List of Titles

Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction

- Lotz-Sisitka, Heila, Wals, Arjen E J, Kronlid, David O, McGarry, Dylan K

Authors: Lotz-Sisitka, Heila , Wals, Arjen E J , Kronlid, David O , McGarry, Dylan K
Date: 2015
Subjects: To be catalogued
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/372794 , vital:66623 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
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Transformative, transgressive social learning: Rethinking higher education pedagogy in times of systemic global dysfunction

- Lotz-Sisitka, Heila, Wals, Arjen E, Kronlid, David O, McGarry, Dylan K

Authors: Lotz-Sisitka, Heila , Wals, Arjen E , Kronlid, David O , McGarry, Dylan K
Date: 2015
Subjects: To be catalogued
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/392190 , vital:68729 , xlink:href="https://doi.org/10.1016/j.cosust.2015.07.018"
Description: The nature of the sustainability challenges currently at hand is such that dominant pedagogies and forms of learning that characterize higher education need to be reconsidered to enable students and staff to deal with accelerating change, increasing complexity, contested knowledge claims and inevitable uncertainty. In this contribution we identified four streams of emerging transformative, transgressive learning research and praxis in the sustainability sciences that appear generative of a higher education pedagogy that appears more responsive to the key challenges of our time: (1) reflexive social learning and capabilities theory, (2) critical phenomenology, (3) socio-cultural and cultural historical activity theory, and (4) new social movement, postcolonial and decolonisation theory. The paper critiques the current tendency in sustainability science and learning to rely on resilience and adaptive capacity building and argues that in order to break with maladaptive resilience of unsustainable systems it is essential to strengthen transgressive learning and disruptive capacity-building.
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Date Issued: 2015

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Transnational habitus : Mariem Hassan as the transcultural representation of the relationship between Saharaui music and Nubenegra records

- Gimenez Amoros, Luis

Authors: Gimenez Amoros, Luis
Date: 2015
Subjects: Hassan, Mariem, 1958- , Nubenegra Records , Sahrawi (African people) -- Music -- Cross-cultural studies , Sahrawi (African people) -- Music -- Foreign influences , Transnationalism , Cross-cultural studies -- Spain
Language: English
Type: Thesis , Doctoral , PhD
Identifier: vital:2697 , http://hdl.handle.net/10962/d1017819
Description: This thesis expands on primary field research conducted for my MMus degree. Undertaken in the Saharaui refugee camps of southern Algeria (2004-2005) that research - based on ethnographic data and the analysis of Saharaui music, known as Haul ¹- focussed on the musical system, the social context of musical performance and the music culture in Saharaui refugee camps. This doctoral research examines Saharaui Haul music as practised in Spain and is particularly focussed on its entry, since 1998, into the global market by way of the World Music label, Nubenegra records. The encounter between Saharaui musicians and Nubenegra records has created a new type of Saharaui Haul which is different to that played in the refugee camps. This phenomenon has emerged as a result of western music producers compelling Saharaui musicians to introduce musical changes so that both parties may be considered as musical agents occupying different positions on a continuum of tradition and change. Nubenegra undertook the commodification of Saharaui music and disseminated it from the camps to the rest of the world. A musical and social analysis of the relationship between Nubenegra and Saharaui musicians living in Spain will form the basis of the research in this thesis. In particular, Mariem Hassan is an example of a musician who had her music disseminated through the relationship with Nubenegra and she is promoted as the music ambassador of the Western Sahara. I collaborated with her as a composer and performer on her last album, El Aaiun egdat (Aaiun in fire), in 2012² and gained first hand insight into the relationship between Mariem and Nubenegra. This thesis reflects on this relationship and my role in facilitating this encounter.
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Date Issued: 2015

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Troubling the troubled identities of victims and perpetrators in approaches to social justice:

