An exploration of how Grade 3 Foundation Phase teachers develop basic scientific process skills using an inquiry-based approach in their classrooms
- Authors: Nhase, Zukiswa
- Date: 2020
- Subjects: Elementary school teaching-- South Africa , Elementary school teachers -- South Africa , Elementary school teachers -- In-service training -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Cognition in children , Inquiry-based learning -- South Africa , Active learning -- South Africa , Pedagogical content knowledge -- South Africa , Educational change -- South Africa , Socio-cultural theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145181 , vital:38416
- Description: Some studies have looked at Foundation Phase teachers’ perspectives on the teaching of science in this phase. Such studies have highlighted various challenges on the teaching of science in the Foundation Phase. They pointed out issues such as large class numbers, lack of resources and lack of science knowledge from Foundation Phase teachers. However, none of these studies have looked at how Foundation Phase teachers are using an Inquiry-Based Approach in their classrooms instead few studies have looked at the Foundation Phase teachers’ perspectives about scientific inquiry in this phase. Even though many scholars have presented several challenges to the teaching of science both at secondary and primary level, the argument is strongly made that Foundation Phase learners should be exposed to the learning of science. Generally, children at the Foundation Phase level naturally enjoy observing and thinking about nature; exposing learners to science develops positive attitudes towards science; the use of scientifically informed language at an early age influences the eventual development of scientific concepts; children can understand scientific concepts and reason scientifically; and science is an efficient means for developing scientific thinking. It is within these arguments and discussions that this interpretive case study research sought to explore the Pedagogical Content Knowledge of four Foundation Phase teachers in developing the Scientific Process Skills using an Inquiry-Based Approach in their classrooms and subsequently, the significance of this research study. The socio-cultural theory, Topic Specific Pedagogical Content Knowledge, Zaretskii’s six conditions for development during mediation and the principles of an Inquiry-Based Approach were used as analytical lenses in this research. To use an Inquiry-Based Approach, generally teachers have to understand its principles and know how to develop basic Scientific Process Skills while teaching the science content. In the Foundation Phase, the Natural Sciences component or content is embedded in the Beginning Knowledge study area of the Life Skills subject and this can create difficulties for teachers to even recognise the scientific concepts in the Life Skills. The four IsiXhosa female teachers used the home language of learners as the language of instruction to implement an Inquiry-Based Approach in their classrooms. Data were generated in four phases. Phase one was baseline data through document analysis. Three of the phases were directed by the research question asked. Data were generated using questionnaires, interviews (semi-structured and stimulated recall), lesson observations (videotaped) and group reflections and discussions. From the work of Vygotsky, Zaretskii formulated six conditions that can be used to develop learners’ zone of proximal development in learning and these were used as analytical lenses to analyse data to understand how teachers mediated learning and development of Scientific Inquiry in their Grade 3 classrooms. In addition, the principles of an Inquiry-Based Approach were used as analytical lenses as to how teachers implemented the scientific inquiry approach. The categories or components of Topic Specific Pedagogical Content Knowledge were used as analytical lenses as to how these teachers dealt with science concepts or content when using an inquiry-based Approach in their classrooms. Using the home language of learners as an instructional tool, data showed that learners were afforded the opportunity to freely engage in activities and as a result, the context of learning was non-threatening for both teachers and learners. Although learning activities could be improved, teachers created social spaces for learners to take part in learning. In addition, the use of learners’ environments in the observed lessons made it comfortable for learners to act as young scientists. The new knowledge in this research was presented by the use of the adapted analytical tool, which combined diverse components of theory and literature that aligned with each other. The reflection space for the participants did not only afford the participants to discuss about each other’s lessons or experiences in this research, it allowed the participants to engage with the research objectives. The reflection space strengthened the research ethics if this study. Hence, the concept that says, ‘Absenting the absences’. In conclusion, the study thus recommends further professional development spaces that promote community of practice in using an Inquiry-Based Approach in the Foundation Phase.
