Science and Technology Education

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An action research study exploring how three grade 9 teachers develop their understanding and practice of "education for sustainable development".
(2009) Bentham, Haley.; Pillay, Alan Sathiaseelan.; James, Angela Antoinette.
The purpose of this action research study was to explore how three Grade 9 teachers developed their understanding and practice of Education for Sustainable Development (ESD) through the use of a participant-designed intervention. ESD may be simply understood as a concept that describes all educational activities concerned with developing an understanding of the relationships that exist among the issues of SD. ESD and SD are terms that hold many meanings. It is no wonder that teachers find it difficult to bridge their understanding and practice. Literature supports these ideas and also notes that the lack of awareness that teachers have about ESD is due to the poor attention it is given in school policy. This study suggests that self-directed professional development could address such a shortfall in schools. The action research study involved four steps of reconnaissanceplanning- action-reflection. These steps unfolded within three phases of development, namely: the pre-intervention phase, the intervention phase and the post-intervention phase. The ESD principles were used to identify the teachers’ understanding and practice of ESD during the pre- and post-intervention phases. During the intervention phase teachers as coresearchers were then responsible for designing an intervention that they thought would help develop their understanding and practice of ESD. This study was seen to employ coengaged professional development. The findings of this research served to inform teachers, ESD promoters, resource development workers and relevant UNESCO officials of the challenges and experiences facing teachers attempting to understand and practice a meaningful and much needed ESD. The findings also served to reveal the benefit that engaging teachers in action research and professional development has on teacher professional development. Findings suggest that teachers require certain conditions in order to engage in professional development. These conditions include: (1) Collaborative meetings in a neutral context within the framework of action research; (2) Verbal communication and sharing of ideas; (3) Sharing of resources and local media; (4) Opportunities for reflection; and (5) An outside facilitator. Teachers showed a great sense of empowerment as they displayed evidence of teacher efficacy. This research concludes that action research, reflective practice and self-directed professional development offer modes for ESD implementation that is empowering for teacher professional development.
Addressing sustainable development goals by leveraging indigenous knowledge: experiences of Science and Mathematics teachers.
(2022) Sanjigadu, Sebastian.; Mudaly, Ronicka.
The post-COVID era has illuminated the crucial role of education in reducing inequalities and promoting inclusive and sustainable growth. Literature is replete with rationales for higher education programmes to be aligned with the sustainable development goals through partnerships to ensure that programmes are globally and locally relevant. Based on these insights I adopted the Ubuntucurrere and decolonial theories as intellectual resources as I departed from traditional education norms which valourise only Euro-Western science and mathematics. I did this by exploring possibilities for leveraging indigenous knowledge to address the sustainable development goals in the curriculum. My study demonstrated the potential for transforming understandings of Education for Sustainable Development to include “low voices” in the production of valuable knowledge about sustainable living. I engaged 36 purposefully selected, practicing science and mathematics teachers who were enrolled in an Honours in Education module to generate qualitative data. I explored how science and mathematics teachers integrated indigenous knowledge to address sustainable development goals. Teachers participated in focus group interviews and engaged collaboratively with indigenous knowledge holders to develop portfolios of evidence, where they documented the stages of their work. They also taught lessons in micro-teaching sessions during which they demonstrated their ideas related to context, content, and pedagogy as they constructed and utilised IK to address the sustainable development goals. Among the strategies that teachers used was to engage Chilisa’s (2012) processes of “Dreaming, Commitment, and Action” by re-imaging and practically enacting lessons for sustainable development using a decolonial lens. Specific ideologies from Ubuntu-currere such as social interactions through collaboration and challenging epistemic othering of IK informed teacher thinking and action. The findings from this study revealed that science and mathematics teachers address sustainable development using indigenous knowledge in sparse, indirect ways in the curriculum. Findings also showed that teachers were committed to exploring indigenous pedagogy and content as a strategy to address sustainable development goals in the curriculum. Furthermore, my study revealed that science and mathematics teachers adopted specific strategies which resonated with work done during the teacher professional development programme in which they had engaged. This study also revealed factors that enabled or constrained teachers who sought to address the sustainable development goals by leveraging indigenous knowledge. The obstructive factors included issues of time management and an inherent lack of teacher capacity about content and pedagogy linked to indigenous ideologies and sustainable development. Enabling factors were linked to the “democratic interactions” that teachers experienced through their engagements with indigenous knowledge holders, with their lecturers, and with one another. Teachers addressed obstructive factors by developing teacher agency and seeking assistance from more knowledgeable individuals who were supportive of their learning processes.
