The spiral curriculum, integrated teaching and structured learning of mathematics at the secondary level
- Authors: Alummoottil, Joseph Michael
- Date: 1990
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Learning -- Mathematical models -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1769 , http://hdl.handle.net/10962/d1003654
- Description: The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.
- Full Text:
- Date Issued: 1990
- Authors: Alummoottil, Joseph Michael
- Date: 1990
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa Learning -- Mathematical models -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1769 , http://hdl.handle.net/10962/d1003654
- Description: The investigator's experience of teaching mathematics at a college of education since 1983 has reinforced his conviction that trainee students come to college with significant gaps, weaknesses and faults in their (mathematical) conceptual structures, probably as a result of shortcomings in the mathematics teaching to which they have been exposed. The theme of this investigation is thus a natural choice that appeared to be of immediate relevance to secondary school mathematics teaching. The analysis of the issue leads to a unified perspective: the problem is placed in a theoretical framework where Bruner [spiral curriculum], Ausubel [structured learning] and Skemp [relational understanding] are brought together. How the curriculum, textbooks and examination influence school mathematics teaching is examined in some depth and the consequences investigated. Two specific topics, viz. the generalised Pythagorean relation and absolute value are investigated in relation to published work, curriculum and textbooks, and each (topic) is presented as a unifying theme in secondary mathematics to standard 9 pupils. The classroom exercise is assessed to test the hypothesis that structured, integrated presentation around a spiral curriculum promotes "relational understanding". Analysis of results supports the hypothesis.
- Full Text:
- Date Issued: 1990
A formative intervention for developing Learner Representative Council (LRC) voice and leadership in a newly established school in Namibia
- Authors: Amadhila, Linda
- Date: 2018
- Subjects: School management and organization -- Namibia , Educational leadership -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61744 , vital:28054
- Description: In Namibian schools, learner voice and leadership are being promoted through the policy document entitled the Education Act 16 of2001 which provides an opportunity to establish Learner Representative Councils (LRCs) in secondary schools. However, recent studies have found that this body of learner leaders do not function all that effectively and sometimes exist for the sake of adhering to the policy. This prompted me to conduct an activity theoretical interventionist case- study within the critical paradigm, to develop LRC voice and leadership in a newly established Namibian school. Framed by Cultural Historical Activity Theory, the study was divided into two phases to answer the over-arching question: How can LRC voice and leadership be developed in a school? Phase one was largely interpretive, the contextual profiling phase, where document analysis, individual interviews, questionnaires and observations were used to generate data to answer the following research sub-questions: How is learner leadership understood in the school? What leadership development opportunities for the LRC currently exist in the school? What underlying factors constrain the development of LRC voice and leadership in the newly established school? Phase two of the study was the expansive learning phase, which consisted of three intervention workshops. The Change Laboratory method and a focus group interview were used to generate data in response to the last research sub-question: In what ways can LRC participation in a Change Laboratory process contribute to their leadership development? Data generated were inductively and deductively analysed, using the activity theoretical principles of contradictions and double stimulation. Data revealed that learner leadership was largely understood as managerial roles carried out by the LRC in the school. Unlike many schools in Namibia, this case-study school offered numerous leadership development opportunities for the LRC. The community networking events such as: School Exchange Programmes, Town Council breakfast and Junior Regional Council, were opportunities offered to the LRC to solicit information, exchange ideas and discuss matters of common interest with the LRCs of the fully established schools. However, there were a number of challenges that constrained LRC voice and leadership development, the major one being the fact that this was a newly established school. Of significance was that LRC participation in the Change Laboratory process contributed positively to the development of voice and leadership in learners. During this Change Laboratory process, the LRC developed a new artefact - the vision and mission statement of the school - this signified that the learners expansively transformed the object of their activity. Recommendations emerging out of the study included that the School Management Team see the ‘newly established’ status of the school as an opportunity for development, rather than a limitation, and therefore invite the LRC to participate in the different leadership practices as the school becomes established. A significant recommendation for school leadership research is to use the third generation of CHAT to expand the unit of analysis, in order to understand the leadership relations and power dynamics between multiple activity systems in schools as complex organisations.
- Full Text:
- Date Issued: 2018
- Authors: Amadhila, Linda
- Date: 2018
- Subjects: School management and organization -- Namibia , Educational leadership -- Namibia , Education, Secondary -- Namibia , Student government -- Namibia , Student participation in administration -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61744 , vital:28054
- Description: In Namibian schools, learner voice and leadership are being promoted through the policy document entitled the Education Act 16 of2001 which provides an opportunity to establish Learner Representative Councils (LRCs) in secondary schools. However, recent studies have found that this body of learner leaders do not function all that effectively and sometimes exist for the sake of adhering to the policy. This prompted me to conduct an activity theoretical interventionist case- study within the critical paradigm, to develop LRC voice and leadership in a newly established Namibian school. Framed by Cultural Historical Activity Theory, the study was divided into two phases to answer the over-arching question: How can LRC voice and leadership be developed in a school? Phase one was largely interpretive, the contextual profiling phase, where document analysis, individual interviews, questionnaires and observations were used to generate data to answer the following research sub-questions: How is learner leadership understood in the school? What leadership development opportunities for the LRC currently exist in the school? What underlying factors constrain the development of LRC voice and leadership in the newly established school? Phase two of the study was the expansive learning phase, which consisted of three intervention workshops. The Change Laboratory method and a focus group interview were used to generate data in response to the last research sub-question: In what ways can LRC participation in a Change Laboratory process contribute to their leadership development? Data generated were inductively and deductively analysed, using the activity theoretical principles of contradictions and double stimulation. Data revealed that learner leadership was largely understood as managerial roles carried out by the LRC in the school. Unlike many schools in Namibia, this case-study school offered numerous leadership development opportunities for the LRC. The community networking events such as: School Exchange Programmes, Town Council breakfast and Junior Regional Council, were opportunities offered to the LRC to solicit information, exchange ideas and discuss matters of common interest with the LRCs of the fully established schools. However, there were a number of challenges that constrained LRC voice and leadership development, the major one being the fact that this was a newly established school. Of significance was that LRC participation in the Change Laboratory process contributed positively to the development of voice and leadership in learners. During this Change Laboratory process, the LRC developed a new artefact - the vision and mission statement of the school - this signified that the learners expansively transformed the object of their activity. Recommendations emerging out of the study included that the School Management Team see the ‘newly established’ status of the school as an opportunity for development, rather than a limitation, and therefore invite the LRC to participate in the different leadership practices as the school becomes established. A significant recommendation for school leadership research is to use the third generation of CHAT to expand the unit of analysis, in order to understand the leadership relations and power dynamics between multiple activity systems in schools as complex organisations.
