How can I create a stimulating environment to promote awareness of and love for reading in my classroom?
- Authors: Jantjies, Beverley Esther
- Date: 2009
- Subjects: Reading (Primary) , Reading (Early childhood) , Reading readiness , Reading -- Language experience approach
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9523 , http://hdl.handle.net/10948/987 , Reading (Primary) , Reading (Early childhood) , Reading readiness , Reading -- Language experience approach
- Description: This study critically examines my classroom practice in teaching young learners aged four-and-a-half to six years old. It focuses on the following research question: How can I create a stimulating environment in my classroom to promote awareness of and a love for reading? My classroom-based action research methodology places me, the practitioner, at the centre of the investigation. The work examines closely my professional values and my strong belief in the capacity of learners to be curious, absorb and make sense of what they encounter and experience in a stimulating environment. It investigates how such an environment develops the potential of learners to love and embrace reading. The process of engaging reflectively and analytically in practitioner research has helped me to gain a better understanding of my learners’ needs and to improve the ways in which I promote reading in the reception year of formal schooling. I claim that the creating of a stimulating environment in my classroom is grounded in my ability to motivate, model and scaffold the learners to engage in reading confidently. Together, the learners and I have created a living theory of education, one that is open to further reflection and development. Ongoing interaction between theoretical discourse and practical experiences enable me to develop my professional knowledge and to synthesize my values and practice. The investigation continuously confirms the advantages of a print-rich environment and how it can be used to promote a love for reading amongst young learners. The claims and knowledge generated in this study are personal and true for me, while the living transformational process demonstrates how I have developed professionally.
- Full Text:
- Date Issued: 2009
- Authors: Jantjies, Beverley Esther
- Date: 2009
- Subjects: Reading (Primary) , Reading (Early childhood) , Reading readiness , Reading -- Language experience approach
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9523 , http://hdl.handle.net/10948/987 , Reading (Primary) , Reading (Early childhood) , Reading readiness , Reading -- Language experience approach
- Description: This study critically examines my classroom practice in teaching young learners aged four-and-a-half to six years old. It focuses on the following research question: How can I create a stimulating environment in my classroom to promote awareness of and a love for reading? My classroom-based action research methodology places me, the practitioner, at the centre of the investigation. The work examines closely my professional values and my strong belief in the capacity of learners to be curious, absorb and make sense of what they encounter and experience in a stimulating environment. It investigates how such an environment develops the potential of learners to love and embrace reading. The process of engaging reflectively and analytically in practitioner research has helped me to gain a better understanding of my learners’ needs and to improve the ways in which I promote reading in the reception year of formal schooling. I claim that the creating of a stimulating environment in my classroom is grounded in my ability to motivate, model and scaffold the learners to engage in reading confidently. Together, the learners and I have created a living theory of education, one that is open to further reflection and development. Ongoing interaction between theoretical discourse and practical experiences enable me to develop my professional knowledge and to synthesize my values and practice. The investigation continuously confirms the advantages of a print-rich environment and how it can be used to promote a love for reading amongst young learners. The claims and knowledge generated in this study are personal and true for me, while the living transformational process demonstrates how I have developed professionally.
- Full Text:
- Date Issued: 2009
An investigation into the role of student participation in school governance : a Namibian perspective
- Authors: Shekupakela-Nelulu, Rauna
- Date: 2009
- Subjects: Education and state -- Namibia Education, Secondary -- Namibia Student government -- Namibia Student participation in administration -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1923 , http://hdl.handle.net/10962/d1007449
- Description: The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
- Full Text:
- Date Issued: 2009
- Authors: Shekupakela-Nelulu, Rauna
- Date: 2009
- Subjects: Education and state -- Namibia Education, Secondary -- Namibia Student government -- Namibia Student participation in administration -- Namibia School management and organization -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1923 , http://hdl.handle.net/10962/d1007449
- Description: The issue of student participation in school governance is not a new concept in Namibian schools. Student involvement dates back to the 1970's when the country's administration was under the South African apartheid regime. Back then the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed. When the country became independent student representation continued as Student Representative Councils (SRC's), later renamed Learners Representative Councils (LRCs). This study attempted to investigate the perceptions of LRCs and other stakeholders - narnely the school principals and the school board members - of the role of students in school governance. The study was conducted in three Senior Secondary Schools in the Kavango region in Namibia. The research respondents were school principals, chairpersons of the LRCs and one chairperson of a school board. The study was conducted in the interpretive paradigm employing the following three qualitative research methods interviews, observation and document analysis to collect data. Through triangulation it was possible to formulate a rich response to the research question. The study found that, although the notion of student participation in school governance was widely accepted, a number of challenges exist that hamper the effectiveness of LRCs in the schools. It was revealed that there was no national policy docunlent that outlined the roles and function of the LRCs. As a result schools had little direction about the LRCs and subsequently they were given little or no attention by the school authorities. This resulted in misunderstandings and in some cases conflict between learners and the school management. The most significant consequence of these problems was the fact that LRCs were not regarded as true role players in school governance. The study thus recommends that a national policy document that legitimates the role of students in school governance be drafted to provide direction and that schools embark on meaningful training programmes for LRC members. The study also calls for further research to address the gap in literature on this phenomenon, particularly in Namibia.
- Full Text:
- Date Issued: 2009
Investigating relationships between mathematics teachers' content knowledge, their pedagogical knowledge and their learnes' achievement in terms of functions and graphs
- Authors: Stewart, Joyce
- Date: 2009
- Subjects: Mathematics -- Study and teaching -- South Africa , Mathematics teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9515 , http://hdl.handle.net/10948/1100 , Mathematics -- Study and teaching -- South Africa , Mathematics teachers -- Training of -- South Africa
- Description: This study used diagnostic tests, questionnaires and interviews to investigate explore teachers’ subject content knowledge (SCK) and pedagogical subject knowledge (PCK). It also explored teachers’ and learners’ misconceptions within the topic of graphicacy and how teachers’ SCK and PCK possibly affect learner achievement. A small sample of teachers were drawn from the Keiskammahoek region; a deep rural area of the Eastern Cape. These teachers were part of the Nelson Mandela Metropolitan University (NMMU) Amathole Cluster Schools Project who were registered for a three-year BEd (FET) in-service programme in mathematics education. As part of the programme they studied mathematics 1 and 2 at university level and received quarterly non-formal workshops on teaching mathematics at FET level. The findings of this study suggest that teachers with insufficient SCK will probably have limited PCK, although the two are not entirely dependent on each other. In cases where teachers’ displayed low levels of SCK and PCK, their learners were more likely to perform poorly and their results often indicated similar misconceptions as displayed by their teachers. This implies that we have to look at what teachers know and what they need to know in terms of SCK and PCK if we are to plan effectively for effective teacher development aimed at improving learner performance.
- Full Text:
- Date Issued: 2009
- Authors: Stewart, Joyce
- Date: 2009
- Subjects: Mathematics -- Study and teaching -- South Africa , Mathematics teachers -- Training of -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9515 , http://hdl.handle.net/10948/1100 , Mathematics -- Study and teaching -- South Africa , Mathematics teachers -- Training of -- South Africa
- Description: This study used diagnostic tests, questionnaires and interviews to investigate explore teachers’ subject content knowledge (SCK) and pedagogical subject knowledge (PCK). It also explored teachers’ and learners’ misconceptions within the topic of graphicacy and how teachers’ SCK and PCK possibly affect learner achievement. A small sample of teachers were drawn from the Keiskammahoek region; a deep rural area of the Eastern Cape. These teachers were part of the Nelson Mandela Metropolitan University (NMMU) Amathole Cluster Schools Project who were registered for a three-year BEd (FET) in-service programme in mathematics education. As part of the programme they studied mathematics 1 and 2 at university level and received quarterly non-formal workshops on teaching mathematics at FET level. The findings of this study suggest that teachers with insufficient SCK will probably have limited PCK, although the two are not entirely dependent on each other. In cases where teachers’ displayed low levels of SCK and PCK, their learners were more likely to perform poorly and their results often indicated similar misconceptions as displayed by their teachers. This implies that we have to look at what teachers know and what they need to know in terms of SCK and PCK if we are to plan effectively for effective teacher development aimed at improving learner performance.
