Phenomenology: preconceptions and experiences of non-chemists at Rhodes University using milk paint
- Authors: Kelly, Kelvin Leigh
- Date: 2017
- Subjects: Phenomenology , Art and science , Casein , Paint , Chemistry -- Study and teaching , Science -- Study and teaching -- Philosophy
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/37942 , vital:24711
- Description: There exists an ever-increasing crisis in science education where students experience disinterest because of an inability to grasp true understanding of scientific subjects, and therefore there should be a call to increase the research of phenomenology in combination with science education. A rebalance and paradigm shift in the focus of the modes of teaching could result in a great improvement in the learning, comprehension, and intellectual self-confidence of students interested in the sciences. To study this, three research questions were established: How is chemistry perceived by non-chemists; what is the experience of the participants’ during the chemistry practical in a laboratory and; do the participants’ perspectives about chemistry change during the experience. The performed study consisted of a chemistry practical, two art works and, in some cases, an interview. Nine participants were asked to create the art under specific instructions of points of focus, namely their preconceptions prior to the practical (Artwork 1) and their lived experience during the practical (Artwork 2). Participants’ artworks were examined using methods of visual semiotics and classical art analysis techniques, looking at line, shape, and colour choice. The iterative analysis of the interviews from participants 1, 2, 7, and 9 coded with ATLAS.ti 7 software, led to the emergence of themes that constitute the core of the participants’ experience. This phenomenological study presents a path to engage the non-chemist with processes taking place in the laboratory by using ‘Kitchen Chemistry’ and illustrates how a phenomenological engagement with chemistry can make the subject more applicable to the general population of non-chemists.
- Full Text:
- Date Issued: 2017
- Authors: Kelly, Kelvin Leigh
- Date: 2017
- Subjects: Phenomenology , Art and science , Casein , Paint , Chemistry -- Study and teaching , Science -- Study and teaching -- Philosophy
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10962/37942 , vital:24711
- Description: There exists an ever-increasing crisis in science education where students experience disinterest because of an inability to grasp true understanding of scientific subjects, and therefore there should be a call to increase the research of phenomenology in combination with science education. A rebalance and paradigm shift in the focus of the modes of teaching could result in a great improvement in the learning, comprehension, and intellectual self-confidence of students interested in the sciences. To study this, three research questions were established: How is chemistry perceived by non-chemists; what is the experience of the participants’ during the chemistry practical in a laboratory and; do the participants’ perspectives about chemistry change during the experience. The performed study consisted of a chemistry practical, two art works and, in some cases, an interview. Nine participants were asked to create the art under specific instructions of points of focus, namely their preconceptions prior to the practical (Artwork 1) and their lived experience during the practical (Artwork 2). Participants’ artworks were examined using methods of visual semiotics and classical art analysis techniques, looking at line, shape, and colour choice. The iterative analysis of the interviews from participants 1, 2, 7, and 9 coded with ATLAS.ti 7 software, led to the emergence of themes that constitute the core of the participants’ experience. This phenomenological study presents a path to engage the non-chemist with processes taking place in the laboratory by using ‘Kitchen Chemistry’ and illustrates how a phenomenological engagement with chemistry can make the subject more applicable to the general population of non-chemists.
