Mathematics teachers' experiences of designing and implementing a circle geometry teaching programme using the van Hiele phases of instruction as a conceptual framework: a Namibian case study
- Authors: Dongwi, Beata Lididimikeni
- Date: 2013
- Subjects: Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1412 , http://hdl.handle.net/10962/d1003133
- Description: The aim of this case study was to examine, analyze and report on the findings of the experiences of selected mathematics teachers when they used the van Hiele phases of instruction in designing and implementing a Grade 11 circle geometry teaching programme. The sample consisted of three selected mathematics teachers from the school where the researcher teaches. This school is located in the Oshikoto Education Region in Namibia. The school serves a multicultural group of 759 learners from a middle-class economic background. The site and participants were selected conveniently as the researcher had unrestricted access to both the facilities and the participants. This research takes the form of a case study and is underpinned by the interpretive paradigm. Data for this research was collected using a variety of techniques such as interviews, classroom observation and document analysis. This facilitated easy triangulation of the data. The findings of this research make four claims with regard to the experiences of the mathematics teachers with designing and implementing the circle geometry teaching programme using the five van Hiele phases of instruction as a conceptual framework. The findings revealed that firstly, all three participating mathematics teachers used and implemented all the five van Hiele phases of instruction in their lessons I observed. Secondly, the teachers navigated quite freely from one phase of instruction to the next, but also returned to the earlier phases for clarification and reinforcement in their teaching. Thirdly, the teachers saw the phases of instruction as a good pedagogical tool or template for planning and presenting lessons. Fourthly, the majority of the learners followed the instructions and seemed to obtain the answers faster than expected. The lesson presentations were lively and both teachers and learners communicated at length to discover angle properties of circles while developing and nurturing the technical language of geometry.
- Full Text:
- Date Issued: 2013
- Authors: Dongwi, Beata Lididimikeni
- Date: 2013
- Subjects: Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1412 , http://hdl.handle.net/10962/d1003133
- Description: The aim of this case study was to examine, analyze and report on the findings of the experiences of selected mathematics teachers when they used the van Hiele phases of instruction in designing and implementing a Grade 11 circle geometry teaching programme. The sample consisted of three selected mathematics teachers from the school where the researcher teaches. This school is located in the Oshikoto Education Region in Namibia. The school serves a multicultural group of 759 learners from a middle-class economic background. The site and participants were selected conveniently as the researcher had unrestricted access to both the facilities and the participants. This research takes the form of a case study and is underpinned by the interpretive paradigm. Data for this research was collected using a variety of techniques such as interviews, classroom observation and document analysis. This facilitated easy triangulation of the data. The findings of this research make four claims with regard to the experiences of the mathematics teachers with designing and implementing the circle geometry teaching programme using the five van Hiele phases of instruction as a conceptual framework. The findings revealed that firstly, all three participating mathematics teachers used and implemented all the five van Hiele phases of instruction in their lessons I observed. Secondly, the teachers navigated quite freely from one phase of instruction to the next, but also returned to the earlier phases for clarification and reinforcement in their teaching. Thirdly, the teachers saw the phases of instruction as a good pedagogical tool or template for planning and presenting lessons. Fourthly, the majority of the learners followed the instructions and seemed to obtain the answers faster than expected. The lesson presentations were lively and both teachers and learners communicated at length to discover angle properties of circles while developing and nurturing the technical language of geometry.
- Full Text:
- Date Issued: 2013
Multiple representations and cognitive load: words, arrows, and colours when solving algebraic problems
- Authors: Brey, Amina
- Date: 2013
- Subjects: Algebraic logic , Mathematical analysis , Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9580 , http://hdl.handle.net/10948/d1020392
- Description: This study investigates the possible effects that access to selected multiple representations (words, arrows and colours) have in terms of cognitive load and learner achievement when presented with algebraic problems at grade nine level. The presentation of multiple representations (the intervention) was intended to decrease extraneous cognitive load, manage the intrinsic cognitive load (algebraic problems) and optimise germane cognition (schema acquisition and automation). An explanatory sequential mixed-method design was employed with six hundred and seventy three learners in four secondary schools. Quantitative data were generated via pre-, intervention and post-tests/questionnaires, while qualitative data were obtained from open-ended questions in the pre-, intervention, and post-tests/questionnaires, eight learner focus group interviews (n = 32), and four semi-structured, open-ended teacher interviews. Statistically and practically significant improvement in mean test scores from the pre- to intervention test scores in all schools was noted. No statistically and practically significant improvement was noted in further post-tests except for post-test 2 which employed more challenging problems (statistically significant decrease with a small practical effect). Learners expressed their preference for arrows, followed by colours and then words as effective representations. Teacher generated qualitative data suggests that they realise the importance of using multiple representations as an instructional strategy and implicitly understand the notion of cognitive load. The findings, when considered in the light of literature on cognitive load, suggest that a reduction in extraneous cognitive load by using a more effective instructional design (multiple representations) frees working memory capacity which can then be devoted to the intrinsic cognitive load (algebraic problems) and thereby increase germane cognition (schema acquisition and automation).
- Full Text:
- Date Issued: 2013
- Authors: Brey, Amina
- Date: 2013
- Subjects: Algebraic logic , Mathematical analysis , Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9580 , http://hdl.handle.net/10948/d1020392
- Description: This study investigates the possible effects that access to selected multiple representations (words, arrows and colours) have in terms of cognitive load and learner achievement when presented with algebraic problems at grade nine level. The presentation of multiple representations (the intervention) was intended to decrease extraneous cognitive load, manage the intrinsic cognitive load (algebraic problems) and optimise germane cognition (schema acquisition and automation). An explanatory sequential mixed-method design was employed with six hundred and seventy three learners in four secondary schools. Quantitative data were generated via pre-, intervention and post-tests/questionnaires, while qualitative data were obtained from open-ended questions in the pre-, intervention, and post-tests/questionnaires, eight learner focus group interviews (n = 32), and four semi-structured, open-ended teacher interviews. Statistically and practically significant improvement in mean test scores from the pre- to intervention test scores in all schools was noted. No statistically and practically significant improvement was noted in further post-tests except for post-test 2 which employed more challenging problems (statistically significant decrease with a small practical effect). Learners expressed their preference for arrows, followed by colours and then words as effective representations. Teacher generated qualitative data suggests that they realise the importance of using multiple representations as an instructional strategy and implicitly understand the notion of cognitive load. The findings, when considered in the light of literature on cognitive load, suggest that a reduction in extraneous cognitive load by using a more effective instructional design (multiple representations) frees working memory capacity which can then be devoted to the intrinsic cognitive load (algebraic problems) and thereby increase germane cognition (schema acquisition and automation).
