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1
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.
Texte intégralRésumé :
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.
Texte intégralRésumé :
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.
Texte intégralRésumé :
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.
5
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.
Texte intégralRésumé :
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.
6
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.
7
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.
8
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.
9
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.
10
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.
Texte intégralRésumé :
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.
11
Asino, Tomas. « An investigation into how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in Onangalo village : a case study ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001986.
Texte intégralRésumé :
The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.
12
Uushona, Kleopas Ipinge Twegathetwa. « An investigation into how grade 9 learners make sense of the fermentation and distillation processes through exploring the indigenous practice of making the traditional alcoholic beverage called Ombike : a case study ». Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001757.
Texte intégralRésumé :
One of the purposes of the Namibian curriculum is to ensure cultural inclusivity. That is, it recognises the inclusion of traditional cultural practices and experiences in science lessons where appropriate. Based on my experiences both as a learner and a science teacher, I have noted there is a rapid decline and loss of values in most of our cultural practices and heritages. This triggered my interests to do a study on an Oshiwambo traditional beverage known as Ombike. This study is therefore aimed at enhancing conceptual development, meaning making and understanding of concepts in fermentation and distillation. This study was conducted with my grade 9 learners at a school where I was teaching in Omusati region of Namibia. A community member who served as an expert was also a participant. She was involved more in discussions, interviews and most importantly in showing and demonstrating to the learners how Ombike is made practically. Essentially, the goal of this study was to investigate how the indigenous practice associated with the making of Ombike can be used to support meaning making of fermentation and distillation processes. This research is located within an interpretive paradigm where a qualitative case study was adopted. I consider this methodological framework appropriate in this study because it allowed me to use the following data gathering methods: brainstorming and discussion, observation, semi-structured and focus group interviews, and practical activities worksheet. Multiple methods were used for the purpose of triangulation and validation. An inductive analysis was used to discover data patterns and themes from the data. Moreover, ethical considerations were also taken seriously and all the participants gave informed consent. The findings of the study revealed that brainstorming and discussions were an appropriate strategy in eliciting learners’ prior everyday knowledge and experiences on, in particular, the making of Ombike. Furthermore, learner engagement and conceptual development were enhanced. This suggests that contextualisation of knowledge can enhance meaningful learning if it is properly planned. It was also found that practical activities in conjunction with mind maps helped learners to make meanings of scientific concepts. Based on my research findings, I therefore recommend the following three aspects: the consideration of learners` prior knowledge and experiences; contextualising knowledge through use of indigenous knowledge; and the learners’ active involvement in practical activities with an emphasis on key scientific concepts to be developed. That is, there is a need to teach for conceptual understanding.
13
Magadla, Andiswa Antonette. « Improving Free State matriculation results : a total quality management approach / A. Magadla ». Thesis, North-West University, 2010. http://hdl.handle.net/10394/4433.
Texte intégralRésumé :
The aim of the study was to establish the possible causes of poor Grade 12 results in
physical science in South Africa and to apply a total quality management (TQM) approach
to suggest a solution. The literature study indicates that resources, preparation or subject
knowledge, commitment and support affect the quality of performance.
The research was done in one school district (cluster). Following the literature study a
questionnaire was distributed to 150 science teachers from 31 schools and the response
rate was 73% (113 responses). The questionnaire tested the respondents' perception on
the availability of resources and the support received by them, the support given to
learners and their level of preparation and subject knowledge. From this, as well as from
the biographical information from the questionnaire, certain conclusions were made about
the reasons for poor performance of learners in science examinations.
It could be concluded from the analysis of the results that limited support to teachers and
support to learners are important factors contributing to a poor Grade 12 pass rate. The
pass rate also correlates positively with experience levels of teachers. Although 39% of
teachers are unqualified or under-qualified, no significant correlation could be found
between pass rate and level of qualification. Analysis of the effect of commitment on pass
rate was inconclusive.Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2011.
14
Henderson, Linda. « The efficacy of co-teaching grade 9 science learners at an international school in Nairobi ». Diss., 2011. http://hdl.handle.net/10500/7711.
Texte intégralRésumé :
A case study using a phenomenological approach was carried out to determine how effective and enduring learning is for two diverse groups of grade 9 natural science learners when delivered through a collaborative co-teaching approach involving a high school science teacher and a special needs teacher.
Even though the findings of this research indicate that the co-taught sessions did not significantly affect the learners’ test results, the majority of the learners reported very positive perceptions of co-teaching. From the findings the main benefits for the learners included an improvement in their understanding of learning styles and associated study skills, increased contact time with the teachers, and the benefit of another teacher’s expertise in the classroom. The researcher found the co-teaching approach yielded a clearer focus on the individual learning styles, new strategies for differentiation, and a positive teaching experience.Science and Technology Education
M. Ed. (Natural Science Education)
15
Muza, Blessings. « South African Grade 9 teachers' and learners' knowledge about medicinal plants and their attitudes towards its integration into the science curriculum ». Thesis, 2014. http://hdl.handle.net/10539/15114.
Texte intégralRésumé :
A research report submitted to the Faculty of Science in partial fulfilment of the requirements for the degree of Master of Science.
