An investigation into how grade 10 learners make meaning during the teaching and learning of the topic on nutrition in Life Science: a case study
- Authors: Mwiikeni, Helena Twiihaleni , Shimwafeni-Mwiikeni, Helena Twiihaleni
- Date: 2013
- Subjects: Nutrition -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Environmental sciences -- Study and teaching (Secondary) -- Namibia -- Oshana -- Case studies Experiential learning -- Namibia -- Oshana -- Case studies Education, Secondary -- Namibia -- Oshana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1403 , http://hdl.handle.net/10962/d1001876
- Description: The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
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- Date Issued: 2013
Assessing the perceptions of academic staff towards an academic staff development programme in a selected university in the Eastern Cape province
- Authors: Mankayi, Mandisa
- Date: 2018
- Subjects: College teachers -- In-service training -- South Africa -- Eastern Cape Education, Higher -- South Africa -- Eastern Cape Universities and colleges -- Employees -- Training of. -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10353/8530 , vital:32869
- Description: Institutions of higher education offer diverse staff development programmes to all staff members as a means of improving their educational quality and standards. The current study investigated using interviews, if whether the academic staff perceived staff development as a means of skills development; what factors motivated academic staff to attend the skills development programmes offered by their organisation; and which staff development programmes are perceived to be contributing much to academic skills development in a selected university in the Eastern Cape Province in South Africa. Utilising a purposive sampling technique, the number of academic staff interviewed was 15 from five faculties. A structured interview guide was used to solicit responses from the selected participants. Questions in the interview schedule ranged from issues pertaining to their registration on the skills development programme and how their personal skills have improved due to the programme. Upon completing the interview with an audio recorder, it was then transcribed and a thematic analysis method was used. It was found that participants were not satisfied with the academic skills development programmes offered by the university. While most respondents seemed to be aware of the skills programme, many were adamant to provide conclusive evidence on the impact of the programmes. The major disjoint among the participants rested on the performance tools used by the university to promote staff, which was mainly based on research output. This view meant that teaching and learning were not recognized as a tool that can be used to improve staff skills development, and as such, the perception was that there was bias in the education system in terms of rewarding employees who participate in certain programmes. The majority of the participants stated that they do apply what they learn to their teaching approaches, although they felt they were not rewarded by the education system as a whole. The major implication coming from this study is that the duality of the education system in South Africa makes it harder to achieve an equilibrium were both academic staffs practicing teaching and learning, and researchers are seen as equals.
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- Date Issued: 2018