Enactment of hands-on practical activities through using easily accessible resources in a Grade 10 Physical Science classroom
- Authors: Ndevahoma, Martha Kashike
- Date: 2020
- Subjects: Physical science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/110229 , vital:33251
- Description: The Namibian National Subject Policy Guide for Physical Science Grade 8-12 (MoE, 2010) indicates that science teachers should be creative and innovative in producing their own teaching and learning support materials that are linked to practice. Practical activities play a major role in the learning of science. Due to the lack of science laboratory equipment, however, minimal practical activities are done in some schools especially under-resourced disadvantaged schools. It is against this background that this case study investigated the possibilities and challenges associated with the use of easily accessible resources to carry out hands-on practical activities. Underpinned by an interpretive paradigm, this study used a mixed-method approach by generating both quantitative and qualitative data. It was carried out in the Otjozondjupa region in Namibia at Wato Secondary School (pseudonym). It was conducted with a Grade 10 Physical Science class consisting of 30 learners. To generate data, questionnaires, focus group interviews, lesson observations, stimulated recall interviews, as well as learners’ journal reflections were used. Conceptions, dispositions, interest and sense-making were used as conceptual lenses while Vygotsky’s social constructivism was the theoretical framework that informed this study. Quantitative data were analysed using the conceptual lenses and were subsequently presented in tables and graphs. That is, a deductive approach to analysis was used. On the other hand, a thematic approach was used to analyse the qualitative data. That is, qualitative data were inductively analysed to come up with sub-themes and themes. The findings from this study revealed significant shifts in learners’ conceptions, dispositions and interest towards science after the use of easily accessible resources to do hands-on practical activities. Similarly, learners’ sense-making of science concepts improved. This study thus recommends that science teachers should, where possible, make use of easily accessible resources to carry out hands-on practical activities during their science lessons. During such hands-on practicals, however, emphasis should be on the development of scientific concepts.
- Full Text:
- Date Issued: 2020
- Authors: Ndevahoma, Martha Kashike
- Date: 2020
- Subjects: Physical science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/110229 , vital:33251
- Description: The Namibian National Subject Policy Guide for Physical Science Grade 8-12 (MoE, 2010) indicates that science teachers should be creative and innovative in producing their own teaching and learning support materials that are linked to practice. Practical activities play a major role in the learning of science. Due to the lack of science laboratory equipment, however, minimal practical activities are done in some schools especially under-resourced disadvantaged schools. It is against this background that this case study investigated the possibilities and challenges associated with the use of easily accessible resources to carry out hands-on practical activities. Underpinned by an interpretive paradigm, this study used a mixed-method approach by generating both quantitative and qualitative data. It was carried out in the Otjozondjupa region in Namibia at Wato Secondary School (pseudonym). It was conducted with a Grade 10 Physical Science class consisting of 30 learners. To generate data, questionnaires, focus group interviews, lesson observations, stimulated recall interviews, as well as learners’ journal reflections were used. Conceptions, dispositions, interest and sense-making were used as conceptual lenses while Vygotsky’s social constructivism was the theoretical framework that informed this study. Quantitative data were analysed using the conceptual lenses and were subsequently presented in tables and graphs. That is, a deductive approach to analysis was used. On the other hand, a thematic approach was used to analyse the qualitative data. That is, qualitative data were inductively analysed to come up with sub-themes and themes. The findings from this study revealed significant shifts in learners’ conceptions, dispositions and interest towards science after the use of easily accessible resources to do hands-on practical activities. Similarly, learners’ sense-making of science concepts improved. This study thus recommends that science teachers should, where possible, make use of easily accessible resources to carry out hands-on practical activities during their science lessons. During such hands-on practicals, however, emphasis should be on the development of scientific concepts.
