Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class
- Authors: Manyana, Xolani Justice
- Date: 2020
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa , Schools -- South Africa -- Curricula , Social change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142889 , vital:38173
- Description: The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways in which Science is taught. As an attempt to address this challenge, the new South African National Curriculum Policy Statement (CAPS) encourages Science teachers to use culturally responsive pedagogies through integrating local or indigenous knowledge (IK) in Science lessons to make it accessible and relevant to learners. But, it does not explicitly state how Science teachers should go about enacting this. It is against this caveat that this study aimed at finding out indigenous practices and knowledge in the community and from two community members that could be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons with the view to establishing its influence (or not) on learners’ conceptions and dispositions towards Science. The study was conducted at Buyelembo Combined School (pseudonym), a township school in the Sarah Baartman District, in the Eastern Cape in South Africa. The research participants were 18 Grade 10 Physical Sciences learners, two Physical Sciences teachers and two community members. Data were generated using the learners’ group activity, discussions and presentations, observations (participatory observations and lesson observations), stimulated recall interviews and reflections. A thematic and inductive-deductive approach to data analysis was employed to come up with sub-themes and themes. Underpinned by an interpretivist perspective and informed by Vygotsky’s socio-cultural theory, a qualitative case study approach was adopted. Additionally, Ogunniyi’s Contiguity Argumentative Theory (CAT) was used as an analytical framework. The five cognitive states of CAT were employed to analyse data during the social interactions to surface any contradictions. The findings from this study revealed that there are indigenous practices and knowledge in relation to the sea that can be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons. However, regarding relevance of those indigenous practices and knowledge to science, the study revealed that the learners found no relevance at all but discussions and argumentation were enhanced. In addition, findings from this study revealed that the learners’ conceptions, dispositions, and sense-making in science were influenced positively through using hands-on practical activities when teaching Science concepts. Lastly, the study revealed that the use of mother tongue by the community members, learners and the teachers together with the language of learning and teaching promoted learner talk. Based on the findings of this study, I recommend that there is a need to support teachers on how to integrate indigenous practices and knowledge in their teaching, particularly when teaching Physical Sciences.
- Full Text:
- Date Issued: 2020
- Authors: Manyana, Xolani Justice
- Date: 2020
- Subjects: Physical sciences -- Study and teaching (Secondary) -- South Africa , Physical sciences -- Study and teaching (Secondary) -- South Africa -- Case studies , Ethnoscience -- Study and teaching -- South Africa , Schools -- South Africa -- Curricula , Social change
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/142889 , vital:38173
- Description: The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways in which Science is taught. As an attempt to address this challenge, the new South African National Curriculum Policy Statement (CAPS) encourages Science teachers to use culturally responsive pedagogies through integrating local or indigenous knowledge (IK) in Science lessons to make it accessible and relevant to learners. But, it does not explicitly state how Science teachers should go about enacting this. It is against this caveat that this study aimed at finding out indigenous practices and knowledge in the community and from two community members that could be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons with the view to establishing its influence (or not) on learners’ conceptions and dispositions towards Science. The study was conducted at Buyelembo Combined School (pseudonym), a township school in the Sarah Baartman District, in the Eastern Cape in South Africa. The research participants were 18 Grade 10 Physical Sciences learners, two Physical Sciences teachers and two community members. Data were generated using the learners’ group activity, discussions and presentations, observations (participatory observations and lesson observations), stimulated recall interviews and reflections. A thematic and inductive-deductive approach to data analysis was employed to come up with sub-themes and themes. Underpinned by an interpretivist perspective and informed by Vygotsky’s socio-cultural theory, a qualitative case study approach was adopted. Additionally, Ogunniyi’s Contiguity Argumentative Theory (CAT) was used as an analytical framework. The five cognitive states of CAT were employed to analyse data during the social interactions to surface any contradictions. The findings from this study revealed that there are indigenous practices and knowledge in relation to the sea that can be integrated into the topic on waves and sound in Grade 10 Physical Sciences lessons. However, regarding relevance of those indigenous practices and knowledge to science, the study revealed that the learners found no relevance at all but discussions and argumentation were enhanced. In addition, findings from this study revealed that the learners’ conceptions, dispositions, and sense-making in science were influenced positively through using hands-on practical activities when teaching Science concepts. Lastly, the study revealed that the use of mother tongue by the community members, learners and the teachers together with the language of learning and teaching promoted learner talk. Based on the findings of this study, I recommend that there is a need to support teachers on how to integrate indigenous practices and knowledge in their teaching, particularly when teaching Physical Sciences.
- Full Text:
- Date Issued: 2020
Exploring how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources in the Oshikoto Region, Namibia
- Authors: Nangolo, Rosalia Ndawapeka
- Date: 2019
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Osmosis -- Study and teaching (Secondary) -- Namibia , Ethnobiology -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92595 , vital:30740
- Description: Exploring the use easily accessible resources to carry out the hands-on practical activities to science learning has become one of the significant aspects in the educational research, particularly in science education. It could be deduced from the literature that hands-on practical activities are useful, enjoyable and foster conceptual understanding. The National Curriculum for Basic Education advocates empowering teachers to be knowledgeable on use of hands-on practical activities to produce learners who are scientifically equipped. Yet, the performance of the learners in Science and Mathematics continues to be worrisome and has not been improving over years as reported in TIMSS reports. For instance, the Namibian Examiners’ Reports have repeatedly reported that Biology is one of the subjects that are poorly performed. Essentially, the section on osmosis has been identified as one of the scientific concepts that is problematic to learners. In my view, in order for learners to understand osmosis and its associated concepts, there is a need to strengthen the use of hands-on practical activities. It is recognized that this is something that is lacking in most rural Namibian schools especially where laboratory resources are scarce. It is against this background that the goal of this study was to explore how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources. This study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was employed to obtain in-depth understanding on how Biology teachers mediate learning. This study was conducted in two conveniently selected secondary schools in the Oshikoto region, which I could easily access. It focused on four Grade 11 Biology teachers. Data were generated through semi-structured interviews, workshop discussions, lesson observation and stimulated interviews. Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse my data. The findings from semi-structured interviews revealed that teachers demonstrated positive attitudes towards teaching of osmosis using easily accessible resources. However, challenges regarding inadequate materials that hinder the teaching and learning process were registered. Another finding of this study was that teachers used a variety of mediation tools such as prior and local knowledge, language and easily accessible resources to enhance learning. The study thus recommends that, if teachers are exposed to numerous professional development platforms that include the use of easily accessible resources might improve their pedagogical approaches.
- Full Text:
- Date Issued: 2019
- Authors: Nangolo, Rosalia Ndawapeka
- Date: 2019
- Subjects: Biology -- Study and teaching (Secondary) -- Namibia , Osmosis -- Study and teaching (Secondary) -- Namibia , Ethnobiology -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92595 , vital:30740
- Description: Exploring the use easily accessible resources to carry out the hands-on practical activities to science learning has become one of the significant aspects in the educational research, particularly in science education. It could be deduced from the literature that hands-on practical activities are useful, enjoyable and foster conceptual understanding. The National Curriculum for Basic Education advocates empowering teachers to be knowledgeable on use of hands-on practical activities to produce learners who are scientifically equipped. Yet, the performance of the learners in Science and Mathematics continues to be worrisome and has not been improving over years as reported in TIMSS reports. For instance, the Namibian Examiners’ Reports have repeatedly reported that Biology is one of the subjects that are poorly performed. Essentially, the section on osmosis has been identified as one of the scientific concepts that is problematic to learners. In my view, in order for learners to understand osmosis and its associated concepts, there is a need to strengthen the use of hands-on practical activities. It is recognized that this is something that is lacking in most rural Namibian schools especially where laboratory resources are scarce. It is against this background that the goal of this study was to explore how Grade 11 Biology teachers mediate learning of osmosis when using easily accessible resources. This study is underpinned by an interpretive paradigm. Within the interpretive paradigm, a qualitative case study approach was employed to obtain in-depth understanding on how Biology teachers mediate learning. This study was conducted in two conveniently selected secondary schools in the Oshikoto region, which I could easily access. It focused on four Grade 11 Biology teachers. Data were generated through semi-structured interviews, workshop discussions, lesson observation and stimulated interviews. Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse my data. The findings from semi-structured interviews revealed that teachers demonstrated positive attitudes towards teaching of osmosis using easily accessible resources. However, challenges regarding inadequate materials that hinder the teaching and learning process were registered. Another finding of this study was that teachers used a variety of mediation tools such as prior and local knowledge, language and easily accessible resources to enhance learning. The study thus recommends that, if teachers are exposed to numerous professional development platforms that include the use of easily accessible resources might improve their pedagogical approaches.
- Full Text:
- Date Issued: 2019
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
Exploring how the integration of indigenous knowledge in the topic of acids and bases influences Grade 10 Physical Science learners’ conceptions, dispositions and sense-making
- Authors: Haimene, Johanna Shetulimba
- Date: 2019
- Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94996 , vital:31105
- Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
- Full Text:
- Date Issued: 2019
- Authors: Haimene, Johanna Shetulimba
- Date: 2019
- Subjects: Physical sciences -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Curriculum planning -- Study and teaching -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94996 , vital:31105
- Description: The inclusion of indigenous knowledge (IK) in science education is gaining momentum. That is, it is acknowledged that the starting point in learning is what learners already know from their homes or community. This will be consolidated by what these learners will learn in classroom. It is for this reason that the Namibia National Curriculum for Basic Education (NCBE) advocates Learner Centred Education (LCE). The Physical science syllabus also encourages the use of practical activities to enhance the conceptual understanding of the learners. However, the views and beliefs that learners have towards science influence their learning of science. Looking at the same context, various studies carried out have pointed out that the attitude of learners towards the subject influences their performance in that specific subject. It is against this background that this study sought to explore how the integration of indigenous knowledge in lessons on acids and bases influences (or not) learners’ conceptions, dispositions, interest and sense-making. This study used a mixed-method approach whereby both quantitative and qualitative data were gathered. It is underpinned by the interpretive paradigm. Within the interpretive paradigm a case study approach was employed. The study was carried out with the Grade 10B Physical Science learners at Namaela Secondary School (Pseudonym) in the Oshikoto Region. To generate data, a variety of data generation techniques were employed, namely pre-and post-intervention questionnaires, pre-and post-test, observations, learners’ journal reflections and semi-structured interviews. Conceptions, dispositions and sense-making, and Vygotsky’s socio-cultural theory were used as a lens to analyse the data. A deductive-inductive approach was adopted for data analysis. The findings from the study revealed that learners were able to make sense of science concepts when IK is integrated in the lessons. Additionally, the learners’ conceptions and dispositions shifted positively due to the use of the everyday materials. It emerged that learners were able to learn science well when they link their everyday experiences to school science. This study thus recommends that teachers should be encouraged to integrate IK in their lessons. In order for teachers to effectively integrate IK, the curriculum developers should be explicit on how teachers should integrate IK in their lessons. Moreover, teacher-training institutions should include ways of integrating IK when they are training teachers.
