difficulty they experience in performing tasks involving higher level thinking skills which are developed through autonomous learning behaviours (Karp, 1991). Thus, to engage meaningfully in high level mathematical tasks, one should be able to work independently (Karp, 1991). Teachers therefore should support learners in developing the skills that will afford them the opportunity to manage their own learning outside the sheltered surroundings of the classroom, when the teacher is no longer there for support (St. Louis, 2003). A study was undertaken with 11 Grade-10 learners to ascertain how their engagement with the VITALmaths video clips support and improve the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions autonomously. The VITALmaths database of video clips, which consists of short video clips (1 - 3 minutes long) was developed collaboratively by students and researchers at the School of Teacher Education at the University of Applied Sciences North-Western Switzerland and Rhodes University in South Africa (Linneweber-Lammerskitten, Schäfer & Samson, 2010). The video clips, which are freely available, can be downloaded on mobile phones. The study was structured into four different phases during which data was collected and analysed using both quantitative and qualitative methods. I specifically looked at the learners’ use of manipulatives during their learning of the Pythagorean Theorem and the addition and subtraction of fractions, whether there was a growth of a discourse-for-oneself and whether or not their engagement with the video clips enhanced the learners’ understanding of the Pythagorean Theorem and the addition and subtraction of fractions. While the theoretical framework provided a sound basis for researching autonomous learning, it required a considerable effort to determine whether the participants showed growth in terms of moving from a discourse-for-others to a discourse-for-oneself. The study revealed that the learners’ engagement with the VITALmaths video clip encouraged the use of manipulatives in their learning of the Pythagorean Theorem and the addition and subtraction of fractions. The majority of the learners involved in the study showed a growth of a discourse-for-oneself. A number of the learners showed an enhancement in their understanding of the Pythagorean Theorem and the knowledge involved in the addition and subtraction of fractions. The overall findings showed that mobile technology can easily be incorporated in the learners’ learning of mathematics. The VITALmaths video clips can play a significant role in the learners’ autonomous learning and understanding of certain mathematical concepts.
- Full Text:
- Date Issued: 2016
An exploration of what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity
- Authors: Isaacs, Dorelle
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1309 , vital:20045
- Description: In the context of the newly implemented Curriculum and Assessment Policy Statements (CAPS) for Natural Science, this study explores what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity. Despite its significance to environmental sustainability, biodiversity loss is accelerating in South Africa and internationally, driven by unsustainable economic development models, population growth and associated problems of habitat loss and widespread pollution. Against the backdrop of these challenges, this study shares insights into how teachers’ biodiversity knowledge relates to the CAPS and to international agreements and policies on biodiversity. The study seeks to inform teacher education and support programmes and future curriculum implementation decisions, especially those associated with the Fundisa for Change programme. The study is designed as a qualitative case study inquiry that has used classroom observation, semistructured interviews and document (textbook) analysis to generate data. Theories of teacher cognition (after Shulman, 1987) were used to gain an understanding of teachers’ biodiversity knowledge. Different environmental and biodiversity metaphors and narratives were reviewed to gain an understanding of how teachers represented biodiversity and Kronlid & Öhman’s work on environmental ethics (2012) provided a framework for considering teachers’ values and ethical responses to biodiversity. The study found that the biodiversity knowledge of the teachers in these three case studies was mostly limited to what they access in the curriculum and textbooks. Secondly, there appears to be the assumption that if teachers teach from certain textbooks, they will meet the Specific Aims for Natural Science, as well as implement the process skills which are the ‘new’ knowledge according to the Senior Education Specialist. It was found that teachers’ close adherence to activities prescribed in the textbook seems to limit the depth, scope and criticality of their biodiversity teaching. The study also revealed that all three teachers expressed a pragmatic view of the value of biodiversity. The study recommends that the Natural Science CAPS as well as textbook authors should reflect a more systemic approach to biodiversity knowledge, recognising the interrelations and interdependence of the ecological systems that make up biodiversity – including relationships with humans – and convey a sense of the changeability of biodiversity. Natural Science teachers should be supported in broadening their understanding of biodiversity and biodiversity loss. They should be encouraged and supported to develop or adapt textbook material where necessary and develop learner activities that will encourage their learners to question, deliberate, look for cause and effect, and seek solutions. This may help to realise the final recommendation, that learners and teachers become citizen scientists who will access and contribute to the various biodiversity databases and so join scientists in generating biodiversity knowledge.
