Littérature scientifique sur le sujet « Grade 9 natural science learners »
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Articles de revues sur le sujet "Grade 9 natural science learners"
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Mavuru, Lydia, et Umesh Ramnarain. « Teachers’ Knowledge and Views on the Use of Learners’ Socio-cultural Background in Teaching Natural Sciences in Grade 9 Township Classes ». African Journal of Research in Mathematics, Science and Technology Education 21, no 2 (4 mai 2017) : 176–86. http://dx.doi.org/10.1080/18117295.2017.1327239.
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Supono, Supono. « PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD PADA BELAJAR IPA SISWA KELAS IV SDN 015 GERINGGING JAYA ». JURNAL PAJAR (Pendidikan dan Pengajaran) 3, no 2 (27 mars 2019) : 432. http://dx.doi.org/10.33578/pjr.v3i2.6754.
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Efforts to improve science learning outcomes through the application of cooperative learning model type STAD grade 4 students SDN 015 Geringging Jaya Kuantan Singingi Regency. Lesson Year 2014/2015 is based on many students who can not understand the learning materials. The purpose of this study is to determine the improvement of learning outcomes of learners through the application of STAD type cooperative learning modes in natural science classes grade IV SDN 015 Geringging Jaya in the even semester. This study is a class action carried out by teachers who teach in the classroom. The data collected is teacher's teacher's and student activity data which is divided into two cycles. Each cycle has four stages: planning, action, observation and reflection. The subjects of this study were the fourth graders of SDN 015 Gringginga Jaya which consisted of 16 students consisting of 9 male students and 6 female students. The results showed that the application of STAD type learning module can improve student learning outcomes of fourth grade students of SDN 015 Geringging Jaya with total number of students who completed in pre cycle as many as 5 students, cycle I with 6 students and cycle II 16 students.
3
Maričić, Mirjana, Stanko Cvjetićanin et Branko Anđić. « TEACHER-DEMONSTRATION AND STUDENT HANDS-ON EXPERIMENTS IN TEACHING INTEGRATED SCIENCES ». Journal of Baltic Science Education 18, no 5 (12 octobre 2019) : 768–79. http://dx.doi.org/10.33225/jbse/19.18.768.
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The widely explored but still unresolved question about the contribution of the application of different ways of performing experiments in the integrated natural sciences is addressed in this research. The aim was to determine the contribution of demonstration hands-on experiments (DHE) and student hands-on experiments (SHE) in relation to conventional teaching method (CTM) on the quality and durability of 3rd grade students (between 9 and 10 years of age) from primary school. The research involved 180 students, further divided into three groups: E1 (experimental group 1, where content was learned through DHE), E2 (experimental group 2, where content was learned through SHE) and C (control group, where content was learned through CTM). The results of the research point to the fact that priority should be given to the DHE and SHE over the CTM in the realization of air-related content in the 3rd grade. SHE should be used more than DHE when it comes to teaching this specific content. Keywords: demonstration hands-on experiments, student hands-on experiments, integrated sciences, primary school, quality of knowledge
4
Mirkin, Philip Joshua, Rinelle Evans et Johan Ferreira. « The arts in science ? Using poetry to teach Chemistry in Grade 9 ». South African Journal of Education 40, Supplement 2 (31 décembre 2020) : S1—S11. http://dx.doi.org/10.15700/saje.v40ns2a1801.
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Modern science education the world over deliberately remains in the objective, rational, positivist paradigm. In South African classrooms, this paradigm is often alienating for young learners who then stop learning science at the end of Grade 9. Literature indicates that an arts-rich education improves learner engagement, attitudes and test scores, as evidenced by science Nobel laureates who engage more with the arts than other scientists. The research reported in this study involved the presentation of a lesson on acids and bases to 222 Grade 9 learners in 4 schools in the greater Tshwane region to establish whether their interest levels in the subject would improve when using a poem and video that characterise, describe and demonstrate scientific concepts. An in-class intervention of 40 minutes was used with identical Likert-scale, pre and post-tests analysed using the Wilcoxon and t-test. The results showed that the arts-rich lesson engaged learners in a manner which holistically improved their interest levels. The results were independent of gender, home language and the type of large, urban, government school that they attended. The results were not significant for the small, semi-rural, private school research site.
