An analysis of intrasemiotic and intersemiotic relations of textual and visual modes in Namibian school science textbooks
- Authors: Mateus, Venasius
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Semiotics , Force and energy , Visual learning , Verbal learning , Functionalism (Linguistics) , Science -- Textbooks
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177203 , vital:42799
- Description: Although science education in Namibia receives much attention, learners’ performance is low in subjects such as Physical Sciences. The topic of Forces is among the topics in Physical Sciences where learners perform poorly. The provision of basic education in Namibia faces many challenges. One of these is that many teachers are not fully qualified for teaching the subjects they currently teach. Another (possibly related) challenge is that the majority of teachers in Namibian schools rely heavily on school textbooks when planning their lessons. In addition, learners use school textbooks as learning aids. The textbooks are developed and published in the private sector and based on the national curriculum statements. Quality of education has been amongst the major goals of education in Namibia. For quality assurance purposes, school science textbooks have to undergo a formal evaluation process. School textbooks, especially science textbooks, are multimodal. This means that they are designed with various modes, such as the textual and visual, often used in expressing scientific meanings. Literature reveals the textual and visual as individual modes having their own affordances, however, when integrated in school science textbooks contribute to strengthened meanings. No study published was found in Namibia or elsewhere that focused on analysing the intrasemiotic and intersemiotic sense relations of the textual and visual modes in Namibian school Physical Sciences textbooks. This study therefore aimed at contributing to filling this knowledge gap. The research is a qualitative case study and employed the interpretive paradigm. The selected Physical Sciences textbooks that constitute the data in this study were explored in depth via document analysis. Related textual and visual modes in the Physical Sciences textbooks were analysed in order to help answer the research questions of the study. Systemic Functional Linguistics was employed as the theoretical underpinning for this study. In this study, the sense relations were explored in terms of the sense relation themes which were coded and developed from common features of scientific discourse. The results reveal that scientific knowledge within the textual mode in the topic of Forces is communicated mostly through synonymy and repetition while within the visual mode it is mostly through antonymy, collocation, and synonymy. This contributed to meaning potential in the topic of Forces for the three Physical Sciences textbooks. The results further indicated that the overall cohesion within the textual and visual modes in the topic of Forces is achieved since repetition, which is the most direct form of lexical cohesion together with synonymy, collocation, and antonymy which are aspects of cohesion, occurred most frequently within these modes. This result further indicates that meaning potential in the topic of Forces in the three Physical Sciences textbooks were strengthened. While some sense relations occurred most frequently within individual modes, they were less frequent in other modes and vice versa. This indicates that different modes have different affordances. Finally, it was found that combining the textual and visual modes in the topic of Forces contributes to intersemiotic complementarity being achieved through the sense relations of collocation, hyponymy, and meronymy. , Thesis (MEd) -- Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Mateus, Venasius
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Semiotics , Force and energy , Visual learning , Verbal learning , Functionalism (Linguistics) , Science -- Textbooks
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177203 , vital:42799
- Description: Although science education in Namibia receives much attention, learners’ performance is low in subjects such as Physical Sciences. The topic of Forces is among the topics in Physical Sciences where learners perform poorly. The provision of basic education in Namibia faces many challenges. One of these is that many teachers are not fully qualified for teaching the subjects they currently teach. Another (possibly related) challenge is that the majority of teachers in Namibian schools rely heavily on school textbooks when planning their lessons. In addition, learners use school textbooks as learning aids. The textbooks are developed and published in the private sector and based on the national curriculum statements. Quality of education has been amongst the major goals of education in Namibia. For quality assurance purposes, school science textbooks have to undergo a formal evaluation process. School textbooks, especially science textbooks, are multimodal. This means that they are designed with various modes, such as the textual and visual, often used in expressing scientific meanings. Literature reveals the textual and visual as individual modes having their own affordances, however, when integrated in school science textbooks contribute to strengthened meanings. No study published was found in Namibia or elsewhere that focused on analysing the intrasemiotic and intersemiotic sense relations of the textual and visual modes in Namibian school Physical Sciences textbooks. This study therefore aimed at contributing to filling