- Full Text:
- Date Issued: 2018
Implementation of learner-centred education by Grade 4 BETD in-service teachers in selected Namibia schools
- Authors: Amakali, Amram
- Date: 2007
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1849 , http://hdl.handle.net/10962/d1004457
- Description: Before independence Namibia's education system was predominantly teacher-centred. Soon after its independence Namibia embarked on education restructuring and transformation. A new education system, leamer-centred education, was introduced to cater for the needs of all Namibian learners. It was seen as an effective antidote to the stifling teacher-centred practices of the previous education system. A new programme, the Basic Education Teacher Diploma (BETD) was introduced to prepare teachers to teach in a leamer-centred approach. Research has, however, indicated that many Namibian teachers have a somewhat shallow or naIve understanding oflearner-centred education. This small-scale case study, conducted in Oshikoto region, focuses on two Grade 4 teachers. The study examined the two teachers ' perceptions and experiences oflearnercentred education and the teaching strategies they use to develop learners' understanding. The study uses a qualitative approach in its exploration of teachers ' lived experiences of becoming learner-centred. The data emerging from this case study identify a number of misconceptions and understandings of leamer-centred education and its implementation. The findings suggest that teachers ' misconceptions are caused by a lack of deep understanding about the epistemology and theory of learning which underpins Namibia's reform policies and principles.
- Full Text:
- Date Issued: 2007
- Authors: Amakali, Amram
- Date: 2007
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1849 , http://hdl.handle.net/10962/d1004457
- Description: Before independence Namibia's education system was predominantly teacher-centred. Soon after its independence Namibia embarked on education restructuring and transformation. A new education system, leamer-centred education, was introduced to cater for the needs of all Namibian learners. It was seen as an effective antidote to the stifling teacher-centred practices of the previous education system. A new programme, the Basic Education Teacher Diploma (BETD) was introduced to prepare teachers to teach in a leamer-centred approach. Research has, however, indicated that many Namibian teachers have a somewhat shallow or naIve understanding oflearner-centred education. This small-scale case study, conducted in Oshikoto region, focuses on two Grade 4 teachers. The study examined the two teachers ' perceptions and experiences oflearnercentred education and the teaching strategies they use to develop learners' understanding. The study uses a qualitative approach in its exploration of teachers ' lived experiences of becoming learner-centred. The data emerging from this case study identify a number of misconceptions and understandings of leamer-centred education and its implementation. The findings suggest that teachers ' misconceptions are caused by a lack of deep understanding about the epistemology and theory of learning which underpins Namibia's reform policies and principles.
- Full Text:
- Date Issued: 2007
A case study of the implementation of science process skills for grades 4 to 7 learners in natural sciences in a South African primary school
- Authors: Ambross, Johannes Nikolaas
- Date: 2011
- Subjects: Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9501 , http://hdl.handle.net/10948/1411 , Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Description: With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
- Full Text:
- Date Issued: 2011
- Authors: Ambross, Johannes Nikolaas
- Date: 2011
- Subjects: Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9501 , http://hdl.handle.net/10948/1411 , Science -- Study and teaching (Primary) , Science -- Study and teaching -- South Africa -- Port Elizabeth -- Evaluation , Education -- Evaluation
- Description: With the publication of the National Curriculum Statement (2002) (NCS) the use and development of science process skills have become a critical part of the teaching and learning of the Natural Sciences in South Africa. This study sought to evaluate the implementation and development of these basic skills by four grade 4-7 educators at classroom level at a primary school in the northern areas of Port Elizabeth. Qualitative data for this evaluation were collected through educator interviews, classroom observation as well as a focus-group interview. Quantitative data were gathered by means of a Science Process Skills Observation Scale and through examining the learners' assessment activities. An Assessment Activity Science Process Skill Rating-Scale was used to evaluate assessment activities. Data generated from this study were carefully analysed and on the basis of their interpretation it was concluded that the implementation and development of science process skills were strongly influenced by the educators' understanding of these basic concepts, the belief held by each educator about their role and how their learners learn, the presence of quality support and effective training programmes as well continuous professional development.
- Full Text:
- Date Issued: 2011
An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study
- Authors: Amukushu-Niipare, Alina
- Date: 2008
- Subjects: Education, Elementary -- Namibia -- Case studies Teaching -- Namibia -- Case studies Education -- Namibia -- Case studies Educational change -- Namibia -- Case studies School integration -- Namibia -- Case studies Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1651 , http://hdl.handle.net/10962/d1003534
- Description: This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
- Full Text:
- Date Issued: 2008
- Authors: Amukushu-Niipare, Alina
- Date: 2008
- Subjects: Education, Elementary -- Namibia -- Case studies Teaching -- Namibia -- Case studies Education -- Namibia -- Case studies Educational change -- Namibia -- Case studies School integration -- Namibia -- Case studies Curriculum planning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1651 , http://hdl.handle.net/10962/d1003534
- Description: This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
- Full Text:
- Date Issued: 2008
An investigation into the nature of mathematical connections selected grade 7 teachers make when teaching fractions : a Namibian case study.
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Date Issued: 2015
- Authors: Amupolo, Loide M
- Date: 2015
- Subjects: Mathematics -- Study and teaching -- Namibia , Fractions -- Study and teaching -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2016 , http://hdl.handle.net/10962/d1016374
- Description: The general understanding of mathematics as a subject and its implications is, in reality alarmingly low. Evidence of this is evident in learners’ performance and their reaction towards the subject. Fractions as a domain of Mathematics are no exception. The majority of the learners do not learn Fractions comfortably. The causes of this may be varied. However, it is believed that one way of ensuring meaningful teaching and learning is to make use of appropriate connections. The significance and the important role of the teacher in making mathematical connections in learning for understanding are well documented in the literature. This study focuses on the nature of mathematical connections selected Grade 7 teachers make when teaching Fractions, as well as their perceptions of the importance of making such connections. This qualitative case study was conducted in three schools in the Oshana region. The purpose was to investigate how mathematics teachers make connections in fractions. Underpinned by an interpretive paradigm, the study made use of observations and interviews to generate data. The framework borrowed from Businkas’ (2008) study was used in analysing and coding the nature of connections used in the lessons observed. An individual conversation on the nature and perceptions of the connections made in the observed lessons was undertaken with each teacher followed by a focus group discussion that aimed at analysing deeper perceptions on connections. The main findings of the study revealed that teachers made use of all the different types of connections as per Businkas’s framework. The frequency of occurrence showed that Instruction-Oriented Connection and Multiple Representation connections topped the list of connections used. Teachers pointed out that connections to prior knowledge and making multiple representations were most significant, as they related to learners’ existing knowledge and pointed to different ways of solving a problem. The teachers were, however, not familiar with the other connections identified as this was their first experience of interrogating connections. They, however, agreed on the importance of making those connections. The teachers agreed that meaningful connections indeed helped with their conceptual understanding of Mathematics. They believed that connections can increase learners’ interest in school and help reduce negative views of fractions, in particular, and mathematics in general. However, they felt that the limited number of resources, poor teaching approaches and the inability of creating fraction sense may hinder them from making appropriate connections.