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Makgabo, Connie, et Penelope M. Modise. « Linguistic challenges faced by Grade 7 Setswana learners when writing Science examinations in English ». Journal for Language Teaching 54, no 2 (29 mars 2021) : 35–51. http://dx.doi.org/10.4314/jlt.v54i2.2.
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The paper investigates the linguistic challenges faced by Setswana-speaking Grade 7 learners when writing Science examinations in English. In South African schools, non-mother tongue speakers of English learners are only introduced to English as a language of learning and teaching in Grade 4, which creates problems for these learners because English is foreign to them. The purpose of conducting this research was to help policymakers meet the linguistic needs of non-native English speakers, make curriculum development specialists aware of the linguistic challenges faced by non-native speakers of English and help readers gain a better understanding of why some teachers prefer to use indigenous languages when they teach in English. The participants comprised four purposively selected Grade 7 Natural Science teachers, two school governing bodies (SGBs) and Grade 7 learners from two primary schools in Hammanskraal, Gauteng. Data gathered indicated that Setswana-speaking learners made basic errors related to spelling, sentence construction, grammar, incomplete sentences, mixed languages, using words that do not exist, tenses and understanding instructions. As a result, SGBs should consider these linguistic challenges when they draft language policies for rural and township schools.
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Ramnarain, Umesh Dewnarain. « Grade 9 science teachers' and learners' appreciation of the benefits of autonomous science investigations ». Education as Change 14, no 2 (décembre 2010) : 187–200. http://dx.doi.org/10.1080/16823206.2010.518011.
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Set, Beata, Joanne Hadman et Daniel Opotamutale Ashipala. « An Investigation into How Grade 5 Teachers Teach Natural Science Concepts in Three Western Cape Primary Schools ». World Journal of Education 7, no 1 (17 janvier 2017) : 33. http://dx.doi.org/10.5430/wje.v7n1p33.
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Purpose: The rationale behind this study was to investigate how three Grade 5 Natural Sciences teachers in threeWestern Cape primary schools teach science concepts so as to enable the researcher to gain a deeper understanding andmore insightful perception of the ways in which the pedagogical practices of South African primary school teachersinfluence conceptual learning in the science classroom.Methodology: The sample comprised three teachers in a specific metropole district in the Western Cape. A qualitativeapproach was employed to ensure the collection of rich data.Results: The findings indicated that teachers tend to ignore learners’ misconceptions in class, that they rely heavily oneveryday empirical examples, that they fail to link these empirical examples to scientific concepts and that they devotelittle talk time to explaining scientific concepts.Recommendations: Based on its findings the study proposed a model of classroom practice that focuses onpromoting effective science learning with the aim of developing and transforming the everyday, familiar knowledgeof learners into new understandings of school-based scientific concepts and processes.Conclusion: The data from the study suggested that there may almost certainly be serious shortcomings in theinstructional practices of teachers and that such shortcomings are not confined to the three schools in the sample but areto be found in township primary schools in general. In addition, these shortcomings may require immediateintervention on the part of senior curriculum specialists as well as teacher training higher education institutions (HEIs).
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Jurgena, Inese, Dagnija Cēdere et Ingrīda Keviša. « The Prospects of Transdisciplinary Approach to Promote Learners’ Cognitive Interest in Natural Science for Sustainable Development ». Journal of Teacher Education for Sustainability 20, no 1 (1 juin 2018) : 5–19. http://dx.doi.org/10.2478/jtes-2018-0001.