- Full Text:
- Date Issued: 2009
Environmental education policy support in Southern Africa: a case story of SADC REEP
- Gumede, Sibusisiwe Marie-Louise
- Authors: Gumede, Sibusisiwe Marie-Louise
- Date: 2009
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern Education and state -- Africa, Southern Teaching -- Aids and devices -- Africa, Southern
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1515 , http://hdl.handle.net/10962/d1003397
- Description: The study takes place in the context of the Southern African Development Community’s Regional Environmental Education Programme (SADC REEP). The SADC REEP is a programme of the Food Agriculture and Natural Resources Directorate of the SADC Secretariat. The programme is implemented through four components namely policy, networking, training and learning support materials development. The bulk of the policy budget is in the form of seed funding to support policy initiatives in the member states. The intention of this study is to illuminate factors that influence the deployment and use of seed funding to support environmental education policy processes within the SADC REEP. To sharpen the understanding of the context within which these activities take place, the study looks at the global and regional landscape of policy events and their influence on policy in the sub-region. The study also looks at the landscape of the fields within which environmental education is embedded, the power relations, and the notion of agency in environmental education policy processes. The discourse in environmental education policy processes is analyzed by drawing on Bourdieu’s constructivist structuralism to highlight some of the social and institutional complexities in dynamic fields, capital and policy context. The research takes a qualitative interpretative approach using case study methodology to explore the processes and influences that have a bearing on the SADC REEP policy sub-component, specifically the deployment and use of seed funding for policy initiatives. The findings show the complexity of the variables at play in shaping the processes of developing and reviewing environmental education policies in the sub-region. These variables include discourse that is used, economics and politics of the responsible institutions and actors, as well as relationships between the environmental field and education field. The results point towards a need to clearly understand the policy context within which the SADC REEP is operating in order to make correct assumptions, to develop realist expectations, and to put in place appropriate mechanisms that will effect the expectations. The study recommends further probing of the relationship between the actors and networks in relation to the success of policy processes. It also recommends a further exploration of the SADC REEP’s open-ended approach with respect to articulating the monitoring and consolidation of the successes in supporting environmental education policy processes.
- Full Text:
- Date Issued: 2009
- Authors: Gumede, Sibusisiwe Marie-Louise
- Date: 2009
- Subjects: SADC Regional Environmental Education Programme Environmental education -- Africa, Southern Education -- Africa, Southern Education and state -- Africa, Southern Teaching -- Aids and devices -- Africa, Southern
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1515 , http://hdl.handle.net/10962/d1003397
- Description: The study takes place in the context of the Southern African Development Community’s Regional Environmental Education Programme (SADC REEP). The SADC REEP is a programme of the Food Agriculture and Natural Resources Directorate of the SADC Secretariat. The programme is implemented through four components namely policy, networking, training and learning support materials development. The bulk of the policy budget is in the form of seed funding to support policy initiatives in the member states. The intention of this study is to illuminate factors that influence the deployment and use of seed funding to support environmental education policy processes within the SADC REEP. To sharpen the understanding of the context within which these activities take place, the study looks at the global and regional landscape of policy events and their influence on policy in the sub-region. The study also looks at the landscape of the fields within which environmental education is embedded, the power relations, and the notion of agency in environmental education policy processes. The discourse in environmental education policy processes is analyzed by drawing on Bourdieu’s constructivist structuralism to highlight some of the social and institutional complexities in dynamic fields, capital and policy context. The research takes a qualitative interpretative approach using case study methodology to explore the processes and influences that have a bearing on the SADC REEP policy sub-component, specifically the deployment and use of seed funding for policy initiatives. The findings show the complexity of the variables at play in shaping the processes of developing and reviewing environmental education policies in the sub-region. These variables include discourse that is used, economics and politics of the responsible institutions and actors, as well as relationships between the environmental field and education field. The results point towards a need to clearly understand the policy context within which the SADC REEP is operating in order to make correct assumptions, to develop realist expectations, and to put in place appropriate mechanisms that will effect the expectations. The study recommends further probing of the relationship between the actors and networks in relation to the success of policy processes. It also recommends a further exploration of the SADC REEP’s open-ended approach with respect to articulating the monitoring and consolidation of the successes in supporting environmental education policy processes.
- Full Text:
- Date Issued: 2009
Organizational culture and innovation: the case of the Namibian National Institute for Educational Development
- Piepmeyer, Gernot Maximilian
- Authors: Piepmeyer, Gernot Maximilian
- Date: 2009
- Subjects: National Institute for Educational Development (Namibia) Corporate culture -- Namibia Organizational behavior -- Namibia Technological innovations -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1685 , http://hdl.handle.net/10962/d1003568
- Description: The purpose of my research is to diagnose the organizational culture of the National Institute for Educational Development [NIED] , in particular to determine whether it is conducive to innovation, as was envisaged at the time of its inception. The diagnosis of NIED's organizational culture was done by using a hybrid qualitative and quantitative case study. A questionnaire, the Cameron and Quinn's Organizational Culture Assessment Instrument [OCAI], was given to all professional members at NIED, while six members of the NIED organization were interviewed. It emerged from the data, first, that the characteristics of the dominant NIED culture, using Cameron and Quinn's six dimensions of culture that produced an "overall culture profile" of NIED, are not likely to enhance innovativeness. Nevertheless, there is a strong preference towards a culture type favourable to innovation. Second, there are cultural factors antithetical to an innovative organizational culture. These include poor information flow and a lack of communication, negligible crossfunction interaction and freedom, and constraining hierarchical and bureaucratic structures. Third, NIED has, in the form of a "green paper," a set of critical norms, values and assumptions that characterize the culture of innovative organizations. Finally, there is evidence of the presence of cultural characteristics conducive to an innovative organizational culture. These include: learning how to learn; being pro-active in initiating change and innovativeness; and sustaining momentum, consistency and perseverance. The discrepancy between the existing organizational culture and the preferred organizational culture revealed by the overall cultural profile can be explained by the fact that the norms, values and assumptions that characterize the culture of innovative organizations and the cultural characteristics conducive to an innovative organizational culture are not fully infused into the whole organization. There is a tension between NIED's bureaucratic nature and its innovative mission. Organizational culture change, where NIED's structures and processes are aligned with its espoused vision and mission, is needed in order for it to be better placed to achieve its original pioneering mandate.
- Full Text:
- Date Issued: 2009
- Authors: Piepmeyer, Gernot Maximilian
- Date: 2009
- Subjects: National Institute for Educational Development (Namibia) Corporate culture -- Namibia Organizational behavior -- Namibia Technological innovations -- Namibia Education -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1685 , http://hdl.handle.net/10962/d1003568
- Description: The purpose of my research is to diagnose the organizational culture of the National Institute for Educational Development [NIED] , in particular to determine whether it is conducive to innovation, as was envisaged at the time of its inception. The diagnosis of NIED's organizational culture was done by using a hybrid qualitative and quantitative case study. A questionnaire, the Cameron and Quinn's Organizational Culture Assessment Instrument [OCAI], was given to all professional members at NIED, while six members of the NIED organization were interviewed. It emerged from the data, first, that the characteristics of the dominant NIED culture, using Cameron and Quinn's six dimensions of culture that produced an "overall culture profile" of NIED, are not likely to enhance innovativeness. Nevertheless, there is a strong preference towards a culture type favourable to innovation. Second, there are cultural factors antithetical to an innovative organizational culture. These include poor information flow and a lack of communication, negligible crossfunction interaction and freedom, and constraining hierarchical and bureaucratic structures. Third, NIED has, in the form of a "green paper," a set of critical norms, values and assumptions that characterize the culture of innovative organizations. Finally, there is evidence of the presence of cultural characteristics conducive to an innovative organizational culture. These include: learning how to learn; being pro-active in initiating change and innovativeness; and sustaining momentum, consistency and perseverance. The discrepancy between the existing organizational culture and the preferred organizational culture revealed by the overall cultural profile can be explained by the fact that the norms, values and assumptions that characterize the culture of innovative organizations and the cultural characteristics conducive to an innovative organizational culture are not fully infused into the whole organization. There is a tension between NIED's bureaucratic nature and its innovative mission. Organizational culture change, where NIED's structures and processes are aligned with its espoused vision and mission, is needed in order for it to be better placed to achieve its original pioneering mandate.
