How selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in a screencast intervention
- Authors: Wienekus, George Renier
- Date: 2021-04
- Subjects: Algebra -- Study and teaching -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa , Problem solving in children , Algebra -- Ability testing , Algebra -- Computer-assisted instruction
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/176833 , vital:42763
- Description: This research project is an interventionist case study, oriented in the interpretive paradigm, which aims to investigate how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in screencast interventions. The aim of my screencast intervention programme, which lies at the heart of this study, is to develop practices, inter alia, of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations. The planned intervention was delivered in the form of a series of screencasts: these take the form of audio-video lessons with an emphasis on the visual impact, and were recorded using an application called Explain Everything. The screencast interventions were delivered via Google Classroom and included animations supported by such conceptual explanations of early algebra as are relevant to Grade 7 students, and in line with the South African Curriculum and Assessment Policy Statements - Department of Education, 2011. The fundamental components of an early algebraic equation that would be relevant to a Grade 7 student were considered and used to develop an analytic framework. This was based on a taxonomy designed according to four identified “clusters” in order to analyse the workings of the purposefully selected Grade 7 participants who were video recorded and questioned in a talk-aloud interview while they completed a post-intervention pencil-and-paper test. What emerges from this research project is that there is a significant need for specific and concentrated technology-based techniques, such as the interventions undertaken here, and that exploration and development in the field could benefit the delivery of a pedagogy for algebra. The pedagogical methods implemented and studied in the form of screencasts proved to be successful and were well received by the learners particularly in relation to the conceptualisation of “symbol sense” and transformation in early algebra. The structure and design of the screencast interventions were important in supporting the acquisition of these concepts and were demonstrated to be worthwhile tools for an epistemological application in a classroom or teaching context. , Thesis (MEd) -- Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Wienekus, George Renier
- Date: 2021-04
- Subjects: Algebra -- Study and teaching -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa , Problem solving in children , Algebra -- Ability testing , Algebra -- Computer-assisted instruction
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/176833 , vital:42763
- Description: This research project is an interventionist case study, oriented in the interpretive paradigm, which aims to investigate how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in screencast interventions. The aim of my screencast intervention programme, which lies at the heart of this study, is to develop practices, inter alia, of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations. The planned intervention was delivered in the form of a series of screencasts: these take the form of audio-video lessons with an emphasis on the visual impact, and were recorded using an application called Explain Everything. The screencast interventions were delivered via Google Classroom and included animations supported by such conceptual explanations of early algebra as are relevant to Grade 7 students, and in line with the South African Curriculum and Assessment Policy Statements - Department of Education, 2011. The fundamental components of an early algebraic equation that would be relevant to a Grade 7 student were considered and used to develop an analytic framework. This was based on a taxonomy designed according to four identified “clusters” in order to analyse the workings of the purposefully selected Grade 7 participants who were video recorded and questioned in a talk-aloud interview while they completed a post-intervention pencil-and-paper test. What emerges from this research project is that there is a significant need for specific and concentrated technology-based techniques, such as the interventions undertaken here, and that exploration and development in the field could benefit the delivery of a pedagogy for algebra. The pedagogical methods implemented and studied in the form of screencasts proved to be successful and were well received by the learners particularly in relation to the conceptualisation of “symbol sense” and transformation in early algebra. The structure and design of the screencast interventions were important in supporting the acquisition of these concepts and were demonstrated to be worthwhile tools for an epistemological application in a classroom or teaching context. , Thesis (MEd) -- Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Motivation to learn science and make sense of the concept of malleability through the traditional blast furnace in a grade 9 Physical Science class
- Authors: Kudumo, Wilfred Peter
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Kavango West , Metals -- Effect of high temperatures on , Blast furnaces , Ethnoscience -- Namibia -- Kavango West , Ubuntu (Philosophy) , Culturally relevant pedagogy , Motivation in education -- Namibia -- Kavango West , Continuity Argumentative Theory (CAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177262 , vital:42804
- Description: The current situation of teaching and learning science in Namibia is of great concern since it does not seem to take into consideration learners’ socio-cultural backgrounds. As a result, learners are finding that science is not relevant to their everyday life experiences and hence are not motivated to learn it. This is compounded in part by the fact that the Namibian curriculum seems to be silent on how science teachers should include learners’ socio-cultural backgrounds, for example, local or indigenous knowledge in their teaching repertoires. It is against this background that in this study I explored how mobilising the cultural practice of a traditional blast furnace (mudukuto) as an approach enables and/or constrains learners’ motivation to learn science and make sense of the concept of malleability. This is a qualitative case study underpinned by a combination of interpretive and Ubuntu paradigms. It was carried out in a rural school in Namibia, Kavango West Region, where I am currently teaching. The participants in the study were grade 9 learners and one expert community member. Focus group interviews, participatory observation, learners’ reflections, and stimulated recall interviews were used to gather qualitative data. Vygotsky’s socio-cultural theory was used as a theoretical framework and Ogunniyi`s Continuity Argumentative Theory (CAT) was used as analytical framework or lens to analyse the data. A thematic approach to analyse data was employed. That is, qualitative data were analysed inductively to come up with sub-themes and themes. The findings of the study revealed that the traditional furnace motivated the learners involved in this study to learn science and learners were able to extract science concepts on malleability from the traditional practice. The implication for this study is that when science is related to learners’ daily life or real-world experiences, they are enabled to bridge the gap from what they learn at home or in the community with school science. The study thus recommends that teachers should make an effort to integrate local or indigenous knowledge and practices to make science accessible and relevant in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Kudumo, Wilfred Peter
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia -- Kavango West , Metals -- Effect of high temperatures on , Blast furnaces , Ethnoscience -- Namibia -- Kavango West , Ubuntu (Philosophy) , Culturally relevant pedagogy , Motivation in education -- Namibia -- Kavango West , Continuity Argumentative Theory (CAT)
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177262 , vital:42804
- Description: The current situation of teaching and learning science in Namibia is of great concern since it does not seem to take into consideration learners’ socio-cultural backgrounds. As a result, learners are finding that science is not relevant to their everyday life experiences and hence are not motivated to learn it. This is compounded in part by the fact that the Namibian curriculum seems to be silent on how science teachers should include learners’ socio-cultural backgrounds, for example, local or indigenous knowledge in their teaching repertoires. It is against this background that in this study I explored how mobilising the cultural practice of a traditional blast furnace (mudukuto) as an approach enables and/or constrains learners’ motivation to learn science and make sense of the concept of malleability. This is a qualitative case study underpinned by a combination of interpretive and Ubuntu paradigms. It was carried out in a rural school in Namibia, Kavango West Region, where I am currently teaching. The participants in the study were grade 9 learners and one expert community member. Focus group interviews, participatory observation, learners’ reflections, and stimulated recall interviews were used to gather qualitative data. Vygotsky’s socio-cultural theory was used as a theoretical framework and Ogunniyi`s Continuity Argumentative Theory (CAT) was used as analytical framework or lens to analyse the data. A thematic approach to analyse data was employed. That is, qualitative data were analysed inductively to come up with sub-themes and themes. The findings of the study revealed that the traditional furnace motivated the learners involved in this study to learn science and learners were able to extract science concepts on malleability from the traditional practice. The implication for this study is that when science is related to learners’ daily life or real-world experiences, they are enabled to bridge the gap from what they learn at home or in the community with school science. The study thus recommends that teachers should make an effort to integrate local or indigenous knowledge and practices to make science accessible and relevant in their classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Using the indigenous technology of dyeing and weaving African baskets as a cultural tool to mediate learning of chemical and physical changes
- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
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