On locating the experiences of second year science students from rural areas in Higher Education in the field of science: lived rural experiences
- Madondo, Nkosinathi Emmanuel
- Authors: Madondo, Nkosinathi Emmanuel
- Date: 2020
- Subjects: Science students -- South Africa , Rural college students -- South Africa , Science -- Study and teaching (Higher) -- South Africa , Curriculum change -- South Africa , Learning -- Evaluation , Social justice and education -- South Africa , Action research in education -- South Africa , Participant observation -- South Africa , Critical realism , Ethnoscience -- South Africa , Focus groups -- South Africa , Bernstein, Basil
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145758 , vital:38464
- Description: This study was designed to investigate the experiences of Second Year Science students who come from rural backgrounds within a Higher Education context. The purpose of the study was to understand the enabling and/or constraining factors that influence the teaching and learning of Second Year Science students who come from rural contexts. Given this purpose, the participants that were considered relevant to answer the question: What are the enabling and constraining factors that influence teaching and learning of second year Science students who come from rural backgrounds at a South African University? were students from rural areas enrolled in the Faculty of Science at the research site, academic teachers and senior leaders’, and roles in providing enabling and/or constraining teaching and learning environment. The phenomenon under investigation was thus, the extent to which the teaching and learning environment, in the field of science, enable or constrain access to the Discourse of science for students who come from rural areas. To generate data, the study used focus group discussions, Participatory Learning and Action (PLA) tools as part of Participatory Action Research (PAR), digital documentaries, as well as academic teachers’ rich descriptions of the rationale for the design and delivery techniques of their modules by means of focus group interviews, as well as curriculum review documents. The purpose of Action Research (AR) in this study was to enable change by way of advancing a self-consciousness, envisaged to yield some action based on the enablements or constraints identified by the participants involved. Archer’s (1995, 1996) analytical dualism was used as the analytical framework to identify the interplay of structural, cultural and agential mechanisms shaping the emergence of, and practices associated with students’ experiences of the science curriculum and academic teachers’ observations of these experiences. Bernstein’s pedagogic device was also used to explain the options that academic teachers have to shape the curriculum, a curriculum that would reflect the experiences of the heterogeneity of the student cohort when designing their course guides, for example. The analysis thus used Archer’s (1995, 1996) Morphogenesis/Morphostasis framework through which change or non-change can be observed over time. The work of Bhaskar (1975, 1979) was important in this regard because it allows us to separate what we see, experience and understand (in the transitive world) from what is independent of our thoughts and experiences (the intransitive world) when conducting scientific enquiry, so that we are able to deduce the ‘real’ factors that enable and constrain the events and experiences being studied. Since there are multiple mechanisms operative that can act to include or exclude students in Science classrooms, particularly those who come from lower class, including those who come from rural areas, this study focuses on curriculum as one mechanism that can be at play in the problem of exclusion. In this study, I argue, the University and its structures like curriculum are not neutral but are historical, cultural, political and social, which is why persistent apartheid legacy and coloniality were seen as playing a role in how the curriculum is designed and thus enacted. This is the reason, a decolonial gaze was adopted in order to engage with social justice issues and in the process tease out the social relations of knowledge practices. A decolonial gaze provided a way to re-describe the structuring of the curriculum and the contradictions it sets up for black students, particularly those who come from lower class backgrounds, including those from rural areas. Findings reveal that the way in which the science curriculum (and/or teaching and learning) is structured, and thus enacted, tends to favour certain worldviews to the exclusion of others. Also, findings show that when students are presented with knowledge that seems completely separate from them, their identities, their heritage, their backgrounds and value systems, accessing that knowledge can seem inordinately difficult. Consequently, students from rural contexts are often alienated, because the “world” they bring and know is often not considered part of the starting point, neither is it seen as relevant when teaching the science curriculum. There is therefore a clear need to bring something ‘from home’ into our teaching as a means of reassuring students that all is not foreign and that what they already know is valuable.