- Full Text:
- Date Issued: 2009
An intervention to improve reading comprehension for grade 8 learners
- Authors: Coetzee, Ghauderen N
- Date: 2009
- Subjects: English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9474 , http://hdl.handle.net/10948/934 , English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Description: Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
- Full Text:
- Date Issued: 2009
- Authors: Coetzee, Ghauderen N
- Date: 2009
- Subjects: English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9474 , http://hdl.handle.net/10948/934 , English language -- Study and teaching (Secondary) -- South Africa , Reading comprehension
- Description: Since the official opening of ex-model C (previously whites only) schools to learners of all races, cultures and languages, there has been an influx of black learners into these schools. Reasons for this are that many black parents believe the quality of education and resources available at these ex model C schools is better than those available in township schools (De Klerk, 2000). Parents also believe sending their children to English medium schools enables them to compete and be marketable in the global world of work. This dissertation describes a qualitative case study of grade 8 learners who took part in a six week intervention conducted at a school in the Eastern Cape where they learn through an additional language (English). The purpose of the intervention was to equip these learners with skills to enable them to improve their reading and comprehension in this language. Participation in the intervention was voluntarily, based on a selection conducted of learners who wrote a baseline English assessment test. Assessments done during the intervention suggest that isiXhosa home language learners fare academically weaker than their English and Afrikaans counterparts who learn through the medium of English. This correlates with findings done nationally and internationally with regard to South African learners’ literacy levels. This dissertation looks at the affective and cognitive effects of the intervention on its participants. Literature on how additional language learning should be done is examined, as well as the Language in Education policy of South Africa (1997). Findings from the research suggest the importance of establishing a ‘safe’ teaching and learning environment for learning to take place optimally and indicate that interventions to improve English reading can produce positive results. Furthermore the research provides evidence that explicitly teaching reading strategies can improve the participants’ comprehension and overall language competence. While English, as the language of technology and economics is acknowledged, it is argued in this dissertation that due to a lack of information to make informed choices, parents and learners become victims of the ‘straight for English’ phenomenon, and learners are robbed of an opportunity to reach their academic potential. However, if additional language learning takes place under the ideal conditions, learners can be enabled to become academically equipped to deal with the demands of learning through an additional language. What is essential for the afore-mentioned to materialize is that learners need to be equipped with reading and comprehension skills in their home language first, for these skills to be effective in attaining the ‘other’ language. Also, learners need to be aware of the fact that they carry knowledge in their own language that can and should be used to learn (in) the additional language.
- Full Text:
- Date Issued: 2009
Principals' interpretation of their role in implementing the national curriculum statement : a study of three KZN Vryheid principals
- Msane, Sikhumbuzo Goodenough
- Authors: Msane, Sikhumbuzo Goodenough
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9511 , http://hdl.handle.net/10948/1133 , Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Description: Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change and complexity of the NCS. It was found that principals did not understand their roles in the implementation of the NCS, and as a result did not develop staff, were not familiar with the roles of educators as specified by policy and shifted the burden of developing educators to the Department of Education. A qualitative research approach was employed. A reputational case sampling was conducted on three secondary school principals in the KZN Vryheid District. A semi structured interview and a semi-structured questionaire were employed on these three principals to gather data. Theme analysis was used to determine how principals interpreted their roles in the implementation of the NCS. I found that principals did not have enough understanding of their roles in the implementation of the NCS. However, principals complained that the Department of Education was more concerned about expanding access to education than quality of education. They also lamented that teachers had a low self- esteem with the profession. I found that principals required detailed workshops on their roles in the implementation of the NCS, ongoing curriculum leadership training, and required LTSM resources and equipped laboratories.
- Full Text:
- Date Issued: 2009
- Authors: Msane, Sikhumbuzo Goodenough
- Date: 2009
- Subjects: Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9511 , http://hdl.handle.net/10948/1133 , Curriculum planning -- South Africa -- KwaZulu-Natal , Teacher participation in curriculum planning , Educational change -- South Africa -- KwaZulu-Natal , Education -- South Africa -- Curricula
- Description: Principals were struggling with the interpretation of their roles in the implementation of the NCS in South African schools, parlty due to the huge change and complexity of the NCS. It was found that principals did not understand their roles in the implementation of the NCS, and as a result did not develop staff, were not familiar with the roles of educators as specified by policy and shifted the burden of developing educators to the Department of Education. A qualitative research approach was employed. A reputational case sampling was conducted on three secondary school principals in the KZN Vryheid District. A semi structured interview and a semi-structured questionaire were employed on these three principals to gather data. Theme analysis was used to determine how principals interpreted their roles in the implementation of the NCS. I found that principals did not have enough understanding of their roles in the implementation of the NCS. However, principals complained that the Department of Education was more concerned about expanding access to education than quality of education. They also lamented that teachers had a low self- esteem with the profession. I found that principals required detailed workshops on their roles in the implementation of the NCS, ongoing curriculum leadership training, and required LTSM resources and equipped laboratories.
- Full Text:
- Date Issued: 2009
The use of the van Hiele theory in investigating teaching strategies used by grade 10 geometry teachers in Namibia
- Authors: Muyeghu, Augustinus
- Date: 2009
- Subjects: Hiele, Pierre M. van Kilpatrick, Jeremy Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1817 , http://hdl.handle.net/10962/d1003703
- Description: This study reports on the extent to which selected mathematics teachers facilitate the teaching and learning of geometry at the van Hiele levels 1 and 2 at a Grade 10 level in selected schools in Namibia. It also addresses and explores the teaching strategies teachers employ in their classrooms. Kilpatrick et al.’s model for proficient teaching and the van Hiele model of geometric thinking were used to explore the type of teaching strategies employed by selected mathematics teachers. These two models served as guidelines from which interview and classroom observation protocols were developed. Given the continuing debate across the world about the learning and teaching of geometry, my thesis aims to contribute to a wider understanding of the teaching of geometry with regard to the van Hiele levels 1 and 2. There are no similar studies on the teaching of geometry in Namibia. My study concentrates on selected Grade 10 mathematics teachers and how they teach geometry using the van Hiele theory and the five Kilpatrick components of proficient teaching. As my research looks at teaching practice it was important to deconstruct teaching proficiency with a view to understanding what makes good teachers effective. The results from this study indicated that the selected Grade 10 mathematics teachers have a good conceptual understanding of geometry as all of them involved in this study were able to facilitate the learning and teaching of geometry that is consistent with the van Hiele levels 1 and 2.
- Full Text:
- Date Issued: 2009
- Authors: Muyeghu, Augustinus
- Date: 2009
- Subjects: Hiele, Pierre M. van Kilpatrick, Jeremy Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia Mathematics teachers -- Training of -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1817 , http://hdl.handle.net/10962/d1003703
- Description: This study reports on the extent to which selected mathematics teachers facilitate the teaching and learning of geometry at the van Hiele levels 1 and 2 at a Grade 10 level in selected schools in Namibia. It also addresses and explores the teaching strategies teachers employ in their classrooms. Kilpatrick et al.’s model for proficient teaching and the van Hiele model of geometric thinking were used to explore the type of teaching strategies employed by selected mathematics teachers. These two models served as guidelines from which interview and classroom observation protocols were developed. Given the continuing debate across the world about the learning and teaching of geometry, my thesis aims to contribute to a wider understanding of the teaching of geometry with regard to the van Hiele levels 1 and 2. There are no similar studies on the teaching of geometry in Namibia. My study concentrates on selected Grade 10 mathematics teachers and how they teach geometry using the van Hiele theory and the five Kilpatrick components of proficient teaching. As my research looks at teaching practice it was important to deconstruct teaching proficiency with a view to understanding what makes good teachers effective. The results from this study indicated that the selected Grade 10 mathematics teachers have a good conceptual understanding of geometry as all of them involved in this study were able to facilitate the learning and teaching of geometry that is consistent with the van Hiele levels 1 and 2.
- Full Text:
- Date Issued: 2009
Recontextualising issues in the 'NISTCOL" environmental education curriculum module for Primary Diploma by Distance Learning in Zambia
- Authors: Moose, John
- Date: 2009
- Subjects: Environmental education -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1722 , http://hdl.handle.net/10962/d1003605
- Description: This study investigated the recontextualising of the NISTCOL environmental education curriculum module for the Primary Teachers’ Diploma by Distance Learning (PTDDL) in Zambia. It focused on three case sites, the NISTCOL EE curriculum module for PTDDL and the University of Zambia, the National In-Service Teacher’s College (NISTCOL) and four basic schools: chalimbana, Bimbe, Chongwe and Silver Rest. The study looked at teacher professional development in environmental education in Zambia. The aims and goals were to investigate the NISTCOL EE curriculum and identifying issues that were associated with lecturers in the recontextualising process and further examine what issues were associated with curriculum recontextualisation in Zambian schools. For the conceptual constructs, the research drew on Bernstein’s (1990) framework of pedagogic discourse, it traced how the pedagogic discourse was de-located from the field of production and re-located into the pedagogic practice of each stated case above. It further examined the continuities, discontinuities and changes in the official environmental discourse as it was recontextualised. The study particularly focused on Bernstein’s conceptual constructs of selective appropriation and ideological transformation. In each case the Bernstein framework is used to analyze the process to identify recontextualising issues influencing pedagogical practice in the Zambian schools and college. The study revealed that each case under focus was unique but through examining the environmental discourse and pedagogical discourse in each case recontextalising issues were identified. Each case was influenced by different factors, such as lack of policy synergy, lack of EE vision at national level in Zambia, experience and knowledge, ideologies and emphasis, and depth of engagement. These factors provided me with a deeper insight into the curriculum recontextualising processes in Zambian schools.