- Full Text:
- Date Issued: 2019
Exploring Intersemiotic Complementarity in three Namibian Physical Science teachers’ classroom practice
- Authors: Nakakuwa, Tomas
- Date: 2019
- Subjects: Semiotics , Communication in science , Communication in education , Physical sciences -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Language and education -- Namibia , Science teachers -- Training of -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96812 , vital:31324
- Description: The Namibian Science curriculum promotes learners’ development of self-confidence, self-knowledge and understanding of the world in which they live. The world we live in is increasingly multimodal, necessitating a multiliteracy in learners in order for them to engage meaningfully with knowledge and skills. Furthermore, scientists themselves engage in a range of inscription practices. While verbal language is the primary medium through which scientific knowledge and concepts are constructed, communicated, and learned, visuals can help learners to gain knowledge that they may not receive from verbal explanation alone. The verbal and visual semiotic modes can also function in a complementarity way, and this is significant in contexts where science lessons are for the most part in a second language - as is the case in Namibia where the language of learning and teaching (LoLT) of English is commonly not the learners’ mother tongue. However, no studies were found exploring the nature of verbal-visual intersemiotic complementarity in the practice of Namibian science teachers, or whether it was related to the number of years of science teaching experience. This study thus aimed to explore the dynamics of verbal-visual intersemiotic complementarity in the classroom practice of three Junior Secondary Physical Science teachers, with varying amounts of science teaching experience, in the Oshana region of Namibia. This qualitative case study, on the dynamics of verbal-visual intersemiotic complementarity in science teacher classroom practice follows in the path of earlier studies which employed Systemic Functional Linguistics (SFL) in the analysis of multimodal discourse. This thesis is also informed by Social Constructivism in which the various semiotic modes are recognised as components of the toolkit for mediating learning. The study adopted the interpretive paradigm. Data collection involved lesson observations and semi-structured interviews. Data analysis involved identification and coding of themes and categories inductively. The results reveal that the participant teachers employed the full range of intersemiotic sense relations which literature outlines. It was found that the ideational meanings in the verbal and visual modes of the science teachers’ practice are lexico-semantically related through these intersemiotic sense relations. While some teachers utilised some intersemiotic sense relations more often than others, there were no correspondences evident between the use of verbal-visual intersemiotic complementarity and the number of years of science teaching experience. The results also indicated that different intersemiotic sense relations served different purposes in the science classroom. The verbal-visual intersemiotic complementarity in the participant teachers’ practice tended to focus on: physical material, processes, symbolism or resemblance. This study has significant implications, providing an empirical basis for informing pre-service Physical Science teachers’ training and guiding the in-service training of Physical Science teachers in Namibia. Since its effective use may not be left up to teaching experience, Namibian Physical Science teacher training programmes need to include the use of verbal-visual intersemiotic complementarity in order to equip and empower Physical Science teachers.
- Full Text:
- Date Issued: 2019
- Authors: Nakakuwa, Tomas
- Date: 2019
- Subjects: Semiotics , Communication in science , Communication in education , Physical sciences -- Study and teaching -- Namibia , Science -- Study and teaching -- Namibia , Language and education -- Namibia , Science teachers -- Training of -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96812 , vital:31324
- Description: The Namibian Science curriculum promotes learners’ development of self-confidence, self-knowledge and understanding of the world in which they live. The world we live in is increasingly multimodal, necessitating a multiliteracy in learners in order for them to engage meaningfully with knowledge and skills. Furthermore, scientists themselves engage in a range of inscription practices. While verbal language is the primary medium through which scientific knowledge and concepts are constructed, communicated, and learned, visuals can help learners to gain knowledge that they may not receive from verbal explanation alone. The verbal and visual semiotic modes can also function in a complementarity way, and this is significant in contexts where science lessons are for the most part in a second language - as is the case in Namibia where the language of learning and teaching (LoLT) of English is commonly not the learners’ mother tongue. However, no studies were found exploring the nature of verbal-visual intersemiotic complementarity in the practice of Namibian science teachers, or whether it was related to the number of years of science teaching experience. This study thus aimed to explore the dynamics of verbal-visual intersemiotic complementarity in the classroom practice of three Junior Secondary Physical Science teachers, with varying amounts of science teaching experience, in the Oshana region of Namibia. This qualitative case study, on the dynamics of verbal-visual intersemiotic complementarity in science teacher classroom practice follows in the path of earlier studies which employed Systemic Functional Linguistics (SFL) in the analysis of multimodal discourse. This thesis is also informed by Social Constructivism in which the various semiotic modes are recognised as components of the toolkit for mediating learning. The study adopted the interpretive paradigm. Data collection involved lesson observations and semi-structured interviews. Data analysis involved identification and coding of themes and categories inductively. The results reveal that the participant teachers employed the full range of intersemiotic sense relations which literature outlines. It was found that the ideational meanings in the verbal and visual modes of the science teachers’ practice are lexico-semantically related through these intersemiotic sense relations. While some teachers utilised some intersemiotic sense relations more often than others, there were no correspondences evident between the use of verbal-visual intersemiotic complementarity and the number of years of science teaching experience. The results also indicated that different intersemiotic sense relations served different purposes in the science classroom. The verbal-visual intersemiotic complementarity in the participant teachers’ practice tended to focus on: physical material, processes, symbolism or resemblance. This study has significant implications, providing an empirical basis for informing pre-service Physical Science teachers’ training and guiding the in-service training of Physical Science teachers in Namibia. Since its effective use may not be left up to teaching experience, Namibian Physical Science teacher training programmes need to include the use of verbal-visual intersemiotic complementarity in order to equip and empower Physical Science teachers.
- Full Text:
- Date Issued: 2019
Exploring opportunities for integrating indigenous knowledge and practices into animal husbandry in Grade 10 Agricultural Science lessons
- Authors: Siseho, Robert Simwanza
- Date: 2019
- Subjects: Agriculture -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Ethnoscience -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96790 , vital:31320
- Description: The performance of learners in Agricultural Science at secondary schools in the Omaheke region of Namibia is worrisome. For some years performance in the subject has been below the national average, even though the region is known for its agricultural activities. My assumption is that this could be compounded by the fact that even though the Namibian curriculum encourages teachers to integrate local or indigenous knowledge (IK) in their lessons, it is not clear how this should be executed. It is against this background that this study set out to explore opportunities for integrating indigenous animal husbandry knowledge and practices into the animal husbandry section of Namibian Grade 10 Agricultural Science lessons. This was a qualitative case study underpinned by the interpretive paradigm. The study first focused on finding out what practices and knowledge might be integrated into animal husbandry within Grade 10 Agricultural Science. Secondly, it aimed at finding strategies for integrating indigenous knowledge into Grade 10 Agricultural Science. Thirdly, using my experience of co-developing model lessons with two Grade 10 Agricultural Science teachers, it sought to identify what assistance teachers need to integrate IK. The fourth goal was to observe the lessons taught in order to find out how the two teachers mediated the lessons featuring IK. Data were collected using interviews, workshop discussions, observations (videotaped lessons) and reflections. The data were validated through member checking and triangulation via various techniques. I used Vygotsky’s (1978) sociocultural theory and Wenger’s (1998) community of practice as a composite lens to analyse my data. The findings showed that there is indigenous knowledge in animal husbandry of disease prevention and treatment, the feeding of livestock, castration, de-horning and parasite control. Strategies to integrate IK included inviting or visiting parents or farmers, using the learners’ mother tongue and exploiting local resources. It emerged that teachers need help with teaching strategies, the development of worksheets, lesson planning and the use of technology. The mediation of the lessons included use of the chalkboard and a data projector, worksheets, the teacher assisting learners, and learners assisting one another. The study recommends that teachers integrate IK into their lessons to contextualize learning, increase learners’ participation in class and enhance their understanding of science. It also recommends that curriculum developers make it clear how IK should be integrated and assessed. The study further recommends that institutions of higher education should train teachers on how to integrate IK in the curriculum.