- Full Text:
- Date Issued: 2015
An investigation of interpersonal relationships between management and lecturers in a College of Education in Namibia
- Amushigamo, Angelina Popyeni
- Authors: Amushigamo, Angelina Popyeni
- Date: 2007
- Subjects: Communication in education -- Namibia Teacher morale -- Namibia Employee motivation -- Namibia Teacher-administrator relationships -- Namibia College teachers -- Job satisfaction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1850 , http://hdl.handle.net/10962/d1004458
- Description: Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.
- Full Text:
- Date Issued: 2007
- Authors: Amushigamo, Angelina Popyeni
- Date: 2007
- Subjects: Communication in education -- Namibia Teacher morale -- Namibia Employee motivation -- Namibia Teacher-administrator relationships -- Namibia College teachers -- Job satisfaction -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1850 , http://hdl.handle.net/10962/d1004458
- Description: Relationships are regarded as an important aspect of any organization's life. The purpose of this study was to investigate staff perceptions and experiences of interpersonal relationships between management and lecturers in a Namibian College of Education. I conducted a case study at the College where I teach. Two methods were used to collect data. Firstly, semi-structured interviews with two management members, two senior lecturers and two lecturers. Secondly, observation where practical aspects of interpersonal relationships in the College were observed. I used the interpretational data analysis technique to analyse my data. Themes and patterns were identified in the data, coded and sorted into categories. The study revealed staff unhappiness about the current situation in the College as far as communication is concerned. The College's hierarchical structure was described as top-down. As such, it does not allow for face to face communication. There is an absence of any social cohesion or sense of community. Relationships at a College level are characterized by personal conflict and difference. However, the study revealed a satisfaction with communication and relationships at a dl'partmentallevel. Five key features of interpersonal communication that are lacking in the College and that contribute to the unhealthy relationships in the College were identified. These are trust, respect, openness, feedback and the sharing of ideas and knowledge. Due to their absence, the College is divided into cliques. A strong desire for the establishment of interpersonal norms of openness, respect, honesty and trust was expressed. Participants expressed the need to establish an organization structure that allows for interaction with others in the College, flatter structures, teamwork and a collaborative cultu re. The study also emphasized participative democracy in building relationships. Participation in decision making is seen as satisfying the personal need to experience a sense of influence and achievement. There is evidence of a desire for distributed leadership where the College staff as a group of professionals lead the College collectively and collaboratively. There is a strong desire for a College where people are liked , valued, accepted by others and recognized for their efforts. Finally, Organization Development is recommended as an approach to enhance College staff relationships.
- Full Text:
- Date Issued: 2007
Understanding how Grade 11 Biology teachers mediate learning of respiration: A Namibian case study
- 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.
- Full Text:
- Date Issued: 2015
- 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.
- Full Text:
- Date Issued: 2015
Research portfolio
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
- Full Text:
- Date Issued: 2004
- Authors: Amweenye, Fares Frans
- Date: 2004
- Subjects: Education -- Namibia Educational change -- Namibia College teachers -- Training of -- Namibia Curriculum planning -- Namibia Teaching -- Namibia Universities and colleges -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1730 , http://hdl.handle.net/10962/d1003613
- Description: What is the portfolio and what are its purposes? I must define the portfolio as a summative document bearing the valuable experiences learned in a particular course of study. In this context, portfolio can be viewed as a selective entity that represents the level of learning, in terms of academic/professional growth and development, attained in one's participation in a particular course of study such as this Master one I have been attending. Portfolio can be educationally utilized to reflect and evaluate one's learning. As one goes throughout paging, one locates the level of learning achieved in terms of anticipated knowledge, understanding, and experiences, skills and attitudes or overly learning competencies. The level of development one has gone through in attempts to respond to the expected learning outcomes surface out more easily. And if further learning be conducted, the portfolio must as well shows the ways ahead. With these few words, I have attempted to present the portfolio as a useful tool that represents the level of advancement attained in learning. This portfolio comprises of my educational partaking in Rhodes University's master program (theory and practice, in particular what and how I have gained from that program participation. It may also present what I cold not learn. The arrangement of the portfolio contents assumes a progressive procession, being structured in terms of the assignments taken. There are five pieces of assignments in this research portfolio. The first assignment is a contextual analysis of the Education Theory and Practice (ETP) curriculum of our current teacher education program, namely Basic Education Teachers' Diploma. It looks at the theoretical framework that informs and shapes everyday teaching and learning practices, particularly the degree to which we have been able to implement the theoretical perspectives into operational practices. To this is how our college is equipped with the technologies necessary for possible practices of the curriculum. The other emphasis focuses at the historical backgrounds that necessitated the undertaking of the BETD as an instrument of reforming and transforming the basic education rightly at the independence. The other area is on the question of how the curriculum or program intakers, the entering students, have been prepared to consume the curriculum program. Since the program has been as well designed to address and meet the four major national goals of education for all, another part has been focused on these goals so far as to locate the degree of attainment. The second assignment is about contrasting and comparing the two main held dominant worldwide views of knowledge- namely behaviorism and constructivism. Each branch of knowledge is looked at firstly with particular attentions paid to its own individual versions of knowledge and its development and acquisition. The other focuses examine which base seems to offer better explanations of what knowledge is and how it can best be constructed and acquired in any educational setting. The third assignment is that of literature review. I have chosen action as an area that I would be interested in exploring much further. Action research is what eventually became a part of my research proposal in which I would research on how our college students carry out their action research projects to examine their own classroom makings. It has been therefore important to read what others have written about this field and locate the lessons that can be illuminated on our own curriculum context. The literature review paves the way to the research proposal. The research proposal or a research plan as I would often call it, sets the context, purpose, theoretical position and information gathering methods under which the research process will take place. The research proposal has thus been the navigating compass despite the that realities as the practical journey itself took off some deviation unavoidably came in as necessitated by the underlying research process itself. The research proposal finally accumulates into the sought, the final assignment. A critical view illustrates that this piece is actually another contextual inquiry like the first work only that this is viewing our supposed curriculum outcomes: our students, our products and how they have been equipped to carry out the research. Their research, with its successes and shortcomings, I have concluded, firmly serves to reflect the kind of education delivered from our teacher colleges. The portfolio contents also demonstrate the course orientation: focusing on one's professional field. At end, I see this research portfolio as myself, a mirror that reflects my academic and professional participation in Rhodes University's world and its vision and mission expresses in the theme of where leaders learn. It thus represents the personal, academic and development accomplished throughout this Masters' course. In the other way around, I see it as reflecting what Rhodes can offer as from when the prestigious Augustana College, my American institution, has prepared after its boundaries.