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Abstract The use of transdisciplinary approach to promote learners’ interest in the acquisition of natural science at school provides new opportunities for a complex explanation of the phenomenon and improving the quality of the process of learning. The aim of the study is to explore the learners’ cognitive interest, personal participation and the approaches chosen by teachers from the perspective of transdisciplinary approach. The study characterises students’ subjective evaluations of their personal participation and cognitive interest in the subjects of biology, chemistry, physics and mathematics, and the approaches used by teachers. The participants were 9th grade students from 17 Latvian schools (536 respondents) with the average age of 15.3 (SD=0.63). The results of the study showed that students’ evaluations concerning their personal participation in the process of learning were contradictory. They devote little of their free time to the acquisition of science subjects. As to teachers’ activity, a variety of teaching approaches are used. According to students’ subjective evaluations, the constructivist learning approach corresponds to the trends of sustainable education, whereas the overall context in which the development of learners’ cognitive interest in the acquisition of natural science subjects takes place at school highlights issues concerning the sustainable development of the system and the prospects of using the transdisciplinary approach.
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Naidoo, Jaqueline, et Doras Sibanda. « Examining science performance of South African Grade 9 learners in TIMSS 2015 through a gender lens ». South African Journal of Education 40, Supplement 2 (31 décembre 2020) : S1—S10. http://dx.doi.org/10.15700/saje.v40ns2a1717.
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It is widely acknowledged that understanding of science is key to becoming global citizens and to embrace technological advancements. Although research suggests that girl’s performance in science has improved over the years, there are still concerns about the under-representation of women in science, technology, engineering and mathematics (STEM) careers in most African countries, including South Africa. Variability in science performance according to gender is still an unresolved issue. In this study we aimed to examine the relationship between gender and science item achievement of Grade 9 South African learners in the Trends in International Mathematics and Science Study (TIMSS) 2015. We used data collected by TIMSS 2015. The data were further analysed using International Database (IDB) analyser and t-test statistics. The results show that in general gender did not influence learner achievement in most of the test items. However, the findings indicate that girls performed better than boys in most of the questions in all 4 content domains and in the knowing and reasoning cognitive domains. The study highlighted that gender had a limited effect in the manner in which the girls and boys answered the different test items. The observed gender differences in the content domains could be related to socio-cultural environments and learning experiences.
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Stott, Angela Elisabeth. « The Efficacy of an Extracurricular Inquiry Programme on Grade 8 and 9 South African Low Quintile Learners’ Science Learning ». African Journal of Research in Mathematics, Science and Technology Education 23, no 2 (4 mai 2019) : 157–68. http://dx.doi.org/10.1080/18117295.2019.1630112.
Texte intégralThèses sur le sujet "Grade 9 natural science learners"
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Mullajee, Ferial. « An analysis of Grade 9 learners' performance in the 2004 Natural Science common tasks for assessment with special reference to science process skills, learning outcomes and assessment standards ». Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10778.
Texte intégralRésumé :
Includes bibliographical references (p. 227-239).In 2004 an educational evaluation strategy consisting of Common Tasks for Assessment (CTAs) was introduced nationally into South African high schools as an external examination, marked internally by individual teachers. It took the form of a systemic assessment for Grade 9 learners with the main intentions of promoting a common standard and serving as a validating tool for school-based assessment. This analytical descriptive investigation in 12 schools (in the Western Cape is a contribution to the research fields of academic performance testing, achievement and response. CTAs use the framework of the curriculum, broadly defined as the organising principle in how educational opportunities are provided to learners. Hence, the basis of the CT A model has three aspects: the intended curriculum, the implemented curriculum, and the attained and experienced curriculum. The CTA testing took place in 2004 with many schools participating. The CTA assessment in the area of Natural Science was framed by two organising dimensions: a content domain and a cognitive domain. The content domains that framed the science curriculum were presented as themes: life and living; energy and change and matter and materials. The cognitive domains were: factual knowledge, conceptual knowledge, and reasoning and analysis.
2
Hlalukana, Sibonginkosi. « Investigating issues adversely affecting Grade 9 learner performance in the Natural Sciences in selected schools in the Cofimvaba District ». Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020821.