- Full Text:
- Date Issued: 2019
- Authors: Siseho, Robert Simwanza
- Date: 2019
- Subjects: Agriculture -- Study and teaching -- Namibia , Ethnoscience -- Study and teaching -- Namibia , Ethnoscience -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96790 , vital:31320
- Description: The performance of learners in Agricultural Science at secondary schools in the Omaheke region of Namibia is worrisome. For some years performance in the subject has been below the national average, even though the region is known for its agricultural activities. My assumption is that this could be compounded by the fact that even though the Namibian curriculum encourages teachers to integrate local or indigenous knowledge (IK) in their lessons, it is not clear how this should be executed. It is against this background that this study set out to explore opportunities for integrating indigenous animal husbandry knowledge and practices into the animal husbandry section of Namibian Grade 10 Agricultural Science lessons. This was a qualitative case study underpinned by the interpretive paradigm. The study first focused on finding out what practices and knowledge might be integrated into animal husbandry within Grade 10 Agricultural Science. Secondly, it aimed at finding strategies for integrating indigenous knowledge into Grade 10 Agricultural Science. Thirdly, using my experience of co-developing model lessons with two Grade 10 Agricultural Science teachers, it sought to identify what assistance teachers need to integrate IK. The fourth goal was to observe the lessons taught in order to find out how the two teachers mediated the lessons featuring IK. Data were collected using interviews, workshop discussions, observations (videotaped lessons) and reflections. The data were validated through member checking and triangulation via various techniques. I used Vygotsky’s (1978) sociocultural theory and Wenger’s (1998) community of practice as a composite lens to analyse my data. The findings showed that there is indigenous knowledge in animal husbandry of disease prevention and treatment, the feeding of livestock, castration, de-horning and parasite control. Strategies to integrate IK included inviting or visiting parents or farmers, using the learners’ mother tongue and exploiting local resources. It emerged that teachers need help with teaching strategies, the development of worksheets, lesson planning and the use of technology. The mediation of the lessons included use of the chalkboard and a data projector, worksheets, the teacher assisting learners, and learners assisting one another. The study recommends that teachers integrate IK into their lessons to contextualize learning, increase learners’ participation in class and enhance their understanding of science. It also recommends that curriculum developers make it clear how IK should be integrated and assessed. The study further recommends that institutions of higher education should train teachers on how to integrate IK in the curriculum.
- Full Text:
- Date Issued: 2019
Exploring the influence of marine science camps on learners’ motivation and dispositions towards scientific inquiry
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
- Authors: Hambaze, Nozipiwo
- Date: 2020
- Subjects: Science projects , Marine sciences -- Study and teaching -- South Africa -- Case studies , Active learning , Science camps -- South Africa -- Case studies , Experiential learning , Science -- Study and teaching -- South Africa -- Case studies , Motivation in education -- South Africa -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163626 , vital:41062
- Description: For a number of years, it has been observed that learners’ motivation towards science has decreased , especially when th ey get to higher grades in secondary school. Strengthening learners’ motivation has become a very important area for educators to understand and reflect on. Many studies suggest that inquiry - based learning activities can provide a conducive learning enviro nment and build up learners ’ abilities and motivation to learn science beyond the classroom. It is against this backdrop that t his interventionist study s ought to investigate the influence of marine science camps on learners’ motivation towards scientific inquiry. The study was informed by Vygotsky ’s social constructivist theory and Wenger ’s community of practice theory. The participants were 21 grade 10 science learners from seven high schools in the Eastern Cape in South Africa. In order to answer the research questions , data w ere collected through the use of Student Motivation T owards Science Learning (SMTSL) questionnaires prior and post science camp, learner reflection journals and focus group interviews. Excel was used to analyse quantitative data w hereas an inductive - deductive thematic approach was used to analyse the qualitative data.The findin gs of the study revealed that through active participation learners’ dispositions shifted and became more positive after the scientific inquiry activity experience at the marine science camp. Furthermore , the findings of the study revealed that as a result of the marine science camp experiences learners were highly motivated to develop their own marine related science projects for the science fairs. Science fairs bear the testimony as one learner did not only co nduct a marine related project for a science fair but was awarded a gold medal at a regional science fair and a silver medal the national fair. The same lea r ne r was awarded an opportunity to present his project in other international fair. Notably also, l earners displayed increase science motivation as a result of participating at the marine science camp. iv This study thus recommends that i n order to enhance scie ntific inquiry among science learners, efforts in developing out - of - school programs not only by th e department of education but also other stakeholders such as universities are needed to inspire and motivate more learners in sciences. Additionally , pure sc ience faculties and social science s should work closely with each other to promote science.
- Full Text:
- Date Issued: 2020
Exploring the influences of an intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding
- Aikanga, Frans Paulus Shintaleleni
- Authors: Aikanga, Frans Paulus Shintaleleni
- Date: 2021-04
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Chemical bonds , Semiotics , Cognition in children , Communication in education , Language and education -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178281 , vital:42927
- Description: Anecdotal evidence from my 10 years’ experience teaching Grade 9 Physical Science in Namibian schools revealed learners’ difficulty with making sense of chemical bonding. The Junior Secondary examiners’ reports in recent consecutive years (2014, 2015, 2016 & 2017) also revealed this challenge among Grade 10 learners (Namibia. Ministry of Education, Arts and Culture [MoEAC], 2017). The language of learning and teaching (LoLT) for most school subjects (including Physical Science) in Namibia is English, which is taken as a second language by most learners (Kisting, 2011). The results of the English Language Proficiency test written by all principals and teachers in Namibia show that most are not proficient in this language (Kisting, 2011). This has raised concern as to how teaching of content subjects may be undertaken effectively with English as the LoLT. In Namibia, chemical bonding is part of the chemistry section of Physical Science, taught as a sub-topic under the Matter section, where the nature, characteristics, and behaviour of three states of matter are explained. The difficulty students have with chemical bonding is identified as being due to complex chemical concepts (Chittleborough & Mamiala, 2006), and the specialised language of the topic these concepts involve (Gilbert & Treagust, 2009). Additionally, this difficulty may be ascribed to lack of suitable pedagogic approaches, which is linked to science teachers not being fluent in the LoLT. Despite this link, Johnstone (1982) posits that addressing the challenge of teaching and learning chemical knowledge requires teachers’ understanding of three levels of representation: macroscopic, sub-microscopic, and symbolic. Addressing this challenge may be accomplished by using multimodality in teaching, which is achievable via intersemiosis of different semiotic modes, drawing from Systemic Functional Linguistics. This is due to non-linguistic modes also having the potential to make meaning as language does, and the fact that language alone cannot fully enable effective meaning-making in discourses that are inherently multimodal, such as science. Some studies have suggested that the intersemiosis of visual and verbal semiotic modes has the potential to enable more meaning-making of scientific discourse than either of these two alone. The study reported on in this thesis has built on such previous studies in order to explore the influences of a visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. No studies from Namibia exploring these influences on Grade 9 learners could be found. This revealed the knowledge gap that this study aimed to contribute to filling. I accomplished this goal by embarking on a two-cycle action research study. The first cycle followed a traditional teaching approach and assessment, whereas the second cycle, the intervention, included a visual-verbal intersemiotic complementarity teaching approach and assessment. I achieved visual-verbal intersemiotic complementarity teaching and assessment by coordinating spoken and written language with visuals in the form of diagrams and physical models. The critical paradigm was adopted to explore the influences of this pedagogic approach, with the underlying aim of exploring the intervention approach for bringing about a change in learners’ sense-making of chemical bonding, compared to traditional approaches that do not consider intersemiosis. This study is informed by Vygotsky’s (1978) social constructivism to account for learning as a product of social construction, and Halliday’s (1978) Systemic Functional Linguistics to account for the role played by semiotic modes in making meanings. This study involved collecting qualitative data that were accessed via document analysis, structured lesson observation, the teacher’s and learners’ reflective journals, and the pre- and post-test. Collecting these data was facilitated by a critical friend. The results reveal a positive influence of the visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. This influence was realised in the noticeable shift from the learners’ discourse (use of talk and visuals) being perceptual (which is less scientific) to being idea-based (which is more scientific). Learners were also found to be self-motivated and keen to learn complex chemical bonding concepts after the intervention – another sign of their making sense of the topic. The implications of this study include that visual-verbal intersemiotic complementarity should be considered a pedagogic approach to chemical bonding by curriculum developers and reviewers, teacher training institutions, and science textbook authors. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Aikanga, Frans Paulus Shintaleleni
- Date: 2021-04
- Subjects: Physical sciences -- Study and teaching (Secondary) -- Namibia , Chemical bonds , Semiotics , Cognition in children , Communication in education , Language and education -- Namibia , Visual learning , Verbal learning
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/178281 , vital:42927
- Description: Anecdotal evidence from my 10 years’ experience teaching Grade 9 Physical Science in Namibian schools revealed learners’ difficulty with making sense of chemical bonding. The Junior Secondary examiners’ reports in recent consecutive years (2014, 2015, 2016 & 2017) also revealed this challenge among Grade 10 learners (Namibia. Ministry of Education, Arts and Culture [MoEAC], 2017). The language of learning and teaching (LoLT) for most school subjects (including Physical Science) in Namibia is English, which is taken as a second language by most learners (Kisting, 2011). The results of the English Language Proficiency test written by all principals and teachers in Namibia show that most are not proficient in this language (Kisting, 2011). This has raised concern as to how teaching of content subjects may be undertaken effectively with English as the LoLT. In Namibia, chemical bonding is part of the chemistry section of Physical Science, taught as a sub-topic under the Matter section, where the nature, characteristics, and behaviour of three states of matter are explained. The difficulty students have with chemical bonding is identified as being due to complex chemical concepts (Chittleborough & Mamiala, 2006), and the specialised language of the topic these concepts involve (Gilbert & Treagust, 2009). Additionally, this difficulty may be ascribed to lack of suitable pedagogic approaches, which is linked to science teachers not being fluent in the LoLT. Despite this link, Johnstone (1982) posits that addressing the challenge of teaching and learning chemical knowledge requires teachers’ understanding of three levels of representation: macroscopic, sub-microscopic, and symbolic. Addressing this challenge may be accomplished by using multimodality in teaching, which is achievable via intersemiosis of different semiotic modes, drawing from Systemic Functional Linguistics. This is due to non-linguistic modes also having the potential to make meaning as language does, and the fact that language alone cannot fully enable effective meaning-making in discourses that are inherently multimodal, such as science. Some studies have suggested that the intersemiosis of visual and verbal semiotic modes has the potential to enable more meaning-making of scientific discourse than either of these two alone. The study reported on in this thesis has built on such previous studies in order to explore the influences of a visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. No studies from Namibia exploring these influences on Grade 9 learners could be found. This revealed the knowledge gap that this study aimed to contribute to filling. I accomplished this goal by embarking on a two-cycle action research study. The first cycle followed a traditional teaching approach and assessment, whereas the second cycle, the intervention, included a visual-verbal intersemiotic complementarity teaching approach and assessment. I achieved visual-verbal intersemiotic complementarity teaching and assessment by coordinating spoken and written language with visuals in the form of diagrams and physical models. The critical paradigm was adopted to explore the influences of this pedagogic approach, with the underlying aim of exploring the intervention approach for bringing about a change in learners’ sense-making of chemical bonding, compared to traditional approaches that do not consider intersemiosis. This study is informed by Vygotsky’s (1978) social constructivism to account for learning as a product of social construction, and Halliday’s (1978) Systemic Functional Linguistics to account for the role played by semiotic modes in making meanings. This study involved collecting qualitative data that were accessed via document analysis, structured lesson observation, the teacher’s and learners’ reflective journals, and the pre- and post-test. Collecting these data was facilitated by a critical friend. The results reveal a positive influence of the visual-verbal intersemiotic complementarity teaching approach on Grade 9 Namibian learners’ sense-making of chemical bonding. This influence was realised in the noticeable shift from the learners’ discourse (use of talk and visuals) being perceptual (which is less scientific) to being idea-based (which is more scientific). Learners were also found to be self-motivated and keen to learn complex chemical bonding concepts after the intervention – another sign of their making sense of the topic. The implications of this study include that visual-verbal intersemiotic complementarity should be considered a pedagogic approach to chemical bonding by curriculum developers and reviewers, teacher training institutions, and science textbook authors. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Exploring visual literacy development through films in senior phase English first additional language
- Authors: Khosa, Michael
- Date: 2019
- Subjects: Visual litearcy , Motion pictures in education -- South Africa , English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92672 , vital:30727
- Description: Despite learners’ general poor performance in English First Additional Language (EFAL), research indicates their wide exposure to film viewing which is untapped when teaching visual literacy in EFAL classes (Mnyanda, 2017). This study identified a golden opportunity of introducing film teaching in the senior phase in order to equip learners with the knowledge, skills and values for self-fulfilment, and meaningful participation in society as citizens of a free country. Two teachers’ meaning-making and pedagogical practices of teaching film were explored in a rural Eastern Cape District, South Africa. Qualitative research methodology was used to collect data from lesson observations using a video camera and post-lesson interviews with each teacher. I drew on Vygotsky’s (1978) socio-cultural theory of learning which privileges learners’ social interaction, More Knowledgeable Other and scaffolding in the learning process. Critical Discourse Analysis offered insights on challenging stereotypes available in designing and redesigning texts. It emerged that lack of resources in previously disadvantaged schools and teachers’ missed opportunities to teach film in context were major causes of underperformance. Findings also interestingly revealed that learners could perform better when taught through the film. This study recommends that schools should teach film since it is can improve learners’ results.