- Edlmann, Theresa

Authors: Edlmann, Theresa
Date: 2015
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/143593 , vital:38265 , https://ischp.files.wordpress.com/2015/08/ischp_2015_abstract_booklet.pdf
Description: The terms “victim” and “perpetrator” have become an integral part of human rights-based language about systemic, political, sexual and interpersonal violence. This paper will argue that the terms “victim” and “perpetrator” reflect social constructs whose meaning and impact have shifted and changed over time, but that these evolutions have seldom been adequately interrogated or understood. In developing this argument, the paper will provide a brief historical outline of the emergence and use of these terms in social justice work since the mid-twentieth century, and explore the extent to which they comprise what narrative inquiry would call “discursive resources” which are often “troubled”. The paper will highlight the need for greater critical refection about the psychological, social and political discourses of identity that constellate around terms such as “victim” and “perpetrator”. It will also reflect on the conceptual underpinnings of contemporary mechanisms to address violence that these constructs and discourses give rise to.
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Date Issued: 2015

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Tug of war : a critical discourse analysis of Punch and Daily Trust newspapers' coverage of polio eradication in Nigeria

- Oyewo, Ayanfeoluwa Olutosin

Authors: Oyewo, Ayanfeoluwa Olutosin
Date: 2015
Subjects: Punch (Nigeria) , Daily Trust (Nigeria) , Poliomyelitis -- Nigeria , Communication in medicine -- Nigeria , Journalism -- Political aspects -- Nigeria , Journalistic ethics -- Nigeria , Journalism -- Objectivity -- Nigeria , Critical discourse analysis
Language: English
Type: Thesis , Masters , MA
Identifier: vital:3546 , http://hdl.handle.net/10962/d1017787
Description: The resurgence of the polio virus in Nigeria following vaccine rejections poses a severe threat to the total worldwide eradication of polio. Vaccine refusals are a huge problem in Nigeria, especially in the North, which accounts for about 60 percent of polio cases in 2013. These refusals were informed by claims that polio vaccines contained anti-fertility properties that were designed by the ‘West’ to reduce the Muslim population. These claims and subsequent vaccine rejections culminated in the killing of health workers during an immunisation exercise in February 2013. This study is an analysis of the coverage of the polio eradication controversy by two newspapers- Punch and Daily Trust, following the killings of the health workers. Daily Trust is situated in Northern Nigeria, while Punch is situated in the South. The choice of these newspapers is based on the argument by Ayodele (1988) and Omenugha (2004) that the Nigerian press has been accused of escalating tension in the country because they view many aspects of the Nigerian reality from the lenses of religious, political and cultural prejudices. Because it is a text-based study, the chosen research method is Fairclough’s (1995) model of Critical Discourse Analysis (CDA), following a preliminary thematic content analysis. In addition to Fairclough’s model, the study employs textual analytic tools such as narrative analysis and rhetoric/argumentative analysis. The selected texts, which comprise editorials and news stories are analysed based on the themes identified during the thematic content analysis. The study concludes that while the two newspapers differ in their locations and stylistic approach to news, they are similar in their coverage of the polio eradication crisis. They both side with the Federal Government and help perpetuate the South versus North animosity thereby ignoring the intricacies involved in the polio eradication controversy.
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Date Issued: 2015

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Ultra-high precision machining of contact lens polymers