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South Africa faces a deepening crisis due to underachievement in science at secondary school level. High failure rates in science at Grade 12 have resulted in the subject being an unpopular choice in the Cofimvaba District, resulting in fewer learners electing to take the subject at Further Education and Training (FET) level. As a result acute shortages of scientific oriented professionals such as engineers, technologists, skilled artisans, technicians, doctors and chartered accountants derail the development of South Africa. Hence, this study seeks to investigate issues that affect Grade 9 learner performance in the Natural Sciences in the Cofimvaba District. A qualitative research design using observations and interviews with learners and teachers as instruments were conducted to gain an insight into the barriers to teaching and learning in South African rural schools. The findings of this study reveal direct and indirect factors commensurate with the findings of Mji and Makgato (2006:264). They included: classroom climate, the Language of Teaching and Learning (LoLT) in Natural Science classrooms, practical work, teacher subject specialisation and the socio-economic background of the learners. Based on the findings of this study it can be concluded that the quality of teachers, a lack of resources, neglect of the practical component, home conditions and parental absence all contribute as barriers to learner performance in the Natural Sciences.
3
Musekiwa, Beatrice K. « An investigation into how participation in science expo projects influences grade 9 learners’ dispositions towards science learning : a case study ». Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/1430.
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There has been increasing participation of learners from disadvantaged backgrounds in competitive events like the Eskom Science Expo over the past few years. It is against this backdrop that this study sought to find out how some grade 9 learners’ participation in science expo projects influences their disposition towards science. In the context of this study, disposition refers to how learners view themselves in relation to science learning as a result of participating in science expos. The study is underpinned by an interpretative paradigm and I made use of a qualitative case study. My research participants were five grade 9 learners from two secondary schools in Grahamstown in the Eastern Cape Province of South Africa. I used observations, semistructured interviews and learners’ journals for my data collection. To analyse the data I used the inductive approach where I made use of themes emerging from the data. The social learning theory described by Vygotsky (1978) is the guiding theory in the research with a focus on mediation of learning and the zone of proximal development (ZPD). The main findings from my study were that indeed participation in science expos does influence the disposition of learners towards science among the grade 9 learners. I also found an improved understanding of scientific concepts as the learners interacted with science in everyday and familiar contexts. Lastly, doing projects that are close to learners’ interests resulted in them enjoying doing science more. The learners’ science expo projects contribution to the Grahamstown community is of no small value, as has already been seen by the achievement of previous participants. The current group is already showing their impact and influence of the science–expo project involvement in terms of their performance in their classrooms and in their awareness of their role as young ‘scientists’. I therefore recommend that more learners be encouraged to take part in such projects as the science-expo projects not only improve learners’ understanding of the subject matter but also encourages a positive shift in their attitude towards science learning. It also enhances their understanding by allowing the young learners to interact with their environment to find solutions to problems that the community might be faced with, for example, water shortages and sustainable development initiations like gardening and the proper use of naturally acquired water resources.
4
Xipu, Bukelwa. « An investigation of how natural sciences teachers mediate learning of chemical reactions in Grade 9 : a case study ». Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003513.
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This research study involves two Grade 9 Natural Sciences teachers from two schools in the Lady Frere District of the Eastern Cape. The reason for selecting these two teachers is that in 2009 they, like me, obtained an Advanced Certificate in Education (Science and Maths) from Rhodes University. As a result, we have a good working relationship. Furthermore, both teachers are actively involved in the Natural Sciences curriculum in the District and their schools are not far from the District Office where I work. The principal objective of this study was to investigate how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9. It was triggered by the transformation in curriculum in South Africa as well as by my experience of working with Natural Sciences teachers in our rural district. The study is informed by an interpretive paradigm using a qualitative case study approach. The data was gathered by administering analysis of documents, semi-structured interviews, observations, field notes and journals. During the data analysis process, patterns and themes were illuminated using the inductive analysis method. Rich data sets in relation to the main research question on how Natural Sciences teachers mediated learning in order to enhance conceptual development and understanding of chemical reactions in Grade 9 emerged from the analysed data. The conclusions that can be drawn from the study indicate that when teaching chemical reactions, teachers should have adequate content knowledge as well as pedagogical content knowledge. It is thus recommended that teachers consider the prior knowledge of learners, use a variety of teaching and learning approaches including practical activities, to make learning meaningful. The major limitation of this study is that the two selected teachers do not represent the whole population of Grade 9 teachers in the Lady Frere District. Therefore, the findings cannot be generalized to represent the larger population. It is recognised, however, that within the qualitative inquiry, reliability and generalizability play a minor role.