- Full Text:
- Date Issued: 2016
- Authors: Isaacs, Dorelle
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1309 , vital:20045
- Description: In the context of the newly implemented Curriculum and Assessment Policy Statements (CAPS) for Natural Science, this study explores what Grade 7 Natural Science teachers know, believe and say about biodiversity and the teaching of biodiversity. Despite its significance to environmental sustainability, biodiversity loss is accelerating in South Africa and internationally, driven by unsustainable economic development models, population growth and associated problems of habitat loss and widespread pollution. Against the backdrop of these challenges, this study shares insights into how teachers’ biodiversity knowledge relates to the CAPS and to international agreements and policies on biodiversity. The study seeks to inform teacher education and support programmes and future curriculum implementation decisions, especially those associated with the Fundisa for Change programme. The study is designed as a qualitative case study inquiry that has used classroom observation, semistructured interviews and document (textbook) analysis to generate data. Theories of teacher cognition (after Shulman, 1987) were used to gain an understanding of teachers’ biodiversity knowledge. Different environmental and biodiversity metaphors and narratives were reviewed to gain an understanding of how teachers represented biodiversity and Kronlid & Öhman’s work on environmental ethics (2012) provided a framework for considering teachers’ values and ethical responses to biodiversity. The study found that the biodiversity knowledge of the teachers in these three case studies was mostly limited to what they access in the curriculum and textbooks. Secondly, there appears to be the assumption that if teachers teach from certain textbooks, they will meet the Specific Aims for Natural Science, as well as implement the process skills which are the ‘new’ knowledge according to the Senior Education Specialist. It was found that teachers’ close adherence to activities prescribed in the textbook seems to limit the depth, scope and criticality of their biodiversity teaching. The study also revealed that all three teachers expressed a pragmatic view of the value of biodiversity. The study recommends that the Natural Science CAPS as well as textbook authors should reflect a more systemic approach to biodiversity knowledge, recognising the interrelations and interdependence of the ecological systems that make up biodiversity – including relationships with humans – and convey a sense of the changeability of biodiversity. Natural Science teachers should be supported in broadening their understanding of biodiversity and biodiversity loss. They should be encouraged and supported to develop or adapt textbook material where necessary and develop learner activities that will encourage their learners to question, deliberate, look for cause and effect, and seek solutions. This may help to realise the final recommendation, that learners and teachers become citizen scientists who will access and contribute to the various biodiversity databases and so join scientists in generating biodiversity knowledge.
- Full Text:
- Date Issued: 2016
An investigation into how Grade 10 Physical Sciences learners make sense of resultant vectors
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
- Full Text:
- Date Issued: 2016
- Authors: Motsilili, Tshepo Elliot
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1407 , vital:20054
- Description: The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
- Full Text:
- Date Issued: 2016
An investigation into how Grade 8 Natural Sciences learners make sense of chemical reactions during lessons involving familiar resources: a case study
- Authors: Mashozhera, Farasten
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1374 , vital:20051
- Description: My experience of working with science learners for the past 25 years and witnessing their difficulty in comprehending chemical reactions motivated me to investigate how learners make sense of chemical reactions in lessons involving the use of familiar resources. Essentially, this study sought to gain insights into whether engaging learners during practical activities using familiar resources facilitated meaning-making of chemical reactions. There is not much literature on early high school learning of concepts linked to chemical reactions which opened the way for this research. This study was conducted at a public high school comprised of Grades 8-12 (FET band) in Grahamstown in the Eastern Cape, South Africa. It is located within the interpretive paradigm. Within this paradigm, both quantitative and qualitative methods were conducted with a Grade 8 Natural Sciences class. Data sets were analysed in relation to the research questions. A variety of data gathering techniques were used, namely diagnostic and summative tests, worksheets and a semistructured interview with a focus group. Both inductive and deductive processes were applied during the data analysis process. The validation process was done through data analysis using mixed methods (quantitative and qualitative), checking transcriptions with the focus group and the use of a research participant. Learners in the focus group verified their responses, checking for any misrepresentations. The main finding of this study is that the use of practical activities, using familiar resources, facilitated learner engagement and meaningful learning. However, this study further revealed that some concepts associated with chemical reactions were challenging to learners. Similarly, that some prior everyday knowledge and experiences that learners bring to the science classroom impede sense-making in Natural Sciences. In addition, the language of learning and teaching (LoLT) and the language of science are other factors impeding sense-making of scientific concepts. It is thus recommended that teachers plan well in order to incorporate the use of practical activities using familiar resources during mediation of learning.
- Full Text:
- Date Issued: 2016
- Authors: Mashozhera, Farasten
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1374 , vital:20051
- Description: My experience of working with science learners for the past 25 years and witnessing their difficulty in comprehending chemical reactions motivated me to investigate how learners make sense of chemical reactions in lessons involving the use of familiar resources. Essentially, this study sought to gain insights into whether engaging learners during practical activities using familiar resources facilitated meaning-making of chemical reactions. There is not much literature on early high school learning of concepts linked to chemical reactions which opened the way for this research. This study was conducted at a public high school comprised of Grades 8-12 (FET band) in Grahamstown in the Eastern Cape, South Africa. It is located within the interpretive paradigm. Within this paradigm, both quantitative and qualitative methods were conducted with a Grade 8 Natural Sciences class. Data sets were analysed in relation to the research questions. A variety of data gathering techniques were used, namely diagnostic and summative tests, worksheets and a semistructured interview with a focus group. Both inductive and deductive processes were applied during the data analysis process. The validation process was done through data analysis using mixed methods (quantitative and qualitative), checking transcriptions with the focus group and the use of a research participant. Learners in the focus group verified their responses, checking for any misrepresentations. The main finding of this study is that the use of practical activities, using familiar resources, facilitated learner engagement and meaningful learning. However, this study further revealed that some concepts associated with chemical reactions were challenging to learners. Similarly, that some prior everyday knowledge and experiences that learners bring to the science classroom impede sense-making in Natural Sciences. In addition, the language of learning and teaching (LoLT) and the language of science are other factors impeding sense-making of scientific concepts. It is thus recommended that teachers plan well in order to incorporate the use of practical activities using familiar resources during mediation of learning.
