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1
Naxweka, Johanna, and Di Wilmot. "Namibian teachers’ perceptions and practices of teaching mapwork." Journal of Geography Education in Africa 2, no. 1 (October 30, 2019): 1–14. http://dx.doi.org/10.46622/jogea.v2i1.2479.
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This article addresses the problem of consistently poor learner performance in mapwork in secondary school geography in Namibia from the perspective of teachers. It presents the findings of a qualitative case study focused on understanding geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty teachers in fifteen secondary schools in the Ohangwena Region of Northern Namibia, and interviews and classroom observations were done with a purposive sample of three teachers. The study draws on Shulman’s ideas of teachers’ pedagogical content knowledge (1986, 1987) to interpret what the three teachers say about the teaching of mapwork and how they teach it. The findings reveal that the teachers are conscientious but ill-equipped to teach mapwork. Their classroom practices focus on teaching discrete map skills and procedural knowledge with little if any, attention given to spatial conceptual understanding and application of knowledge to solve problems. The study provides insights that may be of value to teachers, teacher educators and Senior Education Officers in Namibia and other southern African contexts when addressing the problem of low learning outcomes in mapwork.
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Kambeyo, Linus, and Lukas Homateni Julius. "Investigating the Motivating Factors That Influenced the University of Namibia First Year Undergraduate Student Teachers to Choose Teaching as Career: A Case Study." Journal of Studies in Education 10, no. 3 (July 21, 2020): 97. http://dx.doi.org/10.5296/jse.v10i3.17250.
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This study investigates factors that motivated the first year undergraduate student teachers for choosing teaching as a career and also explores their perceptions about the teaching profession in Namibia. The study consists of 80 First year student teachers, 40 from Hifikepunye Pohamba campus, and 40 from Khomasdal campus. Quantitative approach was used to identify some of the factors that motivated students to choose teaching as a career. Factor Influencing Teaching choices scale (FIT scale: Watt & Richardson, 2007) was used to investigate the student teachers’ motivation and perception of teaching as a career. Analysis of the data reveals that most of the participants value making social contribution and shaping children’s future. Moreover, factors such as university admission requirements, gender, stereotype of different grade level specialization, finance and the general socio-cultural image of teaching as a career in Namibia, among others, shaped the participants’ motivations and perceptions.
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Wilfred Chanakira, Tonderayi. "The teaching of information communication in Namibian schools." Information and Learning Science 119, no. 7/8 (July 9, 2018): 389–402. http://dx.doi.org/10.1108/ils-03-2018-0022.
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Purpose The study is a survey covering the Ohangwena, Khomas and Otjozondjupa regions highlighting developments in the teaching of information literacy in Namibian schools through the subject Basic Information Science (BIS). This paper aims to provide an update on previous related studies which have been conducted in Namibia led by Nengomasha et al. (2012), Namibia Library Council (NLIC) Report (2007) and Smith et al.’s Baseline Study (2008). Design/methodology/approach The main objective of this study is to find reasons for non-compliance in the effective teaching of BIS in Namibian schools focus sing on the three regions. The data collection methods were questionnaires and focus group discussions. Findings A major finding from the study is that 80 per cent school principals are supporting the teaching of the subject BIS in the Ohangwena region, while 20 per cent are non-compliant in the teaching of BIS. The compliance levels in the Otjozondjupa region is that 75 per cent school principals support the teaching of BIS whilst 25 per cent school principals are non-compliant. In total, 60 teachers were randomly sampled in the Otjozondjupa region, while 75 school principals out of a population of 157 were also randomly sampled in the Ohangwena region. In the Khomas (100) region, 52 school principals were randomly sampled out of a population of a 108. The study recommends that it is critical for school principals in Namibia to fully support the development of young learners to be critical thinkers for lifelong learning challenges through the teaching of information literacy. Originality/value This study is original.
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Iita, Ananias, and Sakaria M. Iipinge. "The Implementation of New Religious and Moral Education Curriculum in Post-Independent Namibia." Msingi Journal 1, no. 2 (August 27, 2018): 58–88. http://dx.doi.org/10.33886/mj.v1i2.77.
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This paper investigated the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus in Namibia. The paper engages a crucial global debate on paradigms for teaching religion and moral values while contributing to the literature through research in the Ompundja Circuit of Oshana Region, Namibia. Contrary to the previous colonial era when Christianity was the only recognized religion, the Republic of Namibia adopted a new constitution making it a secular state upon independence in 1990. This new constitution, however, brought new challenges to teachers who were previously trained only to teach Biblical Studies as a school subject. With this new constitution, Namibia adopted a policy of teaching a multi-cultural religious and moral education curriculum. The teaching of RME replaced Biblical Studies in the Namibian curriculum. Teachers are now required to make their learners aware of the different religious and moral values of Judaism, Christianity, Islam, Hinduism, Buddhism, African traditional religions, Bahai and others inextricably. This, paper, therefore, presents findings from a case study research conducted at Ompundja Circuit of Oshana Region in Namibia that examined the perceptions of Religious and Moral Education (RME) teachers with regard to the implementation of RME syllabus. Fourteen teachers from selected schools participated in this study. Teachers were interviewed, observed and later completed a set of questionnaire. Findings indicated that teachers’individual religious and moral values shaped the teaching and learning process; teachers’ individual religious and moral values played a major role regarding conflicting concerns over RME; and as most RME teachers were Christian, they felt a commitment to share their personal Christian religious beliefs and moral values. The paper recommends that teachers be provided with the necessary teaching resources and be trained to develop more confidence and broad understanding of RME as a subject.
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Nambira, Geoffrey. "Analyzing the Determinants of Teachers’ Mathematics Teaching Competencies in Upper Primary Phase: Evidence from Namibia." International Journal of Innovation and Economic Development 2, no. 4 (2015): 35–47. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.24.2004.
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The purpose of this study was to assess the extent to which predictors of teachers’ competencies in teaching mathematics predict the outcomes of mathematics performance among learners at upper primary phase. The determinants were namely gender, teaching experience, region, qualification, and fields of study exert effect on teachers’ competencies in lesson planning and preparation, assessment and evaluation of learners, lesson delivery, the use of teaching strategies, the quality of homework, and the availability of teaching materials. The generic understanding of the impacts of predictors of teaching competencies on learners’ performance significantly informs the development of training programmes components, and teaching and learning processes across the schooling system. Shulman’s theory of teacher content and pedagogical knowledge underpinned the study. The study comprised of holistic samples of 117 mathematics teachers at upper primary phase teachers from 39 schools. The selection of three schools from each region followed three criteria, namely outstanding, moderate, and lower performances in Grade 10 examination. Data is collected from classroom observation and analysis of relevant documents. The findings show that predictor variables such as gender, teacher qualification, teaching experience, field of study, and region exerted effects on the way teachers plan and prepare the lesson, deliver the lesson, assess and evaluate learners, use the teaching materials, and the quality of work. Teachers who specialized in mathematics were more competent in mathematics teaching. The results presuppose that predictors of teachers’ competencies in teaching mathematics are essential for improving teaching and learning of mathematics in schools. The outcome of this study is beneficial to education officials who are directly responsible for coordinating the teaching of mathematics in schools and the allocation of teaching subjects, particularly mathematics. The findings showed that a number of teachers were not trained mathematics. This was an indication of the existing shortage of mathematics teachers in schools nationally. Untrained mathematics teachers negatively influenced learners’ performance. These outcomes implied that education planners at the national, regional and district levels should set up strategies on how to increase the production of mathematics teachers nationally in order to meet the demand of such teachers in schools.
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Ndjangala, M. N. N., J. Abah, and P. Mashebe. "Teachers’ views on challenges affecting learners’ performance in natural science." International Journal of Evaluation and Research in Education (IJERE) 10, no. 1 (March 1, 2021): 48. http://dx.doi.org/10.11591/ijere.v10i1.20732.