- Full Text:
- Date Issued: 2013
Social and cultural discourses that shape male youths' masculinity and conceptions of risk and vulnerability to HIV and AIDS in Rundu Urban Constituency, Kavango region, Namibia
- Authors: Shikukutu, Faustinus
- Date: 2013
- Subjects: AIDS (Disease) -- Social aspects -- Namibia -- Kavango AIDS (Disease) in adolescence -- Namibia -- Kavango HIV (Viruses) -- Social aspects -- Namibia -- Kavango HIV infections -- Risk factors -- Namibia -- Kavango Men -- Sexual behavior -- Namibia -- Kavango Gender identity -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1391 , http://hdl.handle.net/10962/d1001672
- Description: HIV and AIDS still challenges the best efforts of public health and medical establishments and continues to ravage communities around the world. While measures have been put in place to preclude it from further spread, recent studies in the field of HIV and AIDS prevention intimate that for more efficacious intervention to be realized, it is critical to understand and address the social and cultural practices which influence sexual behavior, particularly understanding how issues of masculinity plays a role in the perpetuation of these behavior. Relying on Bourdieu’s theory of social practice, this study explores the inherent enduring nature of habitus and its role in the production and maintenance of masculine and sexual identities that predispose young men to HIV and AIDS. The study was conducted in Rundu Urban Constituency in Kavango Region of Namibia to gain insight into male youth’s masculinity and conceptions of risk and vulnerability to HIV and AIDS. The study design was qualitative and interpretive in nature. Data collection strategies included focus group discussions and individual interviews. Twelve male youth aged 17-20 years in two secondary schools (six in each) were selected to participate in the study. Four focus group discussions and fourteen individual interviews were conducted. Institutional ethical clearance from both regional education office and the schools were obtained before undertaking the study. Participants also signed written consent forms before interviews started. The findings of this study revealed that young men from this community were under constant pressure to conform to dominant masculine norms and values. Key in the case of youth in the study was the need to procreate as a dominant marker of one’s masculine and sexual identity because it represented a primary source of a ‘real’ man’s social identity in this community. This masculine and sexual identity seemed in itself to be constructed along paternal lines and cultural beliefs, which youth preserved by not only complying, but also reproducing. The sexual activities they reported that would secure their position as `real` men were often those that put them at risk and made them vulnerable to the epidemic.
- Full Text:
- Date Issued: 2013
- Authors: Shikukutu, Faustinus
- Date: 2013
- Subjects: AIDS (Disease) -- Social aspects -- Namibia -- Kavango AIDS (Disease) in adolescence -- Namibia -- Kavango HIV (Viruses) -- Social aspects -- Namibia -- Kavango HIV infections -- Risk factors -- Namibia -- Kavango Men -- Sexual behavior -- Namibia -- Kavango Gender identity -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1391 , http://hdl.handle.net/10962/d1001672
- Description: HIV and AIDS still challenges the best efforts of public health and medical establishments and continues to ravage communities around the world. While measures have been put in place to preclude it from further spread, recent studies in the field of HIV and AIDS prevention intimate that for more efficacious intervention to be realized, it is critical to understand and address the social and cultural practices which influence sexual behavior, particularly understanding how issues of masculinity plays a role in the perpetuation of these behavior. Relying on Bourdieu’s theory of social practice, this study explores the inherent enduring nature of habitus and its role in the production and maintenance of masculine and sexual identities that predispose young men to HIV and AIDS. The study was conducted in Rundu Urban Constituency in Kavango Region of Namibia to gain insight into male youth’s masculinity and conceptions of risk and vulnerability to HIV and AIDS. The study design was qualitative and interpretive in nature. Data collection strategies included focus group discussions and individual interviews. Twelve male youth aged 17-20 years in two secondary schools (six in each) were selected to participate in the study. Four focus group discussions and fourteen individual interviews were conducted. Institutional ethical clearance from both regional education office and the schools were obtained before undertaking the study. Participants also signed written consent forms before interviews started. The findings of this study revealed that young men from this community were under constant pressure to conform to dominant masculine norms and values. Key in the case of youth in the study was the need to procreate as a dominant marker of one’s masculine and sexual identity because it represented a primary source of a ‘real’ man’s social identity in this community. This masculine and sexual identity seemed in itself to be constructed along paternal lines and cultural beliefs, which youth preserved by not only complying, but also reproducing. The sexual activities they reported that would secure their position as `real` men were often those that put them at risk and made them vulnerable to the epidemic.
- Full Text:
- Date Issued: 2013
Student teachers' experiences in using multiple representations in the teaching of grade 6 proportion word problems : a Namibian case study
- Authors: Simasiku, Bosman Muyubano
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- Namibia Ratio and proportion -- Study and teaching (Secondary) -- Research -- Namibia Mathematics teachers -- Training of -- Namibia Mathematics teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1393 , http://hdl.handle.net/10962/d1001703
- Description: This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice lessons of the four participating student teachers in two primary schools were video recorded, and the focus group interview was conducted at the University Campus. With the exception of the Graph Method and the Cross-product Method, it was revealed that the multiple representative approaches were generally effective in the teaching of Grade 6 proportion word problems. The study further revealed that multiplicative relationships can be explored through using the different individual representative approaches. The study argues that the cross-product method is not the only way to teach Grade 6 proportion word problems. There are multiple representative approaches that should be used in conjunction with each other to enhance the teaching of proportion word problems. Furthermore, this study revealed that a number of challenges were encountered when using multiple representative approaches. The challenges include difficulties with the English language, different and unique abilities of the learners, lack of plotting skills and the lack of proficiency in the learners’ multiplication and division skills. This study made recommendations on the integration of multiple representative approaches in the mathematics education curriculum and textbooks. It further recommended that in-service workshops for teachers and student teachers on the integration of multiple representative approaches in the teaching of Grade 6 proportion word problems should be initiated.
