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1
Gray, Wesley Barclay. "Apprenticing learners in the context of the Grade 10 physical science classroom." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003304.
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The number of African learners who participate and succeed in physical science is recognized to be ‘disturbingly low’. One of the factors attributed to the low levels of enrolment and performance in physical science is language. In this study, teaching and learning through the language of science is examined in the context of the bilingual classroom. A model of analysis is constructed that (1) extends the notion of the language of science to include the mathematical and visual ‘languages’ of science, (2) takes recognition of the manner in which language, content, and values and beliefs construct the science learner, and (3) moves beyond the characterization of teaching and learning according to the dichotomy of the ‘traditional’/ the ‘progressive’. The model of analysis draws upon the central concepts of a sociocultural model of pedagogy, namely the ‘developmental model’. In addition, the model of analysis makes use of Systemic Functional Linguistics to examine teaching and learning at the micro level of classroom interaction. This study reveals the complex nature in which the language, content, and values and beliefs change as a lesson unfolds: teaching and learning through the language of science has been shown in these classrooms to be marked by features of both a ‘traditional’ and a ‘progressive’ model – each of which appears to serve different functions in the overall construction of the science learner. In addition, this study begins to uncover how a ‘successful’ teacher equips his/ her learners in the context of the bilingual physical science classroom: teaching and learning through the language of science has been shown in these classrooms to incorporate complex and varied strategies that depend upon choices made by both the teacher and learners. These findings substantiate the need to understand the challenges teachers and learners face in the bilingual physical science classroom in ways that acknowledge the complexity of the teaching and learning process.
2
Fuzani, Nomfundo Cynthea. "Teaching electrical circuits in grade 10 physical science using a conceptual change approach." University of the Western Cape, 2018. http://hdl.handle.net/11394/6277.
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Magister Educationis - MEd (Mathematics and Science Education)<br>The purpose of this paper is to investigate whether the teaching of electric circuits in Grade 10 Physical Sciences using a conceptual change approach would enhance learners' understanding of the concept. The conceptual change approach is a process whereby concepts and relationships between concepts change over the course of an individual's lifetime. The process whereby conceptual change occurs is of central interest in helping to understand the process of learning, and is also important when considering the design of instruction. The study was conducted at a secondary school in a small town in the Karoo. Purposive sampling was used to select the sample of a Physical Science Grade 10 class. A mixed method approach was used to observe the effectiveness of the conceptual change approach - four conditions must exist before a conceptual change is likely to occur: (1) assess learners' dissatisfaction with their existing concepts; (2) the new concept must become intelligible; (3) the new concept must appear plausible; and (4) the new concept must be fruitful. All learners' total scores for the pre-test and post-test were calculated and recorded and total scores were statistically analyzed. This study could provide means to improve science teaching and learning. The learners were assisted to discover what was not clear to them, they were encouraged towards deeper understanding and to use their own knowledge to make sense of new concepts. The conceptual change approach could be used effectively by the teachers as it will assist to remove misconceptions learners have prior to the learning of new science concepts.
3
Tsamago, Elias Hodi. "Exploring learners’ conceptual development using computer simulation in a Grade 10 Science class." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/1898.
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Thesis (M. Ed.) -- University of Limpopo, 2017.<br>One of the effective ways of teaching science is by developing the thinking abilities of individuals by allowing them to engage in enquiry-based learning. Computer simulation (CS) can help improve understanding of scientific concepts and enhance conceptual development and performance. This study focused on exploring learners’ conceptual development using CS in Grade 10 science class. A pre- and post-test research designs were used. 105 Grade 10 learners participated: 53 from one whole class were assigned to an Experimental Group (EG) and 52 from another class to a Control Group (CG). The EG was taught using CS while the CG was taught using the traditional approach. Data on learners’ performance were collected using a performance test and interviews were employed to collect data on learners’ attitudes towards science. The results revealed that the EG performed better than the CG (t-test, p < 0.05), (ANCOVA, p < 0.01). Girls in the EG performed better than girls from the CG (t-test, p < 0.05), and independent sample t-test revealed that girls in the EG were in the same range with boys after intervention suggesting that CS did not discriminate against gender in this study. Furthermore, the results from interviews indicate that learners from EG exhibited positive attitudes towards science, unlike their counterparts from the CG. This suggests that learners from the EG may have been excited to observe phenomena on the screen of a computer that they would otherwise not do due to lack of laboratory equipment in their school.
4
Krynowsky, Bernie A. "The relationship between student attitude toward grade 10 science and classroom learning environment variables." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/27667.
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The general problem was to investigate theoretical and empirical relationships between student attitude toward Grade 10 science and classroom learning environment variables and to use these findings interpretively to design a teaching/learning strategy which could be used to improve student attitudes. This investigation sought to answer three questions:
1. How is student attitude toward the subject science acquired, changed, and related to variables within a science classroom learning environment? A description of these associations was based upon an analysis of the writings of Ajzen and Fishbein (1980) and Haladyna et al. (1983).
2. What is the nature and strength of the empirical relationship between student attitude toward Grade 10 science and classroom learning environment variables? This determination was accomplished in two ways. The first way involved the possibility of obtaining a linear relationship between a dependent measure of student attitude toward Grade 10 science and a composite of independent learning environment variables. The second way involved the gathering and analysis of student ideas about this relationship using an interview technique.
3. How can the results of this study be used interpretively to improve student attitudes toward Grade 10 science? The focus here was to design a teaching/learning strategy which could be used by the classroom teacher in order to improve student attitudes based upon some of the theoretical and empirical relationships revealed in this study.
In the first question it was found that the Haladyna model of variables that could influence student attitudes and the Ajzen and Fishbein view of attitude and attitude change could be interpreted and applied in an educational context to assist in the provision of a perspective on a problem in teaching practice -mainly how can learning environment variables be manipulated in an attempt to improve student attitudes.
In the empirical question it was found that a linear relationship existed between measures of student attitude toward Grade 10 science and student beliefs about their classroom learning environment. A forward regression analysis revealed that three variables accounted for 28.9% of the measured variance in student attitude. These variables, in decreasing order of significance of contribution, were: a) Satisfaction (extent to which students are satisfied with the work of the class; b) Apathy (extent to which students care about the class); and c) Difficulty (extent to which students find the class difficult).
Personal interviews of 16 Grade 10 science students revealed other learning environment variables which were related to student attitude toward Grade 10 science. These variables, in order of salience, were the: a) extent to which there are hands on activities, b) clarity and organization of teacher explanations, c) perceived usefulness of the science knowledge d) degree of difficulty of the subject and e) quality of interpersonal relationships in class.
Interviews of teachers and students also provided additional suggestions as to how to promote more positive student attitudes. Some of the more frequently mentioned suggestions were: a) more labs and hands on activities, b) less teacher talk, c) more emphasis on the practical/social/personal aspects of science content, d) more teacher enthusiasm to promote science as a valuable activity, and e) to have as great a variety of science activities as possible.
The third question involved design of a teaching/learning strategy based on a format for the application of theory to educational practice suggested by Joyce and Weil (1980). This strategy, which involved the manipulation of the learning environment in accordance with the Ajzen and Fishbein theory, was illustrated by a sample lesson from a unit of instruction developed by the researcher.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
5
Angula, Alina Hambelela. "The implementation of project work by selected grade 10 life science teachers in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003449.
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Prior to independence in Namibia in 1990 the education system of the day did not encourage the majority of Namibian learners to explore and investigate the wonder of the natural and physical world. The post independence education system has nurtured the study of the sciences and has emphasized participation, problem solving and independent studies. The inclusion of projects and other independent studies has been regarded as a key vehicle to develop scientific understanding and competencies related to this understanding. However, very few studies have hitherto investigated the teachers’ understanding and implementation of projects in the Namibian context. This study investigates how Grade 10 Life Science teachers understand and implement projects in selected schools in Namibia. The study focused on two teachers in two schools, a combined and a senior secondary school in the Oshikoto educational region of Namibia. The research was conducted through an interpretive case study aiming to gain a better understanding about the implementation of projects in schools. Data were collected through semi-structured interviews, classroom observation and document analysis. The findings indicate that despite the focus on projects in the Life Science syllabus and broad curriculum, policy documents do not give detailed guidelines on how projects should be planned, organized and assessed. The results revealed that knowledge about projects and their implementation is primarily informed by practical activities rather than the critical enquiries or investigations required by the Life Science curriculum policy. The study also revealed that despite the in-service training received by the two teachers participating in this study on syllabus interpretation, it is apparent from the findings that project work in these in-service programmes was neglected. This has further hampered teachers’ understanding and implementation of projects. The findings of this study point to a need for project guidelines as well as in-service programmes in this area if the stated nature and role of projects in the context of Namibian education policy is to be achieved.
6
Carolus, Adam. "The influence of animation on physical science learning in a grade 10 rural classroom." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-09112009-170835.
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Modjadji, Shapule Edith Ladygay. "Exploring factors motivating girls to study Physical science in Grade 10 in the Rakwadu Circuit." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1729.
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Thesis (M. Ed. (Mathematics, Science and Technology)) --University of Limpopo, 2016<br>The aim of the study was to explore factors which motivated girls to study Physical Sciences
in Grade 10. The study followed a qualitative research paradigm and a case study design. A
sample of twenty four girls from three secondary schools in Rakwadu Circuit in Limpopo
province was purposively sampled for the study. Data was collected using interviews with
Grade 10 girls who were studying Physical Sciences and Grade 9 girls who intended to
study Physical Sciences in Grade 10. In addition, document analysis was used to analyse
participants’ classwork, tests and other forms of assessments. The results show that these
groups of girls were motivated by both external factors and internal factors. The factors
included career opportunities that Physical Sciences offers, financial assistance, learner
performance and interest in the subject. The study revealed that girls had positive attitudes
towards science and wanted to pursue science related careers. The learning environment
and family also played a role in motivating learners to study science. It is therefore
recommended that parents, educators and the entire education sector support and motivate
girls to assert their role in science.
8
Van, Heerden Lesley Lynne. "An investigation into the readability of the grade 10 physical science textbooks : a case study." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1013365.
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In her newsletter “Curriculum News, Improving the Quality of Learning and Teaching: Planning for 2010 and Beyond”, Mrs Angie Motshekga, MP, Minister of Basic Education, positions the textbook very definitely as central to the curriculum and states that it is one of the most effective tools through which to deliver the curriculum and support assessment. Acknowledging the importance of the accessibility of textbooks for the South African classroom audience, this study has sought to investigate the readability of the chemistry section of grade 10 science textbooks. Readability research is concerned with the relationship between the textbook, the reader and the context in which the book is read; research supports the use of both classical quantitative measures and a qualitative cognitive-structural form of analysis to investigate this relationship. The research design is a mixed method one where quantitative and qualitative data were collected simultaneously: the methodical application of selected readability formulae gave rise to quantitative data while the line-by-line textual analysis, tracing cognitive-structural aspects, and focus-group discussions with teachers gave rise to the qualitative data. The results of the merged data analysis were then interpreted together to provide a better understanding of the readability of the texts for a South African audience. The results of the investigation reveal that readability is greatly impaired for a number of reasons, the primary one being a lack of articulation between the textbook writers/editors and the audience for which they are writing and preparing the texts. This is particularly reflected in the inadequate preparation of the material for the English Second Language reader, as certain textbooks are completely out of their reach. Furthermore, this lack of articulation can be traced to the lack of time available for piloting the textbooks: an invaluable intervention in the process of textbook production.
9
Komle, Lindumzi Johnson. "Determinants of grade 9 learners' intention to select science/applied sciences as curriculum stream for grade 10: an exploratory study of selected secondary schools in Amathole district." Thesis, University of Fort Hare, 2009. http://hdl.handle.net/10353/223.