- Olufayo, Oluwole Ayodeji

Authors: Olufayo, Oluwole Ayodeji
Date: 2015
Subjects: Contact lenses , Polymers
Language: English
Type: Thesis , Doctoral , DPhil
Identifier: http://hdl.handle.net/10948/3001 , vital:20385
Description: Contact lens manufacture requires a high level of accuracy and surface integrity in the range of a few nanometres. Amidst numerous optical manufacturing techniques, single-point diamond turning is widely employed in the making of contact lenses due to its capability of producing optical surfaces of complex shapes and nanometric accuracy. For process optimisation, it is ideal to assess the effects of various conditions and also establish their relationships with the surface finish. Presently, there is little information available on the performance of single point diamond turning when machining contact lens polymers. Therefore, the research work undertaken herewith is aimed at testing known facts in contact lens diamond turning and investigating the performance of ultra-high precision manufacturing of contact lens polymers. Experimental tests were conducted on Roflufocon E, which is a commercially available contact lens polymer and on Precitech Nanoform Ultra-grind 250 precision machining. Tests were performed at varying cutting feeds, speed and depth of cut. Initial experimental tests investigated the influence of process factors affecting surface finish in the UHPM of lenses. The acquired data were statistically analysed using Response Surface Method (RSM) to create a model of the process. Subsequently, a model which uses Runge-Kutta’s fourth order non-linear finite series scheme was developed and adapted to deduce the force occurring at the tool tip. These forces were also statistically analysed and modelled to also predict the effects process factors have on cutting force. Further experimental tests were aimed at establishing the presence of the triboelectric wear phenomena occurring during polymer machining and identifying the most influential process factors. Results indicate that feed rate is a significant factor in the generation of high optical surface quality. In addition, the depth of cut was identified as a significant factor in the generation of low surface roughness in lenses. The influence some of these process factors had was notably linked to triboelectric effects. This tribological effect was generated from the continuous rubbing action of magnetised chips on the cutting tool. This further stresses the presence of high static charging during cutting. Moderately humid cutting conditions presented an adequate means for static charge control and displayed improved surface finishes. In all experimental tests, the feed rate was identified as the most significant factor within the range of cutting parameters employed. Hence, the results validated the fact that feed rate had a high influence in polymer machining. The work also established the relationship on how surface roughness of an optical lens responded to monitoring signals and parameters such as force, feed, speed and depth of cut during machining and it generated models for prediction of surface finishes and appropriate selection of parameters. Furthermore, the study provides a molecular simulation analysis for validating observed conditions occurring at the nanometric scale in polymer machining. This is novel in molecular polymer modelling. The outcome of this research has contributed significantly to the body of knowledge and has provided basic information in the area of precision manufacturing of optical components of high surface integrity such as contact lenses. The application of the research findings presented here cuts across various fields such as medicine, semi-conductors, aerospace, defence, telecom, lasers, instrumentation and life sciences.
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Date Issued: 2015

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Uncertainties in modelling hydrological responses in gauged and ungauged sub‐basins

- Tumbo, Madaka Harold

Authors: Tumbo, Madaka Harold
Date: 2015
Subjects: Hydrologic models , Watersheds -- Tanzania , Water-supply -- Tanzania -- Great Ruaha River Watershed , Water resources development -- Tanzania -- Great Ruaha River Watershed , Rain and rainfall -- Mathematical models , Rain gauges -- Tanzania -- Great Ruaha River Watershed , Great Ruaha River Watershed (Tanzania)
Language: English
Type: Thesis , Doctoral , PhD
Identifier: vital:6053 , http://hdl.handle.net/10962/d1018568
Description: The world is undergoing rapid changes and the future is uncertain. The changes are related to modification of the landscape due to human activities, such as large and small scale irrigation, afforestation and changes to the climate system. Understanding and predicting hydrologic change is one of the challenges facing hydrologists today. Part of this understanding can be developed from observed data, however, there often too few observations and those that are available are frequently affected by uncertainties. Hydrological models have become essential tools for understanding historical variations of catchment hydrology and for predicting future possible trends. However, most developing countries are faced with poor spatial distributions of rainfall and evaporation stations that provide the data used to force models, as well as stream flow gauging stations to provide the data for establishing models and for evaluating their success. Hydrological models are faced with a number of challenges which include poor input data (data quality and poorly quantified human activities on observed stream flow data), uncertainties associated with model complexity and structure, the methods used to quantify model parameters, together with the difficulties of understanding hydrological processes at the catchment or subbasin. Within hydrological modelling, there is currently a trend of dealing with equifinality through the evaluation of parameter identifiability and the quantification of uncertainty bands associated with the predictions of the model. Hydrological models should not only focus on reproducing the past behaviour of a basin, but also on evaluating the representativeness of the surface and subsurface model components and their ability to simulate reality for the correct reasons. Part of this modelling process therefore involves quantifying and including all the possible sources of uncertainty. Uncertainty analysis has become the standard approach to most hydrological modelling studies, but has yet to be effectively used in practical water resources assessment. This study applied a hydrological modelling approach for understanding the hydrology of a large Tanzanian drainage basin, the Great Ruaha River that has many areas that are ungauged and where the available data (climate, stream flow and existing water use) are subject to varying degrees of uncertainty. The Great Ruaha River (GRR) is an upstream tributary of the Rufiji River Basin within Tanzania and covers an area of 86 000 km2. The basin is drained by four main tributaries; the Upper Great Ruaha, the Kisigo, the Little Ruaha and the Lukosi. The majority of the runoff is generated from the Chunya escarpment, the Kipengere ranges and the Poroto Mountains. The runoff generated feeds the alluvial and seasonally flooded Usangu plains (including the Ihefu perennial swamp). The majority of the irrigation water use in the basin is located where headwater sub‐basins drain towards the Usangu plains. The overall objective was to establish uncertain but behavioural hydrological models that could be useful for future water resources assessments that are likely to include issues of land use change, changes in patterns of abstraction and water use, as well the possibility of change in future climates.
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Date Issued: 2015