- Full Text:
- Date Issued: 2016
An investigation into how participation in science expo projects influences grade 9 learners’ dispositions towards science learning: a case study
- Authors: Musekiwa, Beatrice K
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1430 , vital:20056
- Description: There has been increasing participation of learners from disadvantaged backgrounds in competitive events like the Eskom Science Expo over the past few years. It is against this backdrop that this study sought to find out how some grade 9 learners’ participation in science expo projects influences their disposition towards science. In the context of this study, disposition refers to how learners view themselves in relation to science learning as a result of participating in science expos. The study is underpinned by an interpretative paradigm and I made use of a qualitative case study. My research participants were five grade 9 learners from two secondary schools in Grahamstown in the Eastern Cape Province of South Africa. I used observations, semistructured interviews and learners’ journals for my data collection. To analyse the data I used the inductive approach where I made use of themes emerging from the data. The social learning theory described by Vygotsky (1978) is the guiding theory in the research with a focus on mediation of learning and the zone of proximal development (ZPD). The main findings from my study were that indeed participation in science expos does influence the disposition of learners towards science among the grade 9 learners. I also found an improved understanding of scientific concepts as the learners interacted with science in everyday and familiar contexts. Lastly, doing projects that are close to learners’ interests resulted in them enjoying doing science more. The learners’ science expo projects contribution to the Grahamstown community is of no small value, as has already been seen by the achievement of previous participants. The current group is already showing their impact and influence of the science–expo project involvement in terms of their performance in their classrooms and in their awareness of their role as young ‘scientists’. I therefore recommend that more learners be encouraged to take part in such projects as the science-expo projects not only improve learners’ understanding of the subject matter but also encourages a positive shift in their attitude towards science learning. It also enhances their understanding by allowing the young learners to interact with their environment to find solutions to problems that the community might be faced with, for example, water shortages and sustainable development initiations like gardening and the proper use of naturally acquired water resources.
- Full Text:
- Date Issued: 2016
- Authors: Musekiwa, Beatrice K
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1430 , vital:20056
- Description: There has been increasing participation of learners from disadvantaged backgrounds in competitive events like the Eskom Science Expo over the past few years. It is against this backdrop that this study sought to find out how some grade 9 learners’ participation in science expo projects influences their disposition towards science. In the context of this study, disposition refers to how learners view themselves in relation to science learning as a result of participating in science expos. The study is underpinned by an interpretative paradigm and I made use of a qualitative case study. My research participants were five grade 9 learners from two secondary schools in Grahamstown in the Eastern Cape Province of South Africa. I used observations, semistructured interviews and learners’ journals for my data collection. To analyse the data I used the inductive approach where I made use of themes emerging from the data. The social learning theory described by Vygotsky (1978) is the guiding theory in the research with a focus on mediation of learning and the zone of proximal development (ZPD). The main findings from my study were that indeed participation in science expos does influence the disposition of learners towards science among the grade 9 learners. I also found an improved understanding of scientific concepts as the learners interacted with science in everyday and familiar contexts. Lastly, doing projects that are close to learners’ interests resulted in them enjoying doing science more. The learners’ science expo projects contribution to the Grahamstown community is of no small value, as has already been seen by the achievement of previous participants. The current group is already showing their impact and influence of the science–expo project involvement in terms of their performance in their classrooms and in their awareness of their role as young ‘scientists’. I therefore recommend that more learners be encouraged to take part in such projects as the science-expo projects not only improve learners’ understanding of the subject matter but also encourages a positive shift in their attitude towards science learning. It also enhances their understanding by allowing the young learners to interact with their environment to find solutions to problems that the community might be faced with, for example, water shortages and sustainable development initiations like gardening and the proper use of naturally acquired water resources.
- Full Text:
- Date Issued: 2016
An investigation of participative management in a museum in the Eastern Cape, South Africa
- Authors: Madinda, Nozipho
- Date: 2016
- Subjects: Museums -- South Africa -- Eastern Cape -- Management , Management -- Employee participation , Albany Museum (Grahamstown, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2068 , http://hdl.handle.net/10962/d1020847
- Description: The purpose of my research was to investigate participative management at the Albany Museum with a view to generating knowledge and insights that can be used to support senior management’s engagement with participative management at mid-management level. My interest was to investigate participative management with regards to five HODs of the Albany Museum with a view to generating knowledge and insights that can be used to support senior management’s engagement with participative management at mid-management level. The research was informed by the interpretive paradigm. The interpretive paradigm does not concern itself with the search for broadly applicable laws and rules but rather seeks to produce descriptive analyses that emphasise deep interpretation and understanding of social phenomena through the meaning that the people assign to them. This study is mostly descriptive and presents the reality of participants from their own experience. Semi-structured interviews and observation capture ‘insider’ knowledge that is part of an interpretive methodology. The study found that participative management was both understood and generally accepted as a good way to manage an organisation, and even members who were critical of it could see its benefits. However, the fractured and diversified structure of the organisation calls for a particularly skillful application of this management approach, one which would also demand leadership and a greater sense of working towards what are called collegial models of management. Whether this is in fact desirable for a museum is debatable.
- Full Text:
- Date Issued: 2016
- Authors: Madinda, Nozipho
- Date: 2016
- Subjects: Museums -- South Africa -- Eastern Cape -- Management , Management -- Employee participation , Albany Museum (Grahamstown, South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2068 , http://hdl.handle.net/10962/d1020847
- Description: The purpose of my research was to investigate participative management at the Albany Museum with a view to generating knowledge and insights that can be used to support senior management’s engagement with participative management at mid-management level. My interest was to investigate participative management with regards to five HODs of the Albany Museum with a view to generating knowledge and insights that can be used to support senior management’s engagement with participative management at mid-management level. The research was informed by the interpretive paradigm. The interpretive paradigm does not concern itself with the search for broadly applicable laws and rules but rather seeks to produce descriptive analyses that emphasise deep interpretation and understanding of social phenomena through the meaning that the people assign to them. This study is mostly descriptive and presents the reality of participants from their own experience. Semi-structured interviews and observation capture ‘insider’ knowledge that is part of an interpretive methodology. The study found that participative management was both understood and generally accepted as a good way to manage an organisation, and even members who were critical of it could see its benefits. However, the fractured and diversified structure of the organisation calls for a particularly skillful application of this management approach, one which would also demand leadership and a greater sense of working towards what are called collegial models of management. Whether this is in fact desirable for a museum is debatable.