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Luckay, Melanie B. « Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa ». Doctoral thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/14752.
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Includes bibliographical references (leaves 199-222).This study monitored the transformation of Grade 9 Natural Science classrooms toward social constructivist learning environments in three contexts described by socio-economic status (SES) (i.e., high, medium and low SES). The study further assessed the influence of social constructivist learning environments on three key student outcomes, namely, students' attitude toward science, achievement and gender equity. The present study employed a mixed-method approach, which took place in two main sequential data collection phases, namely, the quantitative data collection phase (QUAN) and the qualitative data collection phase (qual). This contemporary approach was employed to triangulate the quantitative data with the qualitative data, in order to provide credible and trustworthy answers to the following research questions, namely, 1) To what extent do teachers implement social constructivist-based learning environments, required by the revised National Curriculum Statement, in Grade 9 Natural Science classes? 2) Do different levels of congruence of students' experienced (i.e., actual) and preferred learning environments in selected Grade 9 classrooms occur and, if so, why? 3) Does the students' background, described in terms of their socio-economic status, influence their perceptions of their learning environment? 4) What is the influence of social constructivist-based learning environments in promoting student outcomes of attitude toward science, achievement, and gender equity in three socio-economic contexts? For the QUAN phase, a newly developed instrument, the'Social Constructivist Learning Environment Survey (SCLES)'was developed. The questionnaire assessed students' perceptions of six aspects of the learning environment. Four of the aspects were assessed using dimensions that were adopted and adapted from past learning environment questionnaires (namely, Scientific Investigations, Personal Relevance, Collaboration, Critical Voice and Uncertainty in Science). Two dimensions were developed specifically for the present study in order to contextualize the questionnaire to the requirements of the new curriculum (namely, Metacognition and Respect for Difference). The student outcome, Attitude toward Science, was taken directly from one of the Test of Science-Related Attitudes (TOSRA), and an achievement test was developed to assess the skills related to the drawing of straight line graphs, as well as predicting from and interpreting information from a straight line graph. iii After the pilot study of the questionnaire and subsequent modifications to it, data were collected from a random sample meticulously chosen to reflect the heterogenous nature of schools in the Western Cape Province. The sample was stratified according to the education districts that the schools were located in, and the SES of the schools. This method of selecting the sample'as recommended by Creswell (2003)'ensured a total random stratified sample of 1955 Grade 9 Natural Science students in one class in 52 schools representative of urban and public schools in the Western Cape Province, South Africa. The results show, first, that SCLES and the Attitude toward Science scale were valid and reliable, suggesting that SCLES can be used with confidence in Grade 9 Natural Science classes. Second, in order to describe the 52 classes using SCLES, a one-way MANOVA and effect sizes showed that students preferred a more positive learning environment than the one that they presently perceived on all six SCLES scales. These results highlight educationally important differences between students' perceptions of the actual and preferred learning environments in classrooms. Third, students' perceptions were compared by SES using a one-way MANOVA, as well as a Tukey HSD post hoc test. These results highlight that SES is a factor that is influential in describing differences between students' actual and preferred learning environment, as well as Attitude toward Science and achievement. Fourth, associations between SCLES, and the three student outcomes were examined. The scale Attitudes toward Science and the achievement test were examined using simple correlation and multiple regression analyses, while gender equity was examined using one-way MANOVA for repeated measures. These results crucially suggest that in order for teachers to maximize the student outcomes, they should be sensitive to dimensions perceived as important by students in different SES contexts, as there is no 'one size fits all' approach to teaching in a social constructivist learning environment. The study offers important implications and recommendations to teachers and policy-makers regarding social constructivist learning environments, as well as fruitful avenues for further research.
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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.