- Full Text:
- Date Issued: 2013
- Authors: Simasiku, Bosman Muyubano
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Research -- Namibia Ratio and proportion -- Study and teaching (Secondary) -- Research -- Namibia Mathematics teachers -- Training of -- Namibia Mathematics teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1393 , http://hdl.handle.net/10962/d1001703
- Description: This study investigated the experiences of four participating student teachers in using multiple representative approaches in the teaching of Grade 6 proportion word problems. The multiple representative approaches include the Between Comparison Method, the Within Comparison Method, the Diagrammatic Method, the Table Method, the Graph Method, the Cross-product Method, and the Oral Informal Method. An intervention programme was organised, using workshops where student teachers were prepared to teach Grade 6 proportion word problems using multiple representative approaches. The teaching practice lessons of the four participating student teachers in two primary schools were video recorded, and the focus group interview was conducted at the University Campus. With the exception of the Graph Method and the Cross-product Method, it was revealed that the multiple representative approaches were generally effective in the teaching of Grade 6 proportion word problems. The study further revealed that multiplicative relationships can be explored through using the different individual representative approaches. The study argues that the cross-product method is not the only way to teach Grade 6 proportion word problems. There are multiple representative approaches that should be used in conjunction with each other to enhance the teaching of proportion word problems. Furthermore, this study revealed that a number of challenges were encountered when using multiple representative approaches. The challenges include difficulties with the English language, different and unique abilities of the learners, lack of plotting skills and the lack of proficiency in the learners’ multiplication and division skills. This study made recommendations on the integration of multiple representative approaches in the mathematics education curriculum and textbooks. It further recommended that in-service workshops for teachers and student teachers on the integration of multiple representative approaches in the teaching of Grade 6 proportion word problems should be initiated.
- Full Text:
- Date Issued: 2013
Supporting environment and sustainability knowledge in the grade 10 life sciences curriculum and assessment policy context : a case study of the Fundisa for Change teacher education and development programme pilot project
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2013
- Subjects: Fundisa for Change Teachers -- Training of -- South Africa Life sciences -- Study and teaching (Secondary) -- South Africa -- Case studies Environmental education -- South Africa -- Case studies Curriculum planning -- South Africa Curriculum-based assessment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1907 , http://hdl.handle.net/10962/d1006842
- Description: In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
- Full Text:
- Date Issued: 2013
- Authors: Songqwaru, Nonyameko Zintle
- Date: 2013
- Subjects: Fundisa for Change Teachers -- Training of -- South Africa Life sciences -- Study and teaching (Secondary) -- South Africa -- Case studies Environmental education -- South Africa -- Case studies Curriculum planning -- South Africa Curriculum-based assessment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1907 , http://hdl.handle.net/10962/d1006842
- Description: In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
- Full Text:
- Date Issued: 2013
Teachers' and learners' experiences and perceptions concerning the use of English as a language of learning and teaching in bi/multilingual mathematical literarcy classrooms
- Authors: Pillai, Saloshni
- Date: 2013
- Subjects: Education, Bilingual , Mathematics -- Study and teaching , English language -- Usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9440 , http://hdl.handle.net/10948/d1021022
- Description: In South Africa, there is concern about the poor achievement by first additional language (FAL) English learners in mathematics, and this is a consequence not solely of the apartheid era but more appropriately, the existing current situation in the classroom. Since 2006, the Department of Basic Education in South Africa introduced mathematical literacy (ML) as another learning area for the Further Education and Training (FET) band. ML, as an alternative choice to mathematics, is envisaged as a key to the understanding of our everyday world filled with numbers. Mathematical literacy FAL English learners and teachers are exposed to a ML curriculum that demands high linguistic skills in English in order to engage with the mathematical concepts through the medium of English which is not their home language. While the Language-in-Education Policy (DoE, 1997) recommends that school language policies promote additive bilingualism and the use of learners’ home languages as languages of learning and teaching (LoLT), there has been little implementation of these recommendations by schools, for the reason that all assessments and learner and teacher support materials (LTSM) are only available in English. Thus it appears that ML creates a language gap when FAL English learners and teachers have to possess a high level of communication and language proficiency of the LoLT English to successfully engage with the mathematical context and content of the ML curriculum since the language itself carries all the meaning. The majority of FAL English learners and teachers struggle with the necessary English language proficiency to successfully interact with the ML curriculum and are often required to use their own home language (code switching) to bring about understanding. In this study, I explore how teachers and learners who are dominantly FAL English speakers, engage in teaching and learning of ML in bi/multilingual classrooms. The main aim of the study is to investigate the FAL English learners’ and teachers’ experiences and perceptions concerning the use of English as the LoLT in bi/multilingual ML classrooms. Qualitative measures were generated through personal interviews (teachers [n=15] and learners [n=25]) from five different secondary schools situated in the rural areas of the Midlands in KwaZulu-Natal. This study is framed by Wenger’s (1991) model of situated learning and Vygotsky’s socio-cultural perspectives, which propose that learning involves a process of engagement in a community of practice and reflects the learners’ sociocultural relationship to school mathematics respectively. The study also describes Cummins’ quadrants and explores the benefits of Cummins’ notion of language use (Cummins, 1984). Analysis of the semi-structured interviews revealed that, despite both teachers’ and learners’ difficulty with the language, English is the more popular language to be used in teaching and learning in bi/multilingual mathematical literacy classrooms since English is accepted as a global language. Worldwide emphasis and dominance of English as a powerful language that gives access to goods and social mobility were also highlighted. However, overall results in this study showed that most participants did express their preference for using their home language isiZulu alongside English through the extensive practice of code switching for the teaching and learning of ML.