- Full Text:
- Date Issued: 2016
An investigation of the practices employed by an environmental community-based organization to successfully sustain its school based and community based projects (A case study)
- Authors: Hlophe, Nomalanga Nokuthula
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2073 , http://hdl.handle.net/10962/d1021252
- Description: Community-based organizations (CBOs) play a crucial role in sustainable development and hence it is important that they are promoted, guided and supported by state agencies and the private sector. The South African government encourages communities to establish co-operatives as a tool or strategy to address local social issues and risks and act accordingly. The purpose of this case study was to determine what aspects of the establishment and operation of a successful community-based environmental organization are producing sustained school and community projects. The study set out to investigate and audit the activities of a successful environmental CBO so as to determine how it has successfully sustained its school and community environmental projects. The reason for this investigation was to inform other CBOs and the state environmental agencies that support them on how to sustain their environmental activities in community and school contexts. The investigation was designed as an interpretive case study, which used document analysis, semi-structured interviews and observations to gather data. The gathered data was analyzed through inductive analysis to interpret and audit reported activities. Analytical memos were used to represent key themes in relation to the successful operations of the organization. Through auditing and reporting the activities in the analytical memos, analytical statements were developed. Those statements guided the discussion and informed the study‟s findings and recommendations. After investigating this CBO, it was concluded that, their success is a result of the establishment of a networking forum with different stakeholders and parties, community involvement in different projects, partnerships with local schools to develop and expand their curriculum practice, CBO networking locally and internationally and finally, their participation in annual and continuous environmental competitions/projects/programs. The insights gained and lessons learned will be used to advice and support community based co-operatives in environmental learning activities in school and community contexts as part of my ongoing work.
- Full Text:
- Date Issued: 2016
- Authors: Hlophe, Nomalanga Nokuthula
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2073 , http://hdl.handle.net/10962/d1021252
- Description: Community-based organizations (CBOs) play a crucial role in sustainable development and hence it is important that they are promoted, guided and supported by state agencies and the private sector. The South African government encourages communities to establish co-operatives as a tool or strategy to address local social issues and risks and act accordingly. The purpose of this case study was to determine what aspects of the establishment and operation of a successful community-based environmental organization are producing sustained school and community projects. The study set out to investigate and audit the activities of a successful environmental CBO so as to determine how it has successfully sustained its school and community environmental projects. The reason for this investigation was to inform other CBOs and the state environmental agencies that support them on how to sustain their environmental activities in community and school contexts. The investigation was designed as an interpretive case study, which used document analysis, semi-structured interviews and observations to gather data. The gathered data was analyzed through inductive analysis to interpret and audit reported activities. Analytical memos were used to represent key themes in relation to the successful operations of the organization. Through auditing and reporting the activities in the analytical memos, analytical statements were developed. Those statements guided the discussion and informed the study‟s findings and recommendations. After investigating this CBO, it was concluded that, their success is a result of the establishment of a networking forum with different stakeholders and parties, community involvement in different projects, partnerships with local schools to develop and expand their curriculum practice, CBO networking locally and internationally and finally, their participation in annual and continuous environmental competitions/projects/programs. The insights gained and lessons learned will be used to advice and support community based co-operatives in environmental learning activities in school and community contexts as part of my ongoing work.
- Full Text:
- Date Issued: 2016
Exploring how grade 12 Physical Sciences learners make sense of the concepts of work and energy
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1363 , vital:20050
- Description: Physical Sciences is one of the subjects in which students perform most poorly in the National Senior Certificate examinations. For example, in the Eastern Cape in 2013, a mere 29.9% of the candidates who sat for the Physical Sciences National Senior Certificate examination managed to achieve a mark of 40% or above (Department of Basic Education, 2014). According to the Chief Markers’ reports (ibid), questions on the topic of Work, Energy and Power are amongst the most poorly answered in the National Senior Certificate examinations. This fact triggered my interest to explore how grade 12 Physical Sciences learners make sense of the concepts of Work and Energy with particular emphasis on the work-energy theorem and its application in problem solving. I carried out the study in a village school in the Queenstown district. The study adopted an interpretive paradigm in which the case study approach was used. Data were generated using a diagnostic test, focus group interviews, video-recorded lessons, analysis of learner journals and a summative test. Analysis of the qualitative data involved identifying themes from the data and using analytical statements that answered the research questions. The study was informed by Vygotsky’s (1978) social constructivism theory, and in particular, the notions of the mediation of learning and the Zone of Proximal Development (ZPD). Learners were given tasks on the work-energy theorem and related concepts and these were designed in such a way that they were situated in the learners’ ZPD, since this is where most powerful learning takes place (Thompson, 2013). The findings of the study revealed that grade 12 Physical Sciences learners do not have sufficient prior knowledge on concepts related to the work-energy theory to successfully make sense of the work-energy theorem. The other finding is that learners construct knowledge of the work-energy theorem and its application collaboratively through group work. In the group discussions learners used isiXhosa and this enhanced their sense making. A number of challenges that make it difficult for learners to solve problems using the work-energy theorem were identified.