- Full Text:
- Date Issued: 2009
- Authors: Moose, John
- Date: 2009
- Subjects: Environmental education -- Zambia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1722 , http://hdl.handle.net/10962/d1003605
- Description: This study investigated the recontextualising of the NISTCOL environmental education curriculum module for the Primary Teachers’ Diploma by Distance Learning (PTDDL) in Zambia. It focused on three case sites, the NISTCOL EE curriculum module for PTDDL and the University of Zambia, the National In-Service Teacher’s College (NISTCOL) and four basic schools: chalimbana, Bimbe, Chongwe and Silver Rest. The study looked at teacher professional development in environmental education in Zambia. The aims and goals were to investigate the NISTCOL EE curriculum and identifying issues that were associated with lecturers in the recontextualising process and further examine what issues were associated with curriculum recontextualisation in Zambian schools. For the conceptual constructs, the research drew on Bernstein’s (1990) framework of pedagogic discourse, it traced how the pedagogic discourse was de-located from the field of production and re-located into the pedagogic practice of each stated case above. It further examined the continuities, discontinuities and changes in the official environmental discourse as it was recontextualised. The study particularly focused on Bernstein’s conceptual constructs of selective appropriation and ideological transformation. In each case the Bernstein framework is used to analyze the process to identify recontextualising issues influencing pedagogical practice in the Zambian schools and college. The study revealed that each case under focus was unique but through examining the environmental discourse and pedagogical discourse in each case recontextalising issues were identified. Each case was influenced by different factors, such as lack of policy synergy, lack of EE vision at national level in Zambia, experience and knowledge, ideologies and emphasis, and depth of engagement. These factors provided me with a deeper insight into the curriculum recontextualising processes in Zambian schools.
- Full Text:
- Date Issued: 2009
Secondary school learners' perceptions of the value of integrating ICT into the curriculum: an exploratory study in the Grahamstown circuit
- Authors: Mbane, Nombeko Precious
- Date: 2009
- Subjects: Educational technology -- South Africa Information technology -- South Africa Education, Secondary -- Curricula -- South Africa Computer-assisted instruction -- South Africa Educational innovations Information technology -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1762 , http://hdl.handle.net/10962/d1003647
- Description: According to the Draft White Paper on e-Education (DoE, 2003), the objective of ICTs in education is to build digital and information literacy so that all learners become confident and competent in using technology to contribute to an innovative and developing South African society. International researchers have acknowledged that little is known about learners’ perceptions of their own learning, but that learners are aware of how technology can be used and have the potential to contribute ideas about ICTs can be used to support their learning. To add to this growing body of research, this study sought to establish secondary school learners’ experiences and perceptions of the value of integrating ICT into the curriculum and the extent to which they believe that ICT is meaningfully integrated into the curriculum. Although some of the schools do not have the necessary ICT infrastructure, this did not preclude the learners from having opinions about the potential benefits and drawbacks of ICT. The findings display the learners’ perceptions on ICT use within the curriculum and how this relates to the available infrastructure in schools.
- Full Text:
- Date Issued: 2009
- Authors: Mbane, Nombeko Precious
- Date: 2009
- Subjects: Educational technology -- South Africa Information technology -- South Africa Education, Secondary -- Curricula -- South Africa Computer-assisted instruction -- South Africa Educational innovations Information technology -- Study and teaching (Secondary) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1762 , http://hdl.handle.net/10962/d1003647
- Description: According to the Draft White Paper on e-Education (DoE, 2003), the objective of ICTs in education is to build digital and information literacy so that all learners become confident and competent in using technology to contribute to an innovative and developing South African society. International researchers have acknowledged that little is known about learners’ perceptions of their own learning, but that learners are aware of how technology can be used and have the potential to contribute ideas about ICTs can be used to support their learning. To add to this growing body of research, this study sought to establish secondary school learners’ experiences and perceptions of the value of integrating ICT into the curriculum and the extent to which they believe that ICT is meaningfully integrated into the curriculum. Although some of the schools do not have the necessary ICT infrastructure, this did not preclude the learners from having opinions about the potential benefits and drawbacks of ICT. The findings display the learners’ perceptions on ICT use within the curriculum and how this relates to the available infrastructure in schools.
- Full Text:
- Date Issued: 2009
Continuous assessment in Oshikwanyama: a case study
- Nghiueuelekuah, Soini Tuhafeni
- Authors: Nghiueuelekuah, Soini Tuhafeni
- Date: 2009
- Subjects: Educational tests and measurements -- Namibia -- Case studies Kuanyama language -- Namibia -- Case studies Kuanyama language -- Study and teaching -- Namibia -- Case studies Language and education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1465 , http://hdl.handle.net/10962/d1003346
- Description: This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
- Full Text:
- Date Issued: 2009
- Authors: Nghiueuelekuah, Soini Tuhafeni
- Date: 2009
- Subjects: Educational tests and measurements -- Namibia -- Case studies Kuanyama language -- Namibia -- Case studies Kuanyama language -- Study and teaching -- Namibia -- Case studies Language and education -- Namibia -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1465 , http://hdl.handle.net/10962/d1003346
- Description: This study is about Continuous Assessment (CA) in teaching and learning, a new concept and approach in independent Namibia. The country's education system was reformed shortly after independence in 1990 to fulfill the intention for Education for All. The Namibian education system then moved from a behaviorist to constructivist philosophy of education. The move made from one philosophy to another resulted in many changes in teaching and learning including changes in assessment in education. CA is born out of a constructivist philosophy. It is believed to facilitate learning with understanding. In this study I explored the understanding of Oshikwanyama teachers and their practice of CA in teaching and learning. Interviews, classroom observations and document analysis were used. The research focused on 10 participants in the Ohangwena and Oshana regions. The participants ranged from a Head of Department to members of the curriculum panel, subject advisors and Oshikwanyama subject facilitators as well as teachers at the classroom level. It was revealed that generally speaking, CA as a term is understood, but the practice is not well implemented. In the practice of CA, instead of learners being assessed for further learning, the emphasis is on scored marks without further assistance in learning. Further, the collection of marks during CA is often seen as largely for the purpose of contributing to the marks for summative final marks. Informal assessment which is part of CA was not given attention, which is a key factor preventing the effective use of CA in teaching and learning. Methods such as marking grids that are provided in the syllabus, as well as portfolios and learners' profiles, were not mentioned in the interviews nor observed as being in use. Participants in the study did acknowledge that they did not fully understand how best to implement CA. Overall, the evidence pointed to a conclusion that the identified shortcomings in the implementation of formative assessment is limiting the realization of the rich potential for CA as a day-to-day tool to facilitate learning for understanding in the observed classes.