- Full Text:
- Date Issued: 2019
- Authors: Khosa, Michael
- Date: 2019
- Subjects: Visual litearcy , Motion pictures in education -- South Africa , English language -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92672 , vital:30727
- Description: Despite learners’ general poor performance in English First Additional Language (EFAL), research indicates their wide exposure to film viewing which is untapped when teaching visual literacy in EFAL classes (Mnyanda, 2017). This study identified a golden opportunity of introducing film teaching in the senior phase in order to equip learners with the knowledge, skills and values for self-fulfilment, and meaningful participation in society as citizens of a free country. Two teachers’ meaning-making and pedagogical practices of teaching film were explored in a rural Eastern Cape District, South Africa. Qualitative research methodology was used to collect data from lesson observations using a video camera and post-lesson interviews with each teacher. I drew on Vygotsky’s (1978) socio-cultural theory of learning which privileges learners’ social interaction, More Knowledgeable Other and scaffolding in the learning process. Critical Discourse Analysis offered insights on challenging stereotypes available in designing and redesigning texts. It emerged that lack of resources in previously disadvantaged schools and teachers’ missed opportunities to teach film in context were major causes of underperformance. Findings also interestingly revealed that learners could perform better when taught through the film. This study recommends that schools should teach film since it is can improve learners’ results.
- Full Text:
- Date Issued: 2019
Exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge in food preservation
- Authors: Sabina, Hashondili
- Date: 2020
- Subjects: Agriculture -- Study and teaching (Elementary) -- Namibia , Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Education, Elementary -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/148093 , vital:38709
- Description: Many scholars have reported that science teachers are grappling with linking science to learners’ everyday life experiences and Namibian science teachers are no exception. As a result, learners are finding that scientific concepts often remain decontextualised and abstract. In light of this, the Namibian National Curriculum indicates that teaching and learning should start with the knowledge and experiences of learners from home. It also encourages teachers to integrate local knowledge into their science lessons but does not give proper guidelines on how science teachers should go about enacting this. This tension between curriculum formulation and implementation triggered my interest to carry out an interventionist research study aimed at exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge on food preservation in particular. This study is underpinned by an interpretive paradigm, within which a qualitative case study was employed. It was conducted with three Grade 6 Elementary Agricultural Science teachers from three different schools in the Oshana region of Namibia. I used semi-structured interviews, document analysis, workshop discussions, participatory observation and reflections to gather data. Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge theories was used as lenses to analyse my data. The findings of the study revealed that the sample teachers understood what indigenous knowledge is and its benefits but struggled to integrate it in their lessons. The findings of the study further revealed that the presentations by the expert community members enabled these teachers to identify possible science topics that they could teach, using some of the traditional practices such as food preservation. The study thus recommends that teachers need to be supported on how to integrate local knowledge or indigenous knowledge in their classrooms. Teachers should therefore be involved in professional learning communities that will help them share their difficulties they encounter during their teaching practices and to collaboratively come up with strategies to overcome such difficulties. Community members who are custodians of the cultural heritage should be invited to share their indigenous knowledge with science teachers so that they can link it from community members to classroom science.
- Full Text:
- Date Issued: 2020
- Authors: Sabina, Hashondili
- Date: 2020
- Subjects: Agriculture -- Study and teaching (Elementary) -- Namibia , Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Education, Elementary -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/148093 , vital:38709
- Description: Many scholars have reported that science teachers are grappling with linking science to learners’ everyday life experiences and Namibian science teachers are no exception. As a result, learners are finding that scientific concepts often remain decontextualised and abstract. In light of this, the Namibian National Curriculum indicates that teaching and learning should start with the knowledge and experiences of learners from home. It also encourages teachers to integrate local knowledge into their science lessons but does not give proper guidelines on how science teachers should go about enacting this. This tension between curriculum formulation and implementation triggered my interest to carry out an interventionist research study aimed at exploring working with Grade 6 Elementary Agricultural Science teachers on how to integrate local knowledge on food preservation in particular. This study is underpinned by an interpretive paradigm, within which a qualitative case study was employed. It was conducted with three Grade 6 Elementary Agricultural Science teachers from three different schools in the Oshana region of Namibia. I used semi-structured interviews, document analysis, workshop discussions, participatory observation and reflections to gather data. Vygotsky’s socio-cultural theory together with Shulman’s pedagogical content knowledge theories was used as lenses to analyse my data. The findings of the study revealed that the sample teachers understood what indigenous knowledge is and its benefits but struggled to integrate it in their lessons. The findings of the study further revealed that the presentations by the expert community members enabled these teachers to identify possible science topics that they could teach, using some of the traditional practices such as food preservation. The study thus recommends that teachers need to be supported on how to integrate local knowledge or indigenous knowledge in their classrooms. Teachers should therefore be involved in professional learning communities that will help them share their difficulties they encounter during their teaching practices and to collaboratively come up with strategies to overcome such difficulties. Community members who are custodians of the cultural heritage should be invited to share their indigenous knowledge with science teachers so that they can link it from community members to classroom science.
- Full Text:
- Date Issued: 2020
Graphicacy and the third dimension: an investigation into the problem of poor performance in relief mapwork in South African secondary schools
- Burton, Michael St. John Whitehead
- Authors: Burton, Michael St. John Whitehead
- Date: 1986
- Subjects: Graphicacy , Maps , Map reading , Visualisation , Geography , Secondary education , South Africa , Pupils , Learners , Teachers
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1358 , http://hdl.handle.net/10962/d1001424
- Description: Three-dimensional graphicacy is the part of map work that appears to be the most problematIcal. Bartz (1970) says that thinking and visualising in three-dimensional space is difficult enough, but trying to derive notions in three-dimensions, when you have only seen them as they are represented in distorted two-dimensional fashion, is even more difficult. Yet pupils of geography are required to learn such three-dimensional concepts from the two-dimensional distorted map presentations. The geography teacher has an important educational role to play in promoting graphicacy and Balchin (1965), who coined the term, felt that it should be an essential underpinning of an integrated education. The problem is that children perform badly, teachers are not successfully imparting three-dimensional graphicacy skills and as Board and Taylor (1977) indicate, for some time now it has been fashionable to dismiss maps as being irrelevant or useless in geographical research. This thesis attempts to analyse this reported malady, the problems are exposed and solutions offered. Investigation of the literature, with the aim of clarifying the problems involved, follows four leads. These are the part played by the map as a mode of communication, the physical processes involved in mapwork revealed by work in the realm of neurophysiology, the process of visualisation in the field of perception and psychology, and finally the stage of conceptual development of the mapworker. The state of affairs in South Africa is disclosed by an analysis of teacher-directed literature, of examination syllabuses, of text-book treatment of three-dimensional mapwork in South Africa and overseas, of past examination questions, and finally of teachers' views. Experimental exercises have been executed in an attempt to link the key findings of published research to the local scene. Conclusions are then drawn, and recommendations made for improving three-dimensional graphicacy in South African secondary schools.