Texte intégralRésumé :
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.
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Arnolds, Keith Victor. « A comparative study of the language, mathematics and science literacy knowledge and skills of grade 9 learners in secondary schools in Port Elizabeth ». Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1016062.
Texte intégralRésumé :
In South Africa, on-going concerns surrounding the development of learners’ literacy, mathematics and science skills are evident and drive various research studies in this field. International studies and assessments, such as the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS) show major differences in the proficiency levels of learners in South Africa in comparison with their international counter parts. To date, however, the more comprehensive international standardised assessment called the Programme for International Student Assessment (PISA), has not been administered in South Africa. The main aim of this research study was to investigate and scientifically explore the real situation in terms of language, mathematics and science literacy knowledge and skills of Grade 9 learners in South Africa and to draw a comparison between Grade 9 learners from secondary schools in the Port Elizabeth district in South Africa and their international counterparts, using the PISA standardised international assessment. In addition, the aim of the study was to determine the actual language, mathematics and science literacy skills and knowledge acquired by participants in this study. Quantitative data collection was done by administering a modified version of the Program for International Student Assessment (PISA) to learners from eight schools in Port Elizabeth, supplemented with questionnaires completed by participating learners and school principals. Findings revealed that the South African learners sampled, ranked in the bottom percentile of participating countries in reading, mathematics and science. The study also exposed the glaring inequalities still prevalent in South African education today, 17 years into democracy. The implications point to a serious investigation into the societal and political factors responsible for the discrepancies in the South African educational system at present.
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Kambeyo, Linus. « An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences : a case study ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001487.
Texte intégralRésumé :
This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region, Namibia. The new curriculum that has been implemented in Namibia, has posed challenges in how best to put the curriculum into practice at this school. It was this challenge that triggered my interest in doing a research study with the aim of improving my practice. Essentially, the study sought to gain insight into whether integrating learners’ prior everyday knowledge and experiences of acids and bases in conjunction with practical activities using easily accessible materials enabled or constrained meaning-making of this topic. This study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted with my Grade 9 class. Data were gathered using document analysis, videotaped lessons and observations by a critical friend, stimulated recall discussions while watching the videotaped lessons as well as focus group interviews with the learners. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements. Data sets were also analysed in relation to the research questions posed by this study. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with a teacher who observed the lessons and transcripts of the interviews and a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations, a process known as member checking. I also translated what the learners said in Oshiwambo, their home language, into English. The findings from the study revealed that the use of learners’ prior everyday knowledge and experiences of acids and bases facilitated meaningful learning during teaching and learning. Furthermore, linking learning to learners’ everyday experiences enabled them to learn scientific concepts in a relaxed and non-threatening environment. However, linking learners’ prior knowledge and experiences to conventional science (textbook science) proved to be a challenge. My recommendations are that teachers need support in their endeavors to incorporate learners’ real life experiences into their teaching and learning repertoires. Another aspect of my study that deserves further research is the role that language plays in implementing the curriculum.
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Riffel, Alvin Daniel. « Effects of a dialogical argumentation based instruction on grade 9 learners' conceptions of a meteorological concept : Cold Fronts in the Western Cape, South Africa ». Thesis, University of Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6262_1384164748.
Texte intégralRésumé :
This study looks at the effects of a dialogical argumentation instructional model (DAIM) on grade 9 learners understanding of selected meteorological concepts: Cold fronts in the Western Cape of South Africa. Using a quasi-experimental research design model, the study employed both quantitative and qualitative (so-called &lsquo
mixed methods&rsquo
) to collect data in a public secondary school in Cape Town, in the Western Cape Province. A survey questionnaire on attitudes and perceptions towards high school as well as conceptions of weather was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study.
mixed methods&rsquo
) to collect data in a public secondary school in Cape Town, in the Western Cape Province. A survey questionnaire on attitudes and perceptions towards high school as well as conceptions of weather was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study.
The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the intervention, and recorded differences from a control group which had no intervention. Learners from the two groups were exposed to a meteorological literacy test evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks that underpin the study namely: Toulmin&rsquo
s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997).