- Full Text:
- Date Issued: 2004
Uncovering plagiarism in academic writing : developing authorial voice within multivoiced text
- Authors: Angelil-Carter, Shelley
- Date: 1996
- Subjects: Plagiarism -- Research Academic writing -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1807 , http://hdl.handle.net/10962/d1003692
- Description: Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
- Full Text:
- Date Issued: 1996
- Authors: Angelil-Carter, Shelley
- Date: 1996
- Subjects: Plagiarism -- Research Academic writing -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1807 , http://hdl.handle.net/10962/d1003692
- Description: Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
- Full Text:
- Date Issued: 1996
Investigating grade 10 geography teachers' implementation of a learner-centred approach in selected Namibian schools
- Authors: Angula, Adelheid
- Date: 2007
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia Student-centered learning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1851 , http://hdl.handle.net/10962/d1004459
- Description: Geography, more than other subjects in the curriculum, plays a central role in general education in equipping learners with skills and competencies needed for modern living and global citizenship. A learner-centred education in Namibia was adopted to provide more opportunities for learners to develop the required skills and competencies irrespective of their different cultural background. This small-scale case study investigated three Grade 10 geography teachers' understanding and implementation ofa learner-centred approach to gain insights into how leamer-centred education is being implemented in the context of Geography. The research design adopted a qualitative approach within an interpretative orientation. Data were collected through interviews, classroom observations and documentary analysis. The research was conducted at three selected schools in Oshikoto Region with three Grade 10 geography teachers The findings revealed, firstly, that teachers have a limited understanding of the key ideas ofLCE, such as, prior knowledge, role of questioning, and social interaction in learning; use of resources and the types of assessment activities which comply with the aims of LCE. Seconclly, the findings revealed that the policy documents, such as syllabuses, that are being used by the participants are not in line with the tenets ofLCE. Thirdly, teachers appeared to have limited subject knowledge, as revealed by their lack of understanding of how to translate the aims and assessment objectives into their daily lessons. The study therefore raises some possibilities for improving the implementation of LCE in the selected schools if the gaps as identified by this study are reduced.
- Full Text:
- Date Issued: 2007
- Authors: Angula, Adelheid
- Date: 2007
- Subjects: Geography -- Study and teaching (Secondary) -- Namibia Student-centered learning -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1851 , http://hdl.handle.net/10962/d1004459
- Description: Geography, more than other subjects in the curriculum, plays a central role in general education in equipping learners with skills and competencies needed for modern living and global citizenship. A learner-centred education in Namibia was adopted to provide more opportunities for learners to develop the required skills and competencies irrespective of their different cultural background. This small-scale case study investigated three Grade 10 geography teachers' understanding and implementation ofa learner-centred approach to gain insights into how leamer-centred education is being implemented in the context of Geography. The research design adopted a qualitative approach within an interpretative orientation. Data were collected through interviews, classroom observations and documentary analysis. The research was conducted at three selected schools in Oshikoto Region with three Grade 10 geography teachers The findings revealed, firstly, that teachers have a limited understanding of the key ideas ofLCE, such as, prior knowledge, role of questioning, and social interaction in learning; use of resources and the types of assessment activities which comply with the aims of LCE. Seconclly, the findings revealed that the policy documents, such as syllabuses, that are being used by the participants are not in line with the tenets ofLCE. Thirdly, teachers appeared to have limited subject knowledge, as revealed by their lack of understanding of how to translate the aims and assessment objectives into their daily lessons. The study therefore raises some possibilities for improving the implementation of LCE in the selected schools if the gaps as identified by this study are reduced.
- Full Text:
- Date Issued: 2007
The implementation of project work by selected grade 10 life science teachers in Namibia
- Authors: Angula, Alina Hambelela
- Date: 2009
- Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Project method in teaching -- Namibia School improvement programs -- Namibia Teachers -- Training of -- Namibia Curriculum planning -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1567 , http://hdl.handle.net/10962/d1003449
- Description: Prior to independence in Namibia in 1990 the education system of the day did not encourage the majority of Namibian learners to explore and investigate the wonder of the natural and physical world. The post independence education system has nurtured the study of the sciences and has emphasized participation, problem solving and independent studies. The inclusion of projects and other independent studies has been regarded as a key vehicle to develop scientific understanding and competencies related to this understanding. However, very few studies have hitherto investigated the teachers’ understanding and implementation of projects in the Namibian context. This study investigates how Grade 10 Life Science teachers understand and implement projects in selected schools in Namibia. The study focused on two teachers in two schools, a combined and a senior secondary school in the Oshikoto educational region of Namibia. The research was conducted through an interpretive case study aiming to gain a better understanding about the implementation of projects in schools. Data were collected through semi-structured interviews, classroom observation and document analysis. The findings indicate that despite the focus on projects in the Life Science syllabus and broad curriculum, policy documents do not give detailed guidelines on how projects should be planned, organized and assessed. The results revealed that knowledge about projects and their implementation is primarily informed by practical activities rather than the critical enquiries or investigations required by the Life Science curriculum policy. The study also revealed that despite the in-service training received by the two teachers participating in this study on syllabus interpretation, it is apparent from the findings that project work in these in-service programmes was neglected. This has further hampered teachers’ understanding and implementation of projects. The findings of this study point to a need for project guidelines as well as in-service programmes in this area if the stated nature and role of projects in the context of Namibian education policy is to be achieved.
- Full Text:
- Date Issued: 2009
- Authors: Angula, Alina Hambelela
- Date: 2009
- Subjects: Education -- Namibia Life sciences -- Study and teaching (Secondary) -- Namibia Project method in teaching -- Namibia School improvement programs -- Namibia Teachers -- Training of -- Namibia Curriculum planning -- Namibia Educational change -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1567 , http://hdl.handle.net/10962/d1003449
- Description: Prior to independence in Namibia in 1990 the education system of the day did not encourage the majority of Namibian learners to explore and investigate the wonder of the natural and physical world. The post independence education system has nurtured the study of the sciences and has emphasized participation, problem solving and independent studies. The inclusion of projects and other independent studies has been regarded as a key vehicle to develop scientific understanding and competencies related to this understanding. However, very few studies have hitherto investigated the teachers’ understanding and implementation of projects in the Namibian context. This study investigates how Grade 10 Life Science teachers understand and implement projects in selected schools in Namibia. The study focused on two teachers in two schools, a combined and a senior secondary school in the Oshikoto educational region of Namibia. The research was conducted through an interpretive case study aiming to gain a better understanding about the implementation of projects in schools. Data were collected through semi-structured interviews, classroom observation and document analysis. The findings indicate that despite the focus on projects in the Life Science syllabus and broad curriculum, policy documents do not give detailed guidelines on how projects should be planned, organized and assessed. The results revealed that knowledge about projects and their implementation is primarily informed by practical activities rather than the critical enquiries or investigations required by the Life Science curriculum policy. The study also revealed that despite the in-service training received by the two teachers participating in this study on syllabus interpretation, it is apparent from the findings that project work in these in-service programmes was neglected. This has further hampered teachers’ understanding and implementation of projects. The findings of this study point to a need for project guidelines as well as in-service programmes in this area if the stated nature and role of projects in the context of Namibian education policy is to be achieved.