- Full Text:
- Date Issued: 1986
- Authors: Burton, Michael St. John Whitehead
- Date: 1986
- Subjects: Graphicacy , Maps , Map reading , Visualisation , Geography , Secondary education , South Africa , Pupils , Learners , Teachers
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1358 , http://hdl.handle.net/10962/d1001424
- Description: Three-dimensional graphicacy is the part of map work that appears to be the most problematIcal. Bartz (1970) says that thinking and visualising in three-dimensional space is difficult enough, but trying to derive notions in three-dimensions, when you have only seen them as they are represented in distorted two-dimensional fashion, is even more difficult. Yet pupils of geography are required to learn such three-dimensional concepts from the two-dimensional distorted map presentations. The geography teacher has an important educational role to play in promoting graphicacy and Balchin (1965), who coined the term, felt that it should be an essential underpinning of an integrated education. The problem is that children perform badly, teachers are not successfully imparting three-dimensional graphicacy skills and as Board and Taylor (1977) indicate, for some time now it has been fashionable to dismiss maps as being irrelevant or useless in geographical research. This thesis attempts to analyse this reported malady, the problems are exposed and solutions offered. Investigation of the literature, with the aim of clarifying the problems involved, follows four leads. These are the part played by the map as a mode of communication, the physical processes involved in mapwork revealed by work in the realm of neurophysiology, the process of visualisation in the field of perception and psychology, and finally the stage of conceptual development of the mapworker. The state of affairs in South Africa is disclosed by an analysis of teacher-directed literature, of examination syllabuses, of text-book treatment of three-dimensional mapwork in South Africa and overseas, of past examination questions, and finally of teachers' views. Experimental exercises have been executed in an attempt to link the key findings of published research to the local scene. Conclusions are then drawn, and recommendations made for improving three-dimensional graphicacy in South African secondary schools.
- Full Text:
- Date Issued: 1986
Hearing silenced voices: a learning-centred approach to sustainable land rehabilitation and natural resource management
- Authors: Wolff, Margaret Gascoyne
- Date: 2019
- Subjects: Watershed management -- South Africa -- Citizen participation , Water-supply -- Management -- Citizen participation , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94958 , vital:31101
- Description: South Africa is a semi-arid country with dysfunctional water management. The National Water Act encourages integrated water resource management and public participation in contributing to strategies for managing water within delineated areas. Various challenges hamper progress of integrated water resource management and meaningful participation by residents in catchments across the country. One of the challenges is the lack of knowledge about their role in water resource management. By viewing catchments as complex social-ecological systems, this case study investigates how to establish a learning-centred approach to catchment management forum (CMF) formation. The study addressed three sub-questions: What activity systems need to be prioritised for community participation in CMF formation? What existing learning can be identified within the activity systems? What are the sources for expansive social learning in and between the activity systems? The study draws on social learning theory, and on cultural historical activity theory as it offers a methodological approach to identifying a learning-centred approach to learning in a catchment context. Drawing on this theoretical framework, for research question 1, I identified five activity systems that are present in the study area, are partly representative of the people who live in the area, and are linked to land and water governance either through their positions as government employees within the sector, or the NLEIP in ways that influence communities’ lives and livelihoods. To address question 2, I ran learning-centred workshops and interviewed people who lived in the study area. Careful, respectful listening and participants’ use of home language created the safe space in which residents revealed that they know which water resources are important to protect and where breakdowns in communication happen. For question 3, I analysed the data from the workshops and interviews using a cultural historical activity theory framework to identify discursive manifestations of contradictions within and between activity systems which illuminate the potential for expansive social learning. This study recommends developing an understanding of the complex social-ecological context and prioritising co-learning and community participation in a learning-centred approach to catchment management forum formation. For this, there is need to develop in-depth insight into activity systems associated with water governance in local contexts. In this study I identified five of these activity systems, but the study points to a further range of activity systems that need to be considered for a learning-centred approach to be fully established. The study also found that communities are learning via engaging in the rehabilitation work, through engagements in workshops and within the municipal structures. Additionally, the study identified a number of contradictions that can provide sources of learning for taking an expansive learning approach further in CMF formation. Such an approach may provide the space to build bridges of trust between diverse knowledge systems, and has the potential to encourage sustainable co-operation in natural resource management.
- Full Text:
- Date Issued: 2019
- Authors: Wolff, Margaret Gascoyne
- Date: 2019
- Subjects: Watershed management -- South Africa -- Citizen participation , Water-supply -- Management -- Citizen participation , Environmental education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/94958 , vital:31101
- Description: South Africa is a semi-arid country with dysfunctional water management. The National Water Act encourages integrated water resource management and public participation in contributing to strategies for managing water within delineated areas. Various challenges hamper progress of integrated water resource management and meaningful participation by residents in catchments across the country. One of the challenges is the lack of knowledge about their role in water resource management. By viewing catchments as complex social-ecological systems, this case study investigates how to establish a learning-centred approach to catchment management forum (CMF) formation. The study addressed three sub-questions: What activity systems need to be prioritised for community participation in CMF formation? What existing learning can be identified within the activity systems? What are the sources for expansive social learning in and between the activity systems? The study draws on social learning theory, and on cultural historical activity theory as it offers a methodological approach to identifying a learning-centred approach to learning in a catchment context. Drawing on this theoretical framework, for research question 1, I identified five activity systems that are present in the study area, are partly representative of the people who live in the area, and are linked to land and water governance either through their positions as government employees within the sector, or the NLEIP in ways that influence communities’ lives and livelihoods. To address question 2, I ran learning-centred workshops and interviewed people who lived in the study area. Careful, respectful listening and participants’ use of home language created the safe space in which residents revealed that they know which water resources are important to protect and where breakdowns in communication happen. For question 3, I analysed the data from the workshops and interviews using a cultural historical activity theory framework to identify discursive manifestations of contradictions within and between activity systems which illuminate the potential for expansive social learning. This study recommends developing an understanding of the complex social-ecological context and prioritising co-learning and community participation in a learning-centred approach to catchment management forum formation. For this, there is need to develop in-depth insight into activity systems associated with water governance in local contexts. In this study I identified five of these activity systems, but the study points to a further range of activity systems that need to be considered for a learning-centred approach to be fully established. The study also found that communities are learning via engaging in the rehabilitation work, through engagements in workshops and within the municipal structures. Additionally, the study identified a number of contradictions that can provide sources of learning for taking an expansive learning approach further in CMF formation. Such an approach may provide the space to build bridges of trust between diverse knowledge systems, and has the potential to encourage sustainable co-operation in natural resource management.
- Full Text:
- Date Issued: 2019
How do teachers characterise their teaching for conceptual understanding and procedural fluency?: a case study of two teachers
- Junius, Daniel Franscius, Danie Junius
- Authors: Junius, Daniel Franscius , Danie Junius
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1360 , http://hdl.handle.net/10962/d1001426
- Description: Over many years the practice or art of teaching Mathematics posed itself as, not only being different from the practice of teaching any other subject, but to have many challenges and opportunities that ask for exploration and understanding. Just after independence in 1990, Namibia has embarked upon a reform process for the entire education system. Many changes were brought about to create a uniform, equal system for all. However, many challenges still remain to be addressed. Mathematics education remains one of the key areas where Namibian teachers can contribute towards the improvement of the subject. Unsatisfactory results, under-qualified teachers, and a negative disposition towards Mathematics are some of the challenges. These challenges are not unique to Namibia. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of Mathematics education. Despite encountering numerous obstacles, many teachers are dedicated and achieve outstanding results with their learners. This thesis reports on a research project that focused on the Mathematics teaching practice of two teachers whose experiences can make a positive contribution to the improvement of Mathematics teaching in Namibia. Furthermore, this case study investigated and attempted to understand the Mathematics teaching practices of two proficient teachers who each claimed to have a specific and unique approach to teaching Mathematics. The one claimed to be mainly procedural in her Mathematics teaching, while the other one claimed to teach mainly in a conceptual manner. Both achieve very good results with their classes and attribute their own teaching orientations to a process of several experiences they went through as students and in their careers. The study revealed that both claims are substantiated and that each teacher was consistent in her claimed approach. Many challenges and constraints were encountered by both teachers, but in their unique and specific ways each teacher’s chosen teaching approach supported them to overcome these. It was evident from the findings that each teacher’s practice came about as an evolutionary process over an extended period of time. As many challenges and limitations are universal, it is believed that in sharing experiences, teachers can benefit from each other by improving their practice. It was clearly stated by both participants that the re-thinking of and reflecting on their own practices provided them with new insights and motivation. Peer support and sharing of practices contribute positively towards the improvement of the teachers’ classroom practices.
- Full Text:
- Date Issued: 2013
- Authors: Junius, Daniel Franscius , Danie Junius
- Date: 2013
- Subjects: Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching -- Case studies
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: vital:1360 , http://hdl.handle.net/10962/d1001426
- Description: Over many years the practice or art of teaching Mathematics posed itself as, not only being different from the practice of teaching any other subject, but to have many challenges and opportunities that ask for exploration and understanding. Just after independence in 1990, Namibia has embarked upon a reform process for the entire education system. Many changes were brought about to create a uniform, equal system for all. However, many challenges still remain to be addressed. Mathematics education remains one of the key areas where Namibian teachers can contribute towards the improvement of the subject. Unsatisfactory results, under-qualified teachers, and a negative disposition towards Mathematics are some of the challenges. These challenges are not unique to Namibia. Across the globe psychologists, philosophers and educators continue to engage in debates and research projects in search of answers and solutions for the improvement of Mathematics education. Despite encountering numerous obstacles, many teachers are dedicated and achieve outstanding results with their learners. This thesis reports on a research project that focused on the Mathematics teaching practice of two teachers whose experiences can make a positive contribution to the improvement of Mathematics teaching in Namibia. Furthermore, this case study investigated and attempted to understand the Mathematics teaching practices of two proficient teachers who each claimed to have a specific and unique approach to teaching Mathematics. The one claimed to be mainly procedural in her Mathematics teaching, while the other one claimed to teach mainly in a conceptual manner. Both achieve very good results with their classes and attribute their own teaching orientations to a process of several experiences they went through as students and in their careers. The study revealed that both claims are substantiated and that each teacher was consistent in her claimed approach. Many challenges and constraints were encountered by both teachers, but in their unique and specific ways each teacher’s chosen teaching approach supported them to overcome these. It was evident from the findings that each teacher’s practice came about as an evolutionary process over an extended period of time. As many challenges and limitations are universal, it is believed that in sharing experiences, teachers can benefit from each other by improving their practice. It was clearly stated by both participants that the re-thinking of and reflecting on their own practices provided them with new insights and motivation. Peer support and sharing of practices contribute positively towards the improvement of the teachers’ classroom practices.
