Understanding heat energy conservation: using traditional brick making in a Grade 7 Natural Sciences class in a rural school
- Authors: Godlo, Lindiwe Priscilla
- Date: 2024-10-11
- Subjects: Science Study and teaching (Primary) South Africa , Traditional ecological knowledge South Africa , Social learning South Africa , Ubuntu (Philosophy) , Heat storage , Brickmaking South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463559 , vital:76420
- Description: Learners seemed to experience cognitive dissonance on the topic of the conservation of heat energy. My assumption is that this might be due to cognitive dissonance or conflict that learners seem to experience in science classrooms. This means the way science teachers teach science does not form part of learners’ contexts and hence has no relevance to them. To ameliorate this dilemma, the South African Curriculum and Assessment Policy Statement (CAPS) document requires teachers to integrate indigenous knowledge into science teaching and learning but does not provide explicit methods on how to do it. It is against this backdrop that this study explored how the use of traditional brick making method can support learners to make sense of the topic of conservation of heat energy. Underpinned by the interpretivist and Indigenous research paradigms, a qualitative case study design was employed. Twenty-four Grade 7 Natural Sciences learners, four indigenous knowledge custodians (IKCs) (who were all women), and a critical friend participated in this study. Data sets were generated through several methods: learner group activity; participatory and lesson observations; a sharing circle; and learners’ reflective journals. Vygotsky’s Sociocultural Theory and Ogunniyi’s Contiguity Argumentative Theory were used as theoretical lenses to analyse data. The findings revealed that during the demonstration by the IKCs, learners were able to identify science concepts related to the conservation of heat energy which means they understood the science concept. Learners’ argumentation and sense-making of the aforementioned topic and related concepts greatly improved. Based on the research findings, I thus recommend that teachers should tap into IKCs’ cultural heritage to contextualise and make science relevant and more meaningful to learners. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
- Authors: Godlo, Lindiwe Priscilla
- Date: 2024-10-11
- Subjects: Science Study and teaching (Primary) South Africa , Traditional ecological knowledge South Africa , Social learning South Africa , Ubuntu (Philosophy) , Heat storage , Brickmaking South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/463559 , vital:76420
- Description: Learners seemed to experience cognitive dissonance on the topic of the conservation of heat energy. My assumption is that this might be due to cognitive dissonance or conflict that learners seem to experience in science classrooms. This means the way science teachers teach science does not form part of learners’ contexts and hence has no relevance to them. To ameliorate this dilemma, the South African Curriculum and Assessment Policy Statement (CAPS) document requires teachers to integrate indigenous knowledge into science teaching and learning but does not provide explicit methods on how to do it. It is against this backdrop that this study explored how the use of traditional brick making method can support learners to make sense of the topic of conservation of heat energy. Underpinned by the interpretivist and Indigenous research paradigms, a qualitative case study design was employed. Twenty-four Grade 7 Natural Sciences learners, four indigenous knowledge custodians (IKCs) (who were all women), and a critical friend participated in this study. Data sets were generated through several methods: learner group activity; participatory and lesson observations; a sharing circle; and learners’ reflective journals. Vygotsky’s Sociocultural Theory and Ogunniyi’s Contiguity Argumentative Theory were used as theoretical lenses to analyse data. The findings revealed that during the demonstration by the IKCs, learners were able to identify science concepts related to the conservation of heat energy which means they understood the science concept. Learners’ argumentation and sense-making of the aforementioned topic and related concepts greatly improved. Based on the research findings, I thus recommend that teachers should tap into IKCs’ cultural heritage to contextualise and make science relevant and more meaningful to learners. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2024
- Full Text:
- Date Issued: 2024-10-11
Justification of chest mobile radiographic examinations: : experiences of radiographers in a private radiology practice in the Nelson Mandela Bay Health District
- Authors: Barnardo, Linda-Ann
- Date: 2023-04
- Subjects: Radiographer , Radiation protection , Mobile radiographic
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/66367 , vital:74719