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In schools in the Amathole District and throughout the rest of South Africa efforts are being made to encourage learners to pursue the Science and Applied Science curriculum stream in Grades 10 to 12. The aim of this study was both to determine and to explore those factors which, according to grade 9 learners, would either attract them to or deter them from following the Science and Applied Science curriculum stream from Grade 10 onwards. The study also sought to ascertain the views of teachers regarding the issues raised by the learners. A sample comprising 346 learners and 3 teachers were involved in the study. Using both quantitative and qualitative methods within the context of a post-positivist paradigm and utilising questionnaires and interviews, the study found that, consistent with existing research, there are both intrinsic and extrinsic related factors which play a role in the intention of learners to consider pursuing the Science and Applied Science curriculum stream. The intrinsic factors include learners‟ enjoyment of practical work and love for the Science and Applied Science. Extrinsic factors include perception that jobs in the field of Science and Applied Science compensate well. However, it was the intrinsic factors that pushed the learners to have the intention to follow the Science and Applied Science curriculum stream. Sociological, economic and personal dynamics seem to account for these patterns in the results. By contrast, two key sets of factors deterred the learners from the Science and Applied Science curriculum stream. One relates to factors in their internal loci of control, and the other to factors in learners‟ external loci of control. The internal locus of control factors had a greater influence, which suggests, according to attribution theorists, that the learners were inclined to look within themselves for the reasons that deterred them from the Science and Applied Science curriculum stream. In addition, a cluster analysis was conducted to ascertain whether the demographic profiles of the learners played a role in respect of their intention to pursue the Science and Applied Science curriculum stream. This cluster analysis revealed that, in terms of gender, males were more inclined than females to follow the Science and Applied Science stream. However, it was also significant that peer influence played an important role in attracting males to the Science and Applied Science curriculum stream, whereas it was career interest factors that attracted the females. In terms of ethnic groups, Indians and blacks were more inclined than coloureds and whites to follow the Science and Applied Science stream with whites being the least attracted to this stream. Career choice dynamics provide some explanations for these outcomes. The key contribution of this study lies in the fact that the study has shown that practical work as a teaching strategy may result in greater learner participation in the Science and Applied Science curriculum stream. The study recommends that, in order to promote greater participation in the Science and Applied Science curriculum stream in schools, strategies related to teaching in terms of which both genders are taken into consideration should be implemented. Other recommendations were also made. Nevertheless, it must be borne in mind that the study is a case study and that it is, therefore, not possible to generalise the findings.
10
Chin, Christine Hui Li. "The effects of computer-based tests on the achievement, anxiety and attitudes of grade 10 science students." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29484.
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The purpose of this study was to compare the achievement and test anxiety level of students taking a conventional paper-and-pencil science test comprising multiple-choice questions, and a computer-based version of the same test. The study assessed the equivalence of the computer-based and paper-and-pencil tests in terms of achievement scores and item characteristics, explored the relationship between computer anxiety and previous computer experience, and investigated the affective impact of computerized testing on the students.
A 2 X 2 (mode of test administration by gender) factorial design was used. A sample of 54 male and 51 female Grade 10 students participated in the study. Subjects were blocked by gender and their scores on a previous school-based science exam. They were then randomly assigned to take either the computer-based test or the paper-and-pencil test, both versions of which were identical in length, item content and sequence. Three days before the test, all students were given the "Attitude questionnaire" which included pre-measures of test and computer anxiety. Immediately after taking the test, students in the computer-based group completed the "Survey of attitudes towards testing by computers" questionnaire which assessed their previous computer experience, their test anxiety and computer anxiety level while taking the test, and their reactions towards computer-based testing. Students in the paper-and-pencil test group answered the "Survey of attitudes towards testing" questionnaire which measured their test anxiety level while they were taking the paper-and-pencil test.
The results indicate that the mean achievement score on the science test was significantly higher for the group taking the computer-based test. No significant difference in mean scores between sexes was observed; there was also no interaction effect between mode of test administration and gender. The test anxiety level was not significantly different between the groups taking the two versions of the test. A significant relationship existed between students' prior computer experience and their computer anxiety before taking the test. However, there was no significant relationship between previous computer experience and the computer anxiety evoked as a result of taking the test on the computer. Hence, the change in computer anxiety due to taking the test was not explained by computer experience. Of the students who took the computer-based test, 71.2 % said that if given a choice, they would prefer to take the test on a computer. Students indicated that they found the test easier, more convenient to answer because they did not have to write, erase mistakes or fill in bubbles on a scannable sheet, and faster to take when compared to a paper-and-pencil test. Negative responses to the computer-based test included the difficulty involved in reviewing and changing answers, having to type and use a keyboard, fear of the computer making mistakes, and a feeling of uneasiness because the medium of test presentation was unconventional. Students taking the computer-based test were more willing to guess on an item, and tended to avoid the option "I don't know."
It is concluded that the computer-based and the paper-and-pencil tests were not equivalent in terms of achievement scores. Modifications in the way test items are presented on a computer-based test may change the strategies with which students approach the items. Extraneous variables incidental to the computer administration such as the inclination to guess on a question, the ease of getting cues from other questions, differences in test-taking flexibility, familiarity with computers, and attitudes towards computers may change the test-taking behaviour to the extent that a student's performance on a computer-based test and paper-and-pencil test may not be the same. Also, if the tasks involved in taking a test on a computer are kept simple enough, prior computer experience has little impact on the anxiety evoked in a student taking the test, and even test-takers with minimal computer experience will not be disadvantaged by having to use an unfamiliar machine.<br>Education, Faculty of<br>Curriculum and Pedagogy (EDCP), Department of<br>Graduate
11
Van, Neel Adrian Richerd. "The implementation of formative assessment policies in two Grade 10 life science classrooms in the Keetmanshoop district." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1004371.
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This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.
12
Avia, Ndiyakuphi. "Grade 10 life science teachers' understanding and development of critical thinking skills in selected schools in Namibia." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003432.
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The educational reform policy in Namibia adopted the principles and practice of learner-centred education, a policy based on constructivist epistemology. This approach emphasises that learners are constructors of knowledge and that they must discover information and construct their own learning. Constructivist techniques require the use of critical thinking through learners’ active involvement in the learning process. The aim is for learners to use critical thinking to identify problems, ask questions, reason, examine and solve problems in real situations and make sound decisions. This approach provides learners with activities and experiences that stimulate them to learn to think for themselves and to ask questions. Therefore, teachers need to design activities that require learners to think critically and act independently through mastering these various modes of inquiry. The purpose of this study was to explore how the selected Grade 10 Life Science teachers understand and implement critical thinking in their teaching practice. I conducted the study in two secondary schools from the Omusati region in Namibia using a case study to gain insight into the implementation of critical thinking. Three data collection instruments: interviews, document analysis and class observations were used. The reason for conducting this study was to gain a better understanding of how teachers use various strategies to foster critical thinking skills in Life Science and the challenges they experience in teaching in secondary schools. The results of the study revealed that teachers have a theoretical understanding of what critical thinking implies and the role it plays in learning. They are also aware of the strategies used to develop critical thinking skills. However, these theoretical perspectives do not reflect in their teaching in that some of the strategies that the teachers used did not bring about meaningful learning. Learners are still required to recall factual knowledge, thus active involvement of the learners is limited. The study also revealed that there are specific issues that hamper the implementation of critical thinking, which include superficial understanding of learner-centered education, teacher-tell approach, overcrowded curriculum, inexplicit syllabus, lack of good examples from the textbooks and examinations, too short lesson periods, lack of language proficiency and lack of professional development. The findings indicate that despite the theoretical understanding of the teachers in this study, their actual practice of developing critical thinking skills is problematic. The study concludes that teachers should be encouraged to design better-structured activities in order to involve learners beyond just being listeners. In light of these findings, the study recognizes a need for ongoing in-service professional development to support teachers in modelling critical thinking to their learners and to teach them to think critically. The findings of the study will serve to inform both my and my colleague’s professional practice as advisory teachers with regard to what to focus on when advising and supporting the teachers in schools.
13
Petersen, Andrew John. "Describing and understanding the enacted curriculum of selected Grade 10 Life Science teachers in the Western Cape, South Africa." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27418.
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This study was conducted in a school in the Western Cape, South Africa situated in a community where learners came from difficult social backgrounds. Previous research has alluded to the challenges faced by teachers equipped with inadequate skills and a lack of effective modelling or mentoring to implement a formal curriculum that is outcomes-based and learner centred. The focus of the study was to uncover the enacted curriculum (and the underlying reasons for the enactment) of four Grade 10 Life Sciences Teachers. This multiple case study is based on data collection strategies that included video and audio-transcripts of the lessons as well as the use of additional relevant documents such as, for example, notes from lesson observations, and learner notebooks. These data were coded using NUDIST and then further analysed using the Pedagogic Content Knowledge (PCK) evidence-reporting table (PCK ERT). Interviews were conducted before the teaching events to allow for content representations (CoRes) to be developed. Overall the teachers lacked planning and the habit of reflection in and of practice. Hence video-stimulated interviews conducted after the teaching events allowed for Pedagogical and Professional experience Repertoires (PaP-eRs) to be developed in order to describe (from a teachers' perspective) what teachers did and why they did what they did. Teachers had varying backgrounds and experience and displayed very individualised and different enactments of the curriculum but they all used a consistent didactic approach in their teaching. The absence of teacher efficacy and the lack of integration of the PCK components limited the transformation of the content in any meaningful way and hence resulted in weak PCK. The relevance of PCK ERT as a descriptive framework for PCK in the context of this research is questioned on epistemic grounds. Factors identified that constrained the enacted practices of teachers included teachers' belief, orientation, poor Subject Matter Knowledge (SMK), school context and their perceptions of learners.
14
Malunguza, Julius. "An investigation of the challenges facing grade 10 science learners in sense-making of mechanics problems : a case study." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003529.
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The research study was conducted at Ixopo High School, an English medium, former model-C, co-educational school in Kwazulu-Natal. The research is located within an interpretive paradigm and is informed by the constructivism theoretical framework. The learners and educators who participated in this research study did so voluntarily. The principal objective of this case study was to investigate the challenges faced by 30 Grade 10 Science learners in understanding the problems posed in the mechanics section of the Physics syllabus. This investigation was carried out using two learning strategies: problem solving and practical work. Various authors have noted some sections in the Physics syllabus are often misunderstood by the learners, for different reasons. From the literature and from the author’s personal experience it was found that mechanics is a topic that the learners of different races and age groups find difficult to conceptualise. In general, learners have misconceptions and make errors in Physical Sciences. Often educators view children’s errors and misconceptions in terms of low intelligence, low mathematical aptitude, perceptual difficulties or learning disabilities instead of attempting to discover the real causes of the errors. Educators need to find out why the learners make these mistakes, in order to help them. In most cases Mathematics forms a basic common element in scientific study. Hence, science learners need to be able to deal with numbers, operations, symbols and mathematical formulae. The term “science” embraces a very wide area of subject matter. Different learners will have widely differing interests within the many subdivisions of this field. This presents a problem when preparing learners for the scientific language they will need to study different branches of science. This implies that failure to understand the meaning of words or symbols inevitably impairs communication. The data analysed was collected using a variety of data collection tools. The main data generation tools were science tasks, structured interviews and group interviews and questionnaires. The analysis revealed that learners were lacking in mathematical skills and science register (terminology). Both first and second language English speakers encountered problems in science register but the study found that the problem was more pronounced in the latter. The findings of this study also highlighted that learners understand how to think mathematically when they are resourceful, flexible, and efficient in their dealing with new mathematical problems in mechanics. However, mathematical problem solving performance is built on the foundation of basic mathematical knowledge. The study suggested that even when the challenges of a general understanding of English as the medium of instruction and scientific language (register) are overcome, learners are still challenged by mathematical problem solving strategies; reading and writing of science; making meanings of symbols and signs; graphs and scientific mathematical equations in sense making of mechanics problems.
15
Joseph, Cecilia Namuhuya. "Investigating the inclusion of environmental learning in the Life Science Grade 10 curriculum : a case study of three Namibian schools." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017344.
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This study was carried out to investigate how Grade 10 Life Science teachers in three schools in the Omusati region of Namibia are including Environmental Learning (EL) in terms of the curriculum policy. A qualitative approach was used to generate data through document analysis, interviews and classroom observations to investigate the application of the policy of including environmental learning in classroom curriculum practice. The research was primarily directed towards examining constraints and enabling factors in the context of the three schools that participated in the study. The study revealed that teaching strategies for the inclusion of environmental learning were not widely evident, suggesting disparities between the policy of enabling environmental education through the inclusion of environmental learning across the curriculum. It was notable that teacher knowledge and interest in environmental education influence how they include environmental learning and that assessment practices narrow the scope of environmental learning in ways that do not include critical thinking and problem solving skills. The study concludes that despite diverse constraints inhibiting inclusion, the evidence suggests that the inclusion of environmental learning in Namibia’s Life Science curriculum can enable environmental education. The above main findings are used to make recommendations toward strengthening environmental content knowledge of teachers and to improve assessment practices. It was also noted that some of the environmental learning constraints could be transformed into enablers with more teacher support and by making a better link between environmental learning theories and practices. This will involve a redirection of the curriculum documents as well as the provision of other learning support materials to support environmental learning. The study has enabled me to conclude that what is happening should be encouraged so that it continues and is strengthened although the implementation of environmental learning is not as clear as the policy had mapped out.