- Full Text:
- Date Issued: 2009
Investigating the incorporation of education about, in/through and for the environment in the Geography junior phase curriculum: a case study of three Namibian schools
- Authors: Anyolo, Eveline Omagano
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Education, Primary -- Curricula -- Namibia Geography teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1594 , http://hdl.handle.net/10962/d1003476
- Description: This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data was generated through document analysis, observations and semi-structured interviews. The results were interpreted and discussed in relation to the research question which is: How is education about, in/through and for the environment incorporated in the Geography Junior Phase curriculum? Key findings of the study suggested that teachers incorporated education about, in/through and for the environment in their teaching. Teachers used the prescribed syllabus to structure their environmental learning lessons. Most methods, resources and activities used by the teachers promoted education about the environment. The study also found that most types of knowledge about the environment were covered by the teachers. This enabled learners to examine the complexity and interrelatedness of natural systems. The study found that the way the resources were used exclusively supported education about the environment. Linking learning to local context in this study encouraged education in/through the environment and enhanced the learning process through real life experience. The study also found that, although teachers taught their learners for the environment, they did not empower them in taking actions towards environmental problems. Based on the insights offered by this research, the study identified further support required by teachers and made recommendations for effective incorporation of about, in/through andfor the environment in the curriculum.
- Full Text:
- Date Issued: 2012
- Authors: Anyolo, Eveline Omagano
- Date: 2012
- Subjects: Environmental education -- Namibia -- Case studies Education, Primary -- Curricula -- Namibia Geography teachers -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1594 , http://hdl.handle.net/10962/d1003476
- Description: This study was carried out to investigate how education about, in/through and for the environment is incorporated in the Namibian Geography Junior Phase curriculum in three schools in Oshana Education Region. Education about, in/through and for the environment are three forms of environmental education identified by Fien (1998). This study is a qualitative, interpretive case study. It reviews the activities, content knowledge, methods, competencies and resources and describes how they were used by teachers in fostering education about, in/through and for the environment in the curriculum. Data was generated through document analysis, observations and semi-structured interviews. The results were interpreted and discussed in relation to the research question which is: How is education about, in/through and for the environment incorporated in the Geography Junior Phase curriculum? Key findings of the study suggested that teachers incorporated education about, in/through and for the environment in their teaching. Teachers used the prescribed syllabus to structure their environmental learning lessons. Most methods, resources and activities used by the teachers promoted education about the environment. The study also found that most types of knowledge about the environment were covered by the teachers. This enabled learners to examine the complexity and interrelatedness of natural systems. The study found that the way the resources were used exclusively supported education about the environment. Linking learning to local context in this study encouraged education in/through the environment and enhanced the learning process through real life experience. The study also found that, although teachers taught their learners for the environment, they did not empower them in taking actions towards environmental problems. Based on the insights offered by this research, the study identified further support required by teachers and made recommendations for effective incorporation of about, in/through andfor the environment in the curriculum.
- Full Text:
- Date Issued: 2012
Women leadership: a case study in the Otjozondjupa Region, Namibia
- Authors: Araes, Cornelia
- Date: 2012
- Subjects: Women -- Education (Primary) -- Namibia Leadership in women -- Education (Primary) -- Namibia Management -- Education (Primary) -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1825 , http://hdl.handle.net/10962/d1003711
- Description: Empowerment of women in leadership and in particular, school leadership has been the focus of the Namibian government and the country since independence in 1990. Different policies and laws, post‐independence, make provision for women empowerment and leadership in a range of organisations and institutions throughout the country. However, reports on gender equity in leadership positions suggest that Namibia is not really moving towards these policy goals at a sufficiently quick pace. A lot still needs to be achieved in terms of transforming the gender stereotyping in Namibia, which still suffers from the legacy of gender discrimination of the apartheid era. Modern‐day academic authors and journalists portray an increasing interest in an awareness of the advantages of women leadership. Women are increasingly perceived to have leadership styles more suitable for contemporary conditions than men. It is against this backdrop that this study sought to investigate women leadership in the Otjiwarongo circuit in the Otjozondjupa educational region in Namibia. The study used a qualitative, interpretive research paradigm. It adopted a case study approach. The primary participants consisted of four women principals in the Otjiwarongo circuit and the secondary participants included four women education officers from the same circuit. Semi‐structured interviews, a focus group interview and observation were applied as methods for collecting data and the data collection period was just over six weeks. Data analysis was done through coding and identification of categories. The findings revealed that women principals possessed the qualities of commitment, good communication and are passionate about their work, which are qualities normally associated with effective leadership. In terms of their role in their schools, they emerged as democratic leaders who involved all stakeholders in the decision making process through consensus. In addition, they demonstrated distributive and servant leadership in their interactions with stakeholders. The main challenge to the leadership position of these women principals seemed to be the stereotypical view held, that as women, they had to work twice as hard as men at leading schools. The study recommended that people oriented leadership styles, such as the ones enacted by the women principals in this study, are highly recommended for effective leadership in the 21st century.