- Full Text:
- Date Issued: 2013
- Authors: Pillai, Saloshni
- Date: 2013
- Subjects: Education, Bilingual , Mathematics -- Study and teaching , English language -- Usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9440 , http://hdl.handle.net/10948/d1021022
- Description: In South Africa, there is concern about the poor achievement by first additional language (FAL) English learners in mathematics, and this is a consequence not solely of the apartheid era but more appropriately, the existing current situation in the classroom. Since 2006, the Department of Basic Education in South Africa introduced mathematical literacy (ML) as another learning area for the Further Education and Training (FET) band. ML, as an alternative choice to mathematics, is envisaged as a key to the understanding of our everyday world filled with numbers. Mathematical literacy FAL English learners and teachers are exposed to a ML curriculum that demands high linguistic skills in English in order to engage with the mathematical concepts through the medium of English which is not their home language. While the Language-in-Education Policy (DoE, 1997) recommends that school language policies promote additive bilingualism and the use of learners’ home languages as languages of learning and teaching (LoLT), there has been little implementation of these recommendations by schools, for the reason that all assessments and learner and teacher support materials (LTSM) are only available in English. Thus it appears that ML creates a language gap when FAL English learners and teachers have to possess a high level of communication and language proficiency of the LoLT English to successfully engage with the mathematical context and content of the ML curriculum since the language itself carries all the meaning. The majority of FAL English learners and teachers struggle with the necessary English language proficiency to successfully interact with the ML curriculum and are often required to use their own home language (code switching) to bring about understanding. In this study, I explore how teachers and learners who are dominantly FAL English speakers, engage in teaching and learning of ML in bi/multilingual classrooms. The main aim of the study is to investigate the FAL English learners’ and teachers’ experiences and perceptions concerning the use of English as the LoLT in bi/multilingual ML classrooms. Qualitative measures were generated through personal interviews (teachers [n=15] and learners [n=25]) from five different secondary schools situated in the rural areas of the Midlands in KwaZulu-Natal. This study is framed by Wenger’s (1991) model of situated learning and Vygotsky’s socio-cultural perspectives, which propose that learning involves a process of engagement in a community of practice and reflects the learners’ sociocultural relationship to school mathematics respectively. The study also describes Cummins’ quadrants and explores the benefits of Cummins’ notion of language use (Cummins, 1984). Analysis of the semi-structured interviews revealed that, despite both teachers’ and learners’ difficulty with the language, English is the more popular language to be used in teaching and learning in bi/multilingual mathematical literacy classrooms since English is accepted as a global language. Worldwide emphasis and dominance of English as a powerful language that gives access to goods and social mobility were also highlighted. However, overall results in this study showed that most participants did express their preference for using their home language isiZulu alongside English through the extensive practice of code switching for the teaching and learning of ML.
- Full Text:
- Date Issued: 2013
The effective establishment and functioning of the institutional level support team at primary schools in the Uitenhage district
- Van Niekerk, Chantelle Emirina
- Authors: Van Niekerk, Chantelle Emirina
- Date: 2013
- Subjects: School support teams -- South Africa -- Uitenhage , Inclusive education -- South Africa -- Uitenhage , Education, Primary -- Curricula -- South Africa -- Uitenhage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9464 , http://hdl.handle.net/10948/d1020808
- Description: Policy documents derived from the South African Constitution and the South African Schools Act clearly state that all learners are entitled to support, thus enabling them to reach their full potential. Support should be rendered effectively at school level within a well-established and functioning Institutional Level Support Teams (ILST). Institutional Level Support Teams (ILSTs) at primary schools within the Uitenhage District seem to be problematic, since parents, the school and the community do not realise that they should work interrelated with each other to enhance the effective establishment and functioning of the ILST. The main aim of this study is, therefore, to formulate guiding principles for the effective establishment and functioning of Institutional Level Support Teams. A qualitative research design using a phenomenological strategy was deemed appropriate for this study, as the researcher wants to gain a deeper understanding of the phenomenon under study. The researcher used a combination of convenience sampling, as well as purposive and judgement sampling. The sample group included educators, members of the Institutional Level Support Teams, Institutional Level Support Team co-ordinators, School Principals, community members and members of the District Based Support Team (DBST). Data were collected by means of semi-structured interviews, participant observations and questionnaires. Tesch’s eight step data analysis process was employed to identify possible common themes. The findings indicated that the stakeholder component of the social system representing learners, parents, schools and the community, do not provide sufficient support to learners experiencing learning challenges and therefore ILSTs are not functioning optimally presently.. Therefore the researcher provided supportive guiding principles to parents, the school and the community, for the effective establishment and functioning of the ILST, based on Bronfenbrenner’s eco-systemic theory, which is the theoretical framework of this study.
- Full Text:
- Date Issued: 2013
- Authors: Van Niekerk, Chantelle Emirina
- Date: 2013
- Subjects: School support teams -- South Africa -- Uitenhage , Inclusive education -- South Africa -- Uitenhage , Education, Primary -- Curricula -- South Africa -- Uitenhage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9464 , http://hdl.handle.net/10948/d1020808
- Description: Policy documents derived from the South African Constitution and the South African Schools Act clearly state that all learners are entitled to support, thus enabling them to reach their full potential. Support should be rendered effectively at school level within a well-established and functioning Institutional Level Support Teams (ILST). Institutional Level Support Teams (ILSTs) at primary schools within the Uitenhage District seem to be problematic, since parents, the school and the community do not realise that they should work interrelated with each other to enhance the effective establishment and functioning of the ILST. The main aim of this study is, therefore, to formulate guiding principles for the effective establishment and functioning of Institutional Level Support Teams. A qualitative research design using a phenomenological strategy was deemed appropriate for this study, as the researcher wants to gain a deeper understanding of the phenomenon under study. The researcher used a combination of convenience sampling, as well as purposive and judgement sampling. The sample group included educators, members of the Institutional Level Support Teams, Institutional Level Support Team co-ordinators, School Principals, community members and members of the District Based Support Team (DBST). Data were collected by means of semi-structured interviews, participant observations and questionnaires. Tesch’s eight step data analysis process was employed to identify possible common themes. The findings indicated that the stakeholder component of the social system representing learners, parents, schools and the community, do not provide sufficient support to learners experiencing learning challenges and therefore ILSTs are not functioning optimally presently.. Therefore the researcher provided supportive guiding principles to parents, the school and the community, for the effective establishment and functioning of the ILST, based on Bronfenbrenner’s eco-systemic theory, which is the theoretical framework of this study.
