The development of South African secondary school teachers to adopt a STEAM approach: A mixed method study
- Authors: Steyn, Catherina
- Date: 2023-04
- Subjects: Professional Development , Social Cognitive Theory , Mathematics
- Language: English
- Type: Doctoral's theses , text
- Identifier: http://hdl.handle.net/10948/63218 , vital:73234
- Description: Creativity is seen as one of the most important skills required for success in the 21st century and therefore teachers should set the example and become creative and innovative when skilfully applying their knowledge to teach. In STEAM, art is included in the STEM (Science, Technology, Engineering and Mathematics) mix as a new innovative educational approach which is believed to increase creativity. The advantages of STEAM are widely accepted for a number of reasons and it has become very popular in countries that are known for their excellent mathematics performance, but it is unknown in most South African schools. Although a few studies have been done on STEAM in South Africa there is a lack of research on the professional development of mathematics teachers and the adoption of the STEAM approach in the mathematics classroom. This mixed methods study aims to determine the diffusion of the STEAM approach, and the influence of professional development on that diffusion and adoption in the South African Mathematics classroom. A convergent triangulation design was used in conjunction with a simultaneous quantitative and qualitative approach involving three different groups of participants. The quantitative approach concentrated on the hypothesis that secondary school mathematics teachers still embrace traditional teaching methods. The qualitative approach was directed towards answering the question on the knowledge and awareness of STEAM and the adoption of the innovation. The combination of two theories, namely Roger’s Diffusion of Innovations and Bandura’s Social Cognitive Theory were found to provide the most suitable framework to describe the process in the findings. The instrument used in the quantitative approach was an online questionnaire and in qualitative approach the data was collected using interviews, assignments and questionnaires. It was found that although Mathematics teachers are open to learning about innovations, they still rely on traditional teaching methods. Teachers recognise the advantages of STEAM and want to use it but feel constrained by the curriculum, the pressure to perform and a lack of resources. Short activities that are curriculum based are welcomed and used by the teachers. However, they struggle to set up their own iii activities and then abandon the idea. In addition, they are not comfortable with projects involving teachers from other disciplines or including art activities in a mathematics lesson. The adoption of STEAM becomes much easier if there is a strong professional learning community and support from school management. The positive reactions of the learners on the STEAM activities motivate the teachers to adopt the approach. The diffusion of STEAM into the mathematics classroom is not instant but takes an average of two to three years. This time factor should be taken into consideration when planning a professional development programme. The programme should include scaffolding to assist teachers to become confident in using STEAM activities but also in using technology which is the key to finding and using new activities. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Steyn, Catherina
- Date: 2023-04
- Subjects: Professional Development , Social Cognitive Theory , Mathematics
- Language: English
- Type: Doctoral's theses , text
- Identifier: http://hdl.handle.net/10948/63218 , vital:73234
- Description: Creativity is seen as one of the most important skills required for success in the 21st century and therefore teachers should set the example and become creative and innovative when skilfully applying their knowledge to teach. In STEAM, art is included in the STEM (Science, Technology, Engineering and Mathematics) mix as a new innovative educational approach which is believed to increase creativity. The advantages of STEAM are widely accepted for a number of reasons and it has become very popular in countries that are known for their excellent mathematics performance, but it is unknown in most South African schools. Although a few studies have been done on STEAM in South Africa there is a lack of research on the professional development of mathematics teachers and the adoption of the STEAM approach in the mathematics classroom. This mixed methods study aims to determine the diffusion of the STEAM approach, and the influence of professional development on that diffusion and adoption in the South African Mathematics classroom. A convergent triangulation design was used in conjunction with a simultaneous quantitative and qualitative approach involving three different groups of participants. The quantitative approach concentrated on the hypothesis that secondary school mathematics teachers still embrace traditional teaching methods. The qualitative approach was directed towards answering the question on the knowledge and awareness of STEAM and the adoption of the innovation. The