- Full Text:
- Date Issued: 2012
- Authors: Araes, Cornelia
- Date: 2012
- Subjects: Women -- Education (Primary) -- Namibia Leadership in women -- Education (Primary) -- Namibia Management -- Education (Primary) -- Namibia Educational leadership -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1825 , http://hdl.handle.net/10962/d1003711
- Description: Empowerment of women in leadership and in particular, school leadership has been the focus of the Namibian government and the country since independence in 1990. Different policies and laws, post‐independence, make provision for women empowerment and leadership in a range of organisations and institutions throughout the country. However, reports on gender equity in leadership positions suggest that Namibia is not really moving towards these policy goals at a sufficiently quick pace. A lot still needs to be achieved in terms of transforming the gender stereotyping in Namibia, which still suffers from the legacy of gender discrimination of the apartheid era. Modern‐day academic authors and journalists portray an increasing interest in an awareness of the advantages of women leadership. Women are increasingly perceived to have leadership styles more suitable for contemporary conditions than men. It is against this backdrop that this study sought to investigate women leadership in the Otjiwarongo circuit in the Otjozondjupa educational region in Namibia. The study used a qualitative, interpretive research paradigm. It adopted a case study approach. The primary participants consisted of four women principals in the Otjiwarongo circuit and the secondary participants included four women education officers from the same circuit. Semi‐structured interviews, a focus group interview and observation were applied as methods for collecting data and the data collection period was just over six weeks. Data analysis was done through coding and identification of categories. The findings revealed that women principals possessed the qualities of commitment, good communication and are passionate about their work, which are qualities normally associated with effective leadership. In terms of their role in their schools, they emerged as democratic leaders who involved all stakeholders in the decision making process through consensus. In addition, they demonstrated distributive and servant leadership in their interactions with stakeholders. The main challenge to the leadership position of these women principals seemed to be the stereotypical view held, that as women, they had to work twice as hard as men at leading schools. The study recommended that people oriented leadership styles, such as the ones enacted by the women principals in this study, are highly recommended for effective leadership in the 21st century.
- Full Text:
- Date Issued: 2012
An investigation into the role that knowledge of the nature of mathematics and other factors play in determining motivation for further study of mathematics after std 7 in selected provincial secondary schools
- Authors: Arguile, David Ian
- Date: 1988
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1352 , http://hdl.handle.net/10962/d1001418
- Description: This study involves an investigation into reasons why pupils continue with mathematics after Std 7. The sample, consisting of Std 8 and Std 10 mathematics pupils at six academic, English-medium high schools in Port Elizabeth, had to complete a short questionnaire during the third term of 1985. It was found that most pupils continue with mathematics because of requirements for certain post-matric courses, to improve their career options and for other reasons classified in this investigation as "extrinsic", i.e. reasons that are not directly related to the nature of mathematics. An attempt is made to determine the extent of the pupils' knowledge of the nature of mathematics. Questions relating to the nature of mathematics are poorly answered by almost all of the pupils, thereby suggesting that this aspect of mathematics is sadly neglected in mathematics courses. The suggestion is made that this lack of knowledge of the nature of mathematics is linked to pupils' decisions to continue with the subject. The conclusion is drawn that unless more attention is given to conveying to pupils something of the nature of mathematics, there will be an increasing proportion of pupils who choose to continue with mathematics for the "wrong" reasons. This, in turn, has possible negative implications for mathematics education in general. Attention is also paid to differences re the above in respect of groupings based on standard, mathematical grade, sex, mathematical achievement and type of schooling. Although no conclusive findings are made other than with regard to specific questions, enough evidence of differences in certain of the groupings is produced to warrant further investigation
- Full Text:
- Date Issued: 1988
- Authors: Arguile, David Ian
- Date: 1988
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1352 , http://hdl.handle.net/10962/d1001418
- Description: This study involves an investigation into reasons why pupils continue with mathematics after Std 7. The sample, consisting of Std 8 and Std 10 mathematics pupils at six academic, English-medium high schools in Port Elizabeth, had to complete a short questionnaire during the third term of 1985. It was found that most pupils continue with mathematics because of requirements for certain post-matric courses, to improve their career options and for other reasons classified in this investigation as "extrinsic", i.e. reasons that are not directly related to the nature of mathematics. An attempt is made to determine the extent of the pupils' knowledge of the nature of mathematics. Questions relating to the nature of mathematics are poorly answered by almost all of the pupils, thereby suggesting that this aspect of mathematics is sadly neglected in mathematics courses. The suggestion is made that this lack of knowledge of the nature of mathematics is linked to pupils' decisions to continue with the subject. The conclusion is drawn that unless more attention is given to conveying to pupils something of the nature of mathematics, there will be an increasing proportion of pupils who choose to continue with mathematics for the "wrong" reasons. This, in turn, has possible negative implications for mathematics education in general. Attention is also paid to differences re the above in respect of groupings based on standard, mathematical grade, sex, mathematical achievement and type of schooling. Although no conclusive findings are made other than with regard to specific questions, enough evidence of differences in certain of the groupings is produced to warrant further investigation
- Full Text:
- Date Issued: 1988
From imifino to umfuno : a case study foregrounding indigenous agricultural knowledge in school-based curriculum development
- Authors: Asafo-Adjei, Robert Tetteh
- Date: 2004
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa Agricultural education Agriculture -- Study and teaching -- South Africa -- Eastern Cape Xhosa (African people) -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1829 , http://hdl.handle.net/10962/d1003731
- Description: This work is a school-based case study conducted amongst learners of a rural High School and the immediate community in Whittlesea in the Eastern Cape where I teach. The research was conducted by using different research methods such as worksheets, questionnaires, interviews, practical activities and observations as well as photographs to investigate three indigenous wild local vegetable food plants (imifino). The fundamental assumption of the research is that, imifino can be looked after and cared for, to become valuable vegetable food plants which can be used as supplements to the cultivated vegetable food plants (umfuno). The question was: How could this concept be brought into the curriculum? It had also been assumed that bringing knowledge of imifino into curriculwn contexts could be of benefit to South African learners. The study produced a variety of findings: • There is a general feeling that those who eat imifino are the poor. • There is a lack of interest among women interviewed in the preparation process, for example going to pick the food plants from the fields, washing them and preparing the leaves as food. • AmaXhosa males look upon eating imifino with contempt. • Some males among the younger generation are beginning to overlook tradition and are eating imifino. • Inclusion of indigenous agricultural knowledge in the curriculum was supported by learners and community members. Learners have interest in knowing about indigenous food plants. • Learners feel as Africans that they must learn about the indigenous food plants in school in order not to lose knowledge of these plants completely. • The study also identified that interpretation of learning outcomes with an indigenous knowledge focus, requires careful attention to socio-cultural factors, and not just technical/ practical factors. Previous knowledge of learners and community members about imifino was mobilized to develop a sample OBE learning programme unit (LPU /Lesson plan) for the Grade 10 FET of Agricultural Science curriculum. The case study illustrates that Learning outcome 3 of the Agricultural Science subject can be achieved if educators involve learners and community members in developing learning programmes.