- Full Text:
- Date Issued: 2013
The integration of pre-primary education into three mainstream primary schools in the Khomas Region in Namibia: implications for management and leadership
- Poulton-Busler, Richardine Masoline
- Authors: Poulton-Busler, Richardine Masoline
- Date: 2013
- Subjects: Education, Preschool -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1388 , http://hdl.handle.net/10962/d1001581
- Description: One of the goals for Namibia’s Vision 2030, through ETSIP (2005‐2015), is to establish a preprimary year in primary schools for all children aged 5‐6 to be developed first in schools serving the poorest population and OVCs. ECD is widely recognised as having a significant impact on the subsequent learning of children. The high failure and dropout rate in grade 1 made this process an important one. In 2008 the integration of ECD became a reality in five schools in the Khomas region of Namibia. At present there are 29 pilot schools in the Khomas region 29 schools, and 504 in the whole of Namibia. According to the MoE all primary schools should have a preprimary class as ECD has been recognized as a key contributor to positive outcomes in schools. This study sought to investigate various stakeholders’ experiences and views of the integration of pre‐primary into mainstream pre‐primary schooling. The goal was to investigate the management and leadership implications of this integration. The study is an interpretive case study of three pilot primary schools. The research design made provision for data collection through semi‐structured interviews, focus groups and document analysis. The main finding was that, despite numerous challenges, principals are positive about the integration of pre‐primary. There is a sense of appreciation of the importance of pre‐primary. Principals adopt participative and collegial management approaches in leading their schools towards becoming learning organisations. The study also uncovered several significant challenges, such as the need for more training and the provision of infrastructure to make the process more effective.
- Full Text:
- Date Issued: 2013
- Authors: Poulton-Busler, Richardine Masoline
- Date: 2013
- Subjects: Education, Preschool -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1388 , http://hdl.handle.net/10962/d1001581
- Description: One of the goals for Namibia’s Vision 2030, through ETSIP (2005‐2015), is to establish a preprimary year in primary schools for all children aged 5‐6 to be developed first in schools serving the poorest population and OVCs. ECD is widely recognised as having a significant impact on the subsequent learning of children. The high failure and dropout rate in grade 1 made this process an important one. In 2008 the integration of ECD became a reality in five schools in the Khomas region of Namibia. At present there are 29 pilot schools in the Khomas region 29 schools, and 504 in the whole of Namibia. According to the MoE all primary schools should have a preprimary class as ECD has been recognized as a key contributor to positive outcomes in schools. This study sought to investigate various stakeholders’ experiences and views of the integration of pre‐primary into mainstream pre‐primary schooling. The goal was to investigate the management and leadership implications of this integration. The study is an interpretive case study of three pilot primary schools. The research design made provision for data collection through semi‐structured interviews, focus groups and document analysis. The main finding was that, despite numerous challenges, principals are positive about the integration of pre‐primary. There is a sense of appreciation of the importance of pre‐primary. Principals adopt participative and collegial management approaches in leading their schools towards becoming learning organisations. The study also uncovered several significant challenges, such as the need for more training and the provision of infrastructure to make the process more effective.
- Full Text:
- Date Issued: 2013
The link between intercultural diferences and an optmal teaching and learning environment in a Maseru school
- Authors: Malataliana, Phaello
- Date: 2013
- Subjects: Cultural pluralism -- Education -- Lesotho , Learning - Lesotho , Education -- Lesotho
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9459 , http://hdl.handle.net/10948/d1020113
- Description: Whenever two or more people from different cultures interact in an educational environment learning and teaching can be affected either positively or negatively. The study sought to establish the link between intercultural differences and optimal teaching and learning environments. The aim of the study was therefore to enhance teaching and learning environments through improved intercultural understanding. The research was based on the qualitative approach. The research design that was used in the execution of the study was a case study. The data collection methods that were used were focus group discussions, interviews and observation. The study found that there are some intercultural experiences that either enhance or inhibit educational equality and quality. These are medium of instruction (English Language), availability and accessibility of learning resources and parental support. It was also concluded that acts of discrimination alone cannot affect the performance of learners but, rather, a combination of other intercultural influences play a role. Moreover, the study found that language can be used as a tool to promote respect for humanity as it was singled out as one of the factors that inhibit respect for others. In promoting tolerance towards each other, the study found that negative self-esteem, seen mostly with the under privileged learners, affects negatively their ability in tolerating each other. In addition, encouraging participation of learners in sport and group activities emerged as some of the pursuits that can promote tolerance amongst learners from different cultural backgrounds. The strategies to enhance optimal teaching and learning that were revealed by the study are: repetition of lessons by teachers; motivating and appreciating learners; monitoring classroom dynamics; creating social clubs; training teachers on cultural diversity (inclusive of communication); acknowledging, valuing and celebrating cultural differences; declaring English as an elective subject; unlimited access to the internet and library; and promoting parental involvement in the education of their children.
- Full Text:
- Date Issued: 2013
- Authors: Malataliana, Phaello
- Date: 2013
- Subjects: Cultural pluralism -- Education -- Lesotho , Learning - Lesotho , Education -- Lesotho
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9459 , http://hdl.handle.net/10948/d1020113
- Description: Whenever two or more people from different cultures interact in an educational environment learning and teaching can be affected either positively or negatively. The study sought to establish the link between intercultural differences and optimal teaching and learning environments. The aim of the study was therefore to enhance teaching and learning environments through improved intercultural understanding. The research was based on the qualitative approach. The research design that was used in the execution of the study was a case study. The data collection methods that were used were focus group discussions, interviews and observation. The study found that there are some intercultural experiences that either enhance or inhibit educational equality and quality. These are medium of instruction (English Language), availability and accessibility of learning resources and parental support. It was also concluded that acts of discrimination alone cannot affect the performance of learners but, rather, a combination of other intercultural influences play a role. Moreover, the study found that language can be used as a tool to promote respect for humanity as it was singled out as one of the factors that inhibit respect for others. In promoting tolerance towards each other, the study found that negative self-esteem, seen mostly with the under privileged learners, affects negatively their ability in tolerating each other. In addition, encouraging participation of learners in sport and group activities emerged as some of the pursuits that can promote tolerance amongst learners from different cultural backgrounds. The strategies to enhance optimal teaching and learning that were revealed by the study are: repetition of lessons by teachers; motivating and appreciating learners; monitoring classroom dynamics; creating social clubs; training teachers on cultural diversity (inclusive of communication); acknowledging, valuing and celebrating cultural differences; declaring English as an elective subject; unlimited access to the internet and library; and promoting parental involvement in the education of their children.