- Full Text:
- Date Issued: 2016
- Authors: Mapfumo, Alfred Khumbulani
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1363 , vital:20050
- Description: Physical Sciences is one of the subjects in which students perform most poorly in the National Senior Certificate examinations. For example, in the Eastern Cape in 2013, a mere 29.9% of the candidates who sat for the Physical Sciences National Senior Certificate examination managed to achieve a mark of 40% or above (Department of Basic Education, 2014). According to the Chief Markers’ reports (ibid), questions on the topic of Work, Energy and Power are amongst the most poorly answered in the National Senior Certificate examinations. This fact triggered my interest to explore how grade 12 Physical Sciences learners make sense of the concepts of Work and Energy with particular emphasis on the work-energy theorem and its application in problem solving. I carried out the study in a village school in the Queenstown district. The study adopted an interpretive paradigm in which the case study approach was used. Data were generated using a diagnostic test, focus group interviews, video-recorded lessons, analysis of learner journals and a summative test. Analysis of the qualitative data involved identifying themes from the data and using analytical statements that answered the research questions. The study was informed by Vygotsky’s (1978) social constructivism theory, and in particular, the notions of the mediation of learning and the Zone of Proximal Development (ZPD). Learners were given tasks on the work-energy theorem and related concepts and these were designed in such a way that they were situated in the learners’ ZPD, since this is where most powerful learning takes place (Thompson, 2013). The findings of the study revealed that grade 12 Physical Sciences learners do not have sufficient prior knowledge on concepts related to the work-energy theory to successfully make sense of the work-energy theorem. The other finding is that learners construct knowledge of the work-energy theorem and its application collaboratively through group work. In the group discussions learners used isiXhosa and this enhanced their sense making. A number of challenges that make it difficult for learners to solve problems using the work-energy theorem were identified.
- Full Text:
- Date Issued: 2016
Exploring teacher leadership: A case study at a senior secondary school in the Ohangwena region, Namibia
- Authors: Hamatwi, Isak
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1275 , vital:20042
- Description: Leadership has been for long thought to centre on the actions of a positional head of the organisation crafting the vision and influencing followers’ behaviour based on his/her charisma and legal authority in a quest to achieve the set goals (Christie, 2010). However, contemporary views “emphasise leadership as relational” (Van der Mescht & Tyala, 2008, p. 226) and focuses more on the practice while taking form “in the interactions between leaders and followers” (Spillane, 2005, p. 146). Looking through the lens of distributed leadership and using the Grant’s (2008; 2012) model of teacher leadership as a data analytical tool, this research study aimed to explore the enactment of teacher leadership at a secondary school in the Ohangwena region, Namibia. The motivation of this research study was twofold; one, it was due to my personal interest in getting a deeper understanding of what constituted teacher leadership as a concept which is gaining momentum in the educational leadership discipline; two, it was due to the evident knowledge gap existing on the concept of teacher leadership as there seemed to be very less research done on the concept. Using observation schedules, survey questionnaires, semi-structured interview schedules and analysing documents as data collecting tools, the study was geared towards answering four research questions which were driving the study, namely; i) In what ways do teachers participate in the leadership activities of the school? ii) What is the nature of the relations of these leadership activities? iii) What factors that may constrain the leadership activities of these teachers? iv) How do the principal and the School Management Team (SMT) encourage teacher leadership at the school? The study was of a qualitative nature located in the interpretive paradigm. A purposive sampling method was used to select research participants The findings of the study indicated that the research participants had a general understanding of what teacher leadership entails. Teachers enacted leadership across the four zones of Grant’s (2008; 2012) model of teacher leadership, though with very limited teacher leadership enactment in zone four. Zones one, two and three proved to be the popular media of teacher leadership enactment wherein teachers led in their classrooms enforcing discipline, serving as guides and caregivers to their learners (zone one). Teachers then extended their leadership outside their classrooms where they served as decision makers, curriculum developers for knowledge enhancement through reflective teaching and sport coaches (zone two). In Zone three, teachers led in committees’ structures, as mentors of learners, policy makers and as models of good practice. Zone four was the least media of teacher leadership. The data pointed to a host of factors that prevented teachers to assume leadership at the case study school, namely; ignorance and fear for accountability, policy and regulatory limitations, time limitations, limited skills and teachers as barriers to teacher leadership in terms of apathy, lack of confidence, negative attitude and anti-social behaviours as well as professional jealous. Nevertheless, the principal and the SMT emerged as catalysts for teacher leadership at the school as they enabled teacher leadership in a number of ways, namely, through delegation, motivation, free choice, open engagement, moral support and interdependence leadership practices. In the final analysis, the findings revealed that, leadership at the case study school was manifested as spontaneous collaborated leadership practices through institutionalised practices embarked upon with intuitive working relationships.