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In Namibia, natural science (NS) is one of the priority subjects in upper primary phases (Grades 4 to 7). However, in the Omusati Region of Namibia, there are increasing public concerns that many learners are not performing well in NS. Thus, this study surveyed the views of NS teachers on the challenges affecting upper primary learners’ performance in NS at three selected combined schools in the Omusati Region. Qualitative research design using face-to-face interview was used to gather the views of upper primary NS teachers in the schools. Seven teachers who are currently teaching NS at the selected schools were selected using the purposive sampling method to participate in the study. The results obtained revealed that the following challenges affect upper primary learners’ performance in NS in the selected schools: medium of instruction, lack of adequate teaching and learning resources, lack of laboratories, sensitive topics, overcrowded classroom, indiscipline among learners, absenteeism, unfavorable teaching environment, hunger, and lack of proper guidance from subject advisory teachers. The study recommended that the government should provide schools with feeding programs, build laboratories, renovate classes and provide teaching materials. The schools should evolve disciplinary measures to check the learners’ indiscipline.
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Sichombe, Beatrice Sinyama. "Curricula in Teacher Education for Diversity in the University of Namibia." African Journal of Teacher Education 7, no. 2 (June 1, 2018): 91–121. http://dx.doi.org/10.21083/ajote.v7i2.4072.
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Namibia’s classroom compositions are diverse. Its policies on diversity reflect international practices of achieving Education for All. It advocates for teacher education that is responsive to the country’s needs. What is unknown is what a socio-cultural curriculum means in Namibian teacher education. This article focuses on the nature of the UNAM’s B.Ed. curriculum and how students learn its contents. I argue that teacher education for diversity should go beyond traditional teacher education programmes. Its curricula should adopt a socio-cultural view. Coursework and teaching practice should reflect the needs of learners and society. Data collection consisted of documents, and interviews. Content analysis was used. Findings revealed that teaching practice lacked dedication in regard to diversity teaching. Consequently, the B.Ed. Programme partially equipped students with competencies to teach diverse learners because coursework alone cannot suffice. The study contributes to knowledge of what a socio-cultural curriculum means in Namibian teacher education.
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Siyave, Theresia Nerumbu. "Teaching Reading in Rukwangali: How Children Learn to Read---A Case Study." English Linguistics Research 6, no. 2 (June 12, 2017): 50. http://dx.doi.org/10.5430/elr.v6n2p50.
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This paper looks at how children learn to read. It draws on the cognitive constructivist view and the schemata theory which inform the teaching of reading. This is a qualitative case study carried out in an interpretive paradigm as it seeks to understand the meaning people attach to human actions. Participants were selected purposefully and in terms of convenience.The data was collected from four grade three teachers at three schools in Rundu, Kavango Region of Namibia. Qualitative research methods were employed and data was triangulated to enhance validity.The study reveals that teachers use multiple methods that include phonics and syllabification to help struggling learners to decode difficult and long words; look-and-say method for whole word recognition; and thematic approach to expand learner’s vocabulary and enhance their understanding. The study also found that lack of reading books written in Rukwangali and large classrooms constrain the teachers from teaching in a more learner-centred way.
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Anyolo, Eveline O., Sirpa Kärkkäinen, and Tuula Keinonen. "Implementing Education for Sustainable Development in Namibia: School Teachers’ Perceptions and Teaching Practices." Journal of Teacher Education for Sustainability 20, no. 1 (June 1, 2018): 64–81. http://dx.doi.org/10.2478/jtes-2018-0004.
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Abstract Education for Sustainable Development (ESD) has been viewed as education that helps people develop the attitude, skills, and knowledge to make well-informed decisions for the benefit of the present and future generations. It aims at providing quality education through shared understanding and multi-disciplinary approaches in meeting the developmental and environmental apprehension for a sustainable future. Many theorists envisaged ESD as enhancing active involvement of learners both in school and out of school learning initiatives to acquire knowledge about sustainable development issues. The present paper discusses Namibian school teachers’ (n=9) perceptions of ESD and the teachers’ teaching practices using a qualitative-explorative study design. The data were gathered through two semi-structured interviews and lesson observations. The findings have revealed that senior secondary school teachers perceive ESD in terms of knowledge acquisition about the environment in order to use its resources sustainably for the benefit of future generations. The study has also revealed that teachers have positive sentiment toward the inclusion of ESD into the senior secondary school curriculum. Following this, they suggested that ESD should be either implemented as an independent subject or integrated with other existing subjects as a multi-disciplinary subject.
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Namundjebo, Elizabeth, Jairos Kangira, and Elizabeth Morgan. "The role of drama in teaching English." JULACE: Journal of the University of Namibia Language Centre 3, no. 1 (December 31, 2018): 1–8. http://dx.doi.org/10.32642/julace.v3i1.1371.
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The purpose of this study was to explore the role of drama in teaching English to enhance students’ communicative skills at the University of Namibia. The discussions of the research focused on assessing the benefits of using drama in the teaching of English to increase students’ motivation and self-confidence, as well as to enhance their communicative skills. Research findings revealed the effectiveness of drama oriented English lessons to the benefits of students’ speaking skills, motivation, self-esteem and confidence in their abilities to communicate in English. In addition, the findings revealed that drama activities aided students develop a community and foster group cohesiveness, which helped in building students’ confidence when speaking English in front of their classmates. Moreover, the study results revealed that motivation is linked to self-confidence as the drama activities accorded students the opportunity to use the target language in real life situations.
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Semente, Efigenia. "STUDENT SATISFACTION AND TECHNOLOGY INTEGRATION IN TEACHING AND LEARNING: THE CASE OF UNIVERSITY EDUCATION IN NAMIBIA." Journal of Education and Practice 1, no. 2 (October 4, 2017): 1. http://dx.doi.org/10.47941/jep.201.
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Purpose of the study: The purpose of this study is to assess Student Satisfaction and Technology Integration in Teaching and Learning: The Case of University Education in Namibia. The concept of customer satisfaction has attracted much attention in recent years. Institutions of higher education are accountable for their performance to their trustees, state boards, accreditation agencies, employees, parents, and of course, their students. Students are the reason for the existence of Institutions of higher education. Hence Student satisfaction should be the core business of such institutions. Yet despite a large body of research literature examining customer satisfaction and student satisfaction for that matter, researchers have not fully investigated the relationship between student satisfaction and technology integration in teaching and learning. This study explores the Challenges faced by academics in terms of technology integration in teaching and learning. It further assesses Students’ Satisfaction in relation to Technology Integration in Teaching and Learning as well as the relationship between the use of technology in teaching and learning and Students Satisfaction. Research Methodology: This is a correlation cross-sectional quantitative survey. Responses were obtained from a 200 valid random sample comprising of Students and Lecturers at one of the major public Universities in Namibia. The responses were analysed using SPSS version 23. Both descriptive and inferential statistics were used to examine the research questions. Descriptive statistics were used to report demographic information and for inferential statistics, the principal components analysis (PCA) was used. Further, in order to explore the relationships between Student Satisfaction and Technology Integration in Teaching and Learning, Pearson correlation and analysis of variance (ANOVA), were used to address research questions accordingly.Findings: The study found significant relationships between Technology Integration in Teaching and Learning and Students Satisfaction. The results prompted recommendations guiding effective marketing strategies for Institutions of Higher Education, policy making in relation to Technology Integration in Teaching and Learning vis-à-vis Student Satisfaction.Contribution: Regular appraisal of students satisfaction with technology integration is critical. Evaluation of lecturer’s perception and awareness of technology integration is essential-to reduce the Knowledge Gap in the area of technology integration in teaching and learning. Specific studies related to technology integration in teaching and learning per discipline (Programme) are desirable since different Programmes may have different needs in terms of technology integration. Lecturers’ commendations/support for technology integration is key to ensure adoption and full technology integration in the long run. Institutional Policy on course web/e-learning presence is fundamental
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February, Pamela J. "Grade 1 teachers’ knowledge and perceptions regarding reading instruction in Windhoek, Namibia." JULACE: Journal of the University of Namibia Language Centre 4, no. 1 (January 1, 2020): 15–28. http://dx.doi.org/10.32642/julace.v4i1.1422.