- Full Text:
- Date Issued: 2013
The lived experiences of intermediate phase teachers of curriculum renewal processes from 1998 to 2012 in Port Elizabeth
- Kayser, Avril Freda Francina
- Authors: Kayser, Avril Freda Francina
- Date: 2013
- Subjects: Education -- Curricula -- Port Elizabeth , Middle school teaching -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9456 , http://hdl.handle.net/10948/d1020063
- Description: This research study has emerged as a result of my concern regarding many of my colleagues’ apparent low morale in the teaching profession. Since the new dispensation in 1994 the South African education system has undergone numerous and intensive curriculum changes as varying policies aimed at transforming education in South Africa have been implemented (Asmal, 2009). I, therefore, decided to investigate the lived experiences of Intermediate Phase teachers regarding curriculum renewal processes in South Africa over a fifteen year period from 1998 to 2012. This period encompasses the four curriculum renewal processes which have been implemented since 1994. The research undertaken was an empirical study and qualitative methods were used for data gathering purposes. Data collection tools included unstructured, individual, in-depth interviews and reflective journal entries. The qualitative data generated suggest that many teachers in the Port Elizabeth Metropole appear to be demotivated by the uncertainty around curriculum renewal and the impact this has on curriculum implementation in their respective classrooms. According to Ornstein and Hunkins (2004), the implementation process of a new curriculum requires extensive actions by the designers and implementers of the new programme and Smith (2008) asserts that managing change in education, and improvement in classroom instruction, are very complex tasks which teachers and learners face worldwide. The study revealed that the main obstacles to successful curriculum change initiatives are insufficient training of teachers, lack of support for teachers and time constraints under which teachers work. An investigation into the lived experiences of teachers regarding the post- apartheid curriculum renewal processes should make a valuable contribution to the debate in terms of providing insights for curriculum implementers of possible alternative curriculum implementation strategies for more effective curriculum renewal processes in the future.
- Full Text:
- Date Issued: 2013
- Authors: Kayser, Avril Freda Francina
- Date: 2013
- Subjects: Education -- Curricula -- Port Elizabeth , Middle school teaching -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9456 , http://hdl.handle.net/10948/d1020063
- Description: This research study has emerged as a result of my concern regarding many of my colleagues’ apparent low morale in the teaching profession. Since the new dispensation in 1994 the South African education system has undergone numerous and intensive curriculum changes as varying policies aimed at transforming education in South Africa have been implemented (Asmal, 2009). I, therefore, decided to investigate the lived experiences of Intermediate Phase teachers regarding curriculum renewal processes in South Africa over a fifteen year period from 1998 to 2012. This period encompasses the four curriculum renewal processes which have been implemented since 1994. The research undertaken was an empirical study and qualitative methods were used for data gathering purposes. Data collection tools included unstructured, individual, in-depth interviews and reflective journal entries. The qualitative data generated suggest that many teachers in the Port Elizabeth Metropole appear to be demotivated by the uncertainty around curriculum renewal and the impact this has on curriculum implementation in their respective classrooms. According to Ornstein and Hunkins (2004), the implementation process of a new curriculum requires extensive actions by the designers and implementers of the new programme and Smith (2008) asserts that managing change in education, and improvement in classroom instruction, are very complex tasks which teachers and learners face worldwide. The study revealed that the main obstacles to successful curriculum change initiatives are insufficient training of teachers, lack of support for teachers and time constraints under which teachers work. An investigation into the lived experiences of teachers regarding the post- apartheid curriculum renewal processes should make a valuable contribution to the debate in terms of providing insights for curriculum implementers of possible alternative curriculum implementation strategies for more effective curriculum renewal processes in the future.
- Full Text:
- Date Issued: 2013
Understanding how teachers scaffold learners to make sense of biological language and concepts when using English as a mediational tool: a case study
- Authors: Nakale, Elifas
- Date: 2013
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia Language and education -- Namibia , English as medium of instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1386 , http://hdl.handle.net/10962/d1001517
- Description: For the past few years, Namibian grade 11-12 learners’ achievement level in biology has not been very encouraging. Evidence to this effect is contained in recent examiners’ reports which outline misunderstanding and various misconceptions. The causes of these misunderstandings and misconceptions may be varied, but there is credible evidence that some of it is rooted in the language problem for learners. A classroom is a social unit where many social practices are acquired, including the use of English language. Equally, it is a place where errors in language are learnt and reinforced. Triggered by these challenges facing biology learners, a qualitative case study was conducted at two secondary schools in Ohangwena Region, Namibia. Its purpose was to investigate how biology teachers scaffold learners to make sense of biological language and concepts when English is used as the mediational tool. Underpinned by an interpretivist paradigm, the study made use of document analysis, observation (lessons were also video-taped) and interviews to generate the data. Several data generating techniques were used for triangulation and validation. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The data gathering methods were also used in data presentation, analysis and interpretation to determine the extent of scaffold that teachers provide to their biology learners. The main findings of my study are that, despite efforts by participant teachers to scaffold their learners in making sense of biological language and concepts, success rates in this regard remain disappointingly low due to their (teachers) limited pedagogical content knowledge. Teachers therefore require improved mentorship, monitoring and capacity building.