- Full Text:
- Date Issued: 2020
- Authors: Nhase, Zukiswa
- Date: 2020
- Subjects: Elementary school teaching-- South Africa , Elementary school teachers -- South Africa , Elementary school teachers -- In-service training -- South Africa , Science -- Study and teaching (Elementary) -- South Africa , Learning, Psychology of , Cognition in children , Inquiry-based learning -- South Africa , Active learning -- South Africa , Pedagogical content knowledge -- South Africa , Educational change -- South Africa , Socio-cultural theory
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10962/145181 , vital:38416
- Description: Some studies have looked at Foundation Phase teachers’ perspectives on the teaching of science in this phase. Such studies have highlighted various challenges on the teaching of science in the Foundation Phase. They pointed out issues such as large class numbers, lack of resources and lack of science knowledge from Foundation Phase teachers. However, none of these studies have looked at how Foundation Phase teachers are using an Inquiry-Based Approach in their classrooms instead few studies have looked at the Foundation Phase teachers’ perspectives about scientific inquiry in this phase. Even though many scholars have presented several challenges to the teaching of science both at secondary and primary level, the argument is strongly made that Foundation Phase learners should be exposed to the learning of science. Generally, children at the Foundation Phase level naturally enjoy observing and thinking about nature; exposing learners to science develops positive attitudes towards science; the use of scientifically informed language at an early age influences the eventual development of scientific concepts; children can understand scientific concepts and reason scientifically; and science is an efficient means for developing scientific thinking. It is within these arguments and discussions that this interpretive case study research sought to explore the Pedagogical Content Knowledge of four Foundation Phase teachers in developing the Scientific Process Skills using an Inquiry-Based Approach in their classrooms and subsequently, the significance of this research study. The socio-cultural theory, Topic Specific Pedagogical Content Knowledge, Zaretskii’s six conditions for development during mediation and the principles of an Inquiry-Based Approach were used as analytical lenses in this research. To use an Inquiry-Based Approach, generally teachers have to understand its principles and know how to develop basic Scientific Process Skills while teaching the science content. In the Foundation Phase, the Natural Sciences component or content is embedded in the Beginning Knowledge study area of the Life Skills subject and this can create difficulties for teachers to even recognise the scientific concepts in the Life Skills. The four IsiXhosa female teachers used the home language of learners as the language of instruction to implement an Inquiry-Based Approach in their classrooms. Data were generated in four phases. Phase one was baseline data through document analysis. Three of the phases were directed by the research question asked. Data were generated using questionnaires, interviews (semi-structured and stimulated recall), lesson observations (videotaped) and group reflections and discussions. From the work of Vygotsky, Zaretskii formulated six conditions that can be used to develop learners’ zone of proximal development in learning and these were used as analytical lenses to analyse data to understand how teachers mediated learning and development of Scientific Inquiry in their Grade 3 classrooms. In addition, the principles of an Inquiry-Based Approach were used as analytical lenses as to how teachers implemented the scientific inquiry approach. The categories or components of Topic Specific Pedagogical Content Knowledge were used as analytical lenses as to how these teachers dealt with science concepts or content when using an inquiry-based Approach in their classrooms. Using the home language of learners as an instructional tool, data showed that learners were afforded the opportunity to freely engage in activities and as a result, the context of learning was non-threatening for both teachers and learners. Although learning activities could be improved, teachers created social spaces for learners to take part in learning. In addition, the use of learners’ environments in the observed lessons made it comfortable for learners to act as young scientists. The new knowledge in this research was presented by the use of the adapted analytical tool, which combined diverse components of theory and literature that aligned with each other. The reflection space for the participants did not only afford the participants to discuss about each other’s lessons or experiences in this research, it allowed the participants to engage with the research objectives. The reflection space strengthened the research ethics if this study. Hence, the concept that says, ‘Absenting the absences’. In conclusion, the study thus recommends further professional development spaces that promote community of practice in using an Inquiry-Based Approach in the Foundation Phase.