16
Diwu, Christopher. "Effects of a Dialogical Argumentation Instructional Model on Grade 10 Learners' Conception of Fermentation." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5165_1298438422.
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<p>The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named &ldquo<br>Culture Secondary School&rdquo<br>have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learners&rsquo<br>pre- and post-test conceptions of fermentation with special reference to traditional beer or &ldquo<br>Umqombothi&rdquo<br>, an Attitudes to Science (ATS) questionnaire which was used to find out the learners&rsquo<br>worldviews, a Science Achievement Test (SAT) which was used to assess the learners&rsquo<br>generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners&rsquo<br>home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gatherred were both analyzed in terms of qualitative and quantitative descriptions.</p>
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Samuel, Paulo. "Investigating how Grade 10 Physical Science teachers help learners to make sense of concepts of electromagnetism using easily accessible materials in under-resourced schools." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8143.
Full textAbstract:
This study sought to explore teachers’ perceptions and experiences of using easily accessible materials and how they might collaboratively develop learning and teaching support materials using easily accessible materials. The study explored three aspects. Firstly, the views, experiences and factors which influence grade 10 Physical Science teachers’ perceptions and experiences of teaching the topic of electromagnetism. Secondly, to find out what teachers can do to improve teaching and learning of electromagnetism in grade 10 Physical Science using easily accessible materials. Thirdly, to look at what enables or constrains grade 10 Physical Science teachers in under-resourced schools when dealing with electromagnetism, from using easily accessible materials. A qualitative method approach was adopted, underpinned by an interpretive paradigm but using some quantitative methods as well. Within the interpretive paradigm a case study approach was used. The study was carried out in Swakopmund and Gobabis education circuits of the Erongo and Omaheke Regions respectively. Data were collected using questionnaires, lesson observations and stimulated-recall interviews. The data obtained were validated in two ways, firstly, by triangulation from different data gathering techniques, and secondly, validation was done by member checking of the transcripts. To make meaning from the data generated, Vygotsky’s (1978) socio-cultural theory was used as a lens to analyse the data. The quantitative data generated were presented in figures, tables; whereas the qualitative data were coded inductively into descriptive texts to make meaning. It was found that teachers’s perceptions and experiences are that the topic of electromagnetism is quite challenging. Teachers reported that their learners find it difficult to comprehend phenomena associated with electromagnetism, thus making it difficult for their learners to grasp concepts associated with it. Lack of resources to do practical activities in the topic of electromagnetism was found to be a major contributing factor to teaching and learning of this topic. The use of easily accessible materials among teachers was found to be very limited. Easily accessible locally sourced materials were found to have the potential to enable grade 10 Physical Science teachers to help learners to make sense of concepts of electromagnetism in under-resourced schools. In light of the above findings, the study recommends that science teachers should make use of easily accessible materials which can minimise their dependence on standard laboratory equipment which is unaffordable anyway by most schools.
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Mwiikeni, Helena Twiihaleni, and Helena Twiihaleni Shimwafeni-Mwiikeni. "An investigation into how grade 10 learners make meaning during the teaching and learning of the topic on nutrition in Life Science: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001876.
Full textAbstract:
The integration of learners’ prior everyday knowledge and experiences during teaching and learning is a pre-requisite in the Namibian curriculum. The curriculum states that if learners are taught in a way which builds on what they already know and they relate new knowledge to the reality around them, their learning in school can be made more meaningful. Thus, learners’ meaning making in the topic on nutrition was researched to find out whether elicitation and integration of learners’ prior everyday knowledge and experience in the nutrition topic enhanced or constrained their learning. This study was conducted with my grade10 learners at the school where I am currently teaching. The school is located in a rural area in Oshana region in Northern Namibia. This study is situated within an interpretive paradigm. Within the interpretive paradigm a qualitative case study approach was adopted. I considered this methodological orientation appropriate in this study as it allowed me to use the following methods: document analysis, brainstorming and discussion, semi-structured interviews and a focus group interview, practical activities with worksheets and observation and reflection. Multiple methods to gather data were used for triangulation and validation purposes. For data analysis purposes, the data sets were colour coded to derive themes and analytical statements. Ethical consideration was also taken seriously in this study. The findings from this study revealed that integration of learners’ prior everyday knowledge and experience enabled learners to understand science better particularly in the topic of nutrition. The study also revealed that learners possess a lot of prior everyday knowledge and experience about food they eat in their homes. However, data from the community members revealed that there are some contradictions between learners’ prior everyday knowledge and the science content of the topic. Nonetheless, engaging learners in practical activities in the testing of food (local and conventional western type foods) helped them to make meaning of the content learned. I therefore, recommend that learners’ prior everyday knowledge and experiences should be incorporated during teaching and learning of the topic on nutrition. The study also recommends that the Department of Education should ensure that teachers get the necessary support and training on how to integrate learners’ prior everyday knowledge and experiences.
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Magerman, Ruben Clive. "Effects of an argumentation-based instruction on grade 10 learners' understanding of the causes of pollution at a river site." Thesis, University of the Western Cape, 2011. http://hdl.handle.net/11394/1777.
Full textAbstract:
Magister Scientiae - MSc<br>This study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educators' understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learners' understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulmin's (1958) Argumentation Pattern (TAP) and Ogunniyi's (1995) Contiguity Argumentation Theory (CAT).<br>South Africa
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Liveve, Angelius Kanyanga. "Exploring the possibility of integrating traditional music and dance into the design and delivery of lessons on the concepts of echo and waves in the grade 10 Physical Science sound topic." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/13356.
Full textAbstract:
Before Namibian independence in 1990, teaching was mostly characterized by teacher-centred pedagogies in which teachers were perceived as the main sources of knowledge. This resulted in learners being passive recipients of such unquestioned knowledge. After independence and to address this, a new educational system was introduced which promoted learner-centred education (LCE) pedagogy. Despite these grand ideals, educational changes in sub-Saharan Africa form a complex issue involving tensions between policy formulation and implementation. This presents Namibian teachers with some challenges in enacting LCE pedagogies. One of these challenges is to find ways to motivate learners and to assist their learning by finding relevant and interesting connections between subject topics and their own experiences and everyday culture outside the classroom. An inability to enact the new curriculum results in learners performing poorly in subjects such as Physical Science. Against this backdrop, this study sought to explore whether or not the integration of traditional music and dance into the design and delivery of lessons on the concepts of echo and waves could influence grade 10 Physical Science learners’ sense making and dispositions towards science. This study was underpinned by an interpretive paradigm. It was informed and guided by the socio-cultural theory as my theoretical framework. The study was carried out with a grade 10 Physical Science class consisting of 30 learners at Lyambombla Combined School (pseudonym) in the Kavango West Region in the northern part of Namibia. Data were generated through diagnostic and summative tests, interviews and lesson observations incorporating traditional music and dance. The findings of the study showed that learners’ sense making and dispositions toward science were positively influenced through traditional music and dance. The study thus recommends the incorporation of indigenous ways of knowing in order to enhance meaning making in science classrooms.
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Homateni, Rauha Kau Ndahalomwenyo. "An investigation of how grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow : a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1003713.
Full textAbstract:
This study took place at a private high school in the Kavango region with my 32 grade 10B learners as the research participants. Its objective was to investigate how the grade 10 learners make sense of concepts on refraction of light through exploring their cultural beliefs/everyday experiences about the rainbow. This research study was essentially triggered by my own classroom experience of teaching the topic on refraction of light. In order to achieve the goal of this research, a qualitative case study located within an interpretive paradigm was adopted. To gather data I used multiple data gathering techniques such as brainstorming session, learners conducting interviews in the community, practical activities and focus group interviews. This resulted in descriptive data that qualified to be analyzed in a qualitative way. The themes that emerged from the generated data were coded using upper letter cases and various colours. A methodological triangulation was employed by using multiple data generation techniques. Member checking during focus group interviews also ensured validity in this case study. The findings of this study revealed that the use of learners’ cultural beliefs/everyday experiences can be used to enhance learner engagement, meaning making and conceptual development during the science lessons. In addition, the ways in which practical activities are designed and presented to learners in the science classroom determine learners’ participation and conceptual attainment. Therefore, based on my research findings, I recommend that teachers need to be trained to be able to elicit and integrate learners’ cultural beliefs/everyday experiences in conjunction with hands-on practical activities which focus on conceptual development during their science lessons. However, although this study had many benefits, it also showed that it is not easy to close the gap between learners’ prior everyday knowledge and school science. This warrants further research.
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Taukobong, Tshegofatso Martha. "The visual literacy of Grade 10 Life Sciences learners in cytology." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65471.
Full textAbstract:
In Life Sciences Education, the use of educational external representations (ERs) such as diagrams, models and animations are increasingly appearing in learning and teaching resources. However, their effectiveness is limited if learners experience learning difficulties due to lack of visual literacy and spatial ability skills to work with ERs. The study explored the level of visual literacy of 225 Grade 10 Life Sciences learners in cytology across six secondary schools in Pretoria, Gauteng. It was theorised that ERs need to be integrated in the Life Sciences curricula to develop learners’ visual literacy and spatial ability skills. With this theory, the study aimed to explore the visual literacy of Grade 10 Life Sciences learners and the influence of gender and school location on the visual literacy and spatial ability skills of the learners. Through a quantitative research method a Life Sciences visual literacy questionnaire and a spatial ability test were used to collect data. Collected data was analysed descriptively and inferentially through Statistical Package Social Sciences Version 23. The results showed that most Grade 10 Life Sciences learners lack average visual literacy skills. Furthermore, the results showed that gender doesn’t play a role on the learners’ performance in visual literacy skills as both genders performed equally in both tests, On the other hand, the results showed that the location of the school (urban, rural or township) has an effect on the learners’ performance in visual literacy skills. Teachers need to incorporate different ERs that would stimulate different senses and which will also enhance learners’ visual literacy and spatial ability skills in their lessons. A conclusion and some recommendations for future research are given.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Science, Mathematics and Technology Education<br>MEd<br>Unrestricted
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Motsilili, Tshepo Elliot. "An investigation into how Grade 10 Physical Sciences learners make sense of resultant vectors." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/1407.
Full textAbstract:
The focus of this study was on how Grade 10 Physical Sciences learners make sense of resultant vectors. During my experience over more than 10 years as a Science teacher in Matatiele in the Eastern Cape Province I found that Grade 10 Physical Sciences learners consistently struggled to work with resultant vectors. Many studies have shown that learners in similar contexts are generally not doing well in Science. An interpretive paradigm was used in this study, focusing on the individual or a specific group in a qualitative case study approach and a social constructivist perspective. The unit of analysis was on how Grade 10 Physical Sciences learners make sense of resultant vectors. A diagnostic test, observation and videotaped lessons, learners’ workbooks, summative test and stimulated recall interviews were used to gather data. The data were analysed inductively using a thematic approach and in relation to the main research question: How do Grade 10 Physical Sciences learners make sense of resultant vectors? The data were validated through watching the videotaped lessons with the teacher who had been observed teaching vectors. Also, transcripts of the interviews and a summary of discussions were given back to the teacher whose learners had been observed to verify the learners’ responses and check for any misconceptions. It was found that linking scientific concepts to learners’ prior knowledge enabled them to learn in a relaxed and non-threatening environment. In doing so, sense making of resultant vectors was possible. The study thus recommends that teachers should be supported in their endeavours to help learners make sense of scientific concepts during teaching and learning situations. Some language related challenges that were also encountered warrant further research.
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Ngwane, Maxhoba. "Examining the use of multiple representations to teach vectors in Grade 10 physical sciences." University of the Western Cape, 2019. http://hdl.handle.net/11394/7042.