- Full Text:
- Date Issued: 2009
Social learning processes of HIV/AIDS women caregivers on their use of traditional foods and medicinal plants : the case of Raphael Centre and Keiskamma Art and Health Centre communities of practice, Eastern Cape Province, South Africa
- Authors: Shonhai, Venencia F
- Date: 2009
- Subjects: Keiskamma Art Project (South Africa) , Women caregivers -- South Africa -- Eastern Cape , HIV infections -- Study and teaching -- South Africa , AIDS (Disease) -- Study and teaching -- South Africa , HIV-positive persons -- Care -- South Africa -- Eastern Cape , Medicinal plants -- South Africa , Natural foods -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1768 , http://hdl.handle.net/10962/d1003653
- Description: The scale of people being infected by HIV/AIDS (Human Immunodeficiency Virus /Acquired Immune Deficiency Syndrome) has meant that the family and the community have had to become involved in caring for the sick (Van Dyk, 2005). This has inevitably led to the emergence of informal caregivers in the form of family members caring for their relatives (Kipp, Nkosi, Laing & Jhangri, 2006). The research investigated the social learning of women caregivers looking after people living with HIV/AIDS, with emphasis on caregiving practices related to how they use traditional foods and medicinal plants. The research was undertaken in Grahamstown at the Raphael Centre and in Hamburg at Keiskkamma Health Centre and Art Project, Eastern Cape, South Africa. Data was collected using interviews, focus group discussions and diaries written by participants. The data was analyzed in two phases: the first phase involved reading the interview transcripts and collating the responses into analytical memos that were captured into broad categories, while the second phase made use of the community of practice analytical framework to further analyze the data to get better understanding of the social learning processes. This study reveals that participating in a community of practice like Raphael Centre and Keiskamma Health Centre enables caregivers to learn about caregiving. It also reveals that within these communities of practice there are varied learning processes that take place, such as observational and collaborative learning. The research also revealed that caregivers learn from the communities from which they come, for example caregivers learn about traditional food and medicinal plants which they use from their family members, friends, other caregivers as well as non governmental organizations. The research found that caregivers are influenced in their learning and practices by a number of factors which include their own experiences, ambivalent messages from different stakeholders concerned with fighting HIV/AIDS and exposure to new information. The research recommends that diverse learning processes in a community of practice and outside a community of practice should be encouraged and strengthened. It also recommends that HIV/AIDS caregiving options should be strengthened by drawing on experience and knowledge of caregivers. Caregivers should be encouraged to be selfsustaining to improve their caregiving practices. Stakeholders in the field of HIV/AIDS should be alert to and address ambivalence on use of medicinal plants. Existing programmes that enable women to learn about new information on HIV/AIDS should be strengthened.
- Full Text:
- Date Issued: 2009
- Authors: Shonhai, Venencia F
- Date: 2009
- Subjects: Keiskamma Art Project (South Africa) , Women caregivers -- South Africa -- Eastern Cape , HIV infections -- Study and teaching -- South Africa , AIDS (Disease) -- Study and teaching -- South Africa , HIV-positive persons -- Care -- South Africa -- Eastern Cape , Medicinal plants -- South Africa , Natural foods -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1768 , http://hdl.handle.net/10962/d1003653
- Description: The scale of people being infected by HIV/AIDS (Human Immunodeficiency Virus /Acquired Immune Deficiency Syndrome) has meant that the family and the community have had to become involved in caring for the sick (Van Dyk, 2005). This has inevitably led to the emergence of informal caregivers in the form of family members caring for their relatives (Kipp, Nkosi, Laing & Jhangri, 2006). The research investigated the social learning of women caregivers looking after people living with HIV/AIDS, with emphasis on caregiving practices related to how they use traditional foods and medicinal plants. The research was undertaken in Grahamstown at the Raphael Centre and in Hamburg at Keiskkamma Health Centre and Art Project, Eastern Cape, South Africa. Data was collected using interviews, focus group discussions and diaries written by participants. The data was analyzed in two phases: the first phase involved reading the interview transcripts and collating the responses into analytical memos that were captured into broad categories, while the second phase made use of the community of practice analytical framework to further analyze the data to get better understanding of the social learning processes. This study reveals that participating in a community of practice like Raphael Centre and Keiskamma Health Centre enables caregivers to learn about caregiving. It also reveals that within these communities of practice there are varied learning processes that take place, such as observational and collaborative learning. The research also revealed that caregivers learn from the communities from which they come, for example caregivers learn about traditional food and medicinal plants which they use from their family members, friends, other caregivers as well as non governmental organizations. The research found that caregivers are influenced in their learning and practices by a number of factors which include their own experiences, ambivalent messages from different stakeholders concerned with fighting HIV/AIDS and exposure to new information. The research recommends that diverse learning processes in a community of practice and outside a community of practice should be encouraged and strengthened. It also recommends that HIV/AIDS caregiving options should be strengthened by drawing on experience and knowledge of caregivers. Caregivers should be encouraged to be selfsustaining to improve their caregiving practices. Stakeholders in the field of HIV/AIDS should be alert to and address ambivalence on use of medicinal plants. Existing programmes that enable women to learn about new information on HIV/AIDS should be strengthened.
- Full Text:
- Date Issued: 2009
Planning and managing curriculum implementation in rural schools: an investigation
- Authors: Labane, Nokubonga
- Date: 2009
- Subjects: Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9522 , http://hdl.handle.net/10948/998 , Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Description: Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
- Full Text:
- Date Issued: 2009
- Authors: Labane, Nokubonga
- Date: 2009
- Subjects: Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9522 , http://hdl.handle.net/10948/998 , Curriculum planning -- South Africa , Teacher participation in curriculum planning , Education -- South Africa -- Curricula
- Description: Fleisch (2002) and Jansen and Christie (1999) hold that implementation of the national school curriculum in post-apartheid South Africa was riddled with uncertainties, ineffective classroom management and a general lack of academic performance by learners, mainly as a result of inadequate training and support (SMTs) to support the implementation process through proper planning and subsequent management of the implementation (Rogan and Grayson, 2003:1172-1195). Middlewood (2003a: 66- 68) thus assigns the primary responsibility of planning, managing and overseeing the curriculum implementation process to the SMT. Research problem and question 1 In the context of this study, the School Management Team (SMT) includes the school principal, the deputy-principal and the head(s) of department(s) or senior teachers. 4 for teachers in the classroom. Having considered the above essential aspects related to curriculum implementation, there is thus reason to be concerned about the effectiveness of curriculum implementation in South African schools, specifically in rural schools. Due to their remoteness, limited resources, and fluctuating quality of teacher expertise, these schools are often more challenged in terms of curriculum implementation (Delport and Mangwaya, 2008:224). Although there are many factors affecting the (in)effectiveness of implementation, this study regards a school’s curriculum implementation plans and the subsequent management of these implementation plans as crucial to ensuring successful implementation of a new curriculum. The central research problem that guided this study thus relates to the planning and subsequent management of curriculum implementation at school level. The above problem has culminated in the formulation of the following research question: How do selected rural schools plan and manage curriculum implementation?.
- Full Text:
- Date Issued: 2009
An exploration of problems experienced in the interpretation of word problems by grade 12 learners
- Authors: Neshuku, Christian N
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Word problems (Mathematics) Teachers -- Training of -- Namibia Curriculum planning -- Namibia Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1951 , http://hdl.handle.net/10962/d1008206
- Description: This research sought to investigate the problems experienced in the interpretation of word problems by senior secondary school learners, in particular to see how the language used in the articulation of word problems affects the interpretation. The study was conducted in a school in the Oshikoto region of Namibia, a school located in a semi-rural area of Namibia, and selected owing to the accessibility of the required participants. The research was located within an interpretive paradigm focusing on a study sample of 40 learners from a specified class in the selected school. Data were collected through written tests and a semi-structured interview based on written tests, and a comprehensive descriptive analysis of test results was prepared. The findings of the study indicate that the language in which the word problem was articulated did not make a difference. The performance in both English and Oshindonga tests was almost the same. The findings also indicate that vocabulary, syntactic interpretation, semantic relationships, algebraic skills, and practical sense making in relation to real-life are all important for the successful interpretation and solving of word problems. In view of these findings, the study has provided valuable insights into aspects of the teacher education curriculum that need to be revisited in order to improve the training of teachers In teaching word problems.
- Full Text:
- Date Issued: 2009
- Authors: Neshuku, Christian N
- Date: 2009
- Subjects: Education (Secondary) -- Namibia Word problems (Mathematics) Teachers -- Training of -- Namibia Curriculum planning -- Namibia Mathematics -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1951 , http://hdl.handle.net/10962/d1008206
- Description: This research sought to investigate the problems experienced in the interpretation of word problems by senior secondary school learners, in particular to see how the language used in the articulation of word problems affects the interpretation. The study was conducted in a school in the Oshikoto region of Namibia, a school located in a semi-rural area of Namibia, and selected owing to the accessibility of the required participants. The research was located within an interpretive paradigm focusing on a study sample of 40 learners from a specified class in the selected school. Data were collected through written tests and a semi-structured interview based on written tests, and a comprehensive descriptive analysis of test results was prepared. The findings of the study indicate that the language in which the word problem was articulated did not make a difference. The performance in both English and Oshindonga tests was almost the same. The findings also indicate that vocabulary, syntactic interpretation, semantic relationships, algebraic skills, and practical sense making in relation to real-life are all important for the successful interpretation and solving of word problems. In view of these findings, the study has provided valuable insights into aspects of the teacher education curriculum that need to be revisited in order to improve the training of teachers In teaching word problems.