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A number of international and national assessments show that Namibian children are not reading according to set benchmarks. The teaching and learning of reading can only be as good as the teachers who facilitate the reading acquisition process. Namibian learners are formally taught how to read in Grade 1, and thus this article focuses the perceptions of Grade 1 teachers in Windhoek, Namibia regarding their knowledge and classroom practices in teaching reading and how they support their learners’ reading acquisition. Through a survey to gauge their use of reading practices, 132 teachers were asked about the teaching methods they use, the specific instruction content they use, how they create a literate classroom, how they encourage and support poor readers, and whether and how reading instruction in small groups occurs. Their teacher training was examined, as well as the knowledge that they have regarding certain language and reading components that support reading instruction. Teachers reported that they mostly use a range of methods when teaching reading (83%), while (15%) report using only one method. Of all the reading and language skills that teachers had to select from, 90% included phonological awareness as part of their reading instruction content, more so than the other reading and language skills. Among different strategies used to create a literate environment in the classroom, the majority (82%) use labels and notices to draw children's attention to literacy. To encourage struggling readers to read, teachers indicated they mainly use simple, easy texts so that poor readers can experience success. The results of the study reveal that while most Grade 1 teachers (81%) claim that they have received average to excellent training in teaching reading and demonstrate that they overwhelmingly agree (99%) with good reading practices and beliefs, the results reveal that their actual knowledge of various aspects of reading does not relate to their stated teacher training and reading beliefs. It appears that the overall average for the knowledge section showed that less than 37% of teachers had detailed knowledge of specific aspects of reading such as being able to identify syllables, morphemes, and speech sounds in words as well as demonstrating knowledge of phonics, phonemes, and diphthongs. The article discusses some strategies to alleviate some of the issues highlighted in the results.
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Pinehas, Lusia N., Ester Mulenga, and Julia Amadhila. "Factors that hinder the academic performance of the nursing students who registered as first years in 2010 at the University of Namibia (UNAM), Oshakati Campus in Oshana, Namibia." Journal of Nursing Education and Practice 7, no. 8 (March 14, 2017): 63. http://dx.doi.org/10.5430/jnep.v7n8p63.
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The University of Namibia (UNAM) is the only national university in Namibia that was established in 1992. It offers diploma and degree courses. The Bachelor of Nursing Science (Clinical) (Honours) was introduced in 2008 after the Diploma in Comprehensive Nursing Science was phased out. This degree is offered over the period of four years full-time. Students are allocated to the clinical practice throughout the training to acquire the relevant nursing skills. At the time of research the course was offered at two campuses only namely Windhoek and Oshakati. The total number of students who were admitted in 2010 was 83, but at the time of the research when they were in their fourth year, there were only 59. The difference of 24 was the students who could not make it to the fourth year and finish in the prescribed time frame. The lecturers were concerned with the poor performance of the students, the increased number of students with some modules behind, and the overcrowding of some classes. The purpose of the study was to identify, explore and describe the factors that hinder the academic performance of the nursing students at the UNAM Oshakati campus. The study was conducted among nursing students who registered for the Bachelor of Nursing Science (Clinical) (Honours) in 2010. The study was qualitative, exploratory, descriptive and contextual in nature using non-probability purposive sampling. The findings revealed that the academic performance of student nurses at the University of Namibia Oshakati campus is influenced by both internal and external factors. However, external factors are many compared to internal factors. External related factors comprise of teaching and learning, insufficient resources, lack of university accommodation, curriculum related and socio-economic factors. Teaching and learning related factors include use of one teaching strategy, language barriers, inadequate support and labeling of students by lecturers. On the other hand, insufficient resources are unavailability of the bookshop on campus, insufficient prescribed textbooks, poor internet facility, lack of space and less equipped library. Curriculum related factors include overloaded examination time table, huge scope of test, study day system and module pre-requisites, while socio-economic factors are problems in relationships, peer influence, financial problems and pregnancy while studying. Internal factors comprise of students’ attitude and lack of self-discipline among some students. Those factors result in increased number of students with some modules behind, overcrowding of some classes, increased student-lecturer ratio and some students not completing their studies within the prescribed time frame.
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Iilonga, Amalia, Amalia Iilonga, Daniel Opotamutale Ashipala, and Nestor Tomas. "Challenges Experienced by Students Studying through Open and Distance Learning at a Higher Education Institution in Namibia: Implications for Strategic Planning." International Journal of Higher Education 9, no. 4 (May 19, 2020): 116. http://dx.doi.org/10.5430/ijhe.v9n4p116.
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Online learning remains one of the most powerful enablers and accelerators for realising higher education studies by enhancing teaching by means of innovative technologies and pedagogies. However, the success rate of students studying through Open and Distance Learning (ODL) remains very low. Therefore, institutions of higher learning in Namibia should continuously establish and assess the challenges affecting the students who opt to study via distance mode to devise strategies required to address such challenges. The objective of this study was to understand the challenges experienced by students studying through ODL at Higher Education Institution (HEI) in Namibia and establish the challenges they face. A qualitative, phenomenological, explorative, descriptive and contextual research strategy was employed in this study to explore and describe challenges experienced by students’ studying through ODL at HEI’ satellite campus in Namibia. A purposive sampling was utilised in the selection of participants. Data were collected from participants using semi-structured interviews with nine participants. Three themes were identified, namely, the reasons why students chose to study through ODL programme, challenges experienced by students studying through ODL and mechanisms for improvement. The findings of this study call for well-articulated plans and actions to address the challenges faced by students studying in the distance e-learning mode. The study recommended that both Lecturers and ODL programme Administrators should undergo refresher training on distance education annually to ensure that they are aware and can address the challenges faced by their students.
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Joel, Medusalem Hangula, Daniel Opotamutale Ashipala, and Esther Kamenye. "Interactive Video Technology as A Mode of Teaching: A Qualitative Analysis of Nursing Students’ Experiences at A Higher Education Institution in Namibia." International Journal of Higher Education 10, no. 2 (November 23, 2020): 83. http://dx.doi.org/10.5430/ijhe.v10n2p83.
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Interactive video technology (IVT) remains one of the common modes of teaching utilised by various higher education institutions (HEIs) across the globe with an aim of catering to ever-increasing educational demands. The objectives of this study were to explore and describe the experiences of nursing students on the use of IVT as a mode of teaching General Nursing Science with a view to describing the aspects that affect their learning. The study was conducted at one of the satellite campuses of an HEI located in north-eastern Namibia. In this study, a qualitative, exploratory and descriptive design was used. A total of fifteen nursing students from the Faculty of Health Sciences in the School of Nursing, purposively selected from the population of fourth-year nursing students who were taught via IVT, participated in the study. Data were collected using semi-structured interviews and analysed by means of content analysis. Three main themes subsequently emerged: nursing students experienced the IVT as a beneficial mode of teaching; the use of IVT as a mode of teaching resulted in certain negative experiences for nursing students; and the presence of certain strategies that strengthen IVT as a teaching mode. The study identified both positive and negative student experiences resulting from the use IVT as a mode of teaching. It was therefore concluded that the School of Nursing should continue to use IVT as a mode of teaching, but should put certain interventions in place to strengthen it and to make the learning environment more favourable for students.
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Leonard, Anna, Nampa Meameno Hamutumwa, and Chiku Mnubi-Mchombu. "Use of electronic resources by law academics: a case study from the University of Namibia." Collection and Curation 39, no. 3 (January 2, 2020): 57–68. http://dx.doi.org/10.1108/cc-06-2019-0017.