Full textAbstract:
Magister Educationis - MEd<br>The purpose of this paper was to examine the use of the multiple representation
approach as a teaching strategy to improve learners understanding of vectors in
Grade 10 Physical Sciences. The study also wanted to consider the MR approach
through the lens of the learners. A sample consisting of 45 Grade 10 learners from a
total of 160 Grade 10 Physical Sciences learners participated in the study. Both
quantitative and qualitative data were collected and analysed. Learners were first
given a pre-test to establish their initial understanding of vectors. This pre-test was
followed by an intervention in the form of a lesson. The lesson was conducted in order
to expose learners to learning through Multiple Representations. A post-test was then
administered to determine the impact of the intervention. To gather and quantify the
learners’ perceptions on the use of Multiple Representations in teaching and learning
of vectors in Grade 10 Physical Sciences learners were given questionnaires to
complete. The last step was interviewing of learners to triangulate the results from
the three instruments. The study found that learners were struggling with
understanding of vectors in their traditional chalk-and-talk lessons and their
perceptions towards vectors were negative. The study also found that Multiple
Representations can improve understanding and develop positive perception of
learners towards the teaching and learning of vectors. This improvement occurs only
if Multiple Representations is used correctly. The study further found out that when
Multiple Representations is used improperly it limits deeper understanding by
learners. A number of recommendations were made out of the findings of the study.
Some of them were that multiple representations should be used when teaching
vectors and that subject advisers and teachers should be developed on the proper
use of multiple representations. The Physical Sciences textbooks must be designed
to accommodate Multiple Representations.
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Silas, Fenni. "Understanding Grade 10 Life Sciences teachers’ perceptions and experiences of teaching topics on human reproduction." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020305.
Full textAbstract:
This study was conducted in order to understand Grade 10 Life Science teachers’ perceptions and experiences of teaching human reproduction topics in the Ohangwena political region in the northern part of Namibia. It also explored how the culture of the majority of the inhabitants of Ohangwena region who are Oshiwambo speaking impacts the teaching of human reproduction topics. The study was prompted by the fact that the Grade 10 Life Science syllabus requires learners to learn details of human reproduction although in Oshiwambo culture such things are not discussed openly. And this section has proven to be one of the poorly answered sections in the Grade 10 national examinations. A total of thirty five (35) Grade 10 Life Science teachers participated in this study. It is a qualitative case study underpinned by an interpretive paradigm. The unit of analysis for this study was teachers’ perceptions and experiences of teaching the topic of human reproduction. Data were generated through document analysis, questionnaires and tape recorded semi-structured interviews. Such data were analysed inductively by sorting them into categories and then into emerging themes. Categories included teachers’ views and experiences of being taught and teaching human reproduction, how culture influenced the manner in which teaching and learning of human reproduction takes place as stated in the socio-cultural theory, and how teachers of different gender perceived and experienced the teaching of human reproduction according to the feminist standpoint theory. The emerging themes were colour coded and then developed into analytical statements. Data triangulation, member checking, and follow up interviews ensured data validity and trustworthiness. This study revealed that the cultural belief of the Owambo people that prohibits adults to talk to children about things related to sex because it encourages them to practice sex is still strong among individuals in the community including teachers themselves. As a result, teachers are not comfortable with teaching human reproduction topics. From the findings, it is recommended that teachers should be empowered to teach Life Science, specifically human reproduction topics, with confidence. Furthermore, parents should be made aware of the importance of including human reproduction topics in the school curriculum so that they can motivate their children to study it with an open mind.
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Schreuder, Glynis Rholeen. "The role of economic and management sciences (EMS) in preparing learners for accounting in grade 10." Thesis, Cape Peninsula University of Technology, 2009. http://hdl.handle.net/20.500.11838/1864.
Full textAbstract:
Thesis (MTech (Education))--Cape Peninsula University of Technology, 2009.<br>The thesis explores the role that the learning area, EMS, plays in preparing learners for
Accounting in grade 10.
EMS in grade 9 includes accounting related assessment standards upon which the grade 10
Accounting curriculum builds. The grade 10 Accounting curriculum is based on the
assumption that learners have mastered the related content in grade 9. The effective
implementation of EMS in grade 9 is therefore important for the teaching and learning of
Accounting in grade 10. The main objective of the study was to determine to what extent the
accounting related assessment standards were taught and to engage with the key factors
that impact on the effective delivery of the accounting focus in EMS.
A sample of five schools within a specific geographical area in the Western Cape was
identified. The study used multiple data collection methods in order to increase the validity of
the results, namely, a learner assessment, interviews and document analysis. The planning
and assessment documents of EMS teachers as well as the assessment tasks of the EMS
learners were analysed to ascertain how teachers planned to teach and assess the learning
area, particularly the accounting focus within EMS.
The conclusions were drawn against the policy-practice theoretical framework. The study
revealed a gap between EMS policy and EMS practice. There was very limited exposure to
the accounting related assessment standards in EMS. This could be attributed to a number
of factors including teacher qualifications and training, lack of support, policy shortcomings,
absent guidelines, etc. There was a disjuncture between what teachers believed and what
they were translating into practice. Even though all the teachers enjoyed teaching Accounting
and most of them believed in the importance of this discipline in preparing learners for the
Further Education and Training Band and their personal lives, they were not teaching it
effectively.
Recommendations have been made in terms of the learning area policy, professional
development and support for teachers and learners. Even though the study was limited to
five schools in a particular geographical area, its findings may be applicable to many South
African schools where EMS teachers face the same policy, teacher and learner challenges or
shortcomings.
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Magano, Florence Lesedi. "A review of strategies to address the shortage of Science and Mathematics educators in grades 10-12." Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/43155.
Full textAbstract:
For an education system to function effectively it is important that its planning
functions are executed effectively and efficiently. Among others this implies that the
system must know what the teacher supply and demand is and how it will change in
time. If the teacher supply and demand is known it could result in sound intervention
strategies being developed and implemented. Education planners will be able to plan
for the number of bursaries to be awarded and in which subject fields; it will be known
how many foreign teachers to employ and for which subjects. This is the basic
rationale that underpins this study. This study explored the problem of teacher
demand and supply in the Further Education and Training (FET) phase
(Grades 10 to 12) in South Africa and offers a critical analysis of strategies adopted
by Provincial Education Departments in an endeavour to diminish the demand for
teachers, specifically for Mathematics and Science, in rural and poor schools.
Initially the study involved a secondary data analysis to extrapolate the demand and
supply of teachers in Mathematics and Science over the next ten years. The first key
finding of the study was that the data needed for such an analysis does not exist in
any reliable form that would facilitate the development of such a projection. What the
study had to rely on was anecdotal evidence that suggests that a shortage of
Mathematics and Science teachers does exist and that posts are often filled by
unqualified and under-qualified staff.
In the second phase of the research in which the study explored the effectiveness of
strategies developed to address the shortage of Mathematics and Science teachers,
a qualitative research approach was adopted within a descriptive interpretive design.
The views and opinions of human resource managers responsible for post
provisioning in schools were explored through in-depth interviews to understand the
types of strategy adopted by the provinces, their potential to alleviate the problem of
Mathematics and Science teacher shortage in Grades 10 to 12, their success,
challenges and factors internal to the Department of Education that may deter
Provincial Education Departments from achieving their objectives. The findings revealed that Provincial Education Departments (PEDs) do take heed of
strategies developed by the national Department of Basic Education (DBE). However
implementation is far removed from the original intention and no significant impact
results. Although the reasons are not always obvious from this study, a few important
aspects did emerge. First, the strategy developed may not be popular with a
particular province - employing foreign teachers is a case in point. Secondly, focusing
on just a number of schools to improve their results (e.g. as with the Dinaledi schools)
may meet with resistance from educators and teachers’ unions. Thirdly, creating
bursaries for initial teacher education in certain key areas can only be successful if
the number of teachers in need is known. Finally, even the best strategies are
doomed if post provisioning and appointment of staff are dealt with by different
stakeholders.
Based on the findings, it is recommended that both the DBE and PEDs ensure that
quality education management information is collected and maintained. Information
that is reliable and accurate will inform planning and key decisions to ensure that the
supply of teachers is based on a specific need. As such, deficiencies in skills that are
in short supply such as Science and Mathematics can be averted and better
opportunities can be created for new teacher graduates. While an improved
performance of learners in these subjects is requisite for related study fields at
universities, the Dinaledi schools must be adequately supported and such a model
applied to other schools. The employment of foreign teachers on short-term contracts
does not create stability in schools, therefore, their employment must be
standardised.
Significantly, retention in rural and poor schools is a problem since they struggle to
attract quality teachers; for that reason teacher incentives are indispensable. Making
a declaration for unqualified and under-qualified teachers to acquire professional
teaching qualifications and subsequently discontinue such appointments, will raise
the standard of teaching and learning in schools. Rather, databases of unemployed
qualified teachers could be maintained and such information made accessible to
school principals. In the absence of reliable data that can indicate teacher
qualification and specialisation versus subject taught, the extent to which
Mathematics and Science are taught by unqualified and under-qualified teachers as well as out-of-specialisation teaching, is not known. However, poor pass rates in
these subjects at the exit point of the schooling system (Grade 12) attest to the lack
of appropriately skilled teacher workforce. Therefore, if Mathematics and Science
specialisation is required, then strategies being implemented by the DBE and PEDs
must have a clear purpose to address this shortage.<br>Thesis (PhD)--University of Pretoria, 2014.<br>lk2014<br>Education Management and Policy Studies<br>PhD<br>Unrestricted
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Mngonyama, Nomawethu Thelma. "Comparing the teaching and learning of Ohm's law in Grade 10 Physical Sciences in resourced and underresourced schools." University of the Western Cape, 2018. http://hdl.handle.net/11394/5933.
Full textAbstract:
Magister Educationis - MEd (Mathematics and Science Education)<br>The research study was conducted in two rural schools in the same district that served as the sample .One school is a well- resourced Dinaledi school and the other one is an under- resourced school. According to the National Diagnostic reports of the last few years, the performance of learners in the National Senior Certificate examination in Physical Sciences was poor especially in those questions that require learners' higher order thinking skills. It appeared that educators found it difficult to teach some of the topics that were based on practical work because the majority of the rural schools were underresourced. Due to the disparities and poor performance in the achievement of learners in the districts, the researcher decided to conduct this research study in an attempt to compare the teaching and learning of Ohm's law in Physical Sciences in resourced and under-resourced schools in the district. The theoretical framework that underpins this research is constructivism, as the focus is on constructing meaning and knowledge gained by the learners using apparatus such as electric circuit boards. Two classes of Grade 10 learners, one each from a resourced school and under-resourced school, were selected purposively. The classes were observed whilst being taught Ohm's law. All the learners wrote the same test and their performance was compared. The two Physical Sciences educators who taught the classes were interviewed after the lessons. The study found that in the resourced school learners were exposed to hands-on activities as part of a practical-oriented class. Their interaction with the apparatus while learning about Ohm's law put them in a much better position to answer questions, especially higher order questions. On the other hand in the under-resourced school learners were exposed to a theoretical-based teaching method which placed them at a severe disadvantage in answering questions during assessments. This study has implications for fellow science teachers, curriculum advisors and other education department officials as it describes actual practices of educators in two schools and examines the influence that resources have on learners' performances.
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Sibam, Zanoxolo. "An Investigation into time allocation in the curriculum and assessment policy statements (CAPS) for grade 10 physical sciences." University of the Western Cape, 2018. http://hdl.handle.net/11394/5984.
Full textAbstract:
Magister Educationis - MEd (Mathematics and Science Education)<br>This study investigated the suitability of the prescribed and recommended time allocations for Physical Science in Grade 10 CAPS curriculum. More specifically, the study explored how different teachers in the rural part of a district in the Eastern Cape utilized the prescribed and recommended time allocations to cover certain topics in Physical Sciences in Grade 10. Since the introduction of CAPS, many physical science teachers complain that the prescribed and recommended time allocation have not afforded the teachers enough flexibility to explore different teaching strategies, especially for teachers in the rural district in the Eastern Cape. The aim of the study was to investigate how the teachers are able to adhere to the prescribed and recommended time allocation and the extent to which the prescribed and recommended time allocations allow for the application of different teaching strategies recommended by the Department of Basic Education. The study is underpinned by the reflective theory, pedagogical content knowledge and curriculum reform theory.
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Bridges, Cynthia Denise. "Experiences Teaching Stoichiometry to Students in Grades 10 and 11." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/291.