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Uncle Noodle

- Krueger, Anton

Authors: Krueger, Anton
Date: 2015
Subjects: To be catalogued
Language: English
Type: text , article
Identifier: http://hdl.handle.net/10962/229676 , vital:49699 , xlink:href="https://hdl.handle.net/10520/EJC176906"
Description: “Ah,” he seemed surprised to see me, “Now you find out who really cares...” His kidneys hadn‟t been on the job in months, and with the machines failing, his hands were fattening into stubby yellow fingers, as the waste shored up inside of him. I touched his arm, and we joked about the broad blunt strokes of the casiotone the old dame played for the lunch-eaters next door. Uncle Noodle had always been my favourite. In a world where adults were always certain, ready to disdain and judge and pass verdict – I loved it that he was indecisive, insecure, unsure. Often wretched, often defeated. His heart had chasmed in the wake of his wife‟s leaving, finally dividing him from all his hopes, collapsing his dignity destroying his happiness machinery.
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Date Issued: 2015

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Understanding climate variability and livelihoods adaptation in rural Zimbabwe : case of Charewa, Mutoko

- Bhatasara, Sandra

Authors: Bhatasara, Sandra
Date: 2015
Subjects: Climatic changes -- Zimbabwe -- Mutoko , Sustainable agriculture -- Zimbabwe -- Mutoko , Environmental impact analysis -- Zimbabwe -- Mutoko , Farmers -- Zimbabwe -- Mutoko -- Economic conditions , Food supply -- Zimbabwe -- Mutoko , Farms -- Zimbabwe -- Mutoko , Land use, Rural -- Zimbabwe -- Mutoko , Crops and climate -- Zimbabwe -- Mutoko
Language: English
Type: Thesis , Doctoral , PhD
Identifier: vital:3403 , http://hdl.handle.net/10962/d1018928 , Climatic changes -- Zimbabwe -- Mutoko , Sustainable agriculture -- Zimbabwe -- Mutoko , Environmental impact analysis -- Zimbabwe -- Mutoko , Farmers -- Zimbabwe -- Mutoko -- Economic conditions , Food supply -- Zimbabwe -- Mutoko , Farms -- Zimbabwe -- Mutoko , Land use, Rural -- Zimbabwe -- Mutoko , Crops and climate -- Zimbabwe -- Mutoko
Description: Rural farmers in Zimbabwe have been grappling with various changes and challenges occurring in the country since the early 1990s. Amongst these, climate variability has emerged as one significant aspect. It has introduced new challenges for these farmers who are already facing various difficulties in maintaining their insecure livelihoods. Yet, current adaptation theories and inquiries have failed to sufficiently account for and analyse the capacity of these farmers to adequately respond to changing climatic conditions. In this respect, a number of studies have been heavily embedded in deterministic concepts that regard rural farmers as passive victims who play only a minor part in decisions and actions that affect their own livelihoods and well-being. Similarly, although some studies have acknowledged farmers’ capacity to adapt and build elements of resilience, they have not adequately shown how farmers interpret changes in climate and the structures, processes and conditions underpinning adaptation. Following that, my study uses a case study of a rural community in a semi-arid region of Mutoko district in eastern Zimbabwe and Margaret Archer’s sociological theory to understand and analyse how farmers problematise climate variability and respond to it. The study utilises a qualitative approach to divulge the subtleties on how rural people interpret processes of change and adapt to such changes. The thesis found that farmers are encountering increasingly unpredictable and unreliable rainfall patterns as well as shifting temperature conditions which are inducing labyrinthian livelihoods conundrums. However, these climatic shifts are not being experienced in a discrete manner hence farmers are also discontented with the obtaining socio-economic circumstances in the country. Simultaneously, whilst farmers in large part conceived changes in rainfall and temperature to be caused by natural shifts in climate, they also ascribed them to cultural and religious facets. Importantly, the thesis reveals considerable resourcefulness by farmers in the face of nascent changes in climate variability. Farmers have therefore constructed versatile coping and adaptive strategies. What is crucial to mention here is that climatic and non-climatic challenges are negotiated concurrently. Therein, farmers are adapting to climate variability and at the same time navigating difficult socio-economic landscapes. All the same, the process of adaptation is ostensibly not straightforward but complex. As it evolves, farmers find themselves facing numerous constraining structures and processes. Nonetheless, farmers in this study are able to circumvent the constraints presented to them and at the same time activate the corresponding enabling structures, processes and conditions.
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Date Issued: 2015