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Purpose The purpose of this paper is to examine the use of e-resources by the Faculty of Law’s academic staff at the University of Namibia’s (UNAM’s) main campus. The study aimed to determine their level of awareness of electronic resources (e-resources) available to them, how useful and effective they found these e-resources, and the challenges they face in accessing them. Design/methodology/approach A convenient sampling technique was used to select a sample of 12 law academics from the population of 17. The study used both qualitative and quantitative research methods using questionnaires and a semi-structured interview guide. Findings Findings revealed that the majority of the law academics were aware of the e-resources subscribed by UNAM’s library, although some were not aware of the newly subscribed international law databases. The findings further revealed that the academics used e-resources for research, publications and teaching purposes, but irregular training, bandwidth problems and limited searching skills hindered their use of e-resources. Practical implications Findings could be used to inform future collection-development decisions, realignment of information-literacy training and promotion and marketing of library services. Originality/value This study has made a significant contribution in the understanding the use of electronic legal resources by law academics at UNAM. The findings and recommendations could also benefit similar academic institutions in developing countries like Namibia.
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Paulus, Simon, Daniel Opotamutale Ashipala, Kristofina Amakali, and Aron Kamenye Aron. "Nursing Students Perceptions on the Use of Preceptors to Improve Clinical Competence at the University of Namibia." Global Journal of Health Science 11, no. 11 (September 16, 2019): 92. http://dx.doi.org/10.5539/gjhs.v11n11p92.
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The purpose of this study was to investigate the perceptions of nursing students in relation to the use of preceptors to improve their clinical competence at the School of Nursing at the University of Namibia. Thus, the objectives of the study were to assess and describe the perceptions of nursing students regarding the use of preceptors to improve their clinical competence with a view to make recommendations based on the findings of the study. A quantitative, descriptive, cross-sectional design was used with a total of 100 nursing students from all four cohorts for the Bachelor of Nursing (Honours) (Clinical) at one of the university campuses being conveniently to participate in the study. Self-administered questionnaire were used to collect the data from the participants. The data derived from the questionnaire was analysed using SPSS version 24. The findings from the study revealed, inter alia, that 70% of the participants indicated that the use of preceptors has a positive effect on the students’ clinical competence. The study therefore recommended sustainment and strengthening of preceptorship strategies for clinical accompaniment of students. Notwithstanding positive findings, the study also recommends improvement of skills for teaching and time management skill, punctual report on duty and efficient utilization of clinical time for preceptors for more efficient implementation of student teaching during clinical accompaniment.
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Nghitanwa, Emma Maano. "Profiling and need assessment of third year bachelor of nursing sciences adult learners at the University of Namibia, Main Campus." Journal of Nursing Education and Practice 12, no. 1 (August 25, 2021): 1. http://dx.doi.org/10.5430/jnep.v12n1p1.
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There is an increase of adult learners in higher education which can be challenging during their study period as they have to balance their social responsibilities with academic activities. The purpose of this study was to explore and describe the profile and need assessment of third year Bachelor of nursing sciences adult learners at the University of Namibia, main campus. A quantitative, descriptive cross sectional study design was utilized during this study. Data was collected through self-administered online questionnaire among 29 participants. The study found that most participants are aged 21 years, single with no children. Furthermore, most participants reside in the informal settlement with nonconductive learning environment due to noise and are using public transport to reach the campus. Most participants indicated that they are receiving study loan from the Namibia Financial Assistance Fund while few got financial assistance from the family members. Some students indicated having disabilities and most students indicated that they have used online teaching and learning before the outbreak of COVID 19 in March 2020 that cause shift in education. The study serves as the baseline information on student profiling and serve as a basis for further strategies to address the situation or for further research.
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Ngololo, Elizabeth N., and Haaveshe Nekongo-Nielsen. "Teachers’ Views on the Implementation of the English Language Proficiency Programme in Namibia." International Education Studies 10, no. 11 (October 29, 2017): 155. http://dx.doi.org/10.5539/ies.v10n11p155.
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The study explores teachers’ views on the impact of the English Language Proficiency Programme in Namibian schools that was implemented over a period of five years, from 2011 to 2015. The program aimed at improving teachers’ proficiency in English. The summative evaluation was conducted in 2016 in the following five (5) regions: Erongo, Hardap, Khomas, Ohangwena and Omusati, selected on the basis of the level of participation and accessibility. The evaluation focused on the following aspects of the project: program development, program implementation and administration as well as assessment of learning outcomes. The study followed a qualitative approach using document analysis to inform the development of evaluation instruments and a phenomenological design to assess teachers’ lived experiences during program implementation. Data was collected through focus group discussions among teachers. The study established that teachers did not appreciate the program as it was ill-planned, irrelevant to their needs and disturbed their daily routines. Nevertheless, a few teachers embraced the program and reported positive benefits in terms of teachers’ career development goals. The study recommends the revision of the program in terms of content and implementation procedures. In addition, teachers’ support systems, learning materials and the mode of delivery need improvement to effectively enhance teaching and learning in Namibian schools.
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Craig, Leslie S., Anastasia J. Gage, and Albertina M. Thomas. "Prevalence and predictors of hypertension in Namibia: A national-level cross-sectional study." PLOS ONE 13, no. 9 (September 20, 2018): e0204344. http://dx.doi.org/10.1371/journal.pone.0204344.
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Shatimwene, Gelasius Panduleni, Daniel Opotamutale Ashipala, and Esther Kamenye. "Experiences of Student Nurses on the Use of the Two-Week Block System at the Satellite Campus of a Higher Education Institution in Namibia." International Journal of Higher Education 9, no. 3 (April 2, 2020): 222. http://dx.doi.org/10.5430/ijhe.v9n3p222.
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Clinical Training is intended to prepare nursing students for future nursing practice in both private and public facilities. As do many nursing training institutions globally, this Higher Education Institution (HEI) uses the two-week block system as a teaching system. However, despite the two-week block system, it would appear that, due to the increased number of nursing students, the aligning of practical exposure with theoretical instruction is becoming difficult in balancing theory and practice for both student and academics. Such alignment requires institutions of higher learning to establish which teaching systems are likely to promote the correlation between theory and practice. The experiences of students may be used to identify positive learning environment for students. This study aimed to explore and understand the personal experiences of student nurses studying at Higher Education Institution HEI in Namibia in relation to the use of the two-week block system. The objectives of the study included exploring and describing the experiences of student nurses regarding the two-week block system at the HEI with a view to ascertaining the negative impact, if any, of such a teaching system on their studies. A study employed a qualitative approach which comprised an explorative and descriptive research design, using purposive sampling. The research population in the study consisted of first to fourth year, undergraduate nursing students who were studying at a satellite campus of a HEI in Namibia. The requisite data was collected from four focus group discussions which were each conducted with six to seven participants. The transcribed interviews and narratives from the research notes were then organised into main themes and sub-themes. Three main themes and nine sub-themes were identified. The findings of the study indicated that two-week block system was associated with challenges as was evidenced by the following themes that had emerged from the study, namely, different experiences of the two-week block system, various effects of the two-week block system and recommendations to School of Nursing (SoN).The study recommended that the HEI extend the two-week block system to a one-month block system in order to give the students sufficient time in which to put the theory they have learnt into practice.
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Olivia, Nadia, Relsas Yogica, Indra Hartanto, and Lufri Lufri. "Study Perception and Motivation Research in Learning Biology." Jurnal Atrium Pendidikan Biologi 4, no. 2 (June 21, 2019): 37. http://dx.doi.org/10.24036/apb.v4i2.5775.
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This research is about descriptive research which propose to recognize students’ perception level in teachers’ teaching method application, to know students’ motivation level while learning biology and to know the relation between students’ perception about teachers’ teaching method application and students’ motivation in learning biology of XI grade students’ of SMAN 3 Pariaman. The researcher will distributed several questionnaires about students’ perception in teachers’ teaching method application and students’ learning motivation. Each questionnaire will content 24 questions for students’ perception and 29 questions for students’ learning motivation. The two lectures of biology department and one biology teacher in SMAN 3 Pariaman will do a validation of these questionnaires. The data analyze in this research will use statistic calculation and correlation which can be use as descriptive analysis. Based on the research analysis result, we conclude that students’ perception in teachers’ teaching method application are good which gain 84% in range 80-89%, and students’ motivation level while learning biology took the high grade which gain 78% in range 61-80% and it have a positive relation and significant between students’ perceptionabout teachers’ teaching method application and the students’ motivation in learning biology of XI grade students of SMAN 3 Pariaman. The relation of perception about teachers’ teaching method application and the students’ motivation in learning biology are stated to be strong which gain 43,56%. Keywords: Perception, Teaching Method of Teacher, Motivation
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Isaacs, Albert, Lawrence Kazembe, and Collins Kazondovi. "An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education." Higher Education for the Future 5, no. 1 (January 2018): 104–18. http://dx.doi.org/10.1177/2347631117740455.