Full textAbstract:
Many students have problems learning stoichiometry, a complex mathematical chemistry concept used to determine how much product will be produced or formed from a given quantity of reactants. The problem addressed in this study was teachers' lack of understanding of how to teach stoichiometry in a Midwestern urban school district. The conceptual framework of the study was based upon constructivist theory. A qualitative narrative approach was used to obtain the perceptions of 5 high school chemistry instructors related to their experiences, successful or unsuccessful, in teaching stoichiometry to students in Grades 10 and 11. Data were gathered through face-to-face interviews, which were analyzed via an inductive approach to reveal 6 themes: a difficult subject to teach, presentation of stoichiometry, relevancy, students' reactions, barriers, and gender differences. Findings suggested the need for teachers to be knowledgeable, creative, and resourceful in their subject areas to help their students to learn stoichiometry. Findings also revealed the need for teachers to adapt their instructional strategies and modes of delivery to reflect their students' individual learning styles. Understanding how the participating teachers explained stoichiometry to their students might help other chemistry teachers to examine and adapt their own instructional styles and delivery methods of the concept. This understanding might, in term, help to improve student achievement in stoichiometry in particular and chemistry in general.
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Songqwaru, Nonyameko Zintle. "Supporting environment and sustainability knowledge in the grade 10 life sciences curriculum and assessment policy context : a case study of the Fundisa for Change teacher education and development programme pilot project." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006842.
Full textAbstract:
In the context of yet another curriculum revision in South Africa, this study investigates how teachers can be supported to meet the environmental discourse requirements as outlined in the revised curriculum in the Life Sciences. The study takes place in the context of a National Case Study which has resulted in a development of a national network, curriculum framework and resources for teacher education, with specific focus on the integration of environment and sustainability in the South African teacher education system. The study intends to provide insights into what constitutes adequate professional support and assistance to teachers that enables them to understand and work with the environment and sustainability content knowledge requirements of the Life Sciences Curriculum and Assessment Policy Statement (CAPS). The study seeks to inform future curriculum implementation decisions and teacher education programmes. The study is designed as a qualitative case study inquiry that has used open-ended, individual and focus group interviews, direct field observation and document analysis to generate data. The study revealed that: * Teachers developed confidence from an in-depth analysis of the CAPS curriculum. * Teachers have content gaps in environment and sustainability knowledge and these can be addressed through professional development that emphasises rich subject knowledge. * Teachers are not familiar with teaching methods that can be used to teach environmental and sustainability content knowledge. * Teachers struggle to see the relationship between teaching and assessing. * Teachers do not have enough and adequate resources for teaching and learning. * Training given to teachers should be interactive to enable them to recontextualise training received in their work places. * Teacher training should go beyond content knowledge that teachers have to teach, but should also consider how teachers can teach and assess that knowledge. * It is important to have a strong framing for selection and sequencing of content knowledge and a relatively weak framing for pacing and hierarchical rules in teacher training workshops. * Professional development has the potential to lead to whole school development. The study recommends that: ** Recontextualisation should be grounded on interpreting the policy requirements ** Teacher pre- and in-service training should focus on developing teachers’ understanding of the foundational knowledge in the Life Sciences ** The links between Life Sciences pedagogy and environmental pedagogy should be made explicit. ** Good quality resources should be provided for teachers and they should be supported to use these appropriately. ** Teachers’ academic literacy needs to be developed. Further recommendations: * Further studies should be conducted that would look at how teachers can be supported to work with environment and sustainability content knowledge within other subjects or other content areas of Life Sciences. This could provide some insights in terms of looking at the patterns, similarities or differences between different cases. It would be valuable to trace the teachers who participated in this pilot to observe how they recontextualise the training in their classroom practices. There is no point in attending a course or training if it will not impact one’s practice. Some insights into classroom practices were gained through reflective interviews from the teachers who had taught the biodiversity content, but this was not observed in practice.
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Nezri, Emmanuel. "Neutrinos et Cosmologie dans les modèles de Grande Unification : Détection de matière noire supersymétrique, Oscillations et Leptogénèse dans SO(10)." Phd thesis, Clermont-Ferrand 2, 2002. http://www.theses.fr/2002CLF21387.
Full textAbstract:
Deux problématiques de la cosmologie sont abordées : la matière noire et l'asymétrie baryonique de l'Univers. Dans le cadre du MSSM, le neutralino est le meilleur candidat de la matière noire froide. Le potentiel de détection indirecte du neutralino par Antares et les télescopes à neutrinos est étudié dans les modèles de Grande Unification et comparé avec les expériences de détection directe. La détection de neutrinos issus de l'annihilation de neutralinos au centre de la Terre dans ces modèles s'avère hors de portée. Dans le cas universel, les modèles où le neutralino comporte une composante higgsino dominante sont très intéressants pour les flux en provenance du Soleil. En relachant les relations d'universalité dans le secteur des jauginos, notamment en diminuant M3(barre veticale)GUT, on obtient des régions de densités reliques intéressantes bien plus vastes que dans le cas universel et une forte augmentation des taux de détection de plusieurs ordres de grandeur. Concernant le calcul de l'asymétrie baryonique, la leptogénèse par désintégration de neutrinos droits lourds de Majorana est créditée de fortes potentialités. Ces neutrinos droits sont aussi, par le mécanisme de see-saw, le moyen le plus séduisant pour rendre compte des masses des neutrinos. Nous avons fixé le secteur de Dirac des neutrinos à celui des quarks up par les relations simples inspirées du groupe de Grande Unification SO(10). Nous avons alors mis en évidence l'importance du paramètre le moins contraint expérimentalement Ue3 pour maximer l'asymétrie. Malgré cet ajustement, il n'est pas possible dans de modèle de faire concorder les données expérimentales des oscillations avec l'asymétrie baryonique requise par la nucléosynthèse primordiale
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Fornari, Maria. "La questione adriatica sui quotidiani in lingua italiana e in lingua serba alla vigilia della grande guerra." Doctoral thesis, Università degli studi di Trieste, 2013. http://hdl.handle.net/10077/8595.
Full textAbstract:
2011/2012<br>L’obiettivo di questo lavoro di ricerca è operare un confronto tra le posizioni assunte dall’Italia e dalla Serbia in merito alla questione adriatica nei mesi che intercorrono tra l’eccidio di Sarajevo del 28 giugno 1914 e la dichiarazione di entrata in guerra dell’Italia del 24 maggio 1915.
Le due nazioni erano state unite, nel corso del XIX secolo, dal comune desiderio di veder affermato il principio di nazionalità contro l’egemonia degli Imperi asburgico e ottomano. Questo legame si era concretizzato in una fitta rete di scambi culturali, ideologici e politici che aveva dato vita a un sentimento di reciproca stima e solidarietà tra i due popoli.
Con l’inizio del conflitto, però, l’Italia e la Serbia vengono poste di fronte alla concreta possibilità che, con la dissoluzione dell’Impero austro-ungarico, oltre a una serie di trasformazioni a livello europeo, si venga anche a delineare una nuova mappa dei confini adriatici, tracciati secondo il criterio dell’autodeterminazione dei popoli. Di conseguenza, i territori dell’area adriatica nord-orientale, connotati da un carattere multietnico e multinazionale, si trovano al centro delle rivendicazioni di diversi Stati, tra cui spiccano l’Italia e la Serbia, entrambe decise ad affermare il diritto a estendere il proprio dominio su quelle terre secondo il principio di nazionalità. In questa prospettiva, è evidente che il rapporto quasi idilliaco che si era instaurato tra le due nazioni è destinato a cambiare la propria fisionomia.
La presente ricerca intende presentare, attraverso una sorta di “istantanea”, questa trasformazione mediante un’analisi condotta su una serie di articoli apparsi, nel periodo di tempo preso in considerazione, su quattro giornali quotidiani. Si tratta del «Corriere della Sera», del «Politika» di Belgrado, del «Piccolo» di Trieste e del «Corriere delle Puglie» di Bari. Lo spoglio degli articoli del «Piccolo» viene affiancato anche dall’esame di alcuni testi tratti dal «Lavoratore», l’organo del partito socialista triestino.
La tesi è composta da quattro capitoli, uno per ogni quotidiano, in modo tale da presentare in maniera parallela le diverse analisi ad essi dedicate. Ogni capitolo è idealmente suddiviso in due sezioni: cappello introduttivo e indagine sugli articoli.
Il cappello introduttivo è volto a chiarire l’atteggiamento degli intellettuali e dei politici rispetto alla spartizione delle terre adriatiche nel contesto di riferimento e a ricordare in maniera sintetica l’origine e la storia della testata presa in esame.
La riflessione sugli scritti giornalistici, condotta in ordine cronologico, viene presentata mediante ampie citazioni degli stessi, al fine di consentire un confronto immediato tra le ipotesi e le osservazioni che vengono proposte e la realtà dei testi effettivamente pubblicati.
Ogni capitolo è chiuso da una breve conclusione in cui si cerca di individuare un ipotetico “punto della situazione” derivante dall’esame degli articoli.
È presente, inoltre, un’appendice in cui vengono elencati i titoli di tutti gli articoli dei quotidiani a cui fa riferimento questo studio.<br>XXIV Ciclo<br>1980
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Lippold, Walter Günther Rodrigues. "A África no curso de licenciatura em história da Universidade Federal do Rio Grande do Sul : possibilidades de efetivação da Lei 11.645/2008 e da Lei 10.639/2003 : um estudo de caso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/14838.
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Cette recherche est née des inquiétudes déclenchées à partir d’une pratique éducationnelle anti-raciste, à travers laquelle j’ai été amené à problématiser l’actuelle formation de professeurs d’Histoire et l’Enseignement de l’Histoire de l’Afrique à l’Université Fédérale de Rio Grande do Sul – UFRGS – pénétrant dans la Loi 10.639/2003 – dans l’enseignement obligatoire de l’Histoire Africaine qui émane de ces Lois et de l’Arrêt 003/2004 du Conseil Nacional d’Education. J’ai aussi étudié la nouvelle Loi 11.645/2008 qui a modifié quelques aspects de la Loi 10.639/2003. J’ai eu pour but, en ce sens, de connaître et de saisir les possibilités produites par la pratique sociale et éducationnelle des étudiants et des professeurs de la Formation en Histoire de la UFRGS, à travers lesquelles se sont produites leurs représentations sociales. À travers l’Etude de Cas, en tant que méthodologie de recherche, en me servant d’interviews demi-structurés, de l’observation demi-dirigée en classe et dans des activités liées à l’Enseignement et à l’Histoire Africaine, de l’analyse de la documentation légale pertinente et du soutien theórico-méthodológique, fondé sur la pensée de Marx, Lukács et Frantz Fanon, je considère que les possibilités de rendre effectif l’enseignement de l’Histoire de l’Afrique à la UFRGS moyennant la Loi 10.639/2003 et la Loi 11.645/2008 restent encore formelles, liées à des aspects contingents et à des actions individuelles. Cependant, les contradictions qui régissent les rapports éducatifs et formatifs des professeurs et des étudiants de la Licence en Histoire de la UFRGS créent les conditions nécessaires à l’objectivation même des pratiques éducationnelles émanées des principes de la Loi, surpassant le cursus à nuances eurocentriques, basé sur le quadripartisme français et qui impute le caractère optionnel/facultatif à l’enseignement de l’Histoire de l’Afrique. Celui-ci s’est développé, mais n’est pas encore structuré. Les représentations sociales des sujets interviewés se sont montrées conflictuelles, car à la fois elles observaient le développement de l’interêt de quelques étudiants concernant la question qui se trouve maintenant renforcé par l’approbation de l’entrée par cotes éthnico-raciales, et manifestaient la méconnaissance de la loi 10.639/2003 par la plupart des étudiants. Les fondements eurocentriques du cursus se manifestent encore dans le processus de formation de professeurs. En ce sens, en suivant la onzième thèse Ad Feuerbach de Marx, en plus d’interpréter et de comprendre le phénomène, je construis des propositions d’effective-action de l’enseignement de l’Histoire de l’Afrique qui ne soient pas uniquement une insertion mécanique de contenus dans l’actuel cursus, mais la construction d’une transversalité de ce sujet, reconnaissant et faisant valoir la contribution fondamentale de la cosmovision africaine au Brésil.<br>A presente pesquisa surgiu das inquietações catalisadas a partir de uma prática educacional anti-racista, através da qual fui levado a problematizar a atual formação de professores de História e o Ensino de História da África na Universidade Federal do Rio Grande do Sul – UFRGS – adentrando na Lei 10.639/2003 - na obrigatoriedade do ensino de História Africana que emana dessa Lei e do Parecer 003/2004 do Conselho Nacional de Educação. Estudei também a nova Lei 11.645/2008 que modificou alguns aspectos da Lei 10.639/2003. Almejo conhecer e apreender as possibilidades produzidas pela prática social e educativa dos estudantes e professores do Curso de História da UFRGS, através das quais se produziram suas representações sociais. Através do Estudo de Caso, enquanto metodologia de pesquisa, valendo-se de entrevistas semi-estruturadas, da observação semi-dirigida em sala de aula e em eventos ligados ao Ensino e História Africana, da análise da documentação legal afim e do apoio teórico-metodológico, fundamentado no pensamento de Marx, Lukács e Frantz Fanon, considero que as possibilidades de efetivação do ensino de História da África na UFRGS através da Lei 10.639/2003 e da Lei 11.645/2008 ainda são formais, ligadas a aspectos contingenciais e a ações individualizadas. Entretanto, as contradições que movem as relações educativas e formativas dos professores e estudantes do Curso de Licenciatura em História da UFRGS criam as condições necessárias para a própria objetivação das práticas educativas emanadas dos princípios da Lei, superando o currículo com matizes eurocêntricas, baseado no quadripartismo francês e que imputa o caráter opcional/eletivo ao ensino da história da África. O ensino de História africana se desenvolveu, mas ainda não está estruturado. As representações sociais dos sujeitos entrevistados se mostraram conflitantes, pois, ao mesmo tempo, que observavam o desenvolvimento do interesse de alguns estudantes quanto ao tema, que agora é reforçado pela aprovação do ingresso via cotas étnico-raciais, também levavam em conta o desconhecimento da lei 10.639/2003 pela maioria dos estudantes. Os fundamentos eurocêntricos do currículo ainda se manifestam no processo de formação de professores. Neste sentido, seguindo a décima primeira tese Ad Feuerbach de Marx, além de interpretar e compreender o fenônemo, construí propostas de efetiva-ação do ensino de História da África que não sejam apenas uma inserção mecânica de conteúdos no atual currículo, mas a construção de uma transversalidade deste tema, que reconheça e valorize a contribuição fundamental da cosmovisão africana no Brasil.