- Full Text:
- Date Issued: 2016
- Authors: Hamatwi, Isak
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1275 , vital:20042
- Description: Leadership has been for long thought to centre on the actions of a positional head of the organisation crafting the vision and influencing followers’ behaviour based on his/her charisma and legal authority in a quest to achieve the set goals (Christie, 2010). However, contemporary views “emphasise leadership as relational” (Van der Mescht & Tyala, 2008, p. 226) and focuses more on the practice while taking form “in the interactions between leaders and followers” (Spillane, 2005, p. 146). Looking through the lens of distributed leadership and using the Grant’s (2008; 2012) model of teacher leadership as a data analytical tool, this research study aimed to explore the enactment of teacher leadership at a secondary school in the Ohangwena region, Namibia. The motivation of this research study was twofold; one, it was due to my personal interest in getting a deeper understanding of what constituted teacher leadership as a concept which is gaining momentum in the educational leadership discipline; two, it was due to the evident knowledge gap existing on the concept of teacher leadership as there seemed to be very less research done on the concept. Using observation schedules, survey questionnaires, semi-structured interview schedules and analysing documents as data collecting tools, the study was geared towards answering four research questions which were driving the study, namely; i) In what ways do teachers participate in the leadership activities of the school? ii) What is the nature of the relations of these leadership activities? iii) What factors that may constrain the leadership activities of these teachers? iv) How do the principal and the School Management Team (SMT) encourage teacher leadership at the school? The study was of a qualitative nature located in the interpretive paradigm. A purposive sampling method was used to select research participants The findings of the study indicated that the research participants had a general understanding of what teacher leadership entails. Teachers enacted leadership across the four zones of Grant’s (2008; 2012) model of teacher leadership, though with very limited teacher leadership enactment in zone four. Zones one, two and three proved to be the popular media of teacher leadership enactment wherein teachers led in their classrooms enforcing discipline, serving as guides and caregivers to their learners (zone one). Teachers then extended their leadership outside their classrooms where they served as decision makers, curriculum developers for knowledge enhancement through reflective teaching and sport coaches (zone two). In Zone three, teachers led in committees’ structures, as mentors of learners, policy makers and as models of good practice. Zone four was the least media of teacher leadership. The data pointed to a host of factors that prevented teachers to assume leadership at the case study school, namely; ignorance and fear for accountability, policy and regulatory limitations, time limitations, limited skills and teachers as barriers to teacher leadership in terms of apathy, lack of confidence, negative attitude and anti-social behaviours as well as professional jealous. Nevertheless, the principal and the SMT emerged as catalysts for teacher leadership at the school as they enabled teacher leadership in a number of ways, namely, through delegation, motivation, free choice, open engagement, moral support and interdependence leadership practices. In the final analysis, the findings revealed that, leadership at the case study school was manifested as spontaneous collaborated leadership practices through institutionalised practices embarked upon with intuitive working relationships.
- Full Text:
- Date Issued: 2016
Exploring the course-led development of a learning network as a community of practice around a shared interest of rainwater harvesting and conservation agricultural practices: a case study in the Amathole District in the Eastern Cape, South Africa
- Authors: Weaver, Kim Nichole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1184 , vital:20032
- Description: South Africa has water and food security challenges, especially the Eastern Cape Province where there is a high level of poverty. These challenges place heavy pressure on the agricultural sector as it is the main user of the allocated water in the country. Rainwater harvesting and conservation (RWH&C) practices are explored as a response to these challenges, however information on these practices is not readily available to rural farmers. Agricultural extension has been moving from a top down approach towards a more participatory, collaborative process where what farmers need and want is considered. These participatory approaches need to be explored to enable change in farmer’s practice. This research forms part of a Water Resource Commission (WRC) project, Amanzi for Food. (Project K5/2277). The project has the explicit intention of supporting the use of two sets of WRC materials on RWH&C and expanding the learning of these practices through a courseled process within a learning network structure centred around an agricultural college. The network was established with a participatory, applied training of trainer’s course that supports and expands knowledge of RWH&C practices amongst network members from different groups within the sector; farmers, trainers, researchers and educators. My main research question was to investigate the process of cultivating a learning network amongst different agricultural actors through a course-led initiative to strengthen the engagement with RWH&C practices. To address this research I used focus group discussions, course observations, participant interviews, participant questionnaires and participant assignment progress to generate data. These data were analysed using Wenger’s theory of communities of practice to gauge levels of engagement, participation and learning. Main findings of the study are that the course-led activation of the learning network supported the community of practice members to share their personal experience and achieve social competence in the learning of RWH&C agricultural practices in their context.
- Full Text:
- Date Issued: 2016
- Authors: Weaver, Kim Nichole
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/1184 , vital:20032
- Description: South Africa has water and food security challenges, especially the Eastern Cape Province where there is a high level of poverty. These challenges place heavy pressure on the agricultural sector as it is the main user of the allocated water in the country. Rainwater harvesting and conservation (RWH&C) practices are explored as a response to these challenges, however information on these practices is not readily available to rural farmers. Agricultural extension has been moving from a top down approach towards a more participatory, collaborative process where what farmers need and want is considered. These participatory approaches need to be explored to enable change in farmer’s practice. This research forms part of a Water Resource Commission (WRC) project, Amanzi for Food. (Project K5/2277). The project has the explicit intention of supporting the use of two sets of WRC materials on RWH&C and expanding the learning of these practices through a courseled process within a learning network structure centred around an agricultural college. The network was established with a participatory, applied training of trainer’s course that supports and expands knowledge of RWH&C practices amongst network members from different groups within the sector; farmers, trainers, researchers and educators. My main research question was to investigate the process of cultivating a learning network amongst different agricultural actors through a course-led initiative to strengthen the engagement with RWH&C practices. To address this research I used focus group discussions, course observations, participant interviews, participant questionnaires and participant assignment progress to generate data. These data were analysed using Wenger’s theory of communities of practice to gauge levels of engagement, participation and learning. Main findings of the study are that the course-led activation of the learning network supported the community of practice members to share their personal experience and achieve social competence in the learning of RWH&C agricultural practices in their context.