- Full Text:
- Date Issued: 2013
How selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in a screencast intervention
- Authors: Wienekus, George Renier
- Date: 2021-04
- Subjects: Algebra -- Study and teaching -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa , Problem solving in children , Algebra -- Ability testing , Algebra -- Computer-assisted instruction
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/176833 , vital:42763
- Description: This research project is an interventionist case study, oriented in the interpretive paradigm, which aims to investigate how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in screencast interventions. The aim of my screencast intervention programme, which lies at the heart of this study, is to develop practices, inter alia, of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations. The planned intervention was delivered in the form of a series of screencasts: these take the form of audio-video lessons with an emphasis on the visual impact, and were recorded using an application called Explain Everything. The screencast interventions were delivered via Google Classroom and included animations supported by such conceptual explanations of early algebra as are relevant to Grade 7 students, and in line with the South African Curriculum and Assessment Policy Statements - Department of Education, 2011. The fundamental components of an early algebraic equation that would be relevant to a Grade 7 student were considered and used to develop an analytic framework. This was based on a taxonomy designed according to four identified “clusters” in order to analyse the workings of the purposefully selected Grade 7 participants who were video recorded and questioned in a talk-aloud interview while they completed a post-intervention pencil-and-paper test. What emerges from this research project is that there is a significant need for specific and concentrated technology-based techniques, such as the interventions undertaken here, and that exploration and development in the field could benefit the delivery of a pedagogy for algebra. The pedagogical methods implemented and studied in the form of screencasts proved to be successful and were well received by the learners particularly in relation to the conceptualisation of “symbol sense” and transformation in early algebra. The structure and design of the screencast interventions were important in supporting the acquisition of these concepts and were demonstrated to be worthwhile tools for an epistemological application in a classroom or teaching context. , Thesis (MEd) -- Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
- Authors: Wienekus, George Renier
- Date: 2021-04
- Subjects: Algebra -- Study and teaching -- South Africa , Mathematics -- Study and teaching (Elementary) -- South Africa , Problem solving in children , Algebra -- Ability testing , Algebra -- Computer-assisted instruction
- Language: English
- Type: thesis , text , Masters , MEd
- Identifier: http://hdl.handle.net/10962/176833 , vital:42763
- Description: This research project is an interventionist case study, oriented in the interpretive paradigm, which aims to investigate how selected Grade 7 participants develop conceptual understanding in solving algebraic problems as a result of participating in screencast interventions. The aim of my screencast intervention programme, which lies at the heart of this study, is to develop practices, inter alia, of how such devices and software may be “used to develop conceptual rather than procedural or decorative knowledge” (Larkin & Calder, 2015:1) in solving linear equations. The planned intervention was delivered in the form of a series of screencasts: these take the form of audio-video lessons with an emphasis on the visual impact, and were recorded using an application called Explain Everything. The screencast interventions were delivered via Google Classroom and included animations supported by such conceptual explanations of early algebra as are relevant to Grade 7 students, and in line with the South African Curriculum and Assessment Policy Statements - Department of Education, 2011. The fundamental components of an early algebraic equation that would be relevant to a Grade 7 student were considered and used to develop an analytic framework. This was based on a taxonomy designed according to four identified “clusters” in order to analyse the workings of the purposefully selected Grade 7 participants who were video recorded and questioned in a talk-aloud interview while they completed a post-intervention pencil-and-paper test. What emerges from this research project is that there is a significant need for specific and concentrated technology-based techniques, such as the interventions undertaken here, and that exploration and development in the field could benefit the delivery of a pedagogy for algebra. The pedagogical methods implemented and studied in the form of screencasts proved to be successful and were well received by the learners particularly in relation to the conceptualisation of “symbol sense” and transformation in early algebra. The structure and design of the screencast interventions were important in supporting the acquisition of these concepts and were demonstrated to be worthwhile tools for an epistemological application in a classroom or teaching context. , Thesis (MEd) -- Rhodes University, Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-04
Integrating local knowledge when mediating learning of food preservation in a Namibian multicultural Grade 6 class
- Shetunyenga, Shetunyenga Fillipus
- Authors: Shetunyenga, Shetunyenga Fillipus
- Date: 2020
- Subjects: Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Namibia , Education, Elementary -- Namibia , Multicultural education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163602 , vital:41052
- Description: The challenge posed by multicultural classrooms has been acknowledged in many studies. Some scholars believe that the knowledge learners bring to school from their homes or community forms a basis for the knowledge to be acquired at school. That is, if learners’ cultural experiences and/or indigenous knowledge are integrated into teaching of science, learners might make good sense of science. Even though the Namibian National Curriculum has responded well to the calls of recognising and integrating indigeno us knowledge during teaching and learning, it has failed to provide guidance on how this should be done. Therefore, there is a need to minimise the gap between the intention of the National Curriculum and the implementation of this intended curriculum at classroom level. It is against this background that this study sought to investigate whether or not learners’ conceptions and attitudes are influenced by integrating local or indigenous knowledge when teaching food preservation in a Namibian multicultural classroom context. Underpinned by an interpretive paradigm, the study took the form of a mixed-method case study approach. It was conducted at an urban combined school in the Oshana region, Namibia. The sample consisted of 29 Grade 6 learners doing Agricultural Science, the grade 6 Agricultural Science teacher and four community members from different cultural groups. The community members were invited to demonstrate how they culturally preserve mahangu (wheat), fish, milk, and meat in their respective cultures. Data were generated using the pre-and post-intervention questionnaires, a group activity, observations (videotaped lessons) and learners’ journal reflections. Quantitative data from the pre- and post-intervention questionnaires were analysed deductively and presented in tables and graphs. On the other hand, a thematic approach was used to inductively analyse qualitative data, where Vygotsky’s (1978) socio-cultural theory was used as a theoretical lens focusing on culture, mediation, and social interactions. The findings of this study revealed that learners’ conceptions, attitudes, and interest shifted positively as a result of the integration of local or indigenous knowledge on food preservation. Additionally, during the presentations by the community members, learners were actively engaged, asking questions and showing interest in learning about other cultures. The study thus recommends that Agricultural Science or science teachers should, where possible, make efforts to integrate local or indigenous knowledge in their multicultural classrooms.
- Full Text:
- Date Issued: 2020
- Authors: Shetunyenga, Shetunyenga Fillipus
- Date: 2020
- Subjects: Food -- Preservation -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Study and teaching (Elementary) -- Namibia , Ethnoscience -- Namibia , Education, Elementary -- Namibia , Multicultural education -- Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/163602 , vital:41052
- Description: The challenge posed by multicultural classrooms has been acknowledged in many studies. Some scholars believe that the knowledge learners bring to school from their homes or community forms a basis for the knowledge to be acquired at school. That is, if learners’ cultural experiences and/or indigenous knowledge are integrated into teaching of science, learners might make good sense of science. Even though the Namibian National Curriculum has responded well to the calls of recognising and integrating indigeno us knowledge during teaching and learning, it has failed to provide guidance on how this should be done. Therefore, there is a need to minimise the gap between the intention of the National Curriculum and the implementation of this intended curriculum at classroom level. It is against this background that this study sought to investigate whether or not learners’ conceptions and attitudes are influenced by integrating local or indigenous knowledge when teaching food preservation in a Namibian multicultural classroom context. Underpinned by an interpretive paradigm, the study took the form of a mixed-method case study approach. It was conducted at an urban combined school in the Oshana region, Namibia. The sample consisted of 29 Grade 6 learners doing Agricultural Science, the grade 6 Agricultural Science teacher and four community members from different cultural groups. The community members were invited to demonstrate how they culturally preserve mahangu (wheat), fish, milk, and meat in their respective cultures. Data were generated using the pre-and post-intervention questionnaires, a group activity, observations (videotaped lessons) and learners’ journal reflections. Quantitative data from the pre- and post-intervention questionnaires were analysed deductively and presented in tables and graphs. On the other hand, a thematic approach was used to inductively analyse qualitative data, where Vygotsky’s (1978) socio-cultural theory was used as a theoretical lens focusing on culture, mediation, and social interactions. The findings of this study revealed that learners’ conceptions, attitudes, and interest shifted positively as a result of the integration of local or indigenous knowledge on food preservation. Additionally, during the presentations by the community members, learners were actively engaged, asking questions and showing interest in learning about other cultures. The study thus recommends that Agricultural Science or science teachers should, where possible, make efforts to integrate local or indigenous knowledge in their multicultural classrooms.
