An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study
- Homateni, Rauha Kau Ndahalomwenyo
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
- Authors: Homateni, Rauha Kau Ndahalomwenyo
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Light -- Study and teaching Light -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1827 , http://hdl.handle.net/10962/d1003713
- Description: This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
- Full Text:
- Date Issued: 2013
Indicators of household-level vunerability to climate change in three topographically diverse rural villages
- Authors: Sotsha, Kayalethu
- Date: 2013
- Subjects: Poverty -- South Africa , Land tenure -- South Africa , Climatic changes -- South Africa , Farms, Small -- South Africa , Rural poor -- South Africa
- Language: English
- Type: Thesis , Masters , MSc Agric (Agricultural Economics)
- Identifier: vital:11212 , http://hdl.handle.net/10353/d1016204 , Poverty -- South Africa , Land tenure -- South Africa , Climatic changes -- South Africa , Farms, Small -- South Africa , Rural poor -- South Africa
- Description: Climate change has become a major concern globally and it clearly exerts a profound influence on the lives of poor rural populations who depend on agriculture for livelihoods.Generally, agriculture is more at risk from weather, pests and diseases than is industry or trade. Furthermore, many farming units are at low levels of development with little technological input in their production systems. This makes them vulnerable to any exposure to climate and environmental variation, given that there is little capacity for the system to adjust to change. Most at risk are the rural poor with low levels of development and limited ability to adapt to and overcome the effects of climate change. Using data from a sample survey of 120 households this study attempts to assess and compare indicators of vulnerability to climate change. The comparison was made at household level between three typical villages, an inland, a river catchment and a coastal village. This idea of comparison arises from the general understanding that different variables affect different regions differently so that the impact of and vulnerability to climate change differs across regions, areas and populations. The data was obtained using a questionnaire that was administered through face-to-face interviews. Given that sensitivity and adaptive capacity of farming systems to climate change is shaped by both socioeconomic and institutional factors, a multiple regression model was used to test the relationship between indicators of vulnerability and household socioeconomic and institutional characteristics. Indicators were selected based on significant statistical relationships. This means that the statistical procedure for selecting indicators involved relating a large number of variables to vulnerability in order to identify statistically significant factors. The results showed reliability of income and reliability of water resources to be good indicators of vulnerability. Many statistically significant variables as well as respective R2 of 0.988 and 0.825 confirm the foregoing. Another indicator was the Simpson index that measures diversification of agricultural production. The results show that vulnerability to climate change was highest for the households near the river and lowest for the inland village. Moreover, the results confirmed that most blacks that are practicing agriculture receive little if any support largely because available resources are highly skewed towards certain farmers rather than others.
- Full Text:
- Date Issued: 2013
- Authors: Sotsha, Kayalethu
- Date: 2013
- Subjects: Poverty -- South Africa , Land tenure -- South Africa , Climatic changes -- South Africa , Farms, Small -- South Africa , Rural poor -- South Africa
- Language: English
- Type: Thesis , Masters , MSc Agric (Agricultural Economics)
- Identifier: vital:11212 , http://hdl.handle.net/10353/d1016204 , Poverty -- South Africa , Land tenure -- South Africa , Climatic changes -- South Africa , Farms, Small -- South Africa , Rural poor -- South Africa
- Description: Climate change has become a major concern globally and it clearly exerts a profound influence on the lives of poor rural populations who depend on agriculture for livelihoods.Generally, agriculture is more at risk from weather, pests and diseases than is industry or trade. Furthermore, many farming units are at low levels of development with little technological input in their production systems. This makes them vulnerable to any exposure to climate and environmental variation, given that there is little capacity for the system to adjust to change. Most at risk are the rural poor with low levels of development and limited ability to adapt to and overcome the effects of climate change. Using data from a sample survey of 120 households this study attempts to assess and compare indicators of vulnerability to climate change. The comparison was made at household level between three typical villages, an inland, a river catchment and a coastal village. This idea of comparison arises from the general understanding that different variables affect different regions differently so that the impact of and vulnerability to climate change differs across regions, areas and populations. The data was obtained using a questionnaire that was administered through face-to-face interviews. Given that sensitivity and adaptive capacity of farming systems to climate change is shaped by both socioeconomic and institutional factors, a multiple regression model was used to test the relationship between indicators of vulnerability and household socioeconomic and institutional characteristics. Indicators were selected based on significant statistical relationships. This means that the statistical procedure for selecting indicators involved relating a large number of variables to vulnerability in order to identify statistically significant factors. The results showed reliability of income and reliability of water resources to be good indicators of vulnerability. Many statistically significant variables as well as respective R2 of 0.988 and 0.825 confirm the foregoing. Another indicator was the Simpson index that measures diversification of agricultural production. The results show that vulnerability to climate change was highest for the households near the river and lowest for the inland village. Moreover, the results confirmed that most blacks that are practicing agriculture receive little if any support largely because available resources are highly skewed towards certain farmers rather than others.
- Full Text:
- Date Issued: 2013
- «
- ‹
- 1
- ›
- »