Johannesburg, 2013.The integration of indigenous knowledge into the mainstream science curriculum has been advocated for by science educators around the world. The Revised National Curriculum Statements (RNCS) for Grades R-9 (Natural Sciences) clearly advocates for the incorporation of indigenous knowledge into the science curriculum. They stipulate that learners must learn science within the context of their historical, societal and cultural knowledge and values. It is important that learners should understand other systems of knowledge, such as indigenous knowledge systems (IKS). The underlying assumption is that teachers can help learners integrate science and indigenous knowledge but in order to do that, they too must have adequate knowledge and understanding regarding the two thought systems. The challenge is that some teachers are not well informed about the varying indigenous knowledge that typifies the multi-cultural situation in South African classrooms as they have been schooled in western science The study aimed at eliciting learners‟ and teachers‟ knowledge about traditional medicinal plants and their attitudes towards integration of that knowledge into the science curriculum. This was with a view to exploring any differences or similarities between the views of teachers and learners. A case study was carried out at a secondary school in Meadowlands, Soweto. A sample of 36 Grade 9 learners and 10 teachers of Natural sciences was selected using the convenience sampling technique. Structured pictorial questionnaire was used to collect data from both teachers and learners. Field notes were taken during a class debate on the effectiveness of traditional medicines versus western medicines. Unstructured follow up interviews (5 learners- group interview and 3 teachers-individual) were performed on selected participants to probe further their responses to the questionnaire. A ROSE1 type questionnaire was used as a follow up when learners were in grade 10 (2013). Analysis of the findings showed that a majority of learners and teachers that participated in this research have opposing attitudes regarding the need to integrate knowledge about traditional medicinal plants into the science curriculum. The 1ROSE-Relevance Of Science Education, a questionnaire distributed in many countries by Prof Svein Sjøberg, ILS, University of Oslo, Norway. learners in this study had generally more knowledge that the teachers about traditional medicinal plants. The majority of learners are willing to learn about indigenous knowledge (IK). Nine teachers out of ten in this study were generally less enthusiastic about teaching about traditional medicinal plants. In light of the findings it is recommended that teachers need to have in-house training in so far as the methodological aspects of integrating components IK into the science curriculum relate. This may go a long way in limiting conceptual conflicts amongst the learners.
16
Volmink, Leonora Patricia. « The role of eye contact in promoting effective learning in natural science in the secondary school ». Diss., 2015. http://hdl.handle.net/10500/20279.
Texte intégralRésumé :
The study explores the role of eye contact in promoting effective learning in natural science in the secondary school using eye-tracking technology. A theoretical framework constituting the theories of Vygotsky, Piaget and Bandura inform the study. In the empirical inquiry in this study a purposefully selected group of eleven Grade 9-learners of mixed ability were eye-tracked by means of the Tobii 60 X-2 eye-tracker during individual viewings of a video-recording of a natural science lesson taught by the educator using a PowerPoint presentation. The Tobii 60 X-2 eyetracker establishes how a learner pays attention to information presented through educator narration, visuals and texts during teaching and learning. The findings indicate that, as the learners’ areas of interest, their highest total fixation duration was firstly on the PowerPoint presentation, and secondly on the educator. Under-performing natural science learners showed shorter and less dense fixation in both areas of interest.Science and Technology Education
M. Ed. (Natural Science Education)
17
Thomas, Solly. « Curriculum 2005 assessment policy and its implementation in grade 9 in the Limpopo Province ». Diss., 2003. http://hdl.handle.net/10500/1427.
Texte intégralRésumé :
The study investigates the implementation of the Curriculum 2005 assessment policy guidelines in natural sciences in grade nine in five secondary schools selected by judgement sampling in Limpopo Province. Data were gathered by means of a literature study, examination of learner and educator portfolios and interviews with educators. Findings show that most participants were unable to carryout the continuous assessment (CASS) tasks as required. A discrepancy in the quality and quantity of assessment tasks among the schools emerged. All schools replaced the final common tasks for assessment (CTA) with internal examinations due to the late arrival of materials and the level of difficulty. Contributing factors were lack of a well-planned curriculum, proper resource materials, lack of coordination of efforts due to poor curriculum support and management and inadequate professional competence in the Outcomes-based methods of teaching, learning and assessment. Recommendations to address the above problems are made.Educational Studies
M.Ed. (Education Management)
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« An analysis of grade 9 natural sciences textbooks for the nature of science ». Thesis, 2015. http://hdl.handle.net/10210/14812.