Further analyses were conducted on learners&rsquo
beliefs and indigenous knowledge, according to their conceptual understanding of weather related concepts used in the current NCS (National Curriculum Statement).
After completing the study some interesting findings were made and based on these findings certain recommendations were suggested on how to implement a DAIM-model into classroom teaching using Indigenous Knowledge (IK). These recommendations are suggestions to plot the way towards developing a science&ndash
IK curriculum for the Natural Sciences subjects in South African schools.
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Silvanus, Secilia Tulikefo. « An investigation of a Systemic Functional Linguistic approach for teaching Energy to grade 7 Natural Science and Health Education Learners : a Namibian case study ». Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/8165.
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Learners’ general poor performance in science is a concern in science education. The literature mentions pedagogic strategies such as the use of practical activities and inclusion of indigenous knowledge, which are now acknowledged in various science curricula. In addition, many science educators and researchers are exploring innovative pedagogical approaches which may possibly help learners understand science better in order to improve their performance in the subject. Learners’ poor performance in science and possible strategies for improving this, are also a concern in Namibia. The Namibian national examination results (MoE, 2010-2014) revealed that the topic of Energy is one of those in which learners perform poorly. Energy is an important scientific concept that is widely used in various disciplines and it is thus problematic when science learners struggle to make sense of the scientific description of energy and related concepts. This triggered my interest to conduct a study focusing on the topic of energy. The study involved functional recasting from Systemic Functional Linguistic theory, as an intervention during my teaching the topic of energy to English second language grade 7 Natural Science and Health Education learners. The influence of the approach was investigated through the lens of social constructivism. The interpretive paradigm was adopted in order to make meaning of the learners’ experiences, during and after the intervention. Data collection instruments such as pre and post test, stimulated recall interviews, observation and learners’ journals were used. A qualitative approach was used to analyze the data. The pretest and post test results showed that a noticeable shift had occurred in learners’ understanding - the functional recasting teaching approach positively influenced learners’ sense making of energy concepts. Sense-making of energy concepts was evident in learners’ demonstrating the ability to construct and deconstruct technicality, making comprehensible output, meaningful use of gestures, scientific reasoning and asking relevant questions. The results also revealed dialogic discourse and positive attitudes as factors enabling learners’ progress. The language of learning and teaching, and negative attitudes were found to be constraining factors for learners’ progress. Functional recasting might be useful to science teachers and science teacher training programs as the finding for this study revealed that it enabled learners to make sense of energy concepts using scientific English. When using functional recasting, science teachers should consider the constraining factors and possibly avoid or minimize the impact.
Livres sur le sujet "Grade 9 natural science learners"
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Govender, Jagathesan, et Bitline SA 1010. Study & Master Natural Sciences Grade 9 Learner's Book. Cambridge University Press, 2008.
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Govender, Jagathesan, et Bitline SA 1010. Study & Master Natural Sciences Grade 9 Learner's Book Afrikaans Translation. Cambridge University Press, 2008.
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College of William and Mary. Center for Gifted Education., dir. What a find ! : Analyzing natural and cultural systems : a problem-based learning unit designed for 2nd-4th grade learners. 2e éd. Dubuque, Iowa : Kendall/Hunt Publishing, 2007.
Trouver le texte intégralChapitres de livres sur le sujet "Grade 9 natural science learners"
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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. « Natural Resources, Part II ». Dans Dig It ! an earth and space science unit for high-ability learners in grade 3, 66–71. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-13.
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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. « Natural Resources, Part I ». Dans Dig It ! an earth and space science unit for high-ability learners in grade 3, 62–65. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-12.
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Javits, Jacob K., William Mary, Bruce A. Bracken, Joyce VanTassel-Baska, Lori C. Bland, Tamra Stambaugh, Valerie Gregory et al. « What Is Change ? » Dans Dig It ! an earth and space science unit for high-ability learners in grade 3, 44–47. New York : Routledge, 2021. http://dx.doi.org/10.4324/9781003234692-9.