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The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.
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Mbukusa, Nchindo Richardson. "Perceptions of students’ on the Use of WhatsApp in Teaching Methods of English as Second Language at the University of Namibia." Journal of Curriculum and Teaching 7, no. 2 (November 18, 2018): 112. http://dx.doi.org/10.5430/jct.v7n2p112.
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Recently, electronic mobile devices have been widely used for attaining knowledge, asking questions and retrievinginformation. Mobile devices and their features have been in the glare of publicity for educational purposes. TheWhatsApp application instant messaging platform has become the most popular mobile device application regarded asone of the teaching and learning styles that facilitate collaborative learning as students are beaming with ownsmartphones.Nowadays, it is challenging to help students raise their interest in learning. Thus WhatsApp presents itself as one of theinventive teaching methods that can attract students and provide them with opportunities for further learning.WhatsApp increases helps students to work smarter and more effectively. This research investigates the students’perceptions towards using the WhatsApp application as a learning tool for Teaching Methods of English as SecondLanguage on a Bachelor’s degree programme at the University of Namibia. To achieve this, about 99 students in thesame cohort completed the self-administered questionnaires. The study revealed, amongst many, that WhatsApp canimpact negatively on the performance of tertiary students, especially those who do not own smartphones. Theplatform shows a variance on balancing online activities (WhatsApp) and academic preparation, and distractsstudents from completing their assignments and adhering to their private studies time table. However, students enjoyusing WhatsApp as a tool for learning and calls for institutions to offer internet amenities as a top urgency incontemporary instruction.
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MBONGO, EMILIA, Andrew Möwes, and Charles Chata. "FACTORS IMPACTING THE IMPLEMENTATION GUIDANCE AND COUNSELLING SERVICES IN SECONDARY SCHOOLS IN THE OHANGWENA REGION OF NAMIBIA." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 11–25. http://dx.doi.org/10.31686/ijier.vol4.iss5.537.
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The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.
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Pretorius, Louise, Agenes Van Dyk, Louis Small, and Hans Justus Amukugo. "Paradigmatic perspective for development of an educational programme to facilitate critical thinking of student nurses in Namibia." International Journal of Advanced Nursing Studies 5, no. 2 (September 20, 2016): 176. http://dx.doi.org/10.14419/ijans.v5i2.6552.
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This research paper is focuses on describing the paradigmatic perspective used for development of an educational programme to facilitate critical thinking of student nurses. The study of this nature requires a paradigmatic perspective this is a collection of logically linked concepts and propositions that provide a theoretical perspective or orientation that tends to guide the research approach to a specific direction.The study was conducted in four phases, beginning with the needs assessment in phase 1 through which the researcher determine the needs of the students in terms of critical thinking, followed by phase 2 on the development of an educational framework and phase 3 and 4 on implementation and evaluation and this two phases were conducted simultaneously.The positivistic paradigm allows the researcher to be orderly and disciplined in the procedures followed during the study to acquire information. For this study the researcher worked according to a specific and logical plan of action and conducted the research in a series of steps. In this study the paradigm consisted meta-theoretical such as ontological, epistemological, axiological and methodological assumption. The theoretical basis of this study included the principal of adult learning; Model of curriculum development; Nicholas and Nichols; Viedebeck’s model of teaching critical thinking and Theoretical principle of constructivism. These theoretical frameworks were applied in respectively in the phases listed above.
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Wright, Norman, and Douglas Miller. "Namibia's Damara culture center: a case study." Emerald Emerging Markets Case Studies 1, no. 1 (January 1, 2011): 1–11. http://dx.doi.org/10.1108/20450621111125432.
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Subject area Tourism development, emerging market entrepreneurship. Study level/applicability This case may be used in lower or upper division courses. Lower division courses may want to focus on the elementary issues of project planning, business plan development, and marketing. Upper division courses will find opportunities to enhance the discussion with ethical dilemmas and more advanced business plan development. Case overview The case takes place in a nature conservancy in Namibia. A local villager wants to open an attraction portraying local customs, traditions, art, and dance for tourists. This case can be used as an introductory strategy case study in at least three types of classes, strategic management, entrepreneurship, or hospitality management. The case presents many opportunities for students to analyze various business topics, including start-up financing, competitive and industry analysis, questions of pricing, product, and promotion, government relations, tourism development, and ethics. It is designed to be taught in either a 1 hour class or a 1.5 hour class with student preparation taking between 2 and 3 hours depending on the questions assigned. If students are asked to complete a business plan the preparation and discussion time will be longer. Expected learning outcomes Students will demonstrate ability to prepare a business plan, conduct market research, and evaluate potential business idea using Porter's five forces. Students will also demonstrate depth of understanding ethical dilemmas in an emerging and foreign market. Supplementary materials Teaching note.
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Mweneni Hautemo, Ms Aletta, and Mr Lukas Homateni Julius. "AN EVALUATION OF FACTORS THAT CONTRIBUTETO ENGLISH SECOND LANGUAGE ACQUISITION IN THE UPPER PRIMARY PHASE OF AN URBAN SCHOOL IN NAMIBIA: A CASE STUDY." JOURNAL OF ADVANCES IN LINGUISTICS 7, no. 2 (December 23, 2016): 1218–24. http://dx.doi.org/10.24297/jal.v7i2.4431.
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Majority of Namibian learners are not native speakers of English, that is, they barely speak English in their homes. Yet English is the medium of instruction in many Namibian schools. Many Namibian learners therefore face the double challenge of acquiring the English as the language of teaching and learning (Medium of Instruction) and at the same time developing the appropriate reading and writing proficiency needed to meet the requirements of the curriculum. This situation has created numerous teaching and learning problems which ultimately contribute to poor literacy levels among many Namibian learners.This paper focuses on language acquisition and literacy. It explores factors that contributes to effective English language acquisition as well as investigate and evaluate how the school context supports English language acquisition of the Upper Primary learners at an urban school in Namibia. Since the study targeted young learners, it has covered their reading skills, reading tools and resources such as the library and classroom which provides a rich learning environment. A qualitative interpretive approach was used to explore the factors that contribute to effective learners English second language acquisition. The theoretical framework was informed by Krashens conception of acquisition (1981; 1982). Data collection methods consisted of questionnaires and interviews were used. The findings indicated that the provision of well-structured classroom activities containing comprehensible input structures a bit beyond the learners current level and a low affective filter to allow them to acquire the second language easily. Moreover, error-based activities help learners to test hypothesis, revise and modify them and in the process develop good language awareness skills that help them to acquire and learn the language consciously. This paper suggests that a good supporting environment for reading, which is scaffold by enough assistance by the teachers and peers helps learners develop good language acquisition and learning skills.
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Karakoyun, Ferit, and İ. Ümit Yapıcı. "Use of Slowmation in Biology Teaching." International Education Studies 11, no. 10 (September 27, 2018): 16. http://dx.doi.org/10.5539/ies.v11n10p16.