- Full Text:
- Date Issued: 2009
Adequacy of the postgraduate certificate in education at higher education institutions in the Eastern Cape to develop the work-intergrated learning skills of student teachers
- Authors: Mahomed, Carmel Claire
- Date: 2009
- Subjects: Teachers -- Certification -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- Rating of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9521 , http://hdl.handle.net/10948/1008 , Teachers -- Certification -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- Rating of -- South Africa -- Eastern Cape
- Description: This study investigated whether the PGCE adequately develops the WIL skills of student teachers. WIL skills have contributed extensively to the effectiveness of the facilitation of teaching and learning in schools. The definitions of WIL in this study refer to the skills required to succeed in practice. The four domains of Danielson provide the WIL skills, namely Preparation and Planning, the School Environment, Instruction and Professional Responsibilities. The study showed that there is a link between the four domains and the capacity of student teachers to integrate the theory they acquire at the HEIs and practice in the schools. The quantitative approach is referred to by Creswell (2005:39) as a type of educational research in which the researcher decides what to study, asks specific narrow questions, collects numeric data, which is numbered data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. As this study requires numeric data that ask specific questions, two questionnaires were distributed. One questionnaire was directed at school – based mentors and the other at PGCE student teachers. The mentors rated the students’ capacity in the four domains and the students rated themselves on the same items based on the four domains. The research instrument provides insight from school-based mentors with regard to whether there is a balance between the theoretical knowledge provided by HEIs and the WIL skills that student - teachers need. The questionnaires completed by PGCE student teachers provided perspectives from the students with regard to the relevance of their WIL skills for the schools at which they were placed. The hypothesis for this study is: The PGCE makes a significant contribution to the development of the WIL skills of ITE student teachers. Some of Some of the key findings in this study indicated that: • Constant curriculum changes in the schools create uncertainty for student teachers. • Student teachers need assistance to motivate learners to take pride in their work and achievements. • Managing learner behaviour is cause for concern for student teachers. • Language proficiency continues to be problematic in the teaching and learning environment, because it impacts on questioning, discussion techniques and the student teachers’ capacity to explain concepts. • Student teachers need assistance with the pacing of their lessons. • Adjusting their lessons, which requires spontaneity from student teachers is needed. • Opportunities need to be created for student teachers to gain access to the parents of their learners. • Student teachers need to devote more time to the development of reflective skills. • Excessive administrative tasks hamper delivery in the classroom and teacher and learner productivity. The findings strongly suggested that a significant relationship exists between the WIL skills of PGCE students and their effectiveness as facilitators of learning. The findings of the study indicated that the PGCE curriculum needs to incorporate the crucial WIL skills as identified in the four domains. The findings of this study supported the hypothesis that the PGCE makes a significant contribution to the development of the WIL skills of Initial Teacher Education student teachers (ITE).
- Full Text:
- Date Issued: 2009
- Authors: Mahomed, Carmel Claire
- Date: 2009
- Subjects: Teachers -- Certification -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- Rating of -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9521 , http://hdl.handle.net/10948/1008 , Teachers -- Certification -- South Africa -- Eastern Cape , Teachers -- Training of -- South Africa -- Eastern Cape , Teachers -- Rating of -- South Africa -- Eastern Cape
- Description: This study investigated whether the PGCE adequately develops the WIL skills of student teachers. WIL skills have contributed extensively to the effectiveness of the facilitation of teaching and learning in schools. The definitions of WIL in this study refer to the skills required to succeed in practice. The four domains of Danielson provide the WIL skills, namely Preparation and Planning, the School Environment, Instruction and Professional Responsibilities. The study showed that there is a link between the four domains and the capacity of student teachers to integrate the theory they acquire at the HEIs and practice in the schools. The quantitative approach is referred to by Creswell (2005:39) as a type of educational research in which the researcher decides what to study, asks specific narrow questions, collects numeric data, which is numbered data from participants, analyzes these numbers using statistics, and conducts the inquiry in an unbiased, objective manner. As this study requires numeric data that ask specific questions, two questionnaires were distributed. One questionnaire was directed at school – based mentors and the other at PGCE student teachers. The mentors rated the students’ capacity in the four domains and the students rated themselves on the same items based on the four domains. The research instrument provides insight from school-based mentors with regard to whether there is a balance between the theoretical knowledge provided by HEIs and the WIL skills that student - teachers need. The questionnaires completed by PGCE student teachers provided perspectives from the students with regard to the relevance of their WIL skills for the schools at which they were placed. The hypothesis for this study is: The PGCE makes a significant contribution to the development of the WIL skills of ITE student teachers. Some of Some of the key findings in this study indicated that: • Constant curriculum changes in the schools create uncertainty for student teachers. • Student teachers need assistance to motivate learners to take pride in their work and achievements. • Managing learner behaviour is cause for concern for student teachers. • Language proficiency continues to be problematic in the teaching and learning environment, because it impacts on questioning, discussion techniques and the student teachers’ capacity to explain concepts. • Student teachers need assistance with the pacing of their lessons. • Adjusting their lessons, which requires spontaneity from student teachers is needed. • Opportunities need to be created for student teachers to gain access to the parents of their learners. • Student teachers need to devote more time to the development of reflective skills. • Excessive administrative tasks hamper delivery in the classroom and teacher and learner productivity. The findings strongly suggested that a significant relationship exists between the WIL skills of PGCE students and their effectiveness as facilitators of learning. The findings of the study indicated that the PGCE curriculum needs to incorporate the crucial WIL skills as identified in the four domains. The findings of this study supported the hypothesis that the PGCE makes a significant contribution to the development of the WIL skills of Initial Teacher Education student teachers (ITE).
- Full Text:
- Date Issued: 2009
An investigation of the indigenous ways of knowing about wild food plants (imifino): a case study
- Authors: Cimi, Phumlani Viwe
- Date: 2009
- Subjects: Wild plants, Edible -- South Africa -- Eastern Cape -- Case studies Endemic plants -- South Africa -- Eastern Cape -- Case studies Ethnoscience -- Study and teaching -- South Africa -- Eastern Cape Science -- Study and teaching -- South Africa -- Eastern Cape Curriculum change -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Conservation of natural resources -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1652 , http://hdl.handle.net/10962/d1003535
- Description: This study was conducted in Grahamstown in the Eastern Cape, South Africa. It is a qualitative case study located within the interpretive paradigm and was carried out over a period of a year. The theory implicit in the interpretive paradigm is of human beings as interpreters and constructors of a meaningful world. Thus, the focus of this study was on investigating the benefits of indigenous ways of knowing about wild food plants (imifino) in conjunction with hands-on activity-based lessons. This was done with the view to promote a conceptual understanding of nutrition and conservation in the Natural Sciences. The transformation of the school curriculum in South Africa called Curriculum 2005 (C2005) underpinned by the outcomes-based education (OBE) philosophy also triggered this study. The C2005 and OBE emphasise that learners’ prior everyday knowledge should be taken into account during the teaching and learning processes. The intention of the curriculum is to promote the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. Although the acquisition of western knowledge has been and still is invaluable to all, on its own, it has been incapable of responding adequately to modern society in the face of massive and intensifying disparities, untrammeled exploitation of resources, and rapid depletion of the earth’s natural resources. Essentially, indigenous knowledge systems represent both a heritage and resource that should be protected, promoted, developed and, where appropriate, conserved. It is a resource that should serve the present and succeeding generations as many people’s cultural practices still rely on the use of wild plants. Within this context it should be borne in mind that the overexploitation of natural resources threatens not only biodiversity but also local traditional knowledge systems and ultimately cultural heritage; and research has a role to play in this regard. The research process in this study evolved into two main phases. The initial phase involved mobilising Grade 7 learners’ prior everyday knowledge on wild food plants (imifino). This led to the second phase of the research project, which was aimed at developing concepts through three hands-on activity-based lessons. I invited a community member to give a lesson on what imifino is and how to collect and prepare it, with the belief that the involvement of parents and community members in learners’ education can help bridge the gap between everyday life and school science. It is for these reasons that I believe that the constructive perspective can provide an appropriate methodological framework, conceptual structure and terminology for analysis of teaching and learning activities on the use of wild food plants in this study. The data generation techniques used in this study were questionnaires, observations and interviews (semi structured and focus group). A wide range of data generation techniques were employed to crystallise and validate the data generated using triangulation. The results from the analysed data revealed that consideration of indigenous ways of knowing in conjuction with hands-on practical activities enhanced interaction and learning among the learners. Also, linking of scientific knowledge to learners’ everyday lives was useful in fostering meaning-making and conceptual development.