- Full Text:
- Date Issued: 2020
- Authors: Madondo, Nkosinathi Emmanuel
- Date: 2020
- Subjects: Science students -- South Africa , Rural college students -- South Africa , Science -- Study and teaching (Higher) -- South Africa , Curriculum change -- South Africa , Learning -- Evaluation , Social justice and education -- South Africa , Action research in education -- South Africa , Participant observation -- South Africa , Critical realism , Ethnoscience -- South Africa , Focus groups -- South Africa , Bernstein, Basil
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145758 , vital:38464
- Description: This study was designed to investigate the experiences of Second Year Science students who come from rural backgrounds within a Higher Education context. The purpose of the study was to understand the enabling and/or constraining factors that influence the teaching and learning of Second Year Science students who come from rural contexts. Given this purpose, the participants that were considered relevant to answer the question: What are the enabling and constraining factors that influence teaching and learning of second year Science students who come from rural backgrounds at a South African University? were students from rural areas enrolled in the Faculty of Science at the research site, academic teachers and senior leaders’, and roles in providing enabling and/or constraining teaching and learning environment. The phenomenon under investigation was thus, the extent to which the teaching and learning environment, in the field of science, enable or constrain access to the Discourse of science for students who come from rural areas. To generate data, the study used focus group discussions, Participatory Learning and Action (PLA) tools as part of Participatory Action Research (PAR), digital documentaries, as well as academic teachers’ rich descriptions of the rationale for the design and delivery techniques of their modules by means of focus group interviews, as well as curriculum review documents. The purpose of Action Research (AR) in this study was to enable change by way of advancing a self-consciousness, envisaged to yield some action based on the enablements or constraints identified by the participants involved. Archer’s (1995, 1996) analytical dualism was used as the analytical framework to identify the interplay of structural, cultural and agential mechanisms shaping the emergence of, and practices associated with students’ experiences of the science curriculum and academic teachers’ observations of these experiences. Bernstein’s pedagogic device was also used to explain the options that academic teachers have to shape the curriculum, a curriculum that would reflect the experiences of the heterogeneity of the student cohort when designing their course guides, for example. The analysis thus used Archer’s (1995, 1996) Morphogenesis/Morphostasis framework through which change or non-change can be observed over time. The work of Bhaskar (1975, 1979) was important in this regard because it allows us to separate what we see, experience and understand (in the transitive world) from what is independent of our thoughts and experiences (the intransitive world) when conducting scientific enquiry, so that we are able to deduce the ‘real’ factors that enable and constrain the events and experiences being studied. Since there are multiple mechanisms operative that can act to include or exclude students in Science classrooms, particularly those who come from lower class, including those who come from rural areas, this study focuses on curriculum as one mechanism that can be at play in the problem of exclusion. In this study, I argue, the University and its structures like curriculum are not neutral but are historical, cultural, political and social, which is why persistent apartheid legacy and coloniality were seen as playing a role in how the curriculum is designed and thus enacted. This is the reason, a decolonial gaze was adopted in order to engage with social justice issues and in the process tease out the social relations of knowledge practices. A decolonial gaze provided a way to re-describe the structuring of the curriculum and the contradictions it sets up for black students, particularly those who come from lower class backgrounds, including those from rural areas. Findings reveal that the way in which the science curriculum (and/or teaching and learning) is structured, and thus enacted, tends to favour certain worldviews to the exclusion of others. Also, findings show that when students are presented with knowledge that seems completely separate from them, their identities, their heritage, their backgrounds and value systems, accessing that knowledge can seem inordinately difficult. Consequently, students from rural contexts are often alienated, because the “world” they bring and know is often not considered part of the starting point, neither is it seen as relevant when teaching the science curriculum. There is therefore a clear need to bring something ‘from home’ into our teaching as a means of reassuring students that all is not foreign and that what they already know is valuable.
- Full Text:
- Date Issued: 2020
The experiences of school leaders regarding action research as a tool to enhance school functioning
- Authors: Govender, Bernadette
- Date: 2012
- Subjects: Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9494 , http://hdl.handle.net/10948/1623 , Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Description: South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.