Biology and its recontextualisation in the school curriculum : a comparative analysis of post-apartheid South African life sciences curricula.
(2009) Johnson, Kathryn Barbara.; Dempster, Edith Roslyn.; Hugo, Wayne.
This study explored the way biological knowledge is transformed when it moves from its disciplinary form to a high school biology curriculum, and how this occurred in successive versions of the life sciences curriculum implemented in post-apartheid South Africa. Bernstein’s (1996, 1999) conceptualisation of biology as an hierarchical knowledge structure, the recontextualisation of knowledge, and the implications for social justice formed the theoretical framework to the study, as did Aikenhead’s (2006) distinction between traditional and humanistic approaches to science education, and Schmidt, Wang and McKnight’s (2005) concept of curriculum coherence. Firstly, I attempted to elicit core concepts and conceptual organisation in biology from the writings of the distinguished biologist Ernst Mayr, two foundational biology textbooks, and interviews with two professors of biology. Seven concepts emerged: the cell, inheritance, evolution, interaction, regulation, energy flow and diversity, which I arranged in a hierarchy according to Mayr’s “three big questions”, “what?”, “how?” and “why?”. The theory of evolution was highlighted as the key integrating principle of the discipline. Secondly, I considered biology in the school curriculum by means of a literature review and synthesis of the changing goals of a school science education. Five broad categories of objectives were derived: knowledge, skills, applications, attitudes and values , and science as a human enterprise. Aikenhead’s (2006) terminology captured the shifts in emphases of these objectives over time.Thirdly, I analysed the stated objectives and content specifications of the three most recent versions of the South African life sciences curricula – the Interim Core Syllabus (ICS), the National Curriculum Statement (NCS) and the new NCS. The NCS represented a dramatic swing away from the traditional approach of the ICS, while the new NCS reverts to a more traditional approach, though with more humanistic content than in the ICS. Both the ICS and t he NCS were found to be deficient in one of the three key conceptual areas of biology. The conceptual progression of the material is strongest in the new NCS, and weakest in the original NCS. The conclusion was drawn that, of the different curricula, the new NCS has the greatest potential to induct South African learners into the hierarchical structure of biology, and represents a positive contribution to the goal of transforming education in South Africa.
A case study of a high achiever's learning of physical science.
(2002) Stott, Angela Elizabeth.; Hobden, Paul Anthony.
This is a case study of the learning of physical science of a high achiever, selected on the assumption that instruction in learning strategies and styles used by successful learners may improve learning effectiveness of less successful learners. Operating in an interpretive paradigm, qualitative data was gathered by participant observation aimed at sensing the complexities of the case. A rich, holistic description is given, enabling readers to form naturalistic generalisations of their own. The data corpus spans three years and is composed of audio-recorded lessons and interviews, field notes and written material. Data collection, analysis and interpretation were done in an inductive, cyclic manner, guided by research questions about learning strategies used by the learner, instructional strategies used by the teacher, and the roles played by intrinsic factors, practical work and problem solving, in contributing to effective learning of physical science by the high achiever. The study implies that effective learning, even by the highly intelligent, involves struggle and requires the use of a variety of strategies. This fits a constructivist, rather than transmissionist, view of learning, and thus supports learner-centered transformations in South African education. The learner is interpreted to be intrinsically motivated by interest and a high regard for knowledge precision, elegance, and transferability, to use a large number of learning strategies, particularly while solving open-ended problems and performing practical investigations, in order to come to a deep understanding of physical science. The study suggests that teaching children how to learn, particularly by addressing their outlook on learning and introducing them to a variety of strategies, should be an aim of physical science instruction, and that interesting, open-ended, learner-centered tasks should be used in attempts to induce self-regulated learning.
A case study of gender differences in 8th grade students’ performance in TIMSS 2011 science test in United Arab Emirates, Dubai schools.
(2016) Jagesar, Nivesh.; Singh-Pillay, Asheena.; Mabaso, Bongeka Petunia.