- Full Text:
- Date Issued: 2020
Primary maths teacher learning and identity within a numeracy in-service community of practice
- Authors: Pausigere, Peter
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Teachers -- In-service training -- South Africa , Student-centered learning -- South Africa , Communities of practice -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2019 , http://hdl.handle.net/10962/d1017183
- Description: This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard & Prusak, 2005; Wenger et al, 2002) theoretical framework supplemented by Bernstein’s (2000) pedagogic identity model. Using a qualitative educational interpretive approach I sampled 8 primary teachers drawn from NICLE and gathered data through participant observations, interactive interviews, document analysis and reflective journals. Analysing the key data themes that emerged from teacher learning stories, which I have called stelos, the study explains the nature of the primary maths teachers’ learning, transformation and participation experiences in NICLE using the synonyms reinvigoration and remediation and activation and relating these semantics to the teachers’ mathematical identities and histories. The study also explains the processes through which primary maths teacher identities evolve in relation to participation in an in-service CoP as ‘insiding’ and ‘outcropping’. Interpreting qualitative data from the empirical field indicates that teachers participating in NICLE mostly took-up into their maths classrooms key numeracy-domain concepts, resources and issues presented by primary maths experts which are informed by research and theory that link to practices. Teachers collaboratively and actively engaged in a range of activities that relate to classroom practices. Teacher learning was also enabled when teachers engaged in maths overlapping communities of practice, shared classroom experiences in friendly ways with fellow NICLE teachers and engaged with NICLE presenters who mutually respected and regarded them as professionals. Such affordances were said to enable teachers to engage learners in maths classes and improve their understanding of specific primary maths concepts. On the other hand teachers felt challenged by the travelling distance, limited time and also raised the tension of how to scale-up maths professional development initiatives to include schools from their community. The study makes a theoretical contribution by illustrating how Bernstein’s pedagogic identity model and its elaboration by Tyler (1999) provides analytical tools to interrogate macro educational changes and connect these to the micro processes and teacher identities.
- Full Text:
- Date Issued: 2015
- Authors: Pausigere, Peter
- Date: 2015
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Teachers -- In-service training -- South Africa , Student-centered learning -- South Africa , Communities of practice -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:2019 , http://hdl.handle.net/10962/d1017183
- Description: This study focuses on the processes of primary maths teacher learning and how their identities and practices evolve in relation to participation in a primary maths focused in-service teacher education programme, called the Numeracy Inquiry Community of Leader Educators (NICLE).Additionally it investigates activities, relations and forms of participation within the Community of Practice (CoP) which enable or constrain evolving primary maths identities and practices and how these relate to the broader context. The study draws from the situative-participationists (Lave, 1996; Wenger, 1998; Sfard & Prusak, 2005; Wenger et al, 2002) theoretical framework supplemented by Bernstein’s (2000) pedagogic identity model. Using a qualitative educational interpretive approach I sampled 8 primary teachers drawn from NICLE and gathered data through participant observations, interactive interviews, document analysis and reflective journals. Analysing the key data themes that emerged from teacher learning stories, which I have called stelos, the study explains the nature of the primary maths teachers’ learning, transformation and participation experiences in NICLE using the synonyms reinvigoration and remediation and activation and relating these semantics to the teachers’ mathematical identities and histories. The study also explains the processes through which primary maths teacher identities evolve in relation to participation in an in-service CoP as ‘insiding’ and ‘outcropping’. Interpreting qualitative data from the empirical field indicates that teachers participating in NICLE mostly took-up into their maths classrooms key numeracy-domain concepts, resources and issues presented by primary maths experts which are informed by research and theory that link to practices. Teachers collaboratively and actively engaged in a range of activities that relate to classroom practices. Teacher learning was also enabled when teachers engaged in maths overlapping communities of practice, shared classroom experiences in friendly ways with fellow NICLE teachers and engaged with NICLE presenters who mutually respected and regarded them as professionals. Such affordances were said to enable teachers to engage learners in maths classes and improve their understanding of specific primary maths concepts. On the other hand teachers felt challenged by the travelling distance, limited time and also raised the tension of how to scale-up maths professional development initiatives to include schools from their community. The study makes a theoretical contribution by illustrating how Bernstein’s pedagogic identity model and its elaboration by Tyler (1999) provides analytical tools to interrogate macro educational changes and connect these to the micro processes and teacher identities.
- Full Text:
- Date Issued: 2015
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