- Full Text:
- Date Issued: 2009
- Authors: Cimi, Phumlani Viwe
- Date: 2009
- Subjects: Wild plants, Edible -- South Africa -- Eastern Cape -- Case studies Endemic plants -- South Africa -- Eastern Cape -- Case studies Ethnoscience -- Study and teaching -- South Africa -- Eastern Cape Science -- Study and teaching -- South Africa -- Eastern Cape Curriculum change -- South Africa -- Eastern Cape Competency-based education -- South Africa -- Eastern Cape Conservation of natural resources -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1652 , http://hdl.handle.net/10962/d1003535
- Description: This study was conducted in Grahamstown in the Eastern Cape, South Africa. It is a qualitative case study located within the interpretive paradigm and was carried out over a period of a year. The theory implicit in the interpretive paradigm is of human beings as interpreters and constructors of a meaningful world. Thus, the focus of this study was on investigating the benefits of indigenous ways of knowing about wild food plants (imifino) in conjunction with hands-on activity-based lessons. This was done with the view to promote a conceptual understanding of nutrition and conservation in the Natural Sciences. The transformation of the school curriculum in South Africa called Curriculum 2005 (C2005) underpinned by the outcomes-based education (OBE) philosophy also triggered this study. The C2005 and OBE emphasise that learners’ prior everyday knowledge should be taken into account during the teaching and learning processes. The intention of the curriculum is to promote the idea of grounding knowledge in local contexts, while being sensitive to global imperatives. Although the acquisition of western knowledge has been and still is invaluable to all, on its own, it has been incapable of responding adequately to modern society in the face of massive and intensifying disparities, untrammeled exploitation of resources, and rapid depletion of the earth’s natural resources. Essentially, indigenous knowledge systems represent both a heritage and resource that should be protected, promoted, developed and, where appropriate, conserved. It is a resource that should serve the present and succeeding generations as many people’s cultural practices still rely on the use of wild plants. Within this context it should be borne in mind that the overexploitation of natural resources threatens not only biodiversity but also local traditional knowledge systems and ultimately cultural heritage; and research has a role to play in this regard. The research process in this study evolved into two main phases. The initial phase involved mobilising Grade 7 learners’ prior everyday knowledge on wild food plants (imifino). This led to the second phase of the research project, which was aimed at developing concepts through three hands-on activity-based lessons. I invited a community member to give a lesson on what imifino is and how to collect and prepare it, with the belief that the involvement of parents and community members in learners’ education can help bridge the gap between everyday life and school science. It is for these reasons that I believe that the constructive perspective can provide an appropriate methodological framework, conceptual structure and terminology for analysis of teaching and learning activities on the use of wild food plants in this study. The data generation techniques used in this study were questionnaires, observations and interviews (semi structured and focus group). A wide range of data generation techniques were employed to crystallise and validate the data generated using triangulation. The results from the analysed data revealed that consideration of indigenous ways of knowing in conjuction with hands-on practical activities enhanced interaction and learning among the learners. Also, linking of scientific knowledge to learners’ everyday lives was useful in fostering meaning-making and conceptual development.
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- Date Issued: 2009
Using the van Hiele theory to analyse geometrical conceptualisation in grade 12 students: a Namibian perspective
- Authors: Mateya, Muhongo
- Date: 2009
- Subjects: Hiele, Pierre M. van Hiele-Geldof, Dina van Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1820 , http://hdl.handle.net/10962/d1003706
- Description: The study reported here utilised a theory of levels of geometric thinking. This theory was proposed and developed by two Dutch mathematics educators, Pierre van Hiele and his wife, Dina van Hiele-Geldof. The van Hiele theory enables investigations into why many students experience difficulties in learning geometry. In many nations, such as the UK, the USA, Netherlands, the USSR and to a certain extent, Nigeria and South Africa, research evidence has indicated that the overall students’ mathematical competencies are linked to their geometric thinking levels. This study is the first of its kind to apply the van Hiele theory of geometric thinking in the Namibian context to analyse geometrical conceptualisation in Grade 12 mathematics students. In all, 50 Grade 12 students (20 from School A and 30 from School B) were involved in this study. These students wrote a van Hiele Geometry Test adapted from the Cognitive Development and Achievement in Secondary School Geometry test items. Thereafter, a clinical interview with the aid of manipulatives was conducted. The results from this study indicated that many of the School A and School B students who participated in the research have a weak conceptual understanding of geometric concepts: 35% of the School A and 40% of the School B subsamples were at the prerecognition level. 25% and 30% of the School A, and 20% and 23.3% of the School B students were at van Hiele levels 1 and 2 respectively. An equal number of students but different in percentages, 2 (10%) in School A and 2 (6.7%) in School B, were at van Hiele level 3. Only one student from School B attained van Hiele level 4. These results were found to be consistent with those of previous similar studies in UK, USA, Nigeria and South Africa. The findings of this study also highlight issues of how the Namibian Grade 12 geometry syllabus should be aligned with the van Hiele levels of geometric thinking as well as the use of appropriate and correct language in geometrical thinking and problem solving.
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- Date Issued: 2009
- Authors: Mateya, Muhongo
- Date: 2009
- Subjects: Hiele, Pierre M. van Hiele-Geldof, Dina van Geometry -- Study and teaching (Secondary) -- Namibia Mathematics -- Study and teaching (Secondary) -- Namibia
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1820 , http://hdl.handle.net/10962/d1003706
- Description: The study reported here utilised a theory of levels of geometric thinking. This theory was proposed and developed by two Dutch mathematics educators, Pierre van Hiele and his wife, Dina van Hiele-Geldof. The van Hiele theory enables investigations into why many students experience difficulties in learning geometry. In many nations, such as the UK, the USA, Netherlands, the USSR and to a certain extent, Nigeria and South Africa, research evidence has indicated that the overall students’ mathematical competencies are linked to their geometric thinking levels. This study is the first of its kind to apply the van Hiele theory of geometric thinking in the Namibian context to analyse geometrical conceptualisation in Grade 12 mathematics students. In all, 50 Grade 12 students (20 from School A and 30 from School B) were involved in this study. These students wrote a van Hiele Geometry Test adapted from the Cognitive Development and Achievement in Secondary School Geometry test items. Thereafter, a clinical interview with the aid of manipulatives was conducted. The results from this study indicated that many of the School A and School B students who participated in the research have a weak conceptual understanding of geometric concepts: 35% of the School A and 40% of the School B subsamples were at the prerecognition level. 25% and 30% of the School A, and 20% and 23.3% of the School B students were at van Hiele levels 1 and 2 respectively. An equal number of students but different in percentages, 2 (10%) in School A and 2 (6.7%) in School B, were at van Hiele level 3. Only one student from School B attained van Hiele level 4. These results were found to be consistent with those of previous similar studies in UK, USA, Nigeria and South Africa. The findings of this study also highlight issues of how the Namibian Grade 12 geometry syllabus should be aligned with the van Hiele levels of geometric thinking as well as the use of appropriate and correct language in geometrical thinking and problem solving.
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- Date Issued: 2009
A case study: exploring students' experiences of a participative assessment approach on a professionally-orientated postgraduate programme
- Authors: du Toit, Peter
- Date: 2009
- Subjects: Education, Higher -- South Africa Graduate students -- Study and teaching -- South Africa -- Case Studies Action research in education -- South Africa -- Case Studies Universities and colleges -- Graduate work -- South Africa -- Case Studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1432 , http://hdl.handle.net/10962/d1003313
- Description: The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined use of self-, peer-, and tutor-driven assessment in enhancing students’ learning in a professionally orientated postgraduate media management course. The study also explores how such a process can contribute to students developing the skills and dispositions required by autonomous learners and professionals. In approaching these questions the study draws directly on students’ own accounts of their experiences and contrasts these accounts with the growing body of literature on participative assessment in higher education that has emerged over the past decade. The study begins by exploring how action research can aid in the development of valuable insights into educational practice. It draws on educational theorists’ use of Habermas’s (1971, 1972 and 1974 in Grundy, 1987: 8) theory of knowledge constitutive interests in developing a conceptual framework against which assessment practice can be understood and argues against instrumental approaches to assessment. Set against a background of outcomes-based education, the study presents an argument for privileging the role of assessment in promoting learning above its other function. It contends that this function is undermined if students are excluded from direct involvement in assessment practice. Informed by research into participative assessment, the study presents a thick description of a particular approach used during the action research cycle and explores how students experienced this process. The findings of the study support theories favouring the involvement of students in their own assessment and suggest that such processes can contribute to meeting students’ present and future learning needs.