this knowledge gap. The research is a qualitative case study and employed the interpretive paradigm. The selected Physical Sciences textbooks that constitute the data in this study were explored in depth via document analysis. Related textual and visual modes in the Physical Sciences textbooks were analysed in order to help answer the research questions of the study. Systemic Functional Linguistics was employed as the theoretical underpinning for this study. In this study, the sense relations were explored in terms of the sense relation themes which were coded and developed from common features of scientific discourse. The results reveal that scientific knowledge within the textual mode in the topic of Forces is communicated mostly through synonymy and repetition while within the visual mode it is mostly through antonymy, collocation, and synonymy. This contributed to meaning potential in the topic of Forces for the three Physical Sciences textbooks. The results further indicated that the overall cohesion within the textual and visual modes in the topic of Forces is achieved since repetition, which is the most direct form of lexical cohesion together with synonymy, collocation, and antonymy which are aspects of cohesion, occurred most frequently within these modes. This result further indicates that meaning potential in the topic of Forces in the three Physical Sciences textbooks were strengthened. While some sense relations occurred most frequently within individual modes, they were less frequent in other modes and vice versa. This indicates that different modes have different affordances. Finally, it was found that combining the textual and visual modes in the topic of Forces contributes to intersemiotic complementarity being achieved through the sense relations of collocation, hyponymy, and meronymy. , Thesis (MEd) -- Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Exploring how Grade 9 Physical Science teachers mediate learning of the topic of chemical changes
- Likando, Orrice Munukayumbwa
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Likando, Orrice Munukayumbwa
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Culturally relevant pedagogy , Pedagogical content knowledge , Prior learning -- Namibia
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177918 , vital:42890
- Description: The examiners’ reports for 2013-2018 indicated that learners consistently perform poorly in questions based on chemical changes. My assumption is that the reason why learners are challenged with understanding the topic of chemical changes could be due to the way this topic is taught. It is against this background that this study explored how grade 9 Physical Science teachers mediated learning of the topic of chemical changes. The study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study research design was employed. It was conducted at two different schools in the Otjozondjupa region with two Physical Science teachers. Data were collected using semi-structured interviews, lesson observations, stimulated recall interviews, and teachers’ reflections. The study is informed by Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge as the theoretical frameworks. A thematic approach to data analysis was adopted. That is, qualitative data were analysed inductively to come up with sub-themes to form themes. Moreover, validation and trustworthiness were completed through data triangulation, member checking, and watching videotaped lessons with the participants. The findings of this study revealed that the topic of chemical changes has many examples which can be used during mediation. Teachers seemed to be aware of integrating learners’ experiences into their lessons. Furthermore, they were aware that they should improvise resources during mediation of learning. In contrast, during lesson observations, the findings revealed an imbalance between this awareness and the actual knowledge of using easily accessible materials, and the elicitation and integration of prior knowledge throughout the science lessons. Moreover, hands-on practical activities were lacking in the mediation process and instead, traditional methods of teaching tended to dominate. Nonetheless, teachers’ reflections influenced them to analyse and strengthen their lessons. Thus, the study recommends that there is a need for teachers to have mentorships and platforms which can expose them to the knowledge of different types of easily accessible materials. This might strengthen their PCK. Teachers are also encouraged to do some reflections after very lesson as these have a potential to influence their pedagogical practices. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Using the indigenous technology of dyeing and weaving African baskets as a cultural tool to mediate learning of chemical and physical changes
- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Kakambi, William Mafelezo
- Date: 2021-04
- Subjects: Science -- Study and teaching (Secondary) -- Namibia , Chemistry -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Namibia , Culturally relevant pedagogy , Traditional ecological knowledge -- Namibia , Basket making -- Namibia , Dyes and dyeing -- Namibia , Pedagogical content knowledge
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/177268 , vital:42805