- Full Text:
- Date Issued: 2017
Investigating science teachers' perceptions of the nature of science in the context of curriculum reform in South Africa
- Kurup, Rajasekhar Thanukkothu Sankar Pillai
- Authors: Kurup, Rajasekhar Thanukkothu Sankar Pillai
- Date: 2010
- Subjects: Science -- Methodology -- South Africa , Science -- Study and teaching -- Philosophy , Science -- Study and teaching -- South Africa -- Evaluation , Science -- Study and teaching -- Curricula -- South Africa , Science -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9509 , http://hdl.handle.net/10948/1175 , Science -- Methodology -- South Africa , Science -- Study and teaching -- Philosophy , Science -- Study and teaching -- South Africa -- Evaluation , Science -- Study and teaching -- Curricula -- South Africa , Science -- Study and teaching -- South Africa
- Description: An adequate understanding of the nature of science (NOS) has become increasingly important for science teachers in South Africa as comprehensive curricular reforms over the past decade include promoting informed understandings of the ontological and epistemological bases of scientific knowledge and the methods of science. The main objective of this study was to explore the NOS understandings held by a sample of science teachers in the Eastern Cape Province of South Africa. Data were generated via questionnaires (n=136), semi-structured interviews (n=31), and classroom observations (n=8). The teacher interviews, which were informed by the questionnaire data, enabled further interrogation of the teachers’ philosophical positions. Their classroom practices were examined within the framework of these philosophical positions and the requirements of the new curriculum. The effect of implicit and explicit instruction in NOS on these teachers’ beliefs and classroom activities was also considered. A mixed-method approach informed by positivist and interpretivist perspectives was used for the collection and analysis of the data. The data suggests that explicit instruction in NOS resulted in more informed conceptions of science and the scientific enterprise, and that these conceptions were reflected, to a degree, in their classroom behaviours. However, it was noted that the teachers in this study often held philosophically eclectic views of the nature of scientific knowledge and how scientists develop ideas. Similarly, the South African National Curriculum Statement portrays science in contrasting ways, i.e. often within a modern/realist framework, but in other instances within postmodern/relativistic understandings (particularly in terms of indigenous knowledge systems). As such, an approach which aims at providing a firm foundation for understanding NOS ideas within a modern/realist perspective before emphasising the postmodern/relativist aspects of the scientific enterprise is suggested for teacher training and curriculum development.
- Full Text:
- Date Issued: 2010
- Authors: Kurup, Rajasekhar Thanukkothu Sankar Pillai
- Date: 2010
- Subjects: Science -- Methodology -- South Africa , Science -- Study and teaching -- Philosophy , Science -- Study and teaching -- South Africa -- Evaluation , Science -- Study and teaching -- Curricula -- South Africa , Science -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Doctoral , DEd
- Identifier: vital:9509 , http://hdl.handle.net/10948/1175 , Science -- Methodology -- South Africa , Science -- Study and teaching -- Philosophy , Science -- Study and teaching -- South Africa -- Evaluation , Science -- Study and teaching -- Curricula -- South Africa , Science -- Study and teaching -- South Africa
- Description: An adequate understanding of the nature of science (NOS) has become increasingly important for science teachers in South Africa as comprehensive curricular reforms over the past decade include promoting informed understandings of the ontological and epistemological bases of scientific knowledge and the methods of science. The main objective of this study was to explore the NOS understandings held by a sample of science teachers in the Eastern Cape Province of South Africa. Data were generated via questionnaires (n=136), semi-structured interviews (n=31), and classroom observations (n=8). The teacher interviews, which were informed by the questionnaire data, enabled further interrogation of the teachers’ philosophical positions. Their classroom practices were examined within the framework of these philosophical positions and the requirements of the new curriculum. The effect of implicit and explicit instruction in NOS on these teachers’ beliefs and classroom activities was also considered. A mixed-method approach informed by positivist and interpretivist perspectives was used for the collection and analysis of the data. The data suggests that explicit instruction in NOS resulted in more informed conceptions of science and the scientific enterprise, and that these conceptions were reflected, to a degree, in their classroom behaviours. However, it was noted that the teachers in this study often held philosophically eclectic views of the nature of scientific knowledge and how scientists develop ideas. Similarly, the South African National Curriculum Statement portrays science in contrasting ways, i.e. often within a modern/realist framework, but in other instances within postmodern/relativistic understandings (particularly in terms of indigenous knowledge systems). As such, an approach which aims at providing a firm foundation for understanding NOS ideas within a modern/realist perspective before emphasising the postmodern/relativist aspects of the scientific enterprise is suggested for teacher training and curriculum development.
- Full Text:
- Date Issued: 2010
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