combination of two theories, namely Roger’s Diffusion of Innovations and Bandura’s Social Cognitive Theory were found to provide the most suitable framework to describe the process in the findings. The instrument used in the quantitative approach was an online questionnaire and in qualitative approach the data was collected using interviews, assignments and questionnaires. It was found that although Mathematics teachers are open to learning about innovations, they still rely on traditional teaching methods. Teachers recognise the advantages of STEAM and want to use it but feel constrained by the curriculum, the pressure to perform and a lack of resources. Short activities that are curriculum based are welcomed and used by the teachers. However, they struggle to set up their own iii activities and then abandon the idea. In addition, they are not comfortable with projects involving teachers from other disciplines or including art activities in a mathematics lesson. The adoption of STEAM becomes much easier if there is a strong professional learning community and support from school management. The positive reactions of the learners on the STEAM activities motivate the teachers to adopt the approach. The diffusion of STEAM into the mathematics classroom is not instant but takes an average of two to three years. This time factor should be taken into consideration when planning a professional development programme. The programme should include scaffolding to assist teachers to become confident in using STEAM activities but also in using technology which is the key to finding and using new activities. , Thesis (PhD) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-04
An investigation of the link between the typical geometry errors and the Van Hiele levels of geometric thought of grade 9 learners
- Authors: Steyn, Catherina
- Date: 2017
- Subjects: Van Hiele Model Geometry -- Study and teaching (Elementary) , Error analysis (Mathematics)
- Language: English
- Type: Thesis , Masters , MEdu
- Identifier: http://hdl.handle.net/10948/12152 , vital:27037
- Description: South African learners perform poorly in the geometry sections of both national and international assessments. Numerous assessment reports mention multiple errors that keep re-occurring and play a big role in the learners’ poor performance. For this research, the link between the grade 9 learners Van Hiele levels of thought and the typical errors that they made were investigated. In this mixed method study, 194 grade 9 learners in two schools in Port Elizabeth, South Africa were tested using a Van Hiele based test. A test was set up containing multiple-choice and open-ended questions and was used to determine firstly, the predominant level of geometric reasoning of the learners and secondly, to determine their typical errors. Semi-structured interviews were held with six learners to gain more insight into some of the typical errors uncovered in the tests. The quantitative data revealed that the learners’ predominant levels of geometric thought were low. Furthermore, the qualitative data revealed typical error patterns concerning angles and sides, parallel lines, hierarchy of quadrilaterals and incorrect reasons in the proofs. The quantitative and qualitative data was merged to determine if the errors could be linked to the Van Hiele levels. From the findings, it was concluded that most of their typical errors could be linked to the Van Hiele levels of the learners.
- Full Text:
- Date Issued: 2017
- Authors: Steyn, Catherina
- Date: 2017
- Subjects: Van Hiele Model Geometry -- Study and teaching (Elementary) , Error analysis (Mathematics)
- Language: English
- Type: Thesis , Masters , MEdu
- Identifier: http://hdl.handle.net/10948/12152 , vital:27037
- Description: South African learners perform poorly in the geometry sections of both national and international assessments. Numerous assessment reports mention multiple errors that keep re-occurring and play a big role in the learners’ poor performance. For this research, the link between the grade 9 learners Van Hiele levels of thought and the typical errors that they made were investigated. In this mixed method study, 194 grade 9 learners in two schools in Port Elizabeth, South Africa were tested using a Van Hiele based test. A test was set up containing multiple-choice and open-ended questions and was used to determine firstly, the predominant level of geometric reasoning of the learners and secondly, to determine their typical errors. Semi-structured interviews were held with six learners to gain more insight into some of the typical errors uncovered in the tests. The quantitative data revealed that the learners’ predominant levels of geometric thought were low. Furthermore, the qualitative data revealed typical error patterns concerning angles and sides, parallel lines, hierarchy of quadrilaterals and incorrect reasons in the proofs. The quantitative and qualitative data was merged to determine if the errors could be linked to the Van Hiele levels. From the findings, it was concluded that most of their typical errors could be linked to the Van Hiele levels of the learners.
- Full Text:
- Date Issued: 2017
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