- Description: The principle of justification in radiographic imaging aims to best answer a medical question while evaluating the expected benefits of radiation exposure against the probable detriment to the individual patient. The implementation of justification in radiography requires the assessment and evaluation of chest mobile radiographic requests against justification criteria, considering the underpinning principles of radiation: justification, optimisation and authorisation. Diagnostic chest mobile radiographic imaging has been part of healthcare for the last century. Medico-legal requirements by the professional registration body, the Health Professions Council of South Africa (HPCSA), identify justification as an advocated and obligatory practice among radiographers. Yet, justification remains an inconsistent practice among South African radiographers due to several challenges in the healthcare setting. The aim of this study was to investigate the experiences of radiographers regarding the justification of chest mobile radiographic examination requests in a private radiology practice in the Nelson Mandela Bay Health District (NMBHD). A qualitative, exploratory-descriptive and contextual research design was used to gain in-depth data of the experiences of South African radiographers regarding the justification of chest mobile radiographic requests. Data were gathered from the participants using unstructured, open-ended, in-depth individual interviews. Data were transcribed verbatim and coded using Tesch’s eight steps of data coding and analysis process. Two principal themes were constructed during data analysis. Theme one identified the barriers and associated affective responses related to the appropriate implementation of justification of mobile chest radiographic examinations. Theme two recognised recommendations to enhance the implementation of justification by radiographers for mobile chest radiographic examinations. The research study was governed by methods to ensure trustworthiness and ethical practices. Based on the findings of this study, four recommendations were developed to assist radiographers to establish whether a request for mobile radiographic chest examinations is appropriately justified, which can contribute to establishing a radiation safety culture in the research setting pertaining to chest mobile radiography. , Thesis (MSc) -- Faculty of Health Science, School of Clinical Care Sciences, 2023
- Full Text:
- Date Issued: 2023-04
- Authors: Barnardo, Linda-Ann
- Date: 2023-04
- Subjects: Radiographer , Radiation protection , Mobile radiographic
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10948/66367 , vital:74719
- Description: The principle of justification in radiographic imaging aims to best answer a medical question while evaluating the expected benefits of radiation exposure against the probable detriment to the individual patient. The implementation of justification in radiography requires the assessment and evaluation of chest mobile radiographic requests against justification criteria, considering the underpinning principles of radiation: justification, optimisation and authorisation. Diagnostic chest mobile radiographic imaging has been part of healthcare for the last century. Medico-legal requirements by the professional registration body, the Health Professions Council of South Africa (HPCSA), identify justification as an advocated and obligatory practice among radiographers. Yet, justification remains an inconsistent practice among South African radiographers due to several challenges in the healthcare setting. The aim of this study was to investigate the experiences of radiographers regarding the justification of chest mobile radiographic examination requests in a private radiology practice in the Nelson Mandela Bay Health District (NMBHD). A qualitative, exploratory-descriptive and contextual research design was used to gain in-depth data of the experiences of South African radiographers regarding the justification of chest mobile radiographic requests. Data were gathered from the participants using unstructured, open-ended, in-depth individual interviews. Data were transcribed verbatim and coded using Tesch’s eight steps of data coding and analysis process. Two principal themes were constructed during data analysis. Theme one identified the barriers and associated affective responses related to the appropriate implementation of justification of mobile chest radiographic examinations. Theme two recognised recommendations to enhance the implementation of justification by radiographers for mobile chest radiographic examinations. The research study was governed by methods to ensure trustworthiness and ethical practices. Based on the findings of this study, four recommendations were developed to assist radiographers to establish whether a request for mobile radiographic chest examinations is appropriately justified, which can contribute to establishing a radiation safety culture in the research setting pertaining to chest mobile radiography. , Thesis (MSc) -- Faculty of Health Science, School of Clinical Care Sciences, 2023
- Full Text:
- Date Issued: 2023-04
An analysis of womxn’s understanding of South African public health awareness campaigns’ messages on HIV/AIDS using cognitive interviewing
- Authors: Simpo, Hazel
- Date: 2023-03-30