- Full Text:
- Date Issued: 2016
Exploring the influence of learners’ participation in an after-school science enrichment programme on their disposition towards science: a case study of Khanya Maths and Science Club
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Date Issued: 2016
- Authors: Agunbiade, Esther Arinola
- Date: 2016
- Subjects: Mathematics -- Study and teaching Science -- Study and teaching After-school programs Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/334 , vital:19949
- Description: The ongoing advancement of science and technology is creating an increasing need for more entrants into science oriented careers. However, numerous studies have fueled growing concerns regarding the poor achievement of learners in science. Over the years, science education researchers have emphasized the importance of the affective domain of learning as a central component of strategies used to address learners’ lack of interest and poor achievement in science. In the literature, the affective domain is characterized by constructs such as disposition, attitude, interest, and motivation. Studies showing a correlation between the affective domain and academic achievement suggest that nurturing a positive disposition towards science is an antecedent to learners’ improved science achievement and entering science fields. This study focuses on the ‘disposition’ aspect of the affective domain, and follows in the path of earlier studies which use the term interchangeably with ‘attitude’. Learners’ experiences in a particular science education environment influence the development of a positive or negative disposition towards science. However, there is a need to explore the factors in the learning environments which influence learners’ disposition towards science. Previous studies have shown that the informal science environment may influence learners’ disposition towards science. One example of an informal science environment is the Khanya Maths and Science Club, which is an after-school science and mathematics enrichment programme in Grahamstown, South Africa. This study explores the influence of learners’ participation in an informal science education environment on their dispositions towards science, using the case of the Khanya Maths and Science Club. This study views disposition through the constructivist-developmental lens. The community of practice elements from situated learning theory is drawn on to explore how learners’ disposition can be influenced by their interactions in the context of the Khanya Maths and Science Club. The pragmatic paradigm is adopted, which considers how well the research tools work to provide answers to the research questions. This thus, provides an avenue for exploring how learners’ disposition towards science is influenced and what factors influenced their shift in disposition through their participation in the club. A mixed-methods approach is employed when focusing on the affective domain sub-constructs of: enjoyment of science, interest in science and perception of science. These are sub-scales in the test of science related attitude (TOSRA) questionnaire which was adapted for use in measuring learners’ attitude before and after 16 weeks of participating in the science club. The particular mixed-methods approach selected can be summarized as quan QUAL since the method is primarily qualitative, but sequential with the quantitative phase preceding the qualitative phase. The TOSRA questionnaire was used as the quantitative data collection instrument while semi-structured interviews and learners’ journal entries were the qualitative data collection instruments. The results revealed significant shifts in learners’ perception of, interest in science and enjoyment of science though interest in science and enjoyment of science shifted appreciably in a positive direction more than the perception of science. It was also found that learners’ attitude towards science was influenced by; instructional characteristics, facilitators/environmental characteristics, learners making connection between science and everyday life and learners’ perceived difficulty of science. These factors variably influenced their attitude towards science in the club, corroborating what had been found in similar studies. This study corroborates what the literature offers for achieving effective outcomes in Afterschool science enrichment programmes. It contributes to the growing body of literature on features for quality outcomes in Afterschool science enrichment programmes. This study also makes a theoretical contribution to science education research particularly with regard to how the emergence of a community of practice framework in the club activities provide useful information for planning club activities and the analysis of learners’ evolving disposition towards science. Key words: Khanya Maths and Science Club, disposition, attitude, after-school enrichment programmes, constructivist-developmental approach, situated learning theory, community of practice, Test of Science Related Attitude (TOSRA).
- Full Text:
- Date Issued: 2016
Exploring the role of corrective feedback in helping Grade 8 learners to improve the accuracy of their written English: an action research case study
- Authors: Miranda, Zoachina Nangobe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2072 , http://hdl.handle.net/10962/d1021167
- Description: This action research study explored and analysed the role of teacher corrective feedback in helping Grade 8 learners to improve the accuracy of their written English as their second language. Therefore, the goals of this study were to examine the kind of language errors my grade 8 learners’ made in their writing, to find out whether these errors could be categorized linguistically, and to determine if they were errors, mistakes or lapses. The study further analysed how learners responded to my feedback, and also determined which feedback strategies worked best to help my learners deal with their errors, mistakes or lapses. This study set out to look at six learners from one Grade 8 class of 40 learners. The data were gathered from six written essay scripts, and each learner wrote four essay draft revisions. The learners’ written essays were analysed by means of checklists in order to identify the types and patterns of errors made. Errors such as punctuation, past tense verbs, spelling and vocabulary were identified, analysed and categorized to provide insights into reasons underlying the instances in which they were committed. The findings of this study showed that factors underlying learners’ written errors included mother-tongue interference, overgeneralization, fossilization, translation, lack of concentration, and carelessness. The findings further showed that corrective feedback on learners’ draft revisions provided them with extensive exposure and practice in English, enabled them to internalize language rules, and reduced the tendency to commit errors in their writing. The findings further suggest that procedures such as multiple-draft activities, indirect feedback, direct feedback, focused corrective feedback, error correction and written feedback with explicit corrective comments improved their levels of writing. Furthermore, putting these procedures into practice and reflecting critically on how to apply them helped enrich my own teaching practices and development in relation to the provision of corrective feedback to improve accuracy in learners’ writing. The findings are discussed in the context of the related literature. This study should be read by ESL teacher-trainers, ESL teachers, ESL student-teachers and ESL learners/students in general.