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The purpose of the study was to investigate the views of preservice teachers about use of slowmation in biology teaching. In the study, descriptive model was used. The participants were 12 third-grade preservice teachers in the department of Biology Education at Ziya Gökalp Education Faculty of Dicle University in the Spring Term of the academic year of 2016-2017. The research data were collected via observations and semi-structured interviews. In the research process slowmation activities were carried out with preservice biology teachers and at the end of these activities the preservice teachers’ views about the activities were determined. The data collected in the study were analyzed using the content analysis method. As revealed by the analysis of the data, the preservice teachers thought that the slowmation activities contributed to the development of some 21st century skills such as creativity, communication and cooperation skills, information literacy, research skills, technology and media literacy skills. In addition, the preservice teachers reported that the process of creating slowmation was interesting and that they entertained in the process. On the other hand, the preservice teachers also stated that it was difficult to create scenarios and that they experienced problems with the materials used. Moreover, it was seen that the preservice teachers faced problems with the video editing software and that they experienced disputes regarding the distribution of duties during group works. The preservice teachers also put forward suggestions regarding the use of slowmation activities in biology teaching saying that teachers and students could work together in the application process; that activities could be carried out to summarize the subject and to increase permanency; and that different tools and software programs could be used.
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NEPEMBE, Alina, Leena KLOPPERS, and Jude OSAKWE. "Translator Mobile App for Teaching Children of Beginner-Level -French." Journal of Information Systems and Informatics 2, no. 2 (September 3, 2020): 256–66. http://dx.doi.org/10.33557/journalisi.v2i2.65.
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Living in the digital era and in a society that recognises the importance of technology, Information and Communications Technology (ICT) plays a major role in almost every point of life and particularly in education. Teachers play a major role in the teaching and learning of foreign languages. Mobile applications open new opportunities for learning how to read and speak different languages. One such mobile application that is used in education to facilitate learning of new language is the mobile translator. Although, there are numerous language translator applications that are freely available online, most of them have different shortcomings. This study focused on filling the gap of different shortcomings presented by different translator applications and specifically cater the mobile application for the FNCC curriculum. The main objective of this study was to design and develop a mobile translator application to facilitate the effective teaching of beginner level French for children at FNCC. Interviews were carried out as a data collection method to identify the requirements for the mobile translator application. The French teachers at the FNCC (Franco Namibia Cultural Centre) served as a sample group. Purposive sampling method was used to identify the participants and two teachers were selected. The application was developed following the incremental process model, an android mobile application was designed and developed, the application was evaluated using the PACMAD usability model, the incremental testing were adopted. The findings of the research show that there are different teaching strategies used in teaching and learning of French. Features were incorporated on the mobile application that are believed to enhance teaching and learning of French at beginner level. The PACMAD usability model determined what other French applications (which were purposively selected) lack and a comparison was carried out between the selected applications. The results of the comparison determined what should be included in the French mobile application for beginner level for children at the FNCC.
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Raborn, Casey, and Audra Schaefer. "Students Teaching Students: What Do Graduate Student Instructors Gain from Teaching Study Skills to Undergraduates?" FASEB Journal 34, S1 (April 2020): 1. http://dx.doi.org/10.1096/fasebj.2020.34.s1.03580.
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Flannery, Maura C. "Teaching about the aesthetics of biology: A case study on rhythm." Interchange 24, no. 1-2 (March 1993): 5–18. http://dx.doi.org/10.1007/bf01447336.
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Carlan, Francele de Abreu, Lenira Maria Nunes Sepel, and Elgion Lucio Silva Loreto. "Teaching Cell Biology in Primary Schools." Education Research International 2014 (2014): 1–5. http://dx.doi.org/10.1155/2014/272475.
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Basic concepts of cell biology are essential for scientific literacy. However, because many aspects of cell theory and cell functioning are quite abstract, students experience difficulties understanding them. In this study, we investigated whether diverse teaching resources such as the use of replicas of Leeuwenhoek’s microscope, visualization of cells using an optical microscope, construction of three-dimensional cell models, and reading of a comic book about cells could mitigate the difficulties encountered when teaching cell biology to 8th-grade primary school students. The results suggest that these didactic activities improve students’ ability to learn concrete concepts about cell biology, such as the composition of living beings, growth, and cicatrization. Also, the development of skills was observed, as, for example, the notion of cell size. However, no significant improvements were observed in students’ ability to learn about abstract topics, such as the structures of subcellular organelles and their functions. These results suggest that many students in this age have not yet concluded Piaget’s concrete operational stage, indicating that the concepts required for the significant learning of abstract subjects need to be explored more thoroughly in the process of designing programs that introduce primary school students to cell biology.
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Sá, Thiago Serravalle de, Ana Lúcia Albuquerque Pereira Costa Amarante, Anna Cassia de Holanda Sarmento, Cássia Regina Muniz, Natália Rodrigues da Silva, Valter Alves Pereira, Cláudia Sepúlveda, and Charbel N. El-Hani. "Energetic Metabolism in Biology Classrooms: A Developmental Study of a Teaching Sequence." Procedia - Social and Behavioral Sciences 167 (January 2015): 50–55. http://dx.doi.org/10.1016/j.sbspro.2014.12.641.
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Lehmann, Lesley. "Interaction in distance education — a case study: Teaching biology at two rural schools." Distance Education 13, no. 1 (January 1992): 131–45. http://dx.doi.org/10.1080/0158791920130111.
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Yli-Panula, Eija, Eila Jeronen, Piia Lemmetty, and Anna Pauna. "Teaching Methods in Biology Promoting Biodiversity Education." Sustainability 10, no. 10 (October 22, 2018): 3812. http://dx.doi.org/10.3390/su10103812.
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The aim of this qualitative survey was to investigate what kind of teaching methods have been used in biology to promote biodiversity education (BDE) and how the methods support biodiversity (BD) learning. We found, in total, 317 international scientific articles published since 2000 which described the teaching methods regarding BDE and the teaching, and/or the learning. From these ones 12 articles specifically addressed the teaching methods of BD. The content of these articles was analysed in detail. The detailed analysis was based on (a) the categories of the teaching methods used, (b) the conception of learning in the Finnish National Core Curricula for Secondary schools and (c) the revised Bloom’s taxonomy and Stanny’s verbs concerning the levels of taxonomy. The most used teaching methods were hands-on instruction, experiential learning, and teacher presentation. The least used ones were games, roleplay, debates, service learning, study trips, and visits. In all the articles, various teaching methods used during the lessons were described. The items concerning the teaching methods, which supported students learning were active participation and interaction—mentioned in all the articles—followed by observation, experimental work, experiential learning, and techniques for increasing environmental awareness. The understanding of the different perspectives of BD and the development of self-evaluation were addressed in only four and two of the articles, respectively. The four types of knowledge were supported by the used teaching methods in nine articles jointly. The lower levels of thinking skills were well-supported by the used teaching methods. The highest level of thinking skills, such as synthesis and evaluation, received the least amount of attention.
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Nuuyoma, Vistolina, Nkosenhle Jermaine Mhlope, and Leonard Chihururu. "The Use of WhatsApp as An Educational Communication Tool in Higher Education: Experiences of Nursing Students in Kavango East, Namibia." International Journal of Higher Education 9, no. 5 (July 17, 2020): 105. http://dx.doi.org/10.5430/ijhe.v9n5p105.
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WhatsApp is the most popular networking site used by most university students for general purposes, and as a communication, collaborative and transactional tool in the teaching and learning process. However, experiences of its use among university students as an educational communication tool in low and resource-constrained settings have not been explored. Following a qualitative, descriptive, phenomenology approach, this study described and explored nursing students’ experiences of the use of WhatsApp as an educational communication tool. Data were collected from 24 university nursing students who were conveniently sampled to participate in the focus group discussions; thereafter, data were analysed using qualitative content analysis. Whittemore, Chase and Mandle’s primary criteria of validity in qualitative research, which include credibility, authenticity, criticality and integrity, were used to ensure the quality of the study. Ethical approval and permission were granted by the School of Nursing Research Ethics Committee. Informed consent was obtained from participants, and their anonymity and confidentiality were ensured. The findings revealed that WhatsApp is a beneficial communication tool but has effects on human behaviour. Moreover, connectivity and handset-related challenges were experienced by the students. Following these findings, it is concluded that WhatsApp is a suitable communication tool in higher education and in maintaining communities of practice among students and lecturers. Conversely, there is a need to educate students on mechanisms to mitigate its negative effects on human behaviours, such as disturbances, addiction, and lack of responses. Lastly, universities should consider partnering with network providers to improve connectivity among students and lecturers, as well as accessibility to affordable smartphones.