Texte intégralActes de conférences sur le sujet "Grade 9 natural science learners"
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Ramnarain, Umesh. « SOUTH AFRICAN GRADE 9 NATURAL SCIENCES LEARNERS' EXPERIENCES OF DOING A SCIENCE EXPO INQUIRY ». Dans 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2872.
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Ramaila, Sam. « TECHNOLOGY INTEGRATION IN NATURAL SCIENCES TEACHING AND LEARNING IN SOUTH AFRICAN TOWNSHIP SCHOOLS ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end022.
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This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.
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Munirah, Munirah, Sulfasyah Sulfasyah et Aliem Bahri. « Pamis Learning Model (Acquisition, Natural, Monitoring, Input Filters) In Learning Bugis Language High Grade Of Elementary School ». Dans Proceedings of the 1st International Conference of Science and Technology in Elementary Education, ICSTEE 2019, 14 September, Makassar, South Sulawesi, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.14-9-2019.2290289.
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Mtsi, Nomxolisi, Shakespear Maliketi Chiphambo et Mabel-Wendy Mashologu. « EXPLORATION OF THE APPLICATION OF PREDICT-OBSERVE-EXPLAIN AS AN APPROACH IN PROMOTING THE TEACHING OF NATURAL SCIENCE IN GRADE 9 CLASS ». Dans 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.1421.
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« Introducing Computational Thinking Practices in Learning Science of Elementary Schools [Research-in-Progress] ». Dans InSITE 2019 : Informing Science + IT Education Conferences : Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4327.
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Aim/Purpose: Science is becoming a computational endeavor therefore Computational Thinking (CT) is gradually being accepted as a required skill for the 21st century science student. Students deserve relevant conceptual learning accessible through practical, constructionist approaches in cross-curricular applications therefore it is required for educators to define, practice and assess practical ways of introducing CT to science education starting from elementary school. Background: Computational Thinking is a set of problem-solving skills evolving from the computer science field. This work-in-progress research assesses the CT skills, along with science concepts, of students participating in a science program in school. The program pertains learning science by modeling and simulating real world phenomenon using an agent-based modeling practice. Methodology: This is an intervention research of a science program. It takes place as part of structured learning activities of 4th and 5th grade classes which are teacher-guided and are conducted in school. Both qualitative and quantitative evaluations are parts of the mixed methods research methodology using a variety of evaluation technique, including pretests and posttests, surveys, artifact-based interviews, in class observations and project evaluations. Contribution: CT is an emerging skill in learning science. It is requiring school systems to give increased attention for promoting students with the opportunity to engage in CT activities alongside with ways to promote a deeper understanding of science. Currently there is a lack of practical ways to do so and lack of methods to assess the results therefore it is an educational challenge. This paper presents a response to this challenge by proposing a practical program for school science courses and an assessment method. Findings: This is a research in progress which finding are based on a pilot study. The researches believe that findings may indicate improved degree of students' science understanding and problem-solving skills. Recommendations for Practitioners: Formulating computer simulations by students can have great potential on learning science with embedded CT skills. This approach could enable learners to see and interact with visualized representations of natural phenomena they create. Although most teachers do not learn about CT in their initial education, it is of paramount importance that such programs, as the one described in this research, will assist teachers with the opportunity to introduce CT into science studies. Recommendation for Researchers: Scientific simulation design in primary school is at its dawn. Future research investment and investigation should focus on assessment of aspects of the full Computational Thinking for Science taxonomy. In addition, to help teachers assess CT skills, new tools and criteria are required. Impact on Society: STEM related professions are lacking the man power required therefore the full potential of the economy of developed countries is not fulfilled. Having students acquire computational thinking skills through formal education may prepare the next generation of world class scientists and attract larger populations to these fields. Future Research: The inclusion of computational thinking as a core scientific practice in the Next Generation Science Standards is an important milestone, but there is still much work to do toward addressing the challenge of CT-Science education to grow a generation of technologically and scientifically savvy individuals. New comprehensive approaches are needed to cope with the complexity of cognitive processes related to CT.