- Full Text:
- Date Issued: 2020
Interrogating teacher leadership development through a formative intervention: a case study in a rural Secondary School in northern Namibia
- Authors: Iyambo, David Kandiwapa
- Date: 2018
- Subjects: Educational leadership -- Namibia , School management and organization -- Namibia , Teachers -- Training of -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61547 , vital:28035
- Description: The Namibian education system has undergone major policy shifts from a ‘top-down’ hierarchical leadership practice to a more shared and democratic form of leadership in schools. These policies compel principals and school management team members to involve level-one teachers in decision-making and other leadership roles within their schools and beyond. However, to this end, the goals envisaged by policies for teachers to participate in, and contribute to the overall school leadership activities and decision-making have not been fully realised. This was due to the inherent hierarchy of the ‘top-down’ system and autocratic leadership style which remains powerful within the current school practice. Against this backdrop, this study interrogated how teacher leadership can be developed in a rural Secondary School in northern Namibia. The underlying cultural-historical conditions that promoted or constrained teacher leadership development were surfaced. Opportunities for changes in leadership practices through a formative intervention were developed. Cultural Historical Activity Theory (CHAT) was utilised as a theoretical and analytical framework in this study together with Grant’s Model of Teacher Leadership (2006; 2008; 2010). Five level-one teachers, two school management members and a school board chairperson were selected as research participants by means of a purposive sampling method. Furthermore, the study used document analysis, semi-structured interviews, questionnaires and change laboratory workshops as main tools for data generation. The findings revealed that participants understood the concept of teacher leadership differently and that teachers in the case study school were leading in all four zones of teacher leadership model (Grant, 2006; 2008; 2012) although their roles differed. However, the study also found that teacher leadership development was mostly intensified by managerial structures. It appeared from the findings of this study that conditions such as the role of the school management team (SMT) members in promoting teacher leadership development, a supportive organisational culture, and provision of learning support amongst staff members through the attendance of workshops emerged as factors promoting the development of teachers as leaders. The study also revealed that there were many cultural and historical tensions that constrained the practice of teacher leadership development in school. Thus, the study argues that limited leadership training and an inherent ‘top-down’ hierarchical style of leadership was the main underlying systemic causes that constrained teachers to be developed as leaders. Through the change laboratory workshops, the findings suggested that there was a need for continuous professional development initiatives and leadership training, as alternative way for the realisation of teacher leadership development. Finally, a recommendation that leadership aspects should be constituted in pre-and in-service professional development training as an ongoing practice is made.
- Full Text:
- Date Issued: 2018
- Authors: Iyambo, David Kandiwapa
- Date: 2018
- Subjects: Educational leadership -- Namibia , School management and organization -- Namibia , Teachers -- Training of -- Namibia , Cultural Historical Activity Theory
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/61547 , vital:28035
- Description: The Namibian education system has undergone major policy shifts from a ‘top-down’ hierarchical leadership practice to a more shared and democratic form of leadership in schools. These policies compel principals and school management team members to involve level-one teachers in decision-making and other leadership roles within their schools and beyond. However, to this end, the goals envisaged by policies for teachers to participate in, and contribute to the overall school leadership activities and decision-making have not been fully realised. This was due to the inherent hierarchy of the ‘top-down’ system and autocratic leadership style which remains powerful within the current school practice. Against this backdrop, this study interrogated how teacher leadership can be developed in a rural Secondary School in northern Namibia. The underlying cultural-historical conditions that promoted or constrained teacher leadership development were surfaced. Opportunities for changes in leadership practices through a formative intervention were developed. Cultural Historical Activity Theory (CHAT) was utilised as a theoretical and analytical framework in this study together with Grant’s Model of Teacher Leadership (2006; 2008; 2010). Five level-one teachers, two school management members and a school board chairperson were selected as research participants by means of a purposive sampling method. Furthermore, the study used document analysis, semi-structured interviews, questionnaires and change laboratory workshops as main tools for data generation. The findings revealed that participants understood the concept of teacher leadership differently and that teachers in the case study school were leading in all four zones of teacher leadership model (Grant, 2006; 2008; 2012) although their roles differed. However, the study also found that teacher leadership development was mostly intensified by managerial structures. It appeared from the findings of this study that conditions such as the role of the school management team (SMT) members in promoting teacher leadership development, a supportive organisational culture, and provision of learning support amongst staff members through the attendance of workshops emerged as factors promoting the development of teachers as leaders. The study also revealed that there were many cultural and historical tensions that constrained the practice of teacher leadership development in school. Thus, the study argues that limited leadership training and an inherent ‘top-down’ hierarchical style of leadership was the main underlying systemic causes that constrained teachers to be developed as leaders. Through the change laboratory workshops, the findings suggested that there was a need for continuous professional development initiatives and leadership training, as alternative way for the realisation of teacher leadership development. Finally, a recommendation that leadership aspects should be constituted in pre-and in-service professional development training as an ongoing practice is made.
- Full Text:
- Date Issued: 2018
Investigating conceptual teaching of word problems through visualisation processes: a case of selected Grad 9 mathematics teachers
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
- Authors: John, Ssennyomo Bernard
- Date: 2020
- Subjects: Mathematics -- Study and teaching (Secondary) -- South Africa , Pythagorean theorem -- Study and teaching (Secondary) , Mathematics teachers -- South Africa , Visualization
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/167497 , vital:41486
- Description: This study investigated how selected grade 9 mathematics teachers used visualisation strategies to conceptually teach Pythagoras' theorem word problems as a result of an intervention program. This research project is an integral component of the ViProMaths project whose goal is to research the effective use of visualisation strategies in the mathematics classroom in the Southern African region. This case study of mathematics teachers in the John Taolo Gaetsewe (JTG) District in the Northern Cape Province, used a social constructivist theory. The study is grounded within an interpretive paradigm and used an explanatory sequential mixed methods design. It surveyed eighty-seven mathematics teachers from all the secondary schools in the JTG District, focusing on their experiences when using visualisation approaches to teach Pythagoras’ theorem word problems. After the survey, three teachers purposively selected from three different schools in the district took part in the intervention programme. I used a survey questionnaire, classroom observations and interviews to collect the data from the study participants. The data were analysed quantitatively and qualitatively. The findings from survey data revealed that while teachers in the JTG District acknowledge the importance and value of visualisation strategies in the teaching of Pythagoras’ theorem word problems, many of them are either using visuals minimally or not using them at all. Challenges such as lack of resources in schools, time constrains, a lack of support from subject advisers, among others were noted. This thus necessitated a need for an intervention with some teachers in the district, specifically focusing on the use of visualisation tools and skills to teach Pythagoras’ theorem word problems for conceptual understanding. Lessons observations showed that all observed teachers used visual models to generate images and used the models to develop mathematical ideas. The teachers used the images to create platforms for classroom discussions. The discussions were driven by questions which teachers asked both for ascertaining learners’ prior knowledge and for finding out if they understood what the teachers were teaching. Interviews revealed that teachers’ perceptions had changed because they now know how to make and use different models to build on learners’ prior knowledge, extend what they are teaching to real life and make sense of Pythagoras’ proposition in multiple ways and to establish connections among a rich set of mathematics concepts when teaching Pythagoras’ theorem word problems. This study concludes that the use of visual strategies has the potential of enhancing conceptual teaching of Pythagoras’ theorem word problems. The implications for teachers are that learners need to be taught how to create visual representations (both internally and externally) of the relations between objects in a word problem as this will help them in maximising understanding. Furthermore, it is hoped that the results of this study could be used by various stake holders who include inter alia, mathematics subject advisers and teacher training institutions to improve the teaching of Pythagoras’ theorem word problems.
- Full Text:
- Date Issued: 2020
Investigating Grade 3 learners’ changing mathematical proficiency in a maths club programme focused on number sense progression
- Authors: Hebe, Gasenakeletso Ennie
- Date: 2018
- Subjects: Mathematical ability -- Testing , Education, Elementary -- South Africa , Mathematics -- Study and teaching (Elementary) -- Activity programs , Mathematics -- Remedial teaching , South African Numeracy Chair Project (SANCP)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62200 , vital:28137
- Description: Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase. This empirical enquiry was undertaken under the auspices of the South African Numeracy Chair Project (SANCP) at Rhodes University whose mission is to develop sustainable ways of improving quality teaching and learning of Mathematics in South Africa. A relatively new SANCP programme called Pushing for Progression (PfP) run as part of the after-school Maths Clubs to develop the number sense and four Operations in learners was used to achieve the research aims of this study. Research participants were drawn from the Maths Clubs established by the researcher in a small rural town of Ottosdal in the North West Province of South Africa. This Study is grounded on the Vygotskian perspective and uses the interpretivist qualitative research method for data collection and analysis. Sampling was done opportunistically by enlisting participants (12 teachers and 117 learners) on the basis of their availability and willingness to participate. Pre- and post-assessment of learners’ proficiency on the four Basic Operations was conducted at the beginning and at the end of the research project, respectively. This was done to determine the impact of the project on learner performance. Data analysis was done thematically and through the comparison of learner results of the pre- and post-assessment. The findings point to the effectiveness of the PfP Programme in learner performance. This can be deduced from improved scores between pre- and post-assessment and the observations made by participant-teachers on their respective club learners’ mathematical proficiencies. Accordingly, based on the findings, this study recommends, inter alia, that since the PfP programme is still in its early stages, similar research be conducted elsewhere. Additionally, the Department of Basic Education could consider exploring the PfP programme as one of several other strategies to help improve learner proficiency in Mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Hebe, Gasenakeletso Ennie
- Date: 2018
- Subjects: Mathematical ability -- Testing , Education, Elementary -- South Africa , Mathematics -- Study and teaching (Elementary) -- Activity programs , Mathematics -- Remedial teaching , South African Numeracy Chair Project (SANCP)
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62200 , vital:28137
- Description: Recent international reports, for example TIMSS (2011 & 2015), point to serious challenges in South African learner performance in Mathematics and Science. Of greatest concern is that research findings (e.g. Graven, Venkat, Westaway and Tshesane 2013) suggest that many South African learners show signs of mathematical knowledge gaps in the lower grades. Hence, there is a need to address challenges of this nature very early in Foundation Phase. This study was undertaken with a view to contribute towards addressing mathematical challenges encountered by learners in Foundation Phase. This empirical enquiry was undertaken under the auspices of the South African Numeracy Chair Project (SANCP) at Rhodes University whose mission is to develop sustainable ways of improving quality teaching and learning of Mathematics in South Africa. A relatively new SANCP programme called Pushing for Progression (PfP) run as part of the after-school Maths Clubs to develop the number sense and four Operations in learners was used to achieve the research aims of this study. Research participants were drawn from the Maths Clubs established by the researcher in a small rural town of Ottosdal in the North West Province of South Africa. This Study is grounded on the Vygotskian perspective and uses the interpretivist qualitative research method for data collection and analysis. Sampling was done opportunistically by enlisting participants (12 teachers and 117 learners) on the basis of their availability and willingness to participate. Pre- and post-assessment of learners’ proficiency on the four Basic Operations was conducted at the beginning and at the end of the research project, respectively. This was done to determine the impact of the project on learner performance. Data analysis was done thematically and through the comparison of learner results of the pre- and post-assessment. The findings point to the effectiveness of the PfP Programme in learner performance. This can be deduced from improved scores between pre- and post-assessment and the observations made by participant-teachers on their respective club learners’ mathematical proficiencies. Accordingly, based on the findings, this study recommends, inter alia, that since the PfP programme is still in its early stages, similar research be conducted elsewhere. Additionally, the Department of Basic Education could consider exploring the PfP programme as one of several other strategies to help improve learner proficiency in Mathematics.