- Description: Literature has revealed that indigenous learners, especially in many African nations are subjected to learning school science in unfamiliar contexts. Learners in Namibia where this study was conducted are no exception. In consequence, learners experience cognitive conflict between school science and the experiences learnt at home and in the community. This is exacerbated, in part, by the fact that science teachers do not seem to know how to integrate indigenous knowledge in their science teaching. As an attempt to address this problem, some scholars call for the integration of indigenous knowledge into the science curriculum to provide a much needed context for learning science. It is against this background that this study sought to use the indigenous technology of dyeing and weaving baskets as a cultural tool to mediate learning of chemical and physical changes. Underpinned by the interpretivist and Ubuntu paradigms, the study employed a qualitative case study research design. The study was conducted in the Zambezi region in Namibia. Four grade 8 Physical Science teachers, an expert community member, and a critical friend were involved as participants in this study. Data were gathered using semi-structured interviews, workshop discussions, participatory observation, and journal reflections. Vygotsky’s socio-cultural theory and Mavhunga and Rollnick’s topic specific pedagogical content knowledge were used as theoretical and analytical frameworks, respectively. A thematic approach to data analysis was employed to come up with sub-themes and themes. The findings of the study revealed that all the participating teachers in this study had never been exposed to ideas on how to integrate indigenous knowledge in their science teaching. As a result, they all embraced and valued the indigenous technology of dyeing and weaving as relevant and useful in the teaching and learning of chemical and physical changes. This study recommends that there is a need to empower science teachers on how to integrate indigenous knowledge in their science teaching in order to make science accessible and relevant to their learners’ lived worlds. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Mobilising the indigenous practice of making Oshikundu using an inquiry-based approach to support Grade 8 Life Science teachers in mediating learning of enzymes
- Shinana, Ester Ndakondja Lineekela
- Authors: Shinana, Ester Ndakondja Lineekela
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Ethnoscience -- Namibia , Fermented beverages -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Enzymes -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163615 , vital:41061
- Description: The Namibian curriculum encourages Life Science teachers to integrate indigenous knowledge into their science lessons. Additionally, it also encourages teachers to promote scientific inquiry in their science classrooms. However, it is not clear how Life Science teachers should go about doing this. As a result, science is taught in decontextualised ways and inquiry-based methods are neglected. It is against this background that this study sought to mobilise the indigenous practice of making oshikundu to mediate learning of enzymes and to promote inquiry-based methods. Essentially, an attempt was made to mediate the learning of enzymes through inquiry-based methods using, in particular, the Predict-Explain-Explore-Observe-Explain (PEEOE)approach.The approach entails learners making predictions and providing explanations for their predictions before they do their observations. The study employed a qualitative case study approach underpinned by an interpretive paradigm. It was conducted at two schools in the Omusati Region in Namibia and three Life Science teachers (two from one school and one from a different school) participated in this study.A variety of data gathering techniques such as document analysis, workshop discussions, participatory observation, and journal reflections were used to gather data and for triangulation purposes. A thematic approach to data analysis was adopted and data analysis and interpretation we redone inductively using Vygotsky’s socio-cultural theory and Shulman’s Pedagogical Content Kno Knowledge (TSPCK) model was used as the analytical framework to identify and improve the quality of Life Science teachers’ PCK in the topic of enzyme s in particular. Findings from this study revealed that some teachers had a narrow understanding of the concept of scientific inquiry, whereas some demonstrated a better understanding of the concept and how it is used in Life Science classrooms. The findings also revealed that the understanding of the teachers of an inquiry approach and how they understood science should be taught, further influenced their practice ; this was in addition to resource constraints. Furthermore, it was also established that some teachers did not include the concept of enzymes in their teaching. The workshop intervention equipped teachers with the knowledge on an inquiry approach and how to promote scientific inquiry skills in their classrooms. Likewise, the practical demonstration of making oshikundu also equipped the teachers with the knowledge of enzymes and together with the PEEOE approach, how to teach enzyme s using an inquiry approach. Teachers experienced challenges, as they had to use their creative, critical thinking and reasoning skills in order to identify the scientific concepts from the practical demonstration of oshikundu. The study suggests that there is a need for professional development programmes focusing specifically on supporting in-service science teachers’ understanding of inquiry and how to use the inquiry-based approach in their classrooms. Equally, the pre-service science teachers need such preparations during their training. Furthermore, the study also presents that there is a need to engage both pre-service and in-service teachers deeply with the new content of the Life Science syllabus.