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Zupanec, Vera, Tomka Miljanovic, and Snezana Parezanovic-Ristic. "Biology teachers’ attitudes toward computer assisted learning." Archives of Biological Sciences 66, no. 3 (2014): 1281–89. http://dx.doi.org/10.2298/abs1403281z.
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Based on the new technology initiative in Serbian education, we explored primary school teachers? attitudes toward Computer Assisted Learning (CAL) in biology teaching, as well as the relationships between the teachers? attitudes and four independent variables: age, teaching experience, teachers? competence to use modern teaching aids and their professional advanced training in the field of computer applied learning. Fifty-four elementary school biology teachers from Novi Sad participated in the study. The findings suggested that the teachers generally had positive attitudes toward CAL in biology teaching. Correlation analyses revealed significant relationships between age, teaching experience, teachers? competence to use modern teaching aids in the teaching process, professional advanced training in the field of computer applied learning, and the teachers? attitudes toward CAL. We offer suggestions for further research in this field.
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McCauley, Mary, Joanna Raven, and Nynke van den Broek. "Experiences and impact of international medical volunteering: a multi-country mixed methods study." BMJ Open 11, no. 3 (March 2021): e041599. http://dx.doi.org/10.1136/bmjopen-2020-041599.
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ObjectiveTo assess the experience and impact of medical volunteers who facilitated training workshops for healthcare providers in maternal and newborn emergency care in 13 countries.SettingsBangladesh, Ghana, India, Kenya, Malawi, Namibia, Nigeria, Pakistan, Sierra Leone, South Africa, Tanzania, UK and Zimbabwe.ParticipantsMedical volunteers from the UK (n=162) and from low-income and middle-income countries (LMIC) (n=138).Outcome measuresExpectations, experience, views, personal and professional impact of the experience of volunteering on medical volunteers based in the UK and in LMIC.ResultsUK-based medical volunteers (n=38) were interviewed using focus group discussions (n=12) and key informant interviews (n=26). 262 volunteers (UK-based n=124 (47.3%), and LMIC-based n=138 (52.7%)) responded to the online survey (62% response rate), covering 506 volunteering episodes. UK-based medical volunteers were motivated by altruism, and perceived volunteering as a valuable opportunity to develop their skills in leadership, teaching and communication, skills reported to be transferable to their home workplace. Medical volunteers based in the UK and in LMIC (n=244) reported increased confidence (98%, n=239); improved teamwork (95%, n=232); strengthened leadership skills (90%, n=220); and reported that volunteering had a positive impact for the host country (96%, n=234) and healthcare providers trained (99%, n=241); formed sustainable partnerships (97%, n=237); promoted multidisciplinary team working (98%, n=239); and was a good use of resources (98%, n=239). Medical volunteers based in LMIC reported higher satisfaction scores than those from the UK with regards to impact on personal and professional development.ConclusionHealthcare providers from the UK and LMIC are highly motivated to volunteer to increase local healthcare providers’ knowledge and skills in low-resource settings. Further research is necessary to understand the experiences of local partners and communities regarding how the impact of international medical volunteering can be mutually beneficial and sustainable with measurable outcomes.
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Kordigel Aberšek, Metka, Boris Aberšek, and Andrej Flogie. "WRITING VERSUS TYPING DURING SCIENCE TEACHING: CASE STUDY IN SLOVENIA." Journal of Baltic Science Education 17, no. 1 (February 20, 2018): 84–96. http://dx.doi.org/10.33225/jbse/18.17.84.
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In a case study conducted in a biology class in Slovenia, six grade students participated in a biology project Writing Versus Typing in a Biology Class. The final task in this project was to write a chapter for a biology textbook with the title Urtica dioica. The task was performed twice: firstly, the text was written by the hand and secondly it was typed on the computer keyboard. Handwritten and keyboard typed scientific texts, textbook chapters, were compared with the special focus on the lexical, syntactic, and semantic level of the text. The purpose of this research was to find out the effect of replacing handwriting with typing in the process of teaching/learning science subjects, where the understanding of texts is of crucial importance. A closer look at the students’ text products in the typing modality reveals that students, while typing, seem to be cognitively overloaded. One of the consequences of this is a lower level of cognitive achievement in their typed text: students show less knowledge, less terminological accuracy, and, above all, a lesser understanding of the interconnection between the items of information provided. Keywords: biology science class; embodied cognition, handwriting, keyboard writing.
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Lee, Jun-Ki, Il-Sun Lee, and Yong-Ju Kwon. "Scan & Learn! Use of Quick Response Codes & Smartphones in a Biology Field Study." American Biology Teacher 73, no. 8 (October 1, 2011): 485–92. http://dx.doi.org/10.1525/abt.2011.73.8.11.
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The purpose of this article is to introduce and develop a teaching method and process that incorporates quick response (QR) codes and smartphones into field trips for biology classes. The teaching process using QR codes and smartphones consisted of four steps. The first step was the selection of a suitable field study site and identification of species at the site. For this study, a tidal mudflat in Korea was selected and 24 species were identified at the field site. The second step was the generation by the instructor of QR codes for the 24 species, construction of QR code sheets for the species, and installation of a "QR code decoding app" on students' smartphones. In step 3, students explored and identified species at the field study site using the QR code sheets and shared their results with classmates via a social network system (SNS). The final step was the presentation and discussion of results in follow-up classes. The teaching method developed for this study led to active classroom discussion via smartphone social-networking services. Besides detailing the "scan and learn" teaching method and process, the paper offers a quick checklist for teachers and simplified specifics for the creation of a customized and illustrative field-study guidebook that motivates students.
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Kew-Cheol Shim and 김해미. "Study on Teaching Behaviors of Pre-Service Biology Teachers in Preconception Investigating and Motivating." BIOLOGY EDUCATION 38, no. 2 (June 2010): 309–18. http://dx.doi.org/10.15717/bioedu.2010.38.2.309.
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Allen, Deborah, Richard Donham, and Kimberly Tanner. "Approaches to Biology Teaching and Learning: Lesson Study—Building Communities of Learning Among Educators." Cell Biology Education 3, no. 1 (March 2004): 1–7. http://dx.doi.org/10.1187/cbe.03-12-0028.
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O'Day, Danton H. "The Value of Animations in Biology Teaching: A Study of Long-Term Memory Retention." CBE—Life Sciences Education 6, no. 3 (September 2007): 217–23. http://dx.doi.org/10.1187/cbe.07-01-0002.
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Previous work has established that a narrated animation is more effective at communicating a complex biological process (signal transduction) than the equivalent graphic with figure legend. To my knowledge, no study has been done in any subject area on the effectiveness of animations versus graphics in the long-term retention of information, a primary and critical issue in studies of teaching and learning. In this study, involving 393 student responses, three different animations and two graphics—one with and one lacking a legend—were used to determine the long-term retention of information. The results show that students retain more information 21 d after viewing an animation without narration compared with an equivalent graphic whether or not that graphic had a legend. Students' comments provide additional insight into the value of animations in the pedagogical process, and suggestions for future work are proposed.
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Dinolfo, John, Barbara Heifferon, and Lesly A. Temesvari. "Seeing Cells: Teaching the Visual/Verbal Rhetoric of Biology." Journal of Technical Writing and Communication 37, no. 4 (October 2007): 395–417. http://dx.doi.org/10.2190/6261-4915-6lk8-11l8.
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This pilot study obtained baseline information on verbal and visual rhetorics to teach microscopy techniques to college biology majors. We presented cell images to students in cell biology and biology writing classes and then asked them to identify textual, verbal, and visual cues that support microscopy learning. Survey responses suggest that these students recognized some of the rhetorical strategies used and conflated others, revealing intriguing questions for further research in undergraduate microscopy education.