- Full Text:
- Date Issued: 2004
- Authors: Asafo-Adjei, Robert Tetteh
- Date: 2004
- Subjects: Plants, Edible -- South Africa -- Eastern Cape Wild plants, Edible -- South Africa -- Eastern Cape Human-plant relationships -- South Africa -- Eastern Cape Endemic plants -- South Africa Agricultural education Agriculture -- Study and teaching -- South Africa -- Eastern Cape Xhosa (African people) -- Social life and customs
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1829 , http://hdl.handle.net/10962/d1003731
- Description: This work is a school-based case study conducted amongst learners of a rural High School and the immediate community in Whittlesea in the Eastern Cape where I teach. The research was conducted by using different research methods such as worksheets, questionnaires, interviews, practical activities and observations as well as photographs to investigate three indigenous wild local vegetable food plants (imifino). The fundamental assumption of the research is that, imifino can be looked after and cared for, to become valuable vegetable food plants which can be used as supplements to the cultivated vegetable food plants (umfuno). The question was: How could this concept be brought into the curriculum? It had also been assumed that bringing knowledge of imifino into curriculwn contexts could be of benefit to South African learners. The study produced a variety of findings: • There is a general feeling that those who eat imifino are the poor. • There is a lack of interest among women interviewed in the preparation process, for example going to pick the food plants from the fields, washing them and preparing the leaves as food. • AmaXhosa males look upon eating imifino with contempt. • Some males among the younger generation are beginning to overlook tradition and are eating imifino. • Inclusion of indigenous agricultural knowledge in the curriculum was supported by learners and community members. Learners have interest in knowing about indigenous food plants. • Learners feel as Africans that they must learn about the indigenous food plants in school in order not to lose knowledge of these plants completely. • The study also identified that interpretation of learning outcomes with an indigenous knowledge focus, requires careful attention to socio-cultural factors, and not just technical/ practical factors. Previous knowledge of learners and community members about imifino was mobilized to develop a sample OBE learning programme unit (LPU /Lesson plan) for the Grade 10 FET of Agricultural Science curriculum. The case study illustrates that Learning outcome 3 of the Agricultural Science subject can be achieved if educators involve learners and community members in developing learning programmes.
- Full Text:
- Date Issued: 2004
An intervention on how using easily accessible resources to carry out hands-on practical activities in science influences science teachers’ conceptual development and dispositions
- Authors: Asheela, Eva Ndagwedha
- Date: 2017
- Subjects: Science teachers -- In-service training -- Namibia , Science teachers -- Namibia -- Case studies , Science -- Study and teaching -- Activity programs -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8330 , vital:21385
- Description: The reform and transformation of education systems in terms of enhancing Science, Technology Engineering and Mathematics (STEM) education in the schooling systems is gaining momentum in different parts of the world. It is argued that there is a need to enhance science education, particularly in Africa, because science education is considered to be the main vehicle through which the greater objectives such as national development and improvement in the quality of life can be realised. Namibia as a country is no exception. A key way through which science education can be enhanced is through carrying out practical activities during teaching and learning. Despite the crucial role that practical activities play in science subjects, it appears that they are not carried out in most of the Namibian science classrooms. It is against this background that this study explored an intervention on how easily accessible resources to carry out hands-on practical activities in science, influenced science teachers’ conceptual development and dispositions towards the use of practical activities in science. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 21 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on practical activities, lesson observations, which were videotaped, as well as teacher reflections were used. Conceptual development, disposition and professional development served as the conceptual lenses. Vygotsky’s sociocultural theory in conjunction with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study.The findings showed that there was a general perception among the participants before the intervention that in order to carry out practical activities, well-equipped laboratories, conventional chemicals and equipment are needed. Some teachers had never used practical activities in their science classes with a range of constraints or hindrances provided as reasons. The findings additionally showed that for teachers to use easily accessible resources to carry out practical activities in their science classrooms, they need the knowledge and exposure on how to use these resources. The findings thus showed that this professional development approach raised motivation, knowledge and the skills of the science teacher participants to include practical activities in their science lessons using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms to engage in hands- on practical activities using easily accessible resources, they can be enabled and motivated to implement these in their science classrooms.
- Full Text:
- Date Issued: 2017
- Authors: Asheela, Eva Ndagwedha
- Date: 2017
- Subjects: Science teachers -- In-service training -- Namibia , Science teachers -- Namibia -- Case studies , Science -- Study and teaching -- Activity programs -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/8330 , vital:21385
- Description: The reform and transformation of education systems in terms of enhancing Science, Technology Engineering and Mathematics (STEM) education in the schooling systems is gaining momentum in different parts of the world. It is argued that there is a need to enhance science education, particularly in Africa, because science education is considered to be the main vehicle through which the greater objectives such as national development and improvement in the quality of life can be realised. Namibia as a country is no exception. A key way through which science education can be enhanced is through carrying out practical activities during teaching and learning. Despite the crucial role that practical activities play in science subjects, it appears that they are not carried out in most of the Namibian science classrooms. It is against this background that this study explored an intervention on how easily accessible resources to carry out hands-on practical activities in science, influenced science teachers’ conceptual development and dispositions towards the use of practical activities in science. In this study, a mixed methods case study approach underpinned by an interpretive paradigm was adopted. The research was conducted with 21 in-service science teachers from schools in Namibia who were all on a two year part-time BEd (Honours) program delivered in Namibia by a South African university from the Eastern Cape. To generate data, document analysis, questionnaires, semi-structured interviews, an intervention in the form of workshops on practical activities, lesson observations, which were videotaped, as well as teacher reflections were used. Conceptual development, disposition and professional development served as the conceptual lenses. Vygotsky’s sociocultural theory in conjunction with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study.The findings showed that there was a general perception among the participants before the intervention that in order to carry out practical activities, well-equipped laboratories, conventional chemicals and equipment are needed. Some teachers had never used practical activities in their science classes with a range of constraints or hindrances provided as reasons. The findings additionally showed that for teachers to use easily accessible resources to carry out practical activities in their science classrooms, they need the knowledge and exposure on how to use these resources. The findings thus showed that this professional development approach raised motivation, knowledge and the skills of the science teacher participants to include practical activities in their science lessons using easily accessible resources. A recommendation is that if teachers are given opportunities, through professional development platforms to engage in hands- on practical activities using easily accessible resources, they can be enabled and motivated to implement these in their science classrooms.
- Full Text:
- Date Issued: 2017
Project water (Grahamstown) : a case study of the development of an environmental education project
- Authors: Ashwell, Alice Nicola
- Date: 1992
- Subjects: Environmental education -- Study and teaching (Secondary) -- South Africa Environmental education -- Activity programs -- South Africa Water quality -- Measurement Water conservation -- South Africa Water-supply -- South Africa -- Grahamstown Global Rivers Environmental Education Network Project Water (Grahamstown) Water -- Pollution -- Environmental aspects Water -- Pollution -- South Africa -- Grahamstown Schools -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1716 , http://hdl.handle.net/10962/d1003599
- Description: Environmental education is an approach to education which emphasises the interrelatedness of people and their human and non-human environments and seeks to encourage environmental awareness, concern and action. This case study documents the implementation and development of Project WATER, Grahamstown, a practical environmental education project dealing with catchment conservation and water quality monitoring. The Grahamstown project is one of a number of local water quality monitoring initiatives affiliated to GREEN (the Global Rivers Environmental Education Network). Participants in the project included student teachers from the Department of Education at Rhodes University and pupils and teachers from three farm schools in the district and four high schools in the town. Project WATER, Grahamstown developed as an Action Research and Community Problem-Solving project. The study focuses on fragmentalist and holistic approaches to education, people's responses to Project WATER and the choice of action research as the research method.