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Understanding Grade 10 Life Sciences teachers’ perceptions and experiences of teaching topics on human reproduction

- Silas, Fenni

Authors: Silas, Fenni
Date: 2015
Subjects: Life sciences -- Study and teaching (Secondary) , Human reproduction -- Cross-cultural studies , Human reproduction -- Social aspects -- Namibia -- Ohangwena , Ohangwena (Namibia) -- Moral conditions , Taboo -- Namibia -- Ohangwena
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:2062 , http://hdl.handle.net/10962/d1020305
Description: This study was conducted in order to understand Grade 10 Life Science teachers’ perceptions and experiences of teaching human reproduction topics in the Ohangwena political region in the northern part of Namibia. It also explored how the culture of the majority of the inhabitants of Ohangwena region who are Oshiwambo speaking impacts the teaching of human reproduction topics. The study was prompted by the fact that the Grade 10 Life Science syllabus requires learners to learn details of human reproduction although in Oshiwambo culture such things are not discussed openly. And this section has proven to be one of the poorly answered sections in the Grade 10 national examinations. A total of thirty five (35) Grade 10 Life Science teachers participated in this study. It is a qualitative case study underpinned by an interpretive paradigm. The unit of analysis for this study was teachers’ perceptions and experiences of teaching the topic of human reproduction. Data were generated through document analysis, questionnaires and tape recorded semi-structured interviews. Such data were analysed inductively by sorting them into categories and then into emerging themes. Categories included teachers’ views and experiences of being taught and teaching human reproduction, how culture influenced the manner in which teaching and learning of human reproduction takes place as stated in the socio-cultural theory, and how teachers of different gender perceived and experienced the teaching of human reproduction according to the feminist standpoint theory. The emerging themes were colour coded and then developed into analytical statements. Data triangulation, member checking, and follow up interviews ensured data validity and trustworthiness. This study revealed that the cultural belief of the Owambo people that prohibits adults to talk to children about things related to sex because it encourages them to practice sex is still strong among individuals in the community including teachers themselves. As a result, teachers are not comfortable with teaching human reproduction topics. From the findings, it is recommended that teachers should be empowered to teach Life Science, specifically human reproduction topics, with confidence. Furthermore, parents should be made aware of the importance of including human reproduction topics in the school curriculum so that they can motivate their children to study it with an open mind.
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Date Issued: 2015

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Understanding how Grade 11 Biology teachers mediate learning of respiration: A Namibian case study

- Amutenya, Laina N

Authors: Amutenya, Laina N
Date: 2015
Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Respiration -- Study and teaching (Secondary) -- Namibia
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:2020 , http://hdl.handle.net/10962/d1017331
Description: The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.
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Date Issued: 2015

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Understanding how grade 11 Biology teachers mediate learning of the topic on transpiration