- Subjects: HIV infections Risk factors , AIDS (Disease) Risk factors , Womxn , Cognitive interview , Awareness campaign , HIV infections South Africa , AIDS (Disease) South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/408738 , vital:70521
- Description: Besides having the most extensive antiretroviral therapy (ART) treatment programme, South Africa faces the highest epidemic rate, with womxn and children most affected. Several prevention strategies have been implemented to curb the spread of HIV/AIDS in South Africa, including free access to print form awareness campaigns that come through pamphlets, posters and billboards. However, most public health sector awareness and educational programmes carry uniform messages that are then carried out in heterogeneous contexts leading to the miscomprehension of the intended messages. This study aimed to explore womxn’s understanding of public health awareness content on the prevention of HIV/AIDS. The focus was on examining their interpretation of universal HIV/AIDS awareness messages in their heterogeneous contexts, which might provide obstacles to womxn’s reproductive health and well-being using a reproductive justice framework. This study employed a cognitive interviewing methodology to collect data from the participants to obtain information about how participants understand and perceive knowledge and how they arrive at specific answers or judgements. Twenty-eight (28) womxn aged between 18 and 30 years were purposively sampled for this study from four (4) local healthcare facilities in Makhanda: the Grahamstown Municipality (Anglo-African) Clinic, the Joza Clinic, the Settlers Day Hospital and the Raglan Road Clinic. Thematic network analysis (Attride-Stirling, 2001) was used to analyse the data collected from the study. One global theme emerged from the dataset: Barriers to HIV prevention, care and treatment. The barriers were identified mainly due to social constructions of hegemonic masculinity, individual versus cultural expectations, and outdated awareness content. The findings from the study suggest that almost all the challenges that womxn faced in terms of understanding and interpreting the awareness materials stemmed from structural factors in the South African context. The findings also suggest that cognitive interviewing methodology can be reconceptualised as an endeavour that cuts across a wide range of fields. , Thesis (MSocSci) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-03-30
- Authors: Simpo, Hazel
- Date: 2023-03-30
- Subjects: HIV infections Risk factors , AIDS (Disease) Risk factors , Womxn , Cognitive interview , Awareness campaign , HIV infections South Africa , AIDS (Disease) South Africa
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/408738 , vital:70521
- Description: Besides having the most extensive antiretroviral therapy (ART) treatment programme, South Africa faces the highest epidemic rate, with womxn and children most affected. Several prevention strategies have been implemented to curb the spread of HIV/AIDS in South Africa, including free access to print form awareness campaigns that come through pamphlets, posters and billboards. However, most public health sector awareness and educational programmes carry uniform messages that are then carried out in heterogeneous contexts leading to the miscomprehension of the intended messages. This study aimed to explore womxn’s understanding of public health awareness content on the prevention of HIV/AIDS. The focus was on examining their interpretation of universal HIV/AIDS awareness messages in their heterogeneous contexts, which might provide obstacles to womxn’s reproductive health and well-being using a reproductive justice framework. This study employed a cognitive interviewing methodology to collect data from the participants to obtain information about how participants understand and perceive knowledge and how they arrive at specific answers or judgements. Twenty-eight (28) womxn aged between 18 and 30 years were purposively sampled for this study from four (4) local healthcare facilities in Makhanda: the Grahamstown Municipality (Anglo-African) Clinic, the Joza Clinic, the Settlers Day Hospital and the Raglan Road Clinic. Thematic network analysis (Attride-Stirling, 2001) was used to analyse the data collected from the study. One global theme emerged from the dataset: Barriers to HIV prevention, care and treatment. The barriers were identified mainly due to social constructions of hegemonic masculinity, individual versus cultural expectations, and outdated awareness content. The findings from the study suggest that almost all the challenges that womxn faced in terms of understanding and interpreting the awareness materials stemmed from structural factors in the South African context. The findings also suggest that cognitive interviewing methodology can be reconceptualised as an endeavour that cuts across a wide range of fields. , Thesis (MSocSci) -- Faculty of Humanities, Psychology, 2023
- Full Text:
- Date Issued: 2023-03-30
Exploring teachers’ classroom management strategies to enhance teaching and learning in Gauteng Province
- Authors: Mamaila, Dineo
- Date: 2023-00
- Subjects: Education
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10556 , vital:75187