- Full Text:
- Date Issued: 2013
- Authors: Nakale, Elifas
- Date: 2013
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia Language and education -- Namibia , English as medium of instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1386 , http://hdl.handle.net/10962/d1001517
- Description: For the past few years, Namibian grade 11-12 learners’ achievement level in biology has not been very encouraging. Evidence to this effect is contained in recent examiners’ reports which outline misunderstanding and various misconceptions. The causes of these misunderstandings and misconceptions may be varied, but there is credible evidence that some of it is rooted in the language problem for learners. A classroom is a social unit where many social practices are acquired, including the use of English language. Equally, it is a place where errors in language are learnt and reinforced. Triggered by these challenges facing biology learners, a qualitative case study was conducted at two secondary schools in Ohangwena Region, Namibia. Its purpose was to investigate how biology teachers scaffold learners to make sense of biological language and concepts when English is used as the mediational tool. Underpinned by an interpretivist paradigm, the study made use of document analysis, observation (lessons were also video-taped) and interviews to generate the data. Several data generating techniques were used for triangulation and validation. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The data gathering methods were also used in data presentation, analysis and interpretation to determine the extent of scaffold that teachers provide to their biology learners. The main findings of my study are that, despite efforts by participant teachers to scaffold their learners in making sense of biological language and concepts, success rates in this regard remain disappointingly low due to their (teachers) limited pedagogical content knowledge. Teachers therefore require improved mentorship, monitoring and capacity building.
- Full Text:
- Date Issued: 2013
Understanding trainee teachers' engagement with prior everyday knowledge and experiences in teaching physical science concepts : a case study
- Authors: Mukwambo, Muzwangowenyu
- Date: 2013
- Subjects: Science -- Study and teaching -- Namibia -- Caprivi -- Case studies Ethnoscience -- Study and teaching -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1402 , http://hdl.handle.net/10962/d1001874
- Description: The constructivist world view is advocated in the Namibian National Curriculum for Basic Education (NNCBE, 2010) since it encourages teachers to use different knowledge sources. This perspective embraces a multicultural approach to science teaching and learning. Indigenous knowledge (IK) and western science (WS) are some of the knowledge sources that are advocated. Yet, it has been noted that some science textbooks used in school science curricula do not consider IK. It is often diminished and considered of lesser value. The sole use of WS in teaching and learning is often distant from IK sources which can be used as prior knowledge. In this study, I therefore endeavoured to minimize this gap in the science curriculum. Essentially, the study focused on investigating trainee teachers’ engagement with prior everyday knowledge and experiences of natural phenomena in teaching physical science concepts. The rationale behind the study emerged while I was supervising twelve trainee teachers on school based studies (SBS) in the Caprivi Region. Observations revealed that learners frequently asked trainee teachers to relate their IK to WS to contextualize what they were learning. However, most trainee teachers seemed to experience challenges. This pedagogical gap and challenge was investigated using the instruments below. An analysis was done on the Namibian National Curriculum for Basic Education (NNCBE, 2010), extracts of research papers and a chapters on pressure in physical science textbooks. A worksheet was used to orientate trainee teachers with suggestions on how IK could be fused with WS to contextualize teaching and learning. Thereafter, this was followed by the simultaneous use of brainstorming and audio-visual techniques. Base line instruments paved the way for the main data generating techniques; namely, microteaching, audio-visual techniques, critical partners’ observation and focus group interview. There was triangulation of data collection instruments which enhanced validation followed by tabulation and data collation to develop themes. Analysis entailed checking theme repetition, indigenous categories and key words in context techniques. Themes enabled the construction of analytical statements which were discussed with reference to the relevant literature, theory and subsequently aligned to the research questions. Findings from this study include the suggestions that IK can be incorporated into teaching and learning of science concepts through the use of models or practical activities, science language used in the community and some cultural artifacts. The relevance of incorporating such type of knowledge is to contextualize science teaching and learning. The study therefore concluded that the incorporation of IK into teaching and learning of science concepts; (a) broadens the curriculum as it addresses conceptual progression and cohesion; (b) contextualizes concepts taught; (c) empowers teachers to use a practical curriculum and (d) it also creates space for misconceptions that come with IK to be identified and corrected. The study thus recommends that cultural artifacts and the social science jargon used in the community of the trainee teachers can be used to incorporate IK with WS as these types of knowledge are not mutually exclusive but in fact complement one another.
- Full Text:
- Date Issued: 2013
- Authors: Mukwambo, Muzwangowenyu
- Date: 2013
- Subjects: Science -- Study and teaching -- Namibia -- Caprivi -- Case studies Ethnoscience -- Study and teaching -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Experiential learning -- Namibia -- Caprivi -- Case studies Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1402 , http://hdl.handle.net/10962/d1001874
- Description: The constructivist world view is advocated in the Namibian National Curriculum for Basic Education (NNCBE, 2010) since it encourages teachers to use different knowledge sources. This perspective embraces a multicultural approach to science teaching and learning. Indigenous knowledge (IK) and western science (WS) are some of the knowledge sources that are advocated. Yet, it has been noted that some science textbooks used in school science curricula do not consider IK. It is often diminished and considered of lesser value. The sole use of WS in teaching and learning is often distant from IK sources which can be used as prior knowledge. In this study, I therefore endeavoured to minimize this gap in the science curriculum. Essentially, the study focused on investigating trainee teachers’ engagement with prior everyday knowledge and experiences of natural phenomena in teaching physical science concepts. The rationale behind the study emerged while I was supervising twelve trainee teachers on school based studies (SBS) in the Caprivi Region. Observations revealed that learners frequently asked trainee teachers to relate their IK to WS to contextualize what they were learning. However, most trainee teachers seemed to experience challenges. This pedagogical gap and challenge was investigated using the instruments below. An analysis was done on the Namibian National Curriculum for Basic Education (NNCBE, 2010), extracts of research papers and a chapters on pressure in physical science textbooks. A worksheet was used to orientate trainee teachers with suggestions on how IK could be fused with WS to contextualize teaching and learning. Thereafter, this was followed by the simultaneous use of brainstorming and audio-visual techniques. Base line instruments paved the way for the main data generating techniques; namely, microteaching, audio-visual techniques, critical partners’ observation and focus group interview. There was triangulation of data collection instruments which enhanced validation followed by tabulation and data collation to develop themes. Analysis entailed checking theme repetition, indigenous categories and key words in context techniques. Themes enabled the construction of analytical statements which were discussed with reference to the relevant literature, theory and subsequently aligned to the research questions. Findings from this study include the suggestions that IK can be incorporated into teaching and learning of science concepts through the use of models or practical activities, science language used in the community and some cultural artifacts. The relevance of incorporating such type of knowledge is to contextualize science teaching and learning. The study therefore concluded that the incorporation of IK into teaching and learning of science concepts; (a) broadens the curriculum as it addresses conceptual progression and cohesion; (b) contextualizes concepts taught; (c) empowers teachers to use a practical curriculum and (d) it also creates space for misconceptions that come with IK to be identified and corrected. The study thus recommends that cultural artifacts and the social science jargon used in the community of the trainee teachers can be used to incorporate IK with WS as these types of knowledge are not mutually exclusive but in fact complement one another.