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Jabaut, Joshua M., Ramzi Dudum, Samantha L. Margulies, Akshita Mehta, and Zhiyong Han. "Teaching and learning of medical biochemistry according to clinical realities: A case study." Biochemistry and Molecular Biology Education 44, no. 1 (November 23, 2015): 95–98. http://dx.doi.org/10.1002/bmb.20924.
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BOOYSEN, RUAN, and CHARLES R. HADDAD. "Revision and molecular phylogeny of the spider genus Micaria Westring, 1851 (Araneae: Gnaphosidae) in the Afrotropical Region." Zootaxa 4940, no. 1 (March 4, 2021): 1–82. http://dx.doi.org/10.11646/zootaxa.4940.1.1.
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The genus Micaria Westring, 1851 (Araneae, Gnaphosidae) is a group of small (1.85–5 mm) ant-like spiders that can be distinguished from other gnaphosids by their piriform gland spigots that are similar in size to the major ampullate gland spigots. According to the World Spider Catalog, there are 105 species of Micaria in the world, of which only three species are known from the African part of the Afrotropical Region, namely M. chrysis (Simon, 1910), M. tersissima Simon, 1910 and M. beaufortia (Tucker, 1923). The objectives of this study were to revise Micaria in the Afrotropical Region, providing new and updated records for each of the species, evaluating the relationships between them using COI barcoding data, and providing information on their biology, mimetic relationships and feeding ecology. These objectives were met by collecting fresh material from the KwaZulu-Natal, Western Cape, Northern Cape and Free State provinces in South Africa. Fresh material of M. tersissima and M. chrysis were collected from their type localities, Komaggas and Port Nolloth (Northern Cape Province), respectively, for identification and DNA analyses. COI sequences generated, together with those sourced from Barcode of Life Data Systems (BOLD) and GenBank, were aligned using the CulstalW alignment algorithm in the Mega X software, and molecular phylogenetic analyses were performed using MrBayes for Bayesian Inference (BI) and RaxML for maximum likelihood (ML) analyses. Morphological examination of the collected and voucher material yielded 17 new species for the Afrotropical Region, namely M. basaliducta sp. nov. (♀, ♂, South Africa), M. bimaculata sp. nov. (♀, ♂, Mauritania), M. bispicula sp. nov. (♀, ♂, Namibia, South Africa), M. durbana sp. nov. (♀, ♂, South Africa, Zambia), M. felix sp. nov. (♀, ♂, Cameroon, Ethiopia, Malawi, Mozambique, Namibia, South Africa, Zambia, Zimbabwe), M. gagnoa sp. nov. (♀, ♂, Côte d’Ivoire, Mozambique, Mozambique, Tanzania), M. koingnaas sp. nov. (♂, South Africa), M. lata sp. nov. (♂, Namibia, South Africa), M. laxa sp. nov. (♀, South Africa), M. mediospina sp. nov. (♂, South Africa), M. parvotibialis sp. nov. (♀, ♂, Senegal), M. plana sp. nov. (♀, ♂, Ethiopia), M. quadrata sp. nov. (♀, Ethiopia), M. quinquemaculosa sp. nov. (♀, ♂, Namibia, South Africa), M. rivonosy sp. nov. (♀, ♂, Madagascar), M. sanipass sp. nov. (♂, South Africa) and M. scutellata sp. nov. (♂, South Africa). Furthermore, both sexes of M. beaufortia, as well as the male of M. tersissima, are redescribed. Both sexes of M. chrysis are described for the first time, as this species was only known from a juvenile. Of the previously known species, M. beaufortia (Botswana, Ethiopia, Lesotho, Namibia, South Africa, Zimbabwe) and M. chrysis (Côte d’Ivoire, Ethiopia, Lesotho, Namibia, South Africa, Tanzania) are widespread in the Afroptropics, while M. tersissima is only known from South Africa. Both the Bayesian inference and the maximum likelihood analysess recovered Micaria (sensu lato) as monophyletic with the inclusion of the subopaca group. The pulicaria species group was recovered as polyphyletic in both the BI and ML analyses. Four Afrotropical species, as well as the M. rossica Thorell, 1875/M. foxi Gertsch, 1933 group, formed a clade sister to M. formicaria (Sundevall, 1831). Eight of the Afrotropical species now have COI barcoding data uploaded to BOLD.
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Al-Husban, Naser, and Rana Abu Rokbeh. "Operative hysteroscopy platform at a university teaching hospital: a retrospective study." Journal of International Medical Research 47, no. 10 (July 29, 2019): 5028–36. http://dx.doi.org/10.1177/0300060519864494.
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Objective This study was performed to investigate the prevalence, indications, effectiveness, outcomes, and complications of operative hysteroscopy in gynecological patients with an emphasis on the need for further training and equipping facilities as performed by consultant gynecologists. Methods This was a retrospective descriptive study of operative hysteroscopic procedures from 19 September 2016 to 31 December 2018. Results In total, 1919 hysteroscopic procedures were performed [1829 (95.3%) diagnostic and 90 (4.7%) operative hysteroscopies]. The patients’ mean age was 42.4 years (range, 20–69 years). The most common operative procedure was hysteroscopic fibroid polypectomy in 31 patients (34.4%), followed by transcervical resection of the endometrium in 23 (25.6%) and endometrial polypectomy in 16 (17.8%). The most common indication was menorrhagia in 57 patients (63.33%), followed by recurrent miscarriages in 9 (10.00%) and primary infertility in 5 (5.56%). Sixty-six patients (73.33%) were treated under general anesthesia and 24 (26.67%) under spinal anesthesia. Fifteen fibroids (48.4%) were 3 to 4 cm in size and 11 (35.5%) were >4 cm. Eight polyps (50%) were 3 to 4 cm. The mean uterine size and endometrial thickness were 8.9 ± 2.16 weeks and 11.1 ± 3.01 mm, respectively. The mean preoperative hemoglobin level was 10.9 g/dL and the mean estimated blood loss was 65.9 ± 48.7 mL (range, 10–200 mL). Thirty-eight patients (60.3%) with heavy bleeding improved with no need for further medical or surgical intervention. Eleven patients (44%) with reproductive issues conceived or regained their normal menstrual pattern. Two patients (2.2%) had excessive fluid absorption and one (1.1%) had uterine perforation. Conclusions Operative hysteroscopy was an effective and safe option in certain uterine pathologies. Specific training in operative hysteroscopy should be promoted to make this type of surgery an integral part of gynecological services in the developing world.
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Miasoid, H., T. Yusypiva, and I. Zimina. "Case-study in teaching biology in the 6th grade: improving educational environment and microclimate of the biology classroom." Education and Development of Gifted Personality, no. 4 (2020): 70–75. http://dx.doi.org/10.32405/2309-3935-2020-4(79)-70-75.
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Crowe, Alison, Clarissa Dirks, and Mary Pat Wenderoth. "Biology in Bloom: Implementing Bloom's Taxonomy to Enhance Student Learning in Biology." CBE—Life Sciences Education 7, no. 4 (December 2008): 368–81. http://dx.doi.org/10.1187/cbe.08-05-0024.
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We developed the Blooming Biology Tool (BBT), an assessment tool based on Bloom's Taxonomy, to assist science faculty in better aligning their assessments with their teaching activities and to help students enhance their study skills and metacognition. The work presented here shows how assessment tools, such as the BBT, can be used to guide and enhance teaching and student learning in a discipline-specific manner in postsecondary education. The BBT was first designed and extensively tested for a study in which we ranked almost 600 science questions from college life science exams and standardized tests. The BBT was then implemented in three different collegiate settings. Implementation of the BBT helped us to adjust our teaching to better enhance our students' current mastery of the material, design questions at higher cognitive skills levels, and assist students in studying for college-level exams and in writing study questions at higher levels of Bloom's Taxonomy. From this work we also created a suite of complementary tools that can assist biology faculty in creating classroom materials and exams at the appropriate level of Bloom's Taxonomy and students to successfully develop and answer questions that require higher-order cognitive skills.