- Frans, Marian Kauna Nyanyukweni

Authors: Frans, Marian Kauna Nyanyukweni
Date: 2015
Subjects: Biology -- Study and teaching (Secondary) , Plants -- Transpiration -- Study and teaching (Secondary) , Language and education
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:2027 , http://hdl.handle.net/10962/d1017338
Description: This study emerged in response to the poor performance in Biology at my school. The Ministry of Education Biology (NSSCO) Examiners’ report (2011) for Paper 3 indicates that learners proved to have difficulties in designing experiments, failed to give a distinction between apparatus and the experiment. The 2012 Examiners’ report on transpiration also highlights that learners were not exposed to practical work. Furthermore, the 2012 report notes that teachers need to work on their learners’ drawing and spelling of terms. It is against this backdrop that a qualitative study was conducted at a school in Oshikoto, using a sample of two teachers. The study’s purpose was to investigate how grade 11 Biology teachers mediate learning of the topic on transpiration. Social Constructivism and Pedagogical Content Knowledge formed the framework used to analyse data gathered from document analysis, interviews and observations. The study findings were that teachers use locally available material for demonstration during practical work, elicit prior knowledge, use a chalkboard to summarise content to learners, and use a question and answer method as strategies in mediating learning on transpiration. In addition, the teachers use homework, scaffolding activities, group work, code-switching, feedback on activities, as well as the use of analogies. Despite efforts by participant teachers to mediate learning of transpiration, shortage of equipment for conducting practical work, poor English proficiency among teachers and learners, and little emphasis on graphing by the syllabus proved to be barriers to their efforts. This study thus recommends that in order to improve on teaching transpiration, teachers need to co-plan lessons, conduct practical work, code-switch during lessons, ensure effective assessment, and include lessons on graphing. Furthermore, teachers need continued training on how to teach transpiration.
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Date Issued: 2015

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Understanding how Grade 11 life sciences teachers mediate biodiversity concepts in a second language context : a case study

- Gqoloqa, Zingisa

Authors: Gqoloqa, Zingisa
Date: 2015
Subjects: Life sciences -- Study and teaching (Secondary) -- South Africa -- Eastern Cape , Language and education
Language: English
Type: Thesis , Masters , MEd
Identifier: vital:2028 , http://hdl.handle.net/10962/d1017339
Description: This research focused on an investigation of the pedagogy and strategies used by Grade 11 Life Sciences teachers when mediating Biodiversity concepts with English second language learners. My interest in this investigation was triggered by the Examiners’ Reports for Life Sciences from 2009 to 2012 which consistently noted learner challenges in answering, interpreting and analysing questions during exams. The reports highlighted learners’ lack of understanding of the questions which led to them providing irrelevant information in their exam scripts. These reports claimed that challenges experienced by these learners could be attributed to language issues experienced by English second language learners. Influenced by these reports, a qualitative case study of two Senior Secondary schools in East London, Eastern Cape South Africa was conducted. Underpinned by an interpretive paradigm and driven by the desire to achieve an in-depth understanding of the case under study, three phases of information gathering were followed. The first phase was that of gathering information through document analysis. Documents were analysed to gain insights and understanding of the issue before conducting interviews. The next phase was that of gathering information through semi-structured interviews followed by classroom observations. Findings from these observations were verified through stimulated recall interviews which provided clarity on the intentionality of choosing a certain method and strategy over another when assisting learners in making meaning of biodiversity concepts. The main findings of this study are that factors which limit learner understanding of biodiversity concepts are a result of a combination of factors such as failure to interpret questions, spelling problems which alter meaning of concepts and an inability to make distinctions among closely related concepts within the topic of Biodiversity. Responding to these factors, teachers demonstrated knowledge of a variety of teaching strategies to support learners. The choice of teaching strategies seemed to be guided by their experiences as well as the challenges they often encounter. Furthermore, teachers’ reflections on their practice provided opportunities for them to identify strengths and limitations of their choice of strategies and possibilities for improvement. It was also noted that factors such as large class sizes, gaps in content knowledge and a lack of detail in chalkboard summary limited the effectiveness of their teaching strategies. The study recommends that: • Teacher-learner ratio needs to be considered for effective support; • There is still a need to capacitate educators in environmental education. In-service training should focus on developing teacher understanding of foundational knowledge in life sciences; and • Teachers need to improve their chalkboard summary skills to increase the level of support that could be provided by comprehensive chalkboard summary through the elaboration of ideas
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Date Issued: 2015

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