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BAGNASCO, DIEGO. "Mepolizumab in severe asthma: evidence in real-life." Doctoral thesis, Università degli studi di Genova, 2020. http://hdl.handle.net/11567/1010161.
Full textAbstract:
Introduzione
L'asma è una delle malattie respiratorie croniche tra le più comuni in tutto il mondo. Si stima che una percentuale di pazienti tra i 5 e i 10% sia affetta da una forma di asma grave, spesso non completamente controllata dalla terapia inalatoria, ma solo da una aggiunta cronica o da al bisogno di corticosteroidi sistemici. Nel corso degli anni sono stati sviluppati diversi farmaci biologici per ridurre l'uso di corticosteroidi sistemici e i loro effetti avversi a lungo termine. Uno di questi, il mepolizumab, è attivo sulla citochina IL-5, che è responsabile della maturazione, dello sviluppo e della produzione di eosinofili, a lungo studiati ed individuati come possibili responsabili di diverse forme di questa malattia.
Obiettivo
In primo luogo abbiamo voluto analizzare le caratteristiche di base dei pazienti trattati nella vita reale e di quelli arruolati in studi clinici randomizzati di mepolizumab, al fine di verificare la possibile presenza di differenze. Successivamente siamo andati a valutare gli effetti reali di un farmaco anti IL-5 (mepolizumab) sull'efficacia nel ridurre l'esacerbazione dell'asma, l'assunzione di steroidi e migliorare la funzione polmonare. In secondo luogo è stato anche valutato il profilo di sicurezza del mepoluzumab, i possibili effetti collaterali legati al passaggio ad esso partendo da altri farmaci biologici, la gestione dei costi di questo tipo di terapia e la ricerca di possibili marcatori di risposta predittivi.
Materiali
Sono stati effettuati diversi studi retrospettivi multicentrici al fine di ottenere i dati necessari per sviluppare le analisi necessarie per gli obiettivi prefissati.
Risultati
Il farmaco si è dimostrato efficace negli studi clinici come nella vita reale, ma con alcune differenze soprattutto nel tipo di paziente che viene trattato nella realtà rispetto a quello degli studi clinici. Anche il profilo di sicurezza si è dimostrato molto promettente. Un'analisi del costo del farmaco ha dimostrato che l'introduzione del mepolizumab nella terapia sebbene abbia un peso nel computo totale della spesa di ogni paziente trattato con questo farmaco, la spesa stessa può ridursi prospetticamente con una progressiva diminuzione dell'incidenza di eventi avversi da terapia corticosteroide cronica.
Conclusioni
In conclusione, il mepolizumab è apparso un farmaco promettente nel controllo dell'asma grave nei pazienti trattati nella vita reale, nonostante alcune differenze di base tra i soggetti arruolati negli studi clinici. Il profilo di sicurezza è rimasto promettente anche in coloro che hanno dovuto sostituire un altro biologico con mepolizumab. L'aspetto farmaco-economico è stato particolarmente interessante, infatti, nonostante il mepolizumab aumenti la spesa per paziente, in un solo anno, senza contare i possibili effetti di risparmio a lungo termine, il farmaco si è dimostrato in grado di autofinanziarsi per circa il 25% della spesa totale.<br>Introduction
Asthma is worldwide one of the most common chronic respiratory disease. It is estimated that a percentage of patients between 5 and 10% is affected by a severe form of asthma, often not fully controlled by inhaled therapy, but only to chronic or courses of systemic corticosteroid. Over the years, several biological drugs have been developed in order to reduce the use of systemic corticosteroids and their long-term adverse effects. One of these, mepolizumab, is active on cytokine IL-5, which is responsible for the maturation, development and production of eosinophils, for a long time studied as possible responsible of several form of this disease.
Objective
Firstly we would analyse the baseline characteristics of patients treated in real life and the one enrolled on mepolizumab's randomized clinical trials. Subsequently we went to evaluate the real-life effects of an anti IL-5 drug (mepolizumab) on efficacy of reduce asthma exacerbation, steroid intake and improve lung function. Secondarily has been also evaluate safety profile of mepoluzumab, its effect in the switch between one biological and another, the cost management of this type of therapy and the search for possible predictive response markers.
Materials
Several multicentre retrospective studies have been carried out in order to obtain the data needed to develop the analyses required for the objectives set.
Results
The drug has proven to be as effective in clinical trials as it is in real life, but with some differences especially in the type of patient being treated in reality compared to clinical trials one. The safety profile has also proven to be very safe. An analysis of the cost of the drug has shown that the introduction of mepolizumab in therapy can have an impact on the increase in expenditure in the first year, an expenditure that is reduced prospectively with a progressive reduction in the incidence of adverse events from chronic corticosteroid therapy.
Conclusion
In conclusion, mepolizumab appeared to be a promising drug in the control of severe asthma in patients treated in real life, despite some baseline differences between subjects enrolled in clinical trials. The safety profile also remained promising in those who had to replace another biological with mepolizumab. The pharmaco-economic aspect was particularly interesting, in fact, despite the fact that mepolizumab increases expenditure per patient, in just one year, not counting the possible long-term savings effects, the drug proved to be able to finance itself for about 25% of total expenditure.
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Gray, Wesley Barclay. "Apprenticing learners in the context of the Grade 10 physical science classroom /." 2006. http://eprints.ru.ac.za/914/.
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Nyanhi, Musekiwa Gift. "Grade 10 physical science students' reasoning about basic chemical phenomena at submicroscopic level." Thesis, 2013. http://hdl.handle.net/10500/14145.
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The study investigated South African Grade 10 Physical science learners’ reasoning about basic chemical phenomena at sub-microscopic level. The study adopted a non-experimental, exploratory and descriptive method and was principally guided by the ex-post facto research design using a concurrent embedded strategy of mixed qualitative and qualitative approach. A total of 280 grade 10 physical science learners in their intact classes and six of their teachers participated in the study. The 280 physical science learners comprised of 100 students from two top performing schools, 100 learners from two middle performing schools and the last 80 learners were drawn from two poor performing schools in Gauteng Department of Education’s Tshwane North District.
A two-tier multiple-choice paper and pencil Test of Basic Chemistry Knowledge (TBCK) based on the three levels of chemical representation of matter was administered to the 280 physical science learners in their Grade 11 first term to collect both quantitative and qualitative data. In addition to the TBCK, focus group discussions (FGDs) with learners, teacher interviews and document analysis were used to triangulate data.
The results revealed that most Grade 10 learners find it easy to identify pure elements and the solid state but find it difficult to negotiate between the three levels (macroscopic, sub-microscopic and symbolic) of chemical representation of matter. It became clear that learners experienced more difficulties in the concepts of basic solutions, acidic solutions, concentration and ionic compounds in solution. It also became apparent that some learners could not tell differences between a diatomic element and a compound indicating conceptual problems when they reason at particle level, and as a result they could not identify a mixture of elements. The results also indicated that the concepts of pure compounds and mixtures of compounds were not easy to comprehend as most learners took a pure compound for a mixture of atoms and a mixture of compounds for a mixture of elements. It is therefore concluded that learners find it difficult negotiating the three levels of chemical representation of matter. However, it is not clear whether the misconceptions the learners showed could be completely attributable to the concepts involved or the nature of the sub-microscopic models that were used in the test as it was also revealed that most teachers were not using sub-microscopic representations during instruction to enable learners to think at particle level. Furthermore, justifications to the multiple-choice tasks revealed lack of understanding of basic chemical concepts as well as language problems amongst learners as they could not clearly express their reasoning. Based on the results, some recommendations to educators, chemistry curriculum planners, teacher education and the chemistry education research field are suggested.<br>Science and Technology Education<br>D. Phil. ((Philosophy in Mathematics, Science and Technology Education)
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Zulu, Sphamandla Innocent. "Exploring Grade 10 rural physical science teachers’ perceptions and usage of everyday words in Acornhoek science classrooms, Mpumalanga Province." Thesis, 2018. https://hdl.handle.net/10539/26487.
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A dissertation submitted to the Faculty of Humanities, University of the Witwatersrand in fulfilment of the requirement for the degree of Master of Education by Research Report, Johannesburg 2018<br>Science is a specialized language on its own and literature has revealed that science learners face conceptual challenges when learning about science concepts and words which are used in both everyday and science classroom with different meanings according to context of use. Science as a language is composed of scientific concepts (technical words) and ordinary words (non-technical words), of which the latter is the focus of this study because of its importance in ensuring sound comprehension of the technical words for effective teaching and learning of science. As such, teachers also need to mediate the non-technical words, especially Everyday Words when used in Science (EWS) classroom context, because they serve as conveyor belts of meanings inside the classroom and if explicitly mediated it can help enhance the teaching and learning of science.
The purpose of this study was to explore Grade 10 rural physical science teachers‘ perceptions and usage of everyday words in science context during teaching. The study also sought to understand teachers‘ level of awareness with EWS difficulties in learning science, while it also critically analysed factors shaping physical science teachers‘ perceptions and usage of EWS. To unearth rural teachers‘ language practices, this study used a case study design and qualitative research approach drawing from Vygotsky‘s concept of mediation, Scott, Mortimer and Ametler‘s concept of pedagogical link-making; and Mortimer and Scott‘s concept of social language of science as conceptual framework. Research data was collected through ten classroom observations of Grade 10 physical science lessons and individual interviews with the participant teachers from rural settings of Acornhoek, Mpumalanga Province.
The main findings of this study illustrates that greater percentage of classroom talk was teacher talk. In their talk, teachers were explicit in explaining the technical words while either ignoring or implicitly addressing the non-technical words, especially EWS. Additionally, teachers‘ perceptions of the value of addressing non-technical words in their teaching varied. The study also established that the teachers‘ language practices were to some extent influenced by the rural contextual social realities, teacher content knowledge, teacher knowledge of EWS and the importance of science language, and other several personal and contextual constraints. The findings also shown that rural Acornhoek physical science teachers were not aware of the learners‘ difficulties instigated by the use of EWS, and more disturbingly is that some teachers also lack knowledge of the contextual meanings of EWS.
The paucity of physical science education research in rural schools has not been able to offer account of teachers‘ perceptions and usage of EWS during teaching in rural schools. Hence, this study as
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introductory for other science education researchers in researching teaching and learning physical science in rural schools, more specifically the understanding of STL, influence LOLT and the LOLTS. The findings of this study demonstrates that teachers are often oblivious of the functional value of EWS due to their negative perceptions hence their lack of explicit explanation of EWS when encountered during teaching and such practice is influenced by various factors. Therefore, this study recommends research intervention intending to equip teachers with skills in noting and dealing with language demands in their classrooms.<br>XL2019
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Sun, Cangjie. "Crowding the Curriculum?: Changes to grade 9 and 10 science in British Columbia, 1920-2014." Thesis, 2014. http://hdl.handle.net/1828/5617.