- Full Text:
- Date Issued: 2020
Investigating conceptual teaching of word problems through visualisation processes: a case of selected Grad 9 mathematics teachers
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
Water footprint and economic water productivity of citrus production: a comparison across three river valleys in the Eastern Cape Milands
- Authors: Danckwerts, Lindsay
- Date: 2020
- Subjects: Water in agriculture -- South Africa -- Eastern Cape , Water consumption -- South Africa -- Economic aspects , Water supply, Agricultural -- South Africa -- Eastern Cape , Citrus fruit industry -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/141064 , vital:37941
- Description: South Africa is a semi-arid, water scarce country. The nation has suffered a spate of severe droughts in several regions in recent years, which have significantly impacted the country’s economy. Global warming, population growth, and rising demand for water intensive products are only expected to intensify water supply problems in the future. The agricultural industry is the largest consumer of water in South Africa, accounting for the majority of total surface water withdrawals. As such, the agricultural sector is faced with complex and difficult management decisions in the face of a potential water supply crisis. The water footprint (WF) and economic water productivity (EWP) of citrus production across three river catchments located in the Eastern Cape Midlands (situated in the vicinity of the settlements of Adelaide, Cookhouse and Fort Beaufort respectively) were calculated and compared. In the long-term average (LTA), blue WF weighted across all three regions accounted for the greatest proportion of total WF (53%), followed in turn by green and grey WF (30% and 17% respectively). LTA blue and grey WF was lowest in the Adelaide region, while green WF was smallest in the Fort Beaufort region. Blue, green and grey WF were found to be greatest in the Cookhouse region. LTA EWP was greatest in the Fort Beaufort region and smallest in the Adelaide region. Of all variety groups assessed, lemons were found to have the lowest LTA crop water use and blue, green and grey WF when considering citrus production averaged across all three study regions. Satsumas has the second smallest LTA blue, green and grey WF, followed by navels, mid-season mandarins, and finally, late mandarins. Lemons had the greatest LTA EWP of all varieties, followed in turn by satsumas, late mandarins, mid-season mandarins and navels. Blue crop water use was consistently lowest in the designated wet year and highest in the dry year. However, this same trend was not necessarily true for WF findings. WF and EWP are useful indicators of water use which can be used to help guide complex water management decisions. However, these indicators are single-factor productivity measures applied in a multi-factor environment. It is therefore important that factors outside of water use are considered when making water management decisions. Moreover, it is important to examine the impact that the various components making up WF and EWP have on the resultant figures, rather than merely considering the superficial results themselves. Factors such as CWU, orchard maturity, crop choice, potential yield, climate, irrigation system, economic return, water allocation and water availability should all be taken into account.
- Full Text:
- Date Issued: 2020
- Authors: Danckwerts, Lindsay
- Date: 2020
- Subjects: Water in agriculture -- South Africa -- Eastern Cape , Water consumption -- South Africa -- Economic aspects , Water supply, Agricultural -- South Africa -- Eastern Cape , Citrus fruit industry -- South Africa -- Eastern Cape
- Language: English
- Type: text , Thesis , Masters , MCom
- Identifier: http://hdl.handle.net/10962/141064 , vital:37941
- Description: South Africa is a semi-arid, water scarce country. The nation has suffered a spate of severe droughts in several regions in recent years, which have significantly impacted the country’s economy. Global warming, population growth, and rising demand for water intensive products are only expected to intensify water supply problems in the future. The agricultural industry is the largest consumer of water in South Africa, accounting for the majority of total surface water withdrawals. As such, the agricultural sector is faced with complex and difficult management decisions in the face of a potential water supply crisis. The water footprint (WF) and economic water productivity (EWP) of citrus production across three river catchments located in the Eastern Cape Midlands (situated in the vicinity of the settlements of Adelaide, Cookhouse and Fort Beaufort respectively) were calculated and compared. In the long-term average (LTA), blue WF weighted across all three regions accounted for the greatest proportion of total WF (53%), followed in turn by green and grey WF (30% and 17% respectively). LTA blue and grey WF was lowest in the Adelaide region, while green WF was smallest in the Fort Beaufort region. Blue, green and grey WF were found to be greatest in the Cookhouse region. LTA EWP was greatest in the Fort Beaufort region and smallest in the Adelaide region. Of all variety groups assessed, lemons were found to have the lowest LTA crop water use and blue, green and grey WF when considering citrus production averaged across all three study regions. Satsumas has the second smallest LTA blue, green and grey WF, followed by navels, mid-season mandarins, and finally, late mandarins. Lemons had the greatest LTA EWP of all varieties, followed in turn by satsumas, late mandarins, mid-season mandarins and navels. Blue crop water use was consistently lowest in the designated wet year and highest in the dry year. However, this same trend was not necessarily true for WF findings. WF and EWP are useful indicators of water use which can be used to help guide complex water management decisions. However, these indicators are single-factor productivity measures applied in a multi-factor environment. It is therefore important that factors outside of water use are considered when making water management decisions. Moreover, it is important to examine the impact that the various components making up WF and EWP have on the resultant figures, rather than merely considering the superficial results themselves. Factors such as CWU, orchard maturity, crop choice, potential yield, climate, irrigation system, economic return, water allocation and water availability should all be taken into account.
- Full Text:
- Date Issued: 2020
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