- Full Text:
- Date Issued: 2016
- Authors: Miranda, Zoachina Nangobe
- Date: 2016
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2072 , http://hdl.handle.net/10962/d1021167
- Description: This action research study explored and analysed the role of teacher corrective feedback in helping Grade 8 learners to improve the accuracy of their written English as their second language. Therefore, the goals of this study were to examine the kind of language errors my grade 8 learners’ made in their writing, to find out whether these errors could be categorized linguistically, and to determine if they were errors, mistakes or lapses. The study further analysed how learners responded to my feedback, and also determined which feedback strategies worked best to help my learners deal with their errors, mistakes or lapses. This study set out to look at six learners from one Grade 8 class of 40 learners. The data were gathered from six written essay scripts, and each learner wrote four essay draft revisions. The learners’ written essays were analysed by means of checklists in order to identify the types and patterns of errors made. Errors such as punctuation, past tense verbs, spelling and vocabulary were identified, analysed and categorized to provide insights into reasons underlying the instances in which they were committed. The findings of this study showed that factors underlying learners’ written errors included mother-tongue interference, overgeneralization, fossilization, translation, lack of concentration, and carelessness. The findings further showed that corrective feedback on learners’ draft revisions provided them with extensive exposure and practice in English, enabled them to internalize language rules, and reduced the tendency to commit errors in their writing. The findings further suggest that procedures such as multiple-draft activities, indirect feedback, direct feedback, focused corrective feedback, error correction and written feedback with explicit corrective comments improved their levels of writing. Furthermore, putting these procedures into practice and reflecting critically on how to apply them helped enrich my own teaching practices and development in relation to the provision of corrective feedback to improve accuracy in learners’ writing. The findings are discussed in the context of the related literature. This study should be read by ESL teacher-trainers, ESL teachers, ESL student-teachers and ESL learners/students in general.
- Full Text:
- Date Issued: 2016
Investigating a mathematics recovery program for assessment and intervention with groups of Grade 4 learners
- Authors: Wasserman, Anelia
- Date: 2016
- Subjects: Mathematics -- Study and teaching (Primary) , Mathematics -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2065 , http://hdl.handle.net/10962/d1020340
- Description: This study reports on the findings of my research, which was based on an intervention focused on recovery of early arithmetic strategies with one Grade 4 class of learners in a township school in Port Elizabeth in the Eastern Cape. Learners came from poor socio-economic backgrounds and initial evaluations showed that the majority of learners still relied on concrete methods, like tally counting, to perform addition and subtraction calculations even with numbers less than 10. This is not uncommon in the South African context especially with learners in low Socio-economic Status (SES) schools. The results of numerous assessments including the Department of Education’s Annual National Assessments point to a crisis in primary mathematics education where intermediate phase learners are generally operating several grade levels below the grade they are in. A large drop in mathematics performance is seen in the ANA results in grade 4 learners (the first grade of the transition from foundation phase to intermediate phase). Within this context, and my background in learning support for students, my research aimed to understand the possibilities and constraints of the implementation of a recovery program adapted from the widely implemented work of Wright et al. (2006, 2012). The primary adaptation made to the MR program involved administering the assessments and intervention with groups of (rather than individual) learners. Within the context of the many low SES under-resourced schools in SA, individualised interview based assessments and recovery is not seen as a possible remediation strategy. Drawing on a socio- constructivist perspective, my study used action research with one class of 23 learners and found that adaptation of the MR program for a group, based on eight recovery sessions, was useful for enabling some progress for all learners in terms of their early arithmetic strategies and conceptual place value. Although the need for a longer recovery period is acknowledged, the adapted program enabled some progress in levels and stages of conceptual knowledge (as conceptualized by Wright et al.’s (2006) Learning Framework in Number) for these two domains. The study concludes with some reflections and recommendations for the future.
- Full Text:
- Date Issued: 2016
- Authors: Wasserman, Anelia
- Date: 2016
- Subjects: Mathematics -- Study and teaching (Primary) , Mathematics -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2065 , http://hdl.handle.net/10962/d1020340
- Description: This study reports on the findings of my research, which was based on an intervention focused on recovery of early arithmetic strategies with one Grade 4 class of learners in a township school in Port Elizabeth in the Eastern Cape. Learners came from poor socio-economic backgrounds and initial evaluations showed that the majority of learners still relied on concrete methods, like tally counting, to perform addition and subtraction calculations even with numbers less than 10. This is not uncommon in the South African context especially with learners in low Socio-economic Status (SES) schools. The results of numerous assessments including the Department of Education’s Annual National Assessments point to a crisis in primary mathematics education where intermediate phase learners are generally operating several grade levels below the grade they are in. A large drop in mathematics performance is seen in the ANA results in grade 4 learners (the first grade of the transition from foundation phase to intermediate phase). Within this context, and my background in learning support for students, my research aimed to understand the possibilities and constraints of the implementation of a recovery program adapted from the widely implemented work of Wright et al. (2006, 2012). The primary adaptation made to the MR program involved administering the assessments and intervention with groups of (rather than individual) learners. Within the context of the many low SES under-resourced schools in SA, individualised interview based assessments and recovery is not seen as a possible remediation strategy. Drawing on a socio- constructivist perspective, my study used action research with one class of 23 learners and found that adaptation of the MR program for a group, based on eight recovery sessions, was useful for enabling some progress for all learners in terms of their early arithmetic strategies and conceptual place value. Although the need for a longer recovery period is acknowledged, the adapted program enabled some progress in levels and stages of conceptual knowledge (as conceptualized by Wright et al.’s (2006) Learning Framework in Number) for these two domains. The study concludes with some reflections and recommendations for the future.
- Full Text:
- Date Issued: 2016