- Full Text:
- Date Issued: 2018
Investigating how mediation tools enhance rural farmers’ learning towards rainwater harvesting and food security: a case study of a Green Village programme
- Authors: Shawarira, Patience
- Date: 2019
- Subjects: Mediated learning experience , Environmental education -- South Africa -- Sinxaku , Agricultural education -- South Africa -- Sinxaku , South Africa. Water Research Commission. Green Village Lighthouse
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96779 , vital:31319
- Description: Training programmes are often detached from people’s context and experiences. It is critical that training programmes are carefully situated and relevant to the target group. This can be achieved through the use of relevant mediation tools. This study investigates how the use of mediation tools within a training programme on rainwater harvesting and conservation conducted by the Water Research Commission (WRC) funded the Green Village project impacted on Community Works Project (CWP) farmers’ practices. The study looks at how rural farmer learning occurs through the use of mediation tools in the context of the CWP farmers operating in Sinxaku village, in the Eastern Cape, South Africa. The learning process in this study was tracked through observing a three-day training workshop. I observed the Green Village facilitator’s choice and use of mediation tools to facilitate learning during the training. I looked at ways in which the Green Village facilitator engaged with the participants during the training and how they used different mediation tools to aid the learning process. I was interested in how the CWP farmers engaged with the mediation tools and how learning occurred from the training. I also looked out for changes in the CWP farmers’ farming practices following the completion of the training. The study constituted as an interpretative case study using Cultural Historical Activity (CHAT) theoretical tools. The study also drew on previous research on mediation and learning processes in the water management sector. Using interviews, observations and document analyses, the study found that rural farmers learn better by practising what they are being taught. They also learn from visuals and illustrations as these explain technical concepts in a clear and easy to understand manner. Factors that impact on rural farmer learning, particularly in the context of the CWP farmers operating in Sinxaku village include ecological factors, availability of farm equipment and the structuring of the training programme. The study found that in facilitating a training programme with rural farmers, more time should be given to practical activities at the demonstration site and that these practical activities should be interspersed with knowledge sharing in a workshop setup. The study concluded that special attention should be given to the choice of mediation tools used in training programmes involving rural farmers. Attention should also be given to contextual factors that can potentially impact on learning and practice of rainwater harvesting and conservation practices that would have been taught in a training programme.
- Full Text:
- Date Issued: 2019
- Authors: Shawarira, Patience
- Date: 2019
- Subjects: Mediated learning experience , Environmental education -- South Africa -- Sinxaku , Agricultural education -- South Africa -- Sinxaku , South Africa. Water Research Commission. Green Village Lighthouse
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/96779 , vital:31319
- Description: Training programmes are often detached from people’s context and experiences. It is critical that training programmes are carefully situated and relevant to the target group. This can be achieved through the use of relevant mediation tools. This study investigates how the use of mediation tools within a training programme on rainwater harvesting and conservation conducted by the Water Research Commission (WRC) funded the Green Village project impacted on Community Works Project (CWP) farmers’ practices. The study looks at how rural farmer learning occurs through the use of mediation tools in the context of the CWP farmers operating in Sinxaku village, in the Eastern Cape, South Africa. The learning process in this study was tracked through observing a three-day training workshop. I observed the Green Village facilitator’s choice and use of mediation tools to facilitate learning during the training. I looked at ways in which the Green Village facilitator engaged with the participants during the training and how they used different mediation tools to aid the learning process. I was interested in how the CWP farmers engaged with the mediation tools and how learning occurred from the training. I also looked out for changes in the CWP farmers’ farming practices following the completion of the training. The study constituted as an interpretative case study using Cultural Historical Activity (CHAT) theoretical tools. The study also drew on previous research on mediation and learning processes in the water management sector. Using interviews, observations and document analyses, the study found that rural farmers learn better by practising what they are being taught. They also learn from visuals and illustrations as these explain technical concepts in a clear and easy to understand manner. Factors that impact on rural farmer learning, particularly in the context of the CWP farmers operating in Sinxaku village include ecological factors, availability of farm equipment and the structuring of the training programme. The study found that in facilitating a training programme with rural farmers, more time should be given to practical activities at the demonstration site and that these practical activities should be interspersed with knowledge sharing in a workshop setup. The study concluded that special attention should be given to the choice of mediation tools used in training programmes involving rural farmers. Attention should also be given to contextual factors that can potentially impact on learning and practice of rainwater harvesting and conservation practices that would have been taught in a training programme.
- Full Text:
- Date Issued: 2019
Investigating how outdoor environmental education programmes in South Africa respond to the needs of visually impaired learners via inclusive practices
- Authors: Eksteen, Hendrik Christiaan
- Date: 2019
- Subjects: Children with visual disabilities -- Education -- South Africa , Outdoor education -- South Africa , Environmental education -- South Africa , Outdoor recreation for children with disabilities -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92716 , vital:30721
- Description: Outdoor environmental education programmes in South Africa are conducted at campsites and centres owned by the government, non-profit organisations and private owners. People suffering from impairments are often disabled by society because of their handicap. More than three percent (3%) of young people in South Africa aged between 10 – 19 years are disabled. This study investigates the status of inclusion of outdoor environmental education programmes for disabled young people; what is offered and what practices are working in the industry in South Africa. It also investigates barriers to inclusion. Though many disabilities have been identified, visual impairment is the focus of the study. This study also looks at what more can be done from an Ecological Systems Theory of Human Development point of view and investigates what underlying mechanisms influence the inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. What is done and what is not done to promote inclusion for visually impaired learners in these programmes is also investigated. This study aims to answer the question; What is the current status quo concerning the inclusion of visually impaired learners in outdoor environmental learning programmes in environmental education centres and campsites in South Africa? An initial focus group conducted informally prior to the study, helped me to understand the context. In this study, key-interviews and questionnaires were used as research tools. I also ran a photo narrative project throughout the research project which was used as a participatory activity and provided further insight into practices. Inductive, abductive and retroductive analysis approaches were used to identify emerging themes, and I applied method triangulation using all research tools in order to address the research questions. Some of the most important findings are that: • There are many barriers, some intrinsic others extrinsic, that hinder inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. • Although there are many things done in the industry to promote inclusion, there is much more that could be done. • The visually impaired individual him/herself influences inclusivity in outdoor environmental education programmes. • Interactions and influences in the mesosystem (between different microsystems and ecosystems) have an impact on the inclusivity of visually impaired individuals in outdoor environmental education programmes. • Dispositions of people have an impact on the inclusion of visually impaired individuals in outdoor environmental education programmes. • The diversity of generative mechanisms (drivers to events), that interact at the level of the real, influence the inclusion of visually impaired individuals in outdoor environmental education programmes. Disability/impairment is a much-neglected area of environmental education research in South Africa. This study has contributed scholarship to this area and has also identified possible further areas of study in creating awareness, creating an opportunity to reflect on practices, and finding possible solutions to the barriers of exclusion.
- Full Text:
- Date Issued: 2019
- Authors: Eksteen, Hendrik Christiaan
- Date: 2019
- Subjects: Children with visual disabilities -- Education -- South Africa , Outdoor education -- South Africa , Environmental education -- South Africa , Outdoor recreation for children with disabilities -- South Africa , Inclusive education -- South Africa
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/92716 , vital:30721
- Description: Outdoor environmental education programmes in South Africa are conducted at campsites and centres owned by the government, non-profit organisations and private owners. People suffering from impairments are often disabled by society because of their handicap. More than three percent (3%) of young people in South Africa aged between 10 – 19 years are disabled. This study investigates the status of inclusion of outdoor environmental education programmes for disabled young people; what is offered and what practices are working in the industry in South Africa. It also investigates barriers to inclusion. Though many disabilities have been identified, visual impairment is the focus of the study. This study also looks at what more can be done from an Ecological Systems Theory of Human Development point of view and investigates what underlying mechanisms influence the inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. What is done and what is not done to promote inclusion for visually impaired learners in these programmes is also investigated. This study aims to answer the question; What is the current status quo concerning the inclusion of visually impaired learners in outdoor environmental learning programmes in environmental education centres and campsites in South Africa? An initial focus group conducted informally prior to the study, helped me to understand the context. In this study, key-interviews and questionnaires were used as research tools. I also ran a photo narrative project throughout the research project which was used as a participatory activity and provided further insight into practices. Inductive, abductive and retroductive analysis approaches were used to identify emerging themes, and I applied method triangulation using all research tools in order to address the research questions. Some of the most important findings are that: • There are many barriers, some intrinsic others extrinsic, that hinder inclusion of visually impaired individuals in outdoor environmental education programmes in South Africa. • Although there are many things done in the industry to promote inclusion, there is much more that could be done. • The visually impaired individual him/herself influences inclusivity in outdoor environmental education programmes. • Interactions and influences in the mesosystem (between different microsystems and ecosystems) have an impact on the inclusivity of visually impaired individuals in outdoor environmental education programmes. • Dispositions of people have an impact on the inclusion of visually impaired individuals in outdoor environmental education programmes. • The diversity of generative mechanisms (drivers to events), that interact at the level of the real, influence the inclusion of visually impaired individuals in outdoor environmental education programmes. Disability/impairment is a much-neglected area of environmental education research in South Africa. This study has contributed scholarship to this area and has also identified possible further areas of study in creating awareness, creating an opportunity to reflect on practices, and finding possible solutions to the barriers of exclusion.
- Full Text:
- Date Issued: 2019