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In recent years, educators and academics have argued that science curricula have become increasingly crowded, rendering it almost impossible for teachers to address the multitude of learning outcomes mandated in any given document (e.g., Fortner, 2001; Hacker, 1997). Unfortunately, an analysis of the research literature has failed to substantiate this claim with empirical evidence. The purpose of this study was to examine changes of British Columbia’s Science 9 and 10 curricula between 1920 and 2014 to determine if curriculum expansion – as an important indicator of an overcrowded curriculum- has happened over time. Additionally, this study investigated the relationship between science curriculum changes and societal and educational values and priorities. The research questions guiding this study were: 1) Have the Science 9 and 10 curricula in British Columbia (BC) expanded over time? That is, has the scope, size and depth of science material to be addressed increased over time? 2) If so, what accounts for this increase over time? 3) If not, what accounts for the claims in the literature that science curricula are increasingly crowded? This study used content analysis to examine, in detail, grade 9 and 10 science curriculum guides issued by BC’s government between 1920 to 2014. Content under examination included program goals and rationale; instructional suggestions; topics; subject matter goals and learning outcomes. Supplementary historical documents (government directives, circulars, newspapers, memos, secondary sources) were also examined in order to situate curricula in appropriate social contexts. Results showed that the only constant attribute of the investigated BC grade 9 and 10 science curricula is change, which is characterized by expansion and continuous reconfiguration of content, persistent attempts to respond to social and educational needs, and constant oscillations between student-centered and subject-centered teaching approaches. This study also illustrates that the crowding of the science curriculum has as much to do with changing educational theories and ideologies as with scientific developments. This study is important in that it fills a significant gap in the research literature. It is the first to address the questions of how and why science curricula have expanded and become more complex over time. Finally, this study is timely in that British Columbia’s government has proposed sweeping changes to current curricula with a broad goal of better preparing learners for demands of the 21st century (BC Ministry of Education [BCMOE], 2012). More specifically, BC’s government has proposed to replace the vast number of curricular learning outcomes with fewer more broadly conceived competencies that would enable learners to probe more deeply into areas of personal interest (BCMOE, 2013). This study provides evidence that such a move would reverse a longstanding trend in the opposite direction.<br>Graduate
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Collen, Mkhomazi Khanghela. "Grade 10 Physical Science Learners’ Understanding and Application of Concepts of Evidence in Experimental Design." Thesis, 2006. http://hdl.handle.net/10539/1692.
Full textAbstract:
Student Number : 0107553H -
MSc research report -
School of Science Education -
Faculty of Science<br>One of the most important challenges of the secondary school science teacher is to help
learners to obtain, analyze and evaluate evidence using experimental and investigative
methods. The understanding and application of concepts of evidence play a central role in
setting up valid experiment and is usually ignored in the secondary school science
curriculum. Recognizing the significance and value of an understanding of evidence in
developing learners’ ability to carry out appropriate experimental work in science, the
question arises of learners’ understanding of ‘concepts of evidence’ in experimental
design. In this study the researcher endeavored to answer some of the questions
concerning learners’ understanding of evidence: What understanding do learners entering
the Further Education and Training (FET) band have of the concepts of validity in
experimental design? What is the effect of an intervention on their understanding of
concepts of validity? How well do learners show their ability to apply concepts of
evidence to an assessment task?
The study investigated the ability of a sample of grade 10 Physical Science learners, in
one Gauteng Province secondary school to use and understand the concepts of evidence
before and after an intervention, and their ability apply these ideas about evidence in an
assessment sheet task. First, a survey of learners’ understanding of the concepts of
validity was conducted using a written diagnostic test, consisting of three probes that had
been previously used to diagnose learners’ understanding of validity in experimental
design. Second, an evaluation of changes in such understanding due to a specific teaching
intervention was completed using the same diagnostic test. Finally, the 2004 Grade 9
Common Tasks for Assessment (CTA) investigation task was administered to the same
subjects in order to investigate whether or not their understanding of concepts of
evidence would be apparent in this CTA investigation task.
Several key findings emerged from the data. The major findings of this study were that
the sample investigated began the study with a level of understanding equal to a group of
Foundation University students tested in a previous study and that their understanding did
not change much during the intervention. In fact, analysis of the results from the probes
in the diagnostic test revealed that learners had little problem choosing the independent variable and controlling variables. However, the findings from the probes indicated that
the intervention did not seem to have had a major effect since the difference in the
number of responses between the pre-test and post- test was relatively small. Moreover,
the results also revealed that it was possible to analyze learners’ responses using the
existing model of learners’ understanding of validity, and that the majority of learners fell
into Level C in the model which refers to the application of previous understanding in a
new situation.
The results from the CTA investigation task revealed that learners’ understanding of
concepts of evidence could be demonstrated in new science context. In fact, the results
revealed that learners showed ability to apply their understanding of concepts of evidence
in experimental design to the assessment task. Moreover, the CTA results indicated that
the understanding of identifying variables, constructing graphs; describing the
relationship between variables in a graph; formulating the investigative questions were
the most applied concepts of evidence by learners. Finally, the results of this study
highlight the need for providing secondary science learners with opportunities to practice
and develop concepts of evidence. In the light of these findings it is recommended that
children need to be explicitly taught about the purpose of science investigations and
introduced to important ideas about evidence if their ability to perform investigation tasks
is to be improved.
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Msimanga, Audrey Sibanda. "Talking science in South African high schools : case studies of grade 10-12 classes in Soweto." Thesis, 2014.
Find full textAbstract:
Research has established a close link between talk and cognition; that talk is central to the meaning-making process and thus to learning science. However, the challenge is shifting teacher pedagogical practices to those that promote meaningful learner talk and mediate substantive engagement with science concepts. Research suggests that long-term school based teacher support programmes do bring about changes in teacher beliefs and classroom practices. My study was part of a five year project to investigate teaching strategies for the implementation of South Africa’s new science curriculum in Soweto high schools. Taking a socio-cultural perspective I sought to understand the use of science talk as a tool for teachers to mediate meaningful engagement with and understanding of high school science. I investigated teacher-learner interactions in three experienced teachers’ classrooms following their participation in the intervention programme. I wanted to understand how they used talk to create dialogic discourse and how meaning making was negotiated within this discourse. Taking a collaborative research approach I used case study methodology to collect and analyse observational data from each teachers’ lessons. Data analysis was informed by Mortimer and Scott’s model for analysing classroom interactions and Toulmin’s Argument Pattern (TAP). My findings indicated that classrooms had become interactive. Although teachers took up a largely authoritative stance there was tendency to a dialogic communicative approach. That is, while traditional IRE discourse persisted, there was significant evidence that teachers created dialogic discourse (eliciting and taking up learners’ ideas). Teachers both opened up and shut down talk, through evaluative and elaborative feedback, respectively. I observed the emergence of spontaneous argumentation in two teachers’ lessons. Argumentation differed from forms reported in literature in two significant ways. First, arguments were co-constructed by the teacher and learners and secondly, an unusual form of argumentation to make sense of conventional science concepts as opposed to the usual argumentation on socio-scientific issues as observed in local South African studies so far. Whereas most argumentation research has focused on the structure of arguments constructed by individual participants, I observed arguments co-constructed collaboratively by several participants. These findings have been published in a peer reviewed journal. A further, unrecorded finding for South Africa was engagement in talk within hybrid spaces, which are combinations of formal scientific ways of talking with context-based and culturally informed forms of talk. Lastly, science talk was enriched in these classrooms by linking it to other forms of engagement, such as reading, writing, practical activities and computer technology. This too has not been reported in South Africa. Some methodological findings emanating from my study included the positive effects of the model adopted by the Project on Implementation of Curriculum Change (ICC Project). The project employed a model of sustained on-site teacher support, systematic teacher-researcher collaboration, co-teaching and modelling of teaching strategies. I also discuss the implications of my findings for teacher professional development as well as for science teacher education in South Africa and further afield.
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"A psycho-educational programme for grade 10 learners to facilitate a positive experience of physical science." Thesis, 2008. http://hdl.handle.net/10210/1673.
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M.Ed.<br>The goal of this research study was to provide psycho-educational guidelines that will facilitate a positive experience of physical science for grade 10 learners. The stakeholders in this research study were grade 10 physical science learners and grade 10 physical science educators. A positive experience of physical science is important for various reasons. One reason is that there is a declining interest in learners pursuing scientific careers (Lepkowska, 1996:33). The main reason for this is that learners do not feel they are able to master the subject. They often do not understand what they are being taught in class and how it is applicable to their lives. Learners therefore experience a “love/hate” relationship with the subject – when they do well in the subject they like it and when they achieve poorly, they hate it. This complex relationship is often misunderstood by physical science educators. Educators often do not realise how they can change learners’ experience of the subject. It was one of the main aims of this research study to provide educators with practical guidelines on how to facilitate a positive experience of physical science. Three main themes were identified during the research: 1. Grade 10 learners’ experience of physical science is related to the psychosocial characteristics of the learner and his/her interaction with the environment. 2. Grade 10 learners’ experience of physical science is related to the method of instruction or the teaching method thereof in the classroom. 3. Grade 10 learners’ experience of physical science is related to the educators’ attitude, words and actions towards learners during the teaching of physical science.These three themes can be further substantiated by the following categories: • The feedback loop between the learners’ ability to understand physical science and their self-image in the presence of other learners. • Learners experience a love-hate relationship with physical science influenced by their ability to understand the subject. • Implementing practical activities such as experiments, practical assignments and attending science outings makes the subject more interesting, fun and able to understand. • Group activities in learning about physical science adds to the experience of it being fun and enable learners to learn more about others. • Physical science taught by relating its meaning in the learners "real life" is more interesting and easier to understand. • A context created where learners feel "comfortable with the teacher" promotes the approachability of the educator. • Disrespectful practices demonstrated by educators, lead to a negative experience of physical science. • Educators verbalising work pressure and showing stress related to the teaching of physical science increase the pressure and stress learners experience about the subject. Recommendations that could assist learners’ achievement in physical science should focus on facilitating a positive experience of the subject. It should takethe themes and categories of this study into consideration. Some important recommendations are: • Further research is required to find appropriate ways to enable educators and curriculum designers to successfully build systematic understanding of science through everyday knowledge and interests of learners. • The current physical science curriculum is national or universal but it should be locally defined. The curriculum should respond to local interests and needs. Science education will then be of immediate use to the learners and promote concept development that is more effective. It will also result in greater achievement of “critical outcomes” like problem solving, critical thinking, application of knowledge and teamwork. • Further research is needed to explain the negative correlation between learners’ attitude and perceptions towards physical science and their achievement in the subject. • The context of the physical science classroom has to be investigated to identify what the nature and style of teaching and activities are that engage learners in physical science. • More research is needed to examine instructional strategies in the classroom for improving all learners’ experience of physical science and achievement in science. The researcher experienced the research as very fulfilling and challenging. She realised that there are numerous possibilities within the physical science classroom where educators can influence their learners’ achievement.
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Malunguza, Julius. "An investigation of the challenges facing grade 10 science learners in sense-making of mechanics problems : a case study /." 2008. http://eprints.ru.ac.za/1609/.
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Bradley, Derek. "What effect does an after-school science, maths and English enhancement programme have on grade 10 to 12 students' learning of physical science?" Thesis, 2012. http://hdl.handle.net/10413/9626.
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The main purpose of this study was to determine whether a Physical Science intervention programme that has been running for three years at St John’s College for selected Grade 10-12 students from under-resourced schools in inner city Johannesburg, has had any impact on the final academic results of these selected students in the National Senior Certificate examination. There is little international or local research that deals with third world academic extension and enrichment programmes, particularly with respect to South Africa. A mixed methods case study on the programme was carried out. Numerical data was collected over a period of three years to be used to determine the effectiveness of the programme. Interviews with the participants and teachers on the programme were conducted and surveys were carried out with participants on the programme as well as students who were not on the programme from the three partner schools. The three instruments used in the research provided different forms of data which produced findings that were combined to look for common trends and understandings.