- Full Text:
- Date Issued: 2013
Woman vulnerability to HIV/AIDS : an investigation into women's conceptions and experiences in negotiating sex and safe sex in Okalongo constituency, Omusati Region, Namibia
- Authors: Haipinge, Rauha
- Date: 2013
- Subjects: AIDS (Disease) in women -- Namibia -- Omusati AIDS (Disease) -- Social aspects -- Namibia -- Omusati HIV infections -- Social aspects -- Namibia -- Omusati Women -- Namibia -- Omusati -- Social conditions Women -- Sexual behavior -- Namibia -- Omusati Man-woman relationships -- Namibia -- Omusati Sex instruction -- Namibia -- Omusati Safe sex in AIDS prevention -- Namibia -- Omusati Sex role -- Namibia -- Omusati HIV-positive persons -- Sex differences -- Namibia -- Omusati Male domination (Social structure) -- Namibia -- Omusati Sex discrimination against women -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1839 , http://hdl.handle.net/10962/d1004337
- Description: This study emerged from the high prevalence rate of HIV and AIDS infection among women in Sub-Saharan Africa, which has no exception to Namibia. Women have been vulnerable to HIV and AIDS let alone on sex related issues since the epidemic emerged, but not research has been done specifically to Okalongo women. The way in which women vulnerable to HIV and AIDS infection were explored by examined social and cultural identities that affect women’s sexual relations in negotiating sex and safe sex. Qualitative study on a sample of fifteen women was conducted in Okalongo. The purpose of this study was to investigate the conceptions and experiences of women in negotiating sex and safe sex with their husband and partners. Feminist theory guided the methodology and analysis of data. I assumed that gender roles andsexuality are socially constructed, shaped by religion, social, political, and economic influences and modified throughout life. Feminist theory assisted in documentary the ways in which the female’s gender and sexuality in Okalongo is shaped by cultural influences and by institutions that disadvantage female and other oppressed groups by silencing their voices. The feminist further guided the discussion of the contradicting messages about women’s sexuality and their experiences, as women complied, conformed and even colluded with their oppression. To address the issue under study, the primary analysis of data from the focus group discussion and individual interview were utilised. The following themes were the heart of analysis: Women Positionality, Normalisation and Compliance, Women Agency and Male Dominance Power, Women Perceptions of Risk, Sex Education in and out of school among Women.In this study the data suggested that women in Okalongo are more vulnerable to their lack of assertiveness, as they have difficult in developing an authoritative voice, they tend to be humble about their achievements and knowledge and to only assertively when concerned about others. The findings supported the literature that women’s vulnerability is strongly influenced and tied by broader forces present in the society. Women’s vulnerability is real and needs to be tackled for any progress to occur in the fight against AIDS. Until factors that constraints and enabling women agency to negotiate sex and safe sex acknowledged and addressed, women will continue to succumb to the HIV pandemic.
- Full Text:
- Date Issued: 2013
- Authors: Haipinge, Rauha
- Date: 2013
- Subjects: AIDS (Disease) in women -- Namibia -- Omusati AIDS (Disease) -- Social aspects -- Namibia -- Omusati HIV infections -- Social aspects -- Namibia -- Omusati Women -- Namibia -- Omusati -- Social conditions Women -- Sexual behavior -- Namibia -- Omusati Man-woman relationships -- Namibia -- Omusati Sex instruction -- Namibia -- Omusati Safe sex in AIDS prevention -- Namibia -- Omusati Sex role -- Namibia -- Omusati HIV-positive persons -- Sex differences -- Namibia -- Omusati Male domination (Social structure) -- Namibia -- Omusati Sex discrimination against women -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1839 , http://hdl.handle.net/10962/d1004337
- Description: This study emerged from the high prevalence rate of HIV and AIDS infection among women in Sub-Saharan Africa, which has no exception to Namibia. Women have been vulnerable to HIV and AIDS let alone on sex related issues since the epidemic emerged, but not research has been done specifically to Okalongo women. The way in which women vulnerable to HIV and AIDS infection were explored by examined social and cultural identities that affect women’s sexual relations in negotiating sex and safe sex. Qualitative study on a sample of fifteen women was conducted in Okalongo. The purpose of this study was to investigate the conceptions and experiences of women in negotiating sex and safe sex with their husband and partners. Feminist theory guided the methodology and analysis of data. I assumed that gender roles andsexuality are socially constructed, shaped by religion, social, political, and economic influences and modified throughout life. Feminist theory assisted in documentary the ways in which the female’s gender and sexuality in Okalongo is shaped by cultural influences and by institutions that disadvantage female and other oppressed groups by silencing their voices. The feminist further guided the discussion of the contradicting messages about women’s sexuality and their experiences, as women complied, conformed and even colluded with their oppression. To address the issue under study, the primary analysis of data from the focus group discussion and individual interview were utilised. The following themes were the heart of analysis: Women Positionality, Normalisation and Compliance, Women Agency and Male Dominance Power, Women Perceptions of Risk, Sex Education in and out of school among Women.In this study the data suggested that women in Okalongo are more vulnerable to their lack of assertiveness, as they have difficult in developing an authoritative voice, they tend to be humble about their achievements and knowledge and to only assertively when concerned about others. The findings supported the literature that women’s vulnerability is strongly influenced and tied by broader forces present in the society. Women’s vulnerability is real and needs to be tackled for any progress to occur in the fight against AIDS. Until factors that constraints and enabling women agency to negotiate sex and safe sex acknowledged and addressed, women will continue to succumb to the HIV pandemic.
- Full Text:
- Date Issued: 2013