The use of contextually appropriate analogies to teach direct current electric circuit concepts to isiXhosa speaking learners
- Authors: Simayi, Ayanda
- Date: 2014
- Subjects: Analogy in science education , Career development , Xhosa language -- Analogy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9570 , http://hdl.handle.net/10948/d1016161
- Description: The study investigates the effects of a professional development strategy which focuses on the use of a contextually appropriate analogy on the development of isiXhosa speaking learners‟ conceptual understanding in direct current electric circuits, where the language of instruction is English. An action research design was implemented, using three data collection cycles to document the research journey. The sample comprised of two Grade 8 and 9 classes drawn (with their respective Natural Sciences teachers) from two neighbouring, township schools in Nelson Mandela Metropolitan Municipal area. Qualitative data were generated from interviews and classroom observation of the two science teachers (a qualified and an unqualified teacher) and learners, over a span of two years. Thematic data analysis revealed that ESL learners have alternative conceptions in simple circuits and teachers have no knowledge about analogies that can be used to teach simple circuits. A professional development was designed as a strategy, targeting the development of the Science Content Knowledge (SCK) and Topic Specific Content Pedagogic Content Knowledge (TPSCK) of the teachers. Data analysis of the professional development initiative (PDI) suggests that the teachers developed increased knowledge of concepts and teaching strategies used in teaching simple circuits, selected a contextually appropriate analogy and taught a lesson in simple circuits using the selected analogy. Analysis of learners‟ post-test results suggests that the implementation of the selected analogy developed their conceptual understanding as more learners developed the correct, scientific model of reasoning. The results of the study suggest that when teachers are given support by being exposed to professional development; their scientific reasoning, confidence and classroom climate become more positive and learners‟ conceptual understanding improves.
- Full Text:
- Date Issued: 2014
- Authors: Simayi, Ayanda
- Date: 2014
- Subjects: Analogy in science education , Career development , Xhosa language -- Analogy
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9570 , http://hdl.handle.net/10948/d1016161
- Description: The study investigates the effects of a professional development strategy which focuses on the use of a contextually appropriate analogy on the development of isiXhosa speaking learners‟ conceptual understanding in direct current electric circuits, where the language of instruction is English. An action research design was implemented, using three data collection cycles to document the research journey. The sample comprised of two Grade 8 and 9 classes drawn (with their respective Natural Sciences teachers) from two neighbouring, township schools in Nelson Mandela Metropolitan Municipal area. Qualitative data were generated from interviews and classroom observation of the two science teachers (a qualified and an unqualified teacher) and learners, over a span of two years. Thematic data analysis revealed that ESL learners have alternative conceptions in simple circuits and teachers have no knowledge about analogies that can be used to teach simple circuits. A professional development was designed as a strategy, targeting the development of the Science Content Knowledge (SCK) and Topic Specific Content Pedagogic Content Knowledge (TPSCK) of the teachers. Data analysis of the professional development initiative (PDI) suggests that the teachers developed increased knowledge of concepts and teaching strategies used in teaching simple circuits, selected a contextually appropriate analogy and taught a lesson in simple circuits using the selected analogy. Analysis of learners‟ post-test results suggests that the implementation of the selected analogy developed their conceptual understanding as more learners developed the correct, scientific model of reasoning. The results of the study suggest that when teachers are given support by being exposed to professional development; their scientific reasoning, confidence and classroom climate become more positive and learners‟ conceptual understanding improves.
- Full Text:
- Date Issued: 2014
Foundation phase teachers' continuous professional development
- Authors: Gallant, Reinhold Justin
- Date: 2012
- Subjects: Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9448 , http://hdl.handle.net/10948/d1007898 , Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Description: This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.
- Full Text:
- Date Issued: 2012
- Authors: Gallant, Reinhold Justin
- Date: 2012
- Subjects: Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9448 , http://hdl.handle.net/10948/d1007898 , Foundation phase , Education, Higher , Identity (Philosophical concept) , Career development , Teachers
- Description: This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.
- Full Text:
- Date Issued: 2012
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