Texte intégralRésumé :
M.Ed. (Education)This study is an analysis of Grade 9 Natural Sciences textbooks for their representation of the nature of science. The textbooks analysed are CAPS compliant and approved by the Department of Basic Education. Like any other modern education system in a democratic dispensation, the South African education system has undergone several curricular changes post- independence (1994). These changes have been due to, but not limited by, factors pertaining to political and economic reforms. Curricular revisions have spanned a period of almost 20 years, commencing with Curriculum 2005 (C2005) to the current revised Curriculum and Assessment Policy Statements (CAPS). Science curriculum documents subscribe to the tenets of the nature of science (Lederman, 2007). Bell (2008) suggests that science is best defined by its characteristics, otherwise known as the tenets of NOS. Eleven key aspects of NOS that are intricately related to the basic tenets of science derived by Lederman (2007) form the analytical framework used in this study. The aspects are: Empirical; Inferential; Creative; Theory-driven; Tentative; Myth of the scientific method; Scientific theories; Scientific laws; Social dimensions of science; Social and cultural embeddedness of science and Science vs. pseudoscience. These aspects further formed a detailed scoring rubric to record the extent to which NOS is represented in the units of analysis, which comprise complete paragraphs, activities, worked examples, figures with captions, tables with captions, charts with captions, and marginal comments of the sampled topics ...
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Moloto, Matlhodi Francina. « Analysis of representations of nature of Science and indigenous knowledge systems in South African Grade 9 Natural Science textbooks ». Thesis, 2012. http://hdl.handle.net/10539/11952.
Texte intégralRésumé :
This study analyzed representations of Nature of Science (NOS) and Indigenous Knowledge Systems (IKS) in three South Africa Grade 9 Natural Science textbooks. The textbooks were purposefully selected from a possibility of ten textbooks available on the public market and used in science classrooms in the Gauteng Province of South Africa. The aim of the analysis was to determine the extent to which both NOS and IKS were represented and to ascertain whether the representations were: naïve or informed; and implicit or explicit. The content analysis of the textbooks was based on adaptations of analytical frameworks developed by Akerson, Abd-El-Khalick and Lederman (2000) for NOS and Ninnes (2000) for IKS, respectively. For NOS the analysis focused on seven tenets, which are; science is empirical, the difference between observation and inference, functions and relations between theories and laws, the role of creativity and imagination in science, the tentativeness of scientific knowledge, the social and cultural embeddedness of the scientific process, and subjectivity of science. The analysis for IKS representations focused on four pillars of IKS which are; indigenous legends and myths, indigenous technology, indigenous knowledge of the natural world, and indigenous social life. It was found that, for the NOS, in all the three textbooks, only the empirical nature of science and observation and inference are represented to a considerable extent and mainly in a naïve and implicit manner. The other investigated tenets are either minimally represented or not represented at all. Representations of IKS in the three textbooks were also found to be very minimal and mainly naïve and implicit. It is concluded the selected science textbooks do not respond well to the NCS mandate of integrating NOS and IKS into mainstream science education. Recommendations for improving integration of NOS and IKS into the school science curriculum are suggested for textbooks authors, curriculum developers and science educators.
Key words
nature of science, indigenous knowledge systems, textbooks, natural science, naive, informed, implicit, explicit, positivism, constructivism
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Bhulana, Lubabalo Albert. « Representation of moon phases : a textbook analysis and case study of Grade 8 learners understanding ». Thesis, 2014.
Trouver le texte intégralRésumé :
The aim of the study was to investigate the quality of diagrams and explanations of moon phases in grade 6 to 8 Natural Science textbooks; to establish whether the textbooks provide scientifically correct content information for learners and teachers and to investigate whether the textbooks used for teaching are effective conceptual development tools for grade 8 learners, specifically when exploring moon phases. The research consisted of two phases, where the first phase investigated the quality of textbooks, and the second phase investigating learners’ ideas about moon phases.
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Chang, Chih-Cheng, et 張志成. « Content Analysis of the Competence Indicators - Grade 1-9 Science and Technology textbooks and the National/Regional Basic Competence Test in Natural Science for junior high school students ». Thesis, 2011. http://ndltd.ncl.edu.tw/handle/40668345108055311557.
Texte intégralRésumé :
碩士國立臺灣師範大學
化學系在職進修碩士班
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“Science and Technology”, in addition to being one of the important learning fields for Junior High School Students, is one of the examination subjects in National/Regional Basic Competence (BCT) for entering the Senior High Schools. The study aimed at analysis of phase IV of Grade 1-9 Curriculum Competence Indicators in each version of Science and Technology textbooks, the correlations and differences between the items of BCT(2005~2011) and Competence Indicators in the topic of Science and Technology. Focusing on the comparison between male and female students’average correct rates of the question items, the study also investigated this concerning “Science and Technology” examination in BCT. Study results showed that the rates of Competence Indicators in the textbooks are quite different. And the differencies vary according to the different versions of textbooks. But study results showed that both the rates of Competence Indicators and the questions items of the different topic region of “Science and Technology” in BCT are not fluctuant during all these years. Overall, for all the “Science and Technology” examinations in BCT, Male students are superior than female students in the average correct rates. But, the situation in each topic regions of “Science and Technology” learning area are quite different.
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李冠樺. « Content Analysis of Grade 1-9 Science and Technology textbooks and the study of the relations between the Basic Competence Test in Natural Science for junior high school students and the Competence Indicators ». Thesis, 2008. http://ndltd.ncl.edu.tw/handle/19845570918371224760.
Texte intégral
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David, Joanne Munro. « An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement ». Diss., 2015. http://hdl.handle.net/10500/21803.
Texte intégral