- Full Text:
- Date Issued: 2020
- Authors: Shinana, Ester Ndakondja Lineekela
- Date: 2020
- Subjects: Education, Secondary -- Namibia , Ethnoscience -- Namibia , Fermented beverages -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Enzymes -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163615 , vital:41061
- Description: The Namibian curriculum encourages Life Science teachers to integrate indigenous knowledge into their science lessons. Additionally, it also encourages teachers to promote scientific inquiry in their science classrooms. However, it is not clear how Life Science teachers should go about doing this. As a result, science is taught in decontextualised ways and inquiry-based methods are neglected. It is against this background that this study sought to mobilise the indigenous practice of making oshikundu to mediate learning of enzymes and to promote inquiry-based methods. Essentially, an attempt was made to mediate the learning of enzymes through inquiry-based methods using, in particular, the Predict-Explain-Explore-Observe-Explain (PEEOE)approach.The approach entails learners making predictions and providing explanations for their predictions before they do their observations. The study employed a qualitative case study approach underpinned by an interpretive paradigm. It was conducted at two schools in the Omusati Region in Namibia and three Life Science teachers (two from one school and one from a different school) participated in this study.A variety of data gathering techniques such as document analysis, workshop discussions, participatory observation, and journal reflections were used to gather data and for triangulation purposes. A thematic approach to data analysis was adopted and data analysis and interpretation we redone inductively using Vygotsky’s socio-cultural theory and Shulman’s Pedagogical Content Kno Knowledge (TSPCK) model was used as the analytical framework to identify and improve the quality of Life Science teachers’ PCK in the topic of enzyme s in particular. Findings from this study revealed that some teachers had a narrow understanding of the concept of scientific inquiry, whereas some demonstrated a better understanding of the concept and how it is used in Life Science classrooms. The findings also revealed that the understanding of the teachers of an inquiry approach and how they understood science should be taught, further influenced their practice ; this was in addition to resource constraints. Furthermore, it was also established that some teachers did not include the concept of enzymes in their teaching. The workshop intervention equipped teachers with the knowledge on an inquiry approach and how to promote scientific inquiry skills in their classrooms. Likewise, the practical demonstration of making oshikundu also equipped the teachers with the knowledge of enzymes and together with the PEEOE approach, how to teach enzyme s using an inquiry approach. Teachers experienced challenges, as they had to use their creative, critical thinking and reasoning skills in order to identify the scientific concepts from the practical demonstration of oshikundu. The study suggests that there is a need for professional development programmes focusing specifically on supporting in-service science teachers’ understanding of inquiry and how to use the inquiry-based approach in their classrooms. Equally, the pre-service science teachers need such preparations during their training. Furthermore, the study also presents that there is a need to engage both pre-service and in-service teachers deeply with the new content of the Life Science syllabus.
- Full Text:
- Date Issued: 2020
Exploring a shift in teacher practices after going through an intervention on the integration of local knowledge in grade 9 physical science lessons
- Authors: Mika, Rauha T
- Date: 2019
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96801 , vital:31323
- Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
- Full Text:
- Date Issued: 2019
- Authors: Mika, Rauha T
- Date: 2019
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching (Secondary) -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96801 , vital:31323
- Description: It has been advocated by many scholars that the integration of local or indigenous knowledge into science classrooms might make science more relevant and accessible to learners, particularly in culturally diverse classrooms. As a result, the Namibian Grade 9 Physical Science curriculum expects teachers to integrate learners’ local or indigenous knowledge in their science classrooms. Despite these ideals, there are no clear instructions on how to go about doing this. This is exacerbated in part by the poor or lack of continuing professional development for science teachers. It is against this background that this study sought to explore an intervention on the integration of local or indigenous knowledge in Grade 9 Physical Science lessons. The study is underpinned by an interpretive paradigm and is informed by Vygotsky’s socio-cultural theory and Wenger’s community of practice. Within the interpretive paradigm, a qualitative case study approach was employed. It was carried out in four schools with four Physical Science teachers from Otjiwarongo circuit in Namibia. Qualitative data were generated using workshop discussions, document analysis, semi-structured interviews, classroom observations and reflections. A variety of data generation techniques were used for triangulation and validity purposes. Data were subsequently analysed inductively to come up with themes. The findings of the study revealed that before the intervention the teachers involved in this study had little knowledge about the integration of local or indigenous knowledge in science lessons. However, after their voluntary participation in the intervention, they were enabled to develop and mediate model lessons that integrated local or indigenous knowledge in their classrooms which their learners subsequently found to be stimulating. The findings of the study further revealed that integrating local or indigenous knowledge in science lessons had the potential to promote active participation by learners and foster learning using easily accessible resources. The study thus recommends that teachers should, where possible, strive to integrate learners’ local or indigenous knowledge in science lessons.