- Full Text:
- Date Issued: 1992
- Authors: Ashwell, Alice Nicola
- Date: 1992
- Subjects: Environmental education -- Study and teaching (Secondary) -- South Africa Environmental education -- Activity programs -- South Africa Water quality -- Measurement Water conservation -- South Africa Water-supply -- South Africa -- Grahamstown Global Rivers Environmental Education Network Project Water (Grahamstown) Water -- Pollution -- Environmental aspects Water -- Pollution -- South Africa -- Grahamstown Schools -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1716 , http://hdl.handle.net/10962/d1003599
- Description: Environmental education is an approach to education which emphasises the interrelatedness of people and their human and non-human environments and seeks to encourage environmental awareness, concern and action. This case study documents the implementation and development of Project WATER, Grahamstown, a practical environmental education project dealing with catchment conservation and water quality monitoring. The Grahamstown project is one of a number of local water quality monitoring initiatives affiliated to GREEN (the Global Rivers Environmental Education Network). Participants in the project included student teachers from the Department of Education at Rhodes University and pupils and teachers from three farm schools in the district and four high schools in the town. Project WATER, Grahamstown developed as an Action Research and Community Problem-Solving project. The study focuses on fragmentalist and holistic approaches to education, people's responses to Project WATER and the choice of action research as the research method.
- Full Text:
- Date Issued: 1992
An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village: a case study
- Authors: Asino, Tomas
- Date: 2013
- Subjects: Dental caries -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Experiential learning -- Namibia -- Omusati -- Case studies Educational change -- Namibia Curriculum planning -- Namibia Education, Secondary -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1406 , http://hdl.handle.net/10962/d1001986
- Description: The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
- Full Text:
- Date Issued: 2013
- Authors: Asino, Tomas
- Date: 2013
- Subjects: Dental caries -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Science -- Study and teaching (Secondary) -- Namibia -- Omusati -- Case studies Experiential learning -- Namibia -- Omusati -- Case studies Educational change -- Namibia Curriculum planning -- Namibia Education, Secondary -- Namibia -- Omusati
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1406 , http://hdl.handle.net/10962/d1001986
- Description: The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
- Full Text:
- Date Issued: 2013
Review and development of environmental interpretation resources to foster environmental learning in two Kenyan schools
- Authors: Atiti, Abel Barasa
- Date: 2003
- Subjects: Environmental education -- Kenya Environmental education -- Kenya -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1743 , http://hdl.handle.net/10962/d1003627
- Description: This participatory action research study involved a group of teachers in transforming school grounds into interpretation resources. Approached from a critical perspective, it challenged the conventional top-down approaches to interpretation resources and materials development. Through a teacher-centred approach, a school-based ‘botanic garden’ and ‘arboretum’ were developed at Samaj and Kenya High respectively. Teachers were further actively engaged in developing a variety of interpretive materials that might engage learners in socially critical environmental education processes at the transformed sites. A process in which educators from five non-formal education organisations shared their skills and knowledge on environmental interpretation with teachers preceded the development of interpretation resources and materials. Drawing on Latour (1999), I have applied the notion of mobilising interpretive capital when describing this process. Interpretive capital within the non-formal education sector was mobilised and made available through social interactions between teachers and non-formal educators. This occurred during workshops, organisational visits and critical reviews of a sample of interpretive materials. I provide insights into how the interpretive capital was mobilised and later drawn on by teachers during the development processes in their schools. This study argues that mobilising interpretive capital with teachers through partnerships can enhance the transformation of school grounds to foster environmental learning. It shows how attempts to find solutions with teachers were made in response to pedagogical and curriculum tensions that arise around the implementation of environmental education processes in their schools. To provide orientation in environmental education processes in schools, analyses of socially critical environmental education processes and a review of theoretical perspectives on interpretation as an environmental education process are presented. I have viewed interpretation and environmental education as reciprocally necessary aspects for enabling the development of critical environmental literacy and action competence. To explain this view, the notion of environmental interpretation and education processes has been applied and presented in this study. Finally, practical outcomes of the study on transformation of school grounds, improved education practice, enhanced professional competencies amongst teachers, new interpretive materials in schools and the establishment of partnerships are examined.
- Full Text:
- Date Issued: 2003
- Authors: Atiti, Abel Barasa
- Date: 2003
- Subjects: Environmental education -- Kenya Environmental education -- Kenya -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1743 , http://hdl.handle.net/10962/d1003627
- Description: This participatory action research study involved a group of teachers in transforming school grounds into interpretation resources. Approached from a critical perspective, it challenged the conventional top-down approaches to interpretation resources and materials development. Through a teacher-centred approach, a school-based ‘botanic garden’ and ‘arboretum’ were developed at Samaj and Kenya High respectively. Teachers were further actively engaged in developing a variety of interpretive materials that might engage learners in socially critical environmental education processes at the transformed sites. A process in which educators from five non-formal education organisations shared their skills and knowledge on environmental interpretation with teachers preceded the development of interpretation resources and materials. Drawing on Latour (1999), I have applied the notion of mobilising interpretive capital when describing this process. Interpretive capital within the non-formal education sector was mobilised and made available through social interactions between teachers and non-formal educators. This occurred during workshops, organisational visits and critical reviews of a sample of interpretive materials. I provide insights into how the interpretive capital was mobilised and later drawn on by teachers during the development processes in their schools. This study argues that mobilising interpretive capital with teachers through partnerships can enhance the transformation of school grounds to foster environmental learning. It shows how attempts to find solutions with teachers were made in response to pedagogical and curriculum tensions that arise around the implementation of environmental education processes in their schools. To provide orientation in environmental education processes in schools, analyses of socially critical environmental education processes and a review of theoretical perspectives on interpretation as an environmental education process are presented. I have viewed interpretation and environmental education as reciprocally necessary aspects for enabling the development of critical environmental literacy and action competence. To explain this view, the notion of environmental interpretation and education processes has been applied and presented in this study. Finally, practical outcomes of the study on transformation of school grounds, improved education practice, enhanced professional competencies amongst teachers, new interpretive materials in schools and the establishment of partnerships are examined.
- Full Text:
- Date Issued: 2003