The data collected from the surveys, interviews and term scores were coded, captured organised, analysed and interpreted. Among the more significant findings were: (a) Not all of the participants on the programme showed academic improvement; (b) The overall academic improvement of the two groups researched was marginally better than their peers who were not part of the programme; (c) In the view of the participants, the intervention had a greater influence on their academic achievements than the actual findings from analysis of the numerical data indicated; (d) There are a number of factors that determine the success of the programme; (e) The self-motivation is an important determinant for success of individuals on the programme. These findings could assist current programme organisers and institutions that seek to introduce similar types of intervention programmes in the future.<br>Thesis (M.Ed.)--University of KwaZulu-Natal, Durban, 2012.
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Davis, Bridgit Helen. "Measuring the views of grade 10-12 Gauteng school learners on Chemistry practicals." Diss., 2004. http://hdl.handle.net/10500/997.
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The two-part Views on Chemistry Practicals (VOCP) instrument for measuring the views of grade 10 to 12 Physical Science students about the benefits and problems of Chemistry practicals was empirically developed and trialed using six schools in Gauteng. The summary part of the resultant VOCP instrument comprises 24 Likert items and the explanatory part comprises 24 multiple-choice items with 163 options, thus creating a unique current record of a wide range of students' views of chemistry practicals and providing teachers with a tool for improving chemistry practicals. The trial of the instrument with 230 students from three schools indicated that the summary part of the instrument is reliable (Cronbach alpha coefficient) and that a shortened explanatory part of the instrument is reliable (Chi squared values for 17 items with 98 options). The validity of the VOCP instrument was established through the empirical development of the instrument using triangulation of data.<br>Educational Studies<br>M.Ed. (Natural Science Education)
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Stephen, Magdeline Mmapaseka. "The role of Physical Science subject advisors in enhancing the quality of the teaching of Physical Science in the FET phase (grade 10-12)." Thesis, 2018. http://hdl.handle.net/10500/24831.
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Poor Physical Science performance in South African schools is due to ineffective Physical Science teaching. Quality Physical Science teaching stems from quality Physical Science subject advisory services. Traditionally interventions to raise teaching standards were done by inspectors who established if schools functioned according to set rules rather that supporting teaching staff. School inspection was considered a fault finding mission with punitive objectives; hence principals and teachers were negatively disposed to it. The Department of Basic Education since has re-interpreted intervention from checking compliance to support and development of school personnel. This task is allocated to units in district offices in provincial Departments of Education and district staff members’ responsibilities are linked to responsibilities of principals and teachers.
The subject advisory unit focuses on curriculum matters in each school subject; thus Physical Science subject advisors support Physical Science teachers with content, pedagogical content knowledge, assessment and Interventions for improved results. This study investigated the role of Physical Science subject advisors in enhancing the quality of Physical Science teaching. Requirements for employment of a subject advisor (qualifications, work experience, interest, attitude and competence), challenges and solutions were explored by a mixed method study.
A Physical Science provincial DCES, Physical Science subject advisors, principals, Physical Science teachers in four districts and four PLC support groups were purposefully sampled to explore perceptions of the subject advisor’s role in improving Physical Science teaching. Quantitative data collected by document analysis and questionnaires and qualitative data collected by individual and focus group interviews were analysed. Findings showed that the Physical Science subject advisors possessed minimum qualifications and experience; however, the school subject (Physics and Chemistry combined) does not match the specialization in tertiary institutions (divided into Physics and Chemistry). Thus, some subject advisors may major in one of two parts. Further, certain school content is not included in the university syllabus. This may limit advisors’ content knowledge, the core of content support in Physical Science. This influences support offered to Physical Science teachers and requires advisors’ professional development which is not currently offered by the Department of Basic Education. Recommendations based on the findings include immediate and long term solutions to improve effective subject advisory.<br>Curriculum and Instructional Studies<br>D. Ed. (Curriculum Studies)
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Shingenge, Mikal. "An evaluation of the teaching of evolution in selected grade 10 classrooms in Namibia." Diss., 2019. http://hdl.handle.net/10500/26879.
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The purpose of the study was to evaluate the teaching of evolution in selected grade 10 classrooms in Namibia. Some teachers from Oshikoto region in Onyaanya circuit have indicated the difficulties they have encountered when teaching the topic in Life Science of Namibian curriculum. Moreover, the teaching of evolution has a great practical value for student directly or indirectly, evolutionary biology has made many contributions to society. An understanding of evolution is essential in finding and using natural resources and it will be indispensable to establish sustainable relationship with the natural environment.
Specifically, this study examined a set of variables including teachers’ understanding of evolution. The data were collected from Life Science teachers through administration of evolution content knowledge. Qualitative case study approach was employed. The population comprised of three Life Science grade 10 teachers from three schools. Three teachers were selected by using a purposive sampling technique. The sampling technique was chosen because is relevant to the conceptual framework and the research questions addressed by the research.
The qualitative research was executed by applying the phenomenological method. Mason (2012) claims that: “qualitative research is used when the research wishes to understand meanings, beliefs and values”. The study was drawn from the theory of social constructivism theory by Vygotsky, 1978. According to Vygotsky, (1978) “much important learning by the child occurs through social interaction with a skilful tutor”. The researcher collected qualitative data by means of classroom observations and semi-structured I with three Life Science teachers from three different schools. The following research questions were attempt to be answered: What is the nature of teacher’s content knowledge on evolution teaching in grade 10?
What is the nature of teachers’ instructional strategies during evolution teaching? How does the teachers’ content knowledge and instructional strategies shape the teacher’s interactions and discourse? The collected data was analysed using Classroom Practice Diagnostic Framework (CPDF). Participants used their teaching experiences to teach evolution. This study indicated a lack of content knowledge among teachers and teaching and learning resources at schools. It is recommended that the Ministry of Education allocate enough textbook funds to regions to cater for every learner’s textbook. Life Science education officer should collaborate with biology education officer to organise a workshop for Life Science teacher in their region. The workshop will equip teachers with more information on evolution and will help in the improvement of learners’ performances.<br>Science and Technology Education<br>M. Ed. (Natural Science Education)
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Moyo, Partson Virira. "The relative impact of an argumentation-based instructional intervention programme on Grade 10 learners' conceptions of lightning and thunder." Thesis, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_5759_1378888763.
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<p><span style="font-size:12.0pt<br>line-height:150%<br>font-family:
"<br>Times New Roman"<br>,"<br>serif"<br>mso-bidi-font-family:"<br>Times New Roman"<br>mso-bidi-theme-font:
minor-bidi<br>mso-bidi-font-weight:bold">The basic premise of this study was that when a learner is confronted with two contradictory explanations of the same phenomenon, there is cognitive dissonance in the learner as the learner tries to determine which of the two explanations is correct. An argumentation-based instructional intervention programme (ABIIP) was created for and used on and by the Grade 10 learners in order to attempt to ameliorate this cognitive conflict. </span><span style="font-size:12.0pt<br>line-height:150%<br>font-family:
"<br>Times New Roman"<br>,"<br>serif"<br>mso-bidi-font-family:"<br>Times New Roman"<br>mso-bidi-theme-font:
minor-bidi">The purpose of this study was to determine the relative impact of that intervention programme on Grade 10 learners&rsquo<br>conceptions of lightning and thunder. The programme was designed to help learners to develop argumentative skills and use the acquired skills to negotiate and harmonise divergent and conflicting explanations of the nature of lightning and thunder that are propounded by different worldviews (Science and indigenous knowledge).</span><span style="font-size:12.0pt<br>line-height:150%<br>font-family:
"<br>Times New Roman"<br>,"<br>serif"<br>mso-bidi-font-family:"<br>Times New Roman"<br>mso-bidi-theme-font:
minor-bidi">The research design was primarily a case study of 16 Grade 10 learners of the Xhosa ethnic group at a high school in the Eastern Cape Province of South Africa. The Xhosa people are a typical example of a people whose cultural values were undermined and whose voice was silenced by the colonisers and whose local knowledge has been repressed and replaced by forms of Western privileged knowledge and understandings but who remain, deeply and resolutely, steeped in their cultural values and practices, making them a classic example of a people who would battle to harmonise the indigenous and the scientific explanations of natural phenomena. The research instruments used were questionnaires which were administered to learners, educators, community leaders, indigenous knowledge holders and experts to solicit information on causes, dangers and prevention of lightning<br>individual and group activities as learners went through the lessons on both argumentation and on lightning<br>follow up interviews and discussions with learners individually or in groups to seek further clarification of the ideas the learners would have raised in their earlier responses to questionnaires or group discussions<br>guided and reflective essays by the learners to determine the learners&rsquo<br>levels of understanding of the major tenets of the two thought systems and the relationship between the two worldviews and to determine the qualitative gain, if any, that the learners got from the intervention programme<br>observation schedules used by the researcher during participant observation of group discussions and during the lessons on lightning<br>an achievement test on lightning<br>field notes used by the researcher for memoing observations and reflections as the research process proceeded<br>informal and serendipitous sources of information. <span style="font-size:12.0pt<br>line-height:150%<br>font-family:
"<br>Times New Roman"<br>,"<br>serif"<br>mso-bidi-font-family:"<br>Times New Roman"<br>mso-bidi-theme-font:
minor-bidi">The collected data were analysed, mostly, qualitatively. Frequencies, percentages and t-test values were used to express and analyse quantitative data. Aspects of several analytical frameworks that included Toulmin&rsquo<br>s Argumentation Pattern (TAP) [and its modified versions such as that of Leitao (2000) and that of Osborne et al (2004)] and Contiguity Argumentation Theory (CAT) were used to attach meaning to the collected data and to address the research questions.</span></span></p>
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Mudadigwa, Brighton. "Teacher's use of pedagogical link-making in the teaching of chemical change: the case of one Grade 10 physical science class in Gauteng." Thesis, 2015. http://hdl.handle.net/10539/16957.
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The purpose of this study was to investigate how a particular teacher used pedagogical link-making in the teaching of the Grade 10 topic on the Reactions in aqueous solution under Chemical Change. The aspect to support knowledge building is one of three forms of pedagogical link-making according to Scott, Mortimer and Ametller (2011), which has roots in social constructivism. The authors assert that scientific conceptual knowledge is attainable when teachers and learners make connections between concepts in the continuing of meaning-making processes in classroom interaction. Data, for this instrumental case study were obtained at a school in Gauteng East district South Africa. The data ware in the form of video and audio recordings of four lessons, in which the teacher was teaching chemistry to a class of 24 learners (14 girls and 10 boys) aged between 15 -17 years. An analytical tool, developed by Scott, Mortimer, and Ametller (2011), was used to analyse the data for the presence of the six pedagogical link-makings to support knowledge building. The results of the study showed that the teacher used five approaches support knowledge building for meaningful learning, which were between; everyday life and scientific ways of explaining; scientific concepts; scientific explanation and real world phenomena; modes of representation and moving from one different scale and levels of explanation. From the findings of my study, I recommend that further studies that integrate all three forms of pedagogical link making approaches be conducted in similar classrooms for a more holistic understanding of teachers’ practices in teaching conceptual development through link-making.
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Ramokgopa, Maleke Salome. "The impact of National Curriculum Statement principle in teaching of physical sciences in Grade 10 to 12 around Sekhukhune District." Diss., 2013. http://hdl.handle.net/10500/11832.
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The integration of knowledge and skills across subjects and terrains of practice is crucial for achieving applied competence as defined in the National Qualifications Framework (NQF) (Department of Education 2003:3).). Physical science underperformance has plagued out Further Education Training (FET) schools sector for some time and therefore this study which is directed at the possible causes of poor performance and to device strategies that could assist physical science teachers to teach more effectively addresses a crucial gap in the performance of the country’s education provision. Emanating from the above, this study focused on the impact of National Curriculum Statement principle in the teaching of physical science in Grades 10 to 12 around Sekhukhune district.
The study looked at integration as a principle endorsed in the National Curriculum Statement and how this is implemented by teachers in the teaching of physical science in grades 10-12.A literature study on the impact of National Curriculum Statement principle in the teaching of physical science was undertaken. A qualitative approach was used to obtain data from Grades 10-12 teacher in FET around Sekhukhune district. Data were collected in the form of participant observation, semi-structured and focus group interviews. The results indicate that teaches had no clear idea of integrating the relevant concepts in the subjects they were teaching (physical science). It was also found that teachers did not receive adequate in-service training specifically targeting the principle of integration. The study recommends the professional development of physical science teachers. The study indicated that the continuum model of integration is suitable for the implementation of concepts integration. It is believed that if the continuum model of integration could be used and followed by teacher as a guiding principle in the integration process, the challenges experienced by teachers in this regard will be minimized.<br>Science and Technology Education<br>M. Ed. (Natural Science Education)