- Full Text:
- Date Issued: 2012
- Authors: Govender, Bernadette
- Date: 2012
- Subjects: Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9494 , http://hdl.handle.net/10948/1623 , Action research in education -- South Africa , Transformational leadership -- South Africa , Educational change -- South Africa , Educational leadership -- South Africa , School improvement programs -- South Africa
- Description: South African schools especially those situated in previously disadvantaged communities, are faced with a myriad of challenges that school leaders have to deal with on a daily basis. School leaders are inter alia required to improve the running and functioning of their schools. A prerequisite for good schools is strong leadership. Transformational leadership seemed an appropriate focus for this research study, in which an action research approach was followed to deal with issues that impact negatively on the functioning of schools. The aim was to explore the potential benefits of this approach in terms of improving school functioning. A qualitative approach was adopted, as the experiences of the school leaders regarding action research as a tool to enhance the functioning of their schools were described. The aim was also to describe not only school leaders‟ experiences of action research, but also to interpret these so as to make recommendations based on the findings of the qualitative investigation, as to how best action research can be used as a tool for helping school leaders address issues that impinge on school functioning. This study was informed by phenomenology, and an interpretive as well as a critical paradigm. Multiple data gathering, such as field notes, observation and interviews were employed. In line with the qualitative approach, purposive sampling was used. The results of the research study appear to suggest that the benefits of an action research approach in improving school functioning relate to the transformation of the school climate, and that school leaders experience personal as well as professional transformation. This study recommends that action research as a model be incorporated into preparation programmes as well as professional development programmes for school leaders.
- Full Text:
- Date Issued: 2012
The implementation and evaluation of a service-learning component in a second year undergraduate organic chemistry course
- Authors: Abel, Sarah Ruth
- Date: 2011 , 2010-10-03
- Subjects: Chemistry, Organic -- Study and teaching (Higher) -- South Africa , Action research in education -- South Africa , Experiential learning -- South Africa , Service learning -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4393 , http://hdl.handle.net/10962/d1006008 , Chemistry, Organic -- Study and teaching (Higher) -- South Africa , Action research in education -- South Africa , Experiential learning -- South Africa , Service learning -- South Africa
- Description: The project describes the action research implementation, and evaluation of learning, of a service-learning component in a second year undergraduate organic chemistry course. The research aims to explore the learning that takes place in a service-learning context while utilizing an action research methodology within the critical theory paradigm. This occurs in response to the world-wide call for Higher Education to produce people with civic competencies and responsiveness to the society in which they live (Boyer 1996). Educating young Chemists to see the importance of their knowledge and their responsibilities in society is an important pedagogical step in the effort to cross boundaries and make connections between people communities (Eyler and Giles 1999). The goal of this project was to explore and categorize the learning that takes place in a service-learning context and discover how these areas of learning impact the awareness of the parties involved with regard to the discipline of chemistry as well as social issues. The project makes use of Kolb‘s (1984) Experiential Learning Theory, and Eyler and Giles‘ (1999) categories of learning in service-learning and results indicate that service-learning can be a powerful pedagogical tool to increase learning in chemistry as well as in the areas of critical thinking, personal and social development, reflection and citizenship. Students‘ perceptions of themselves, their discipline and their responsibility to society were transformed by their experience of service-learning in their undergraduate chemistry course.
- Full Text:
- Date Issued: 2011
- Authors: Abel, Sarah Ruth
- Date: 2011 , 2010-10-03
- Subjects: Chemistry, Organic -- Study and teaching (Higher) -- South Africa , Action research in education -- South Africa , Experiential learning -- South Africa , Service learning -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4393 , http://hdl.handle.net/10962/d1006008 , Chemistry, Organic -- Study and teaching (Higher) -- South Africa , Action research in education -- South Africa , Experiential learning -- South Africa , Service learning -- South Africa
- Description: The project describes the action research implementation, and evaluation of learning, of a service-learning component in a second year undergraduate organic chemistry course. The research aims to explore the learning that takes place in a service-learning context while utilizing an action research methodology within the critical theory paradigm. This occurs in response to the world-wide call for Higher Education to produce people with civic competencies and responsiveness to the society in which they live (Boyer 1996). Educating young Chemists to see the importance of their knowledge and their responsibilities in society is an important pedagogical step in the effort to cross boundaries and make connections between people communities (Eyler and Giles 1999). The goal of this project was to explore and categorize the learning that takes place in a service-learning context and discover how these areas of learning impact the awareness of the parties involved with regard to the discipline of chemistry as well as social issues. The project makes use of Kolb‘s (1984) Experiential Learning Theory, and Eyler and Giles‘ (1999) categories of learning in service-learning and results indicate that service-learning can be a powerful pedagogical tool to increase learning in chemistry as well as in the areas of critical thinking, personal and social development, reflection and citizenship. Students‘ perceptions of themselves, their discipline and their responsibility to society were transformed by their experience of service-learning in their undergraduate chemistry course.
- Full Text:
- Date Issued: 2011
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