- Full Text:
- Date Issued: 2019
An investigation into how two Grade 11 Physical Science teachers mediate learning of the topic chemical equilibrium : a case study
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
- Authors: Chani, Fungisisai M
- Date: 2015
- Subjects: Chemical equilibrium -- Study and teaching (Secondary) -- Namibia , Science -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2023 , http://hdl.handle.net/10962/d1017334
- Description: The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.
- Full Text:
- Date Issued: 2015
An investigation on how grade 8 learners make sens of static electricity through exploring their cultural beliefs and experiences about lightning: a case study
- Nanghonga, Ottilie Mwanyenenange
- Authors: Nanghonga, Ottilie Mwanyenenange
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Electrostatics -- Study and teaching (Secondary) -- Namibia Lightning -- Study and teaching (Secondary) -- Namibia , Static electricity , Cultural beliefs , Science -- Study and teaching (Secondary) -- Namibia , Electrostatics -- Study and teaching (Secondary) -- Namibia , Lightning -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1387 , http://hdl.handle.net/10962/d1001537
- Description: Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.
- Full Text:
- Date Issued: 2013
- Authors: Nanghonga, Ottilie Mwanyenenange
- Date: 2013
- Subjects: Science -- Study and teaching (Secondary) -- Namibia Electrostatics -- Study and teaching (Secondary) -- Namibia Lightning -- Study and teaching (Secondary) -- Namibia , Static electricity , Cultural beliefs , Science -- Study and teaching (Secondary) -- Namibia , Electrostatics -- Study and teaching (Secondary) -- Namibia , Lightning -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1387 , http://hdl.handle.net/10962/d1001537
- Description: Lightning as a natural phenomenon is shallowly presented in the Namibian curriculum documents such as the syllabus and textbooks. This gap in curriculum triggered my interest to investigate whether learners’ meaning-making in static electricity was enabled or constrained by elicitation and integration of their cultural beliefs and experiences about lightning and by their practical activities. This study was conducted with my grade 8 learners at the school where I am currently teaching. The school is located in a rural area in Ohangwena region in Northern Namibia. The study is situated within an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following data gathering methods: document analysis, brainstorming, discussions and presentations, semi-structured interview, focus group interview, observation and an assessment test. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour-coded to derive themes and analytical statements. Ethical considerations were also taken seriously in this study and all participants gave consent. An analysis of data revealed that there is no learning objective or basic competence in the Namibian Physical Science syllabus for grade 8-10 that requires learners to bring in their cultural beliefs and experiences, in particular, about lightning. Yet the study revealed that learners possess a lot of prior everyday scientific and non-scientific knowledge and experiences about lightning that they had acquired from their communities. Also, mobilization of learners' everyday knowledge and experiences about lightning enabled learner engagement during the science lessons. Likewise, engaging learners in practical activities in static electricity helped them to make meaning of scientific concepts. Based on my research findings, I therefore, recommend that learners' prior everyday knowledge and experiences about lightning should be incorporated during teaching and learning of the topic on static electricity.
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- Date Issued: 2013
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