- Description: Classroom management strategies in teaching and learning are still a challenge in most high schools. The study investigates how classroom management strategies can be enhanced towards effective teaching and learning in Gauteng Province, South Africa. The research is lenses within an interpretive paradigm and was conducted using a qualitative approach, and a case study research design was employed. The study employed purposive sampling to select relevant participants from high schools. The participants consisted of twelve teachers from three chosen schools in Gauteng Province in the Ekurhuleni North District. Each school had four teachers as participants, making a total of twelve participants. Semi-structured interviews were conducted to elicit information from the participants. Content analysis was applied to analyze and evaluate the data from the conducted semi-structured interviews. The findings were as follows: teachers' ineffectiveness affects classroom management, especially when there is a lack of planning, poor time management, and poor relationship between the learners and teachers. It is suggested that teachers need to take charge of knowing what roles to play, such as being the controller, assessor, and organizer in the classroom setting. Recommendations were made to address the implementation of classroom management strategies in the classroom, whereby active teaching and learning need to take place in the schools. Therefore, it is possible for teachers to successfully implement classroom management by always being flexible, such as being able to read the classroom environment, implementing necessary discipline measures without attracting attention to themselves or interrupting the class session, and prioritizing professionalism always. , Thesis (Masters) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-00
- Authors: Mamaila, Dineo
- Date: 2023-00
- Subjects: Education
- Language: English
- Type: Masters theses , text
- Identifier: http://hdl.handle.net/11260/10556 , vital:75187
- Description: Classroom management strategies in teaching and learning are still a challenge in most high schools. The study investigates how classroom management strategies can be enhanced towards effective teaching and learning in Gauteng Province, South Africa. The research is lenses within an interpretive paradigm and was conducted using a qualitative approach, and a case study research design was employed. The study employed purposive sampling to select relevant participants from high schools. The participants consisted of twelve teachers from three chosen schools in Gauteng Province in the Ekurhuleni North District. Each school had four teachers as participants, making a total of twelve participants. Semi-structured interviews were conducted to elicit information from the participants. Content analysis was applied to analyze and evaluate the data from the conducted semi-structured interviews. The findings were as follows: teachers' ineffectiveness affects classroom management, especially when there is a lack of planning, poor time management, and poor relationship between the learners and teachers. It is suggested that teachers need to take charge of knowing what roles to play, such as being the controller, assessor, and organizer in the classroom setting. Recommendations were made to address the implementation of classroom management strategies in the classroom, whereby active teaching and learning need to take place in the schools. Therefore, it is possible for teachers to successfully implement classroom management by always being flexible, such as being able to read the classroom environment, implementing necessary discipline measures without attracting attention to themselves or interrupting the class session, and prioritizing professionalism always. , Thesis (Masters) -- Faculty of Education, 2023
- Full Text:
- Date Issued: 2023-00
Exploring visual probability teaching strategies for enhancing mathematical thinking in grade 11 classrooms
- Nghidinwa, Lavinia Tangi-Jehova
- Authors: Nghidinwa, Lavinia Tangi-Jehova
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) Namibia , Probabilities , Visualization , Learning models (Stochastic processes) , VIPROMaths project
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192002 , vital:45187
- Description: This Namibian case study aimed to explore the use of visualisation tools associated with different teaching strategies in the teaching of probability concepts in Grade 11 by selected teachers, to promote mathematical thinking. This research project is an integral component of the VIPROMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. As a mathematics teacher, I have observed that mathematics teaching practices in our classrooms have relatively little connection with actual mathematics and as a result, teaching misses opportunities to promote mathematical thinking. This qualitative case study is underpinned by an interpretive paradigm and it is informed by the dual coding theory. Data was collected through survey questionnaires, reflective journals, field notes, observation schedules and stimulus-recall interviews. Firstly, I piloted my study by conducting a survey with the Grade 10-12 mathematics teachers in