- Full Text:
- Date Issued: 2009
- Authors: du Toit, Peter
- Date: 2009
- Subjects: Education, Higher -- South Africa Graduate students -- Study and teaching -- South Africa -- Case Studies Action research in education -- South Africa -- Case Studies Universities and colleges -- Graduate work -- South Africa -- Case Studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1432 , http://hdl.handle.net/10962/d1003313
- Description: The study was undertaken as the first cycle of an action research project. It presents a case study that explores the potential of the combined use of self-, peer-, and tutor-driven assessment in enhancing students’ learning in a professionally orientated postgraduate media management course. The study also explores how such a process can contribute to students developing the skills and dispositions required by autonomous learners and professionals. In approaching these questions the study draws directly on students’ own accounts of their experiences and contrasts these accounts with the growing body of literature on participative assessment in higher education that has emerged over the past decade. The study begins by exploring how action research can aid in the development of valuable insights into educational practice. It draws on educational theorists’ use of Habermas’s (1971, 1972 and 1974 in Grundy, 1987: 8) theory of knowledge constitutive interests in developing a conceptual framework against which assessment practice can be understood and argues against instrumental approaches to assessment. Set against a background of outcomes-based education, the study presents an argument for privileging the role of assessment in promoting learning above its other function. It contends that this function is undermined if students are excluded from direct involvement in assessment practice. Informed by research into participative assessment, the study presents a thick description of a particular approach used during the action research cycle and explores how students experienced this process. The findings of the study support theories favouring the involvement of students in their own assessment and suggest that such processes can contribute to meeting students’ present and future learning needs.
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- Date Issued: 2009
How can school gardens be used for teaching environmental activities in the technology learning area at senior phase?
- Authors: Mazingisa, Bongani Eric
- Date: 2009
- Subjects: Environmental education -- Study and teaching -- South Africa -- Eastern Cape Environmental education -- Activity programs -- South Africa -- Eastern Cape Gardening -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa -- Eastern Cape School gardens -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1558 , http://hdl.handle.net/10962/d1003440
- Description: This study was conducted as a case study at the rural Ethridge Junior Secondary School which is located in the Eastern Cape Province of South Africa. The aim of the study was to investigate how school gardens could be used to teach environmental activities in the Technology Learning Area at senior phase. The study examined how environmental activities in the school garden can be used to develop technological concepts and knowledge and for developing technological problem-solving abilities. Furthermore, it examined the relationship between technology, society and environment, and how structural and socio-cultural factors influence the use of environmental activities in the school garden. The overall approach was a case study. The data was generated using qualitative methods such as interviews, observation, workshops and document analysis of learners’ work. Of all the research tools used, the interviews and observations were the most fascinating and informative methods. The study focused on various activities undertaken by Grade 8 learners in their Technology Learning Area. These activities were compost making, planting and irrigating. The study showed how learners from poor rural homes can use available resources and suitable technology processes to plant vegetables. In terms of resources, virtually all resources used in the study were free, sourced locally and/or borrowed. This indicated that even in poor, rural areas materials are available to make structures and complete activities. In terms of available suitable technology, learners in the study explored the use of old car tyres for planting containers that can be easily transported. They also, using easily available resources such as tin cans, explored how to design and construct an effective, low-water consumption, low cost irrigation devise. The study explored the achievement of Learning Outcomes (LO) using the school garden. This study uses the school garden as a teaching aid to achieve the three main LO’s in the Technology Learning Area (LA). This study has also indicated that LO’s are sometimes intertwined, that is to say that more than one can be achieved at the same time. The three activities (compost making, planting and irrigation) were used to attain the required LO’s. The study indicates that LO 1 (related to applying technological processes and skills ethically and responsibly) can easily be achieved by designing a compost box and a compost heap, making them and evaluating the process. LO 2 (related to understanding and applying relevant technological knowledge) could easily be achieved in the irrigation activity, and LO 3 (related to demonstrating interrelations between science, technology, society and environment) could easily be attained in both compost making and planting. The study also showed that curriculum activities, such as those used in this study, are influenced by socio-cultural and structural factors that influence the curriculum contextualizing process. The main findings of the study are captured in five analytical statements. These form the basis for a set of recommendations to inform the use of school gardens as a resource for technology teaching in Ethridge Junior Secondary School, and possibly for other rural schools.
- Full Text:
- Date Issued: 2009
- Authors: Mazingisa, Bongani Eric
- Date: 2009
- Subjects: Environmental education -- Study and teaching -- South Africa -- Eastern Cape Environmental education -- Activity programs -- South Africa -- Eastern Cape Gardening -- Study and teaching -- South Africa -- Eastern Cape Technology -- Study and teaching -- South Africa -- Eastern Cape School gardens -- South Africa -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1558 , http://hdl.handle.net/10962/d1003440
- Description: This study was conducted as a case study at the rural Ethridge Junior Secondary School which is located in the Eastern Cape Province of South Africa. The aim of the study was to investigate how school gardens could be used to teach environmental activities in the Technology Learning Area at senior phase. The study examined how environmental activities in the school garden can be used to develop technological concepts and knowledge and for developing technological problem-solving abilities. Furthermore, it examined the relationship between technology, society and environment, and how structural and socio-cultural factors influence the use of environmental activities in the school garden. The overall approach was a case study. The data was generated using qualitative methods such as interviews, observation, workshops and document analysis of learners’ work. Of all the research tools used, the interviews and observations were the most fascinating and informative methods. The study focused on various activities undertaken by Grade 8 learners in their Technology Learning Area. These activities were compost making, planting and irrigating. The study showed how learners from poor rural homes can use available resources and suitable technology processes to plant vegetables. In terms of resources, virtually all resources used in the study were free, sourced locally and/or borrowed. This indicated that even in poor, rural areas materials are available to make structures and complete activities. In terms of available suitable technology, learners in the study explored the use of old car tyres for planting containers that can be easily transported. They also, using easily available resources such as tin cans, explored how to design and construct an effective, low-water consumption, low cost irrigation devise. The study explored the achievement of Learning Outcomes (LO) using the school garden. This study uses the school garden as a teaching aid to achieve the three main LO’s in the Technology Learning Area (LA). This study has also indicated that LO’s are sometimes intertwined, that is to say that more than one can be achieved at the same time. The three activities (compost making, planting and irrigation) were used to attain the required LO’s. The study indicates that LO 1 (related to applying technological processes and skills ethically and responsibly) can easily be achieved by designing a compost box and a compost heap, making them and evaluating the process. LO 2 (related to understanding and applying relevant technological knowledge) could easily be achieved in the irrigation activity, and LO 3 (related to demonstrating interrelations between science, technology, society and environment) could easily be attained in both compost making and planting. The study also showed that curriculum activities, such as those used in this study, are influenced by socio-cultural and structural factors that influence the curriculum contextualizing process. The main findings of the study are captured in five analytical statements. These form the basis for a set of recommendations to inform the use of school gardens as a resource for technology teaching in Ethridge Junior Secondary School, and possibly for other rural schools.
- Full Text:
- Date Issued: 2009
School grounds as a place for environmental learning in the life skills learning programme
- Authors: Mambinja, Sindiswa
- Date: 2009
- Subjects: Environmental education -- Study and teaching (Elementary) -- South Africa --Grahamstown Life skills -- Study and teaching (Elementary) -- South Africa Education -- South Africa -- Curricula Education, Elementary -- South Africa School grounds -- South Africa -- Grahamstown Curriculum-based assessment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1757 , http://hdl.handle.net/10962/d1003642
- Description: With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.
- Full Text:
- Date Issued: 2009
- Authors: Mambinja, Sindiswa
- Date: 2009
- Subjects: Environmental education -- Study and teaching (Elementary) -- South Africa --Grahamstown Life skills -- Study and teaching (Elementary) -- South Africa Education -- South Africa -- Curricula Education, Elementary -- South Africa School grounds -- South Africa -- Grahamstown Curriculum-based assessment -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1757 , http://hdl.handle.net/10962/d1003642
- Description: With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.
- Full Text:
- Date Issued: 2009