the Khomas region. The aim of this survey was to understand and explore how teachers in the Khomas region taught probability prior to the intervention programme. The data was analysed quantitatively using descriptive statistics such as tables and bar graphs. The findings from the survey necessitated the need for an intervention programme with some teachers in the region, focused on the use of visual tools to promote mathematical thinking. Lastly, three schools were selected from which three Grade 11 mathematics teachers were chosen to take part in an intervention programme. The goal was to observe how these three teachers use visual probability teaching strategies to enhance mathematical thinking after participating in an intervention programme. Lesson observations showed that all observed teachers used visual models to generate images and used models to develop a probability idea as well as to create platforms for classroom discussions. Interviews revealed that teachers’ views towards probability have shifted from that of being the centre of knowledge to that of a facilitator. As a result, teachers used different models to build on learners’ prior knowledge, to assess whether they grasped the probability concept and extend their teaching to real-life situations. This study concluded that the teachers need to consider using mathematical models for creating a platform for discussion to ensure that their verbal explanations are in line with the visuals incorporated. Coupled with that, the teachers’ correct use of visual probability teaching strategies has the potential of enhancing learners’ mathematical thinking. Therefore, teachers need to teach the learners how to create visuals for enhancing maximise understanding of probability concepts in mathematics. Furthermore, it is hoped that the findings will be useful to mathematics teachers, scholars and educators to improve the teaching of probability. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nghidinwa, Lavinia Tangi-Jehova
- Date: 2021-10-29
- Subjects: Mathematics Study and teaching (Secondary) Namibia , Probabilities , Visualization , Learning models (Stochastic processes) , VIPROMaths project
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192002 , vital:45187
- Description: This Namibian case study aimed to explore the use of visualisation tools associated with different teaching strategies in the teaching of probability concepts in Grade 11 by selected teachers, to promote mathematical thinking. This research project is an integral component of the VIPROMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. As a mathematics teacher, I have observed that mathematics teaching practices in our classrooms have relatively little connection with actual mathematics and as a result, teaching misses opportunities to promote mathematical thinking. This qualitative case study is underpinned by an interpretive paradigm and it is informed by the dual coding theory. Data was collected through survey questionnaires, reflective journals, field notes, observation schedules and stimulus-recall interviews. Firstly, I piloted my study by conducting a survey with the Grade 10-12 mathematics teachers in the Khomas region. The aim of this survey was to understand and explore how teachers in the Khomas region taught probability prior to the intervention programme. The data was analysed quantitatively using descriptive statistics such as tables and bar graphs. The findings from the survey necessitated the need for an intervention programme with some teachers in the region, focused on the use of visual tools to promote mathematical thinking. Lastly, three schools were selected from which three Grade 11 mathematics teachers were chosen to take part in an intervention programme. The goal was to observe how these three teachers use visual probability teaching strategies to enhance mathematical thinking after participating in an intervention programme. Lesson observations showed that all observed teachers used visual models to generate images and used models to develop a probability idea as well as to create platforms for classroom discussions. Interviews revealed that teachers’ views towards probability have shifted from that of being the centre of knowledge to that of a facilitator. As a result, teachers used different models to build on learners’ prior knowledge, to assess whether they grasped the probability concept and extend their teaching to real-life situations. This study concluded that the teachers need to consider using mathematical models for creating a platform for discussion to ensure that their verbal explanations are in line with the visuals incorporated. Coupled with that, the teachers’ correct use of visual probability teaching strategies has the potential of enhancing learners’ mathematical thinking. Therefore, teachers need to teach the learners how to create visuals for enhancing maximise understanding of probability concepts in mathematics. Furthermore, it is hoped that the findings will be useful to mathematics teachers, scholars and educators to improve the teaching of probability. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
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