The UAE suffers from a serious shortage of professional scientists, mathematics and science teachers, engineers and technologists due to low levels of engagement and reduced enrollment in science, technology, engineering, and mathematics disciplines, also referred to as the STEM disciplines. Within the United Arab Emirates (UAE) in the 1900s, women were not required by society, tradition or religion to contribute financially to the family. The responsibility of financially supporting a family was relegated to men, while females were given the primary role of care givers over that of career women (Sidani, 2005). However, since the 1990s, a concerted effort has been made by the Ministry of Education (MoE) of Dubai to increase females’ access to education and to enhance their participation in scientific fields. In the light of the aforementioned factors, this study sought, firstly, to explore if there was a gender difference in 8th Grade UAE learners’ performance in the Trends in International Mathematics and Science Study (TIMSS) science test in 2011 in Dubai schools. The research questions that guided this study were: 1. What gender difference is evident in 8th grade learners’ performance in the TIMSS 2011 science tests with regard to: 1.1. The science content dimension (biology, chemistry, physics and earth sciences)? 1.2. The science cognitive dimension (knowing, applying, reasoning)? 2. What contextual factors in the TIMSS 2011 science test could possibly account for the observed gender difference, if any? This study made use of secondary data from the TIMSS test questionnaires to answer the research questions. Bourdieu’s (1977) Theory of Cultural Capital and Social Reproduction was used as a framework as it had a direct link to the research focus of this study. Bourdieu (1977) asserts that the major role of educational systems is the reproduction of power relationships and privilege between social classes or groups, where social inequality is reproduced and legitimated. Bourdieu’s concepts of capital and habitus were used during the comparative analysis of the data. The findings of this study indicate that the 8th grade female science students outperformed boys in both the content and cognitive domains of the 2011 TIMSS test. Furthermore, the findings raised questions about the quality of the science investigations being conducted in schools, as well as the type of professional development available to teachers as the vast majority of teachers teaching science in the UAE are foreign qualified teachers.
A case study of girls' participation in physical science at a rural high school.
(2005) Mntambo, Simeon Jabulani.; Hobden, Paul Anthony.
The study aimed to add to our understanding of why many girls in rural high schools were not choosing to study Physical Science. A case study of a local high school was used as the research method. Questionnaires to the 120 learners in grade 9 and 10 were the main instrument used to gather data. This was followed up with interviews of a sample of learners and some classroom observations. The science teacher was also included as a key informant in this study. The data collected aimed at answering the following key question: What influences girls in their decision to choose to study Physical Science at a rural school? The following sub questions guided the researcher in answering the key research question: (a) Are there any differences in participation between boys and girls? (b) What influences their choice in Grade 9? (c) Were Grade 10 learners happy with their subject package choices made in grade 9? The data were captured, coded, analysed and interpreted. The study produced evidence that the learners' family, the classroom environment, peer influence and the shortage of role models were the main reasons for the low • number of girls participating in Physical Science. The study found that these factors have a significant influence on girls' subject choices. Ofthe four factors found, the family was the most significant factor (i.e. where the family members tended to choose the subject package for girls). In the classroom the girls were involved in proportionally the same number of interactions but importantly the female teacher had a disproportionate number of interactions with the boys. In apparent contradiction to the teachers comments that the boys were the more active learners, the girls initiated more interactions with the teacher. However, the girls reported that they were uncomfortable in the class as boys mocked and intimidated them during the lessons. Unfortunately, a large percentage of the girls who did choose to take Physical Science were unhappy with their choice as they then found it difficult. The main recommendations of the study were that; teacher and community awareness programmes should be established to raise awareness of the gender issues and to promote girls taking science; career guidance should be given to learners so they could make their own informed decisions; and possibly specialist science girls schools could be established. Further suggestions for research were made. The findings of this study should provide policy makers, curriculum developers, and science teachers with valuable information about some of the factors that influence girls not to take Physical Science.
A case study of intermediate phase learner's success with science problem-solving tasks.
(2006) Beni, Saritha.; Hobden, Paul Anthony.
This is an evaluative case study to determine what science problem-solving skills learners have developed at the end of the Intermediate Phase. Grade six learners were used in this study as they represented the last grade within the Intermediate Phase. The main question that framed this study: How successful are learners with science problem-solving tasks at the end of the Intermediate Phase? An attempt has also been made to answer the key research questions relating to learners' success at solving problems, the types of problem tasks they can solve, any relationship between their ability at solving problems and their normal science achievement, any differences between groups such as male and female or across different classes, and the opportunities that enabled them to develop problem-solving skills? Operating in a post-positivist/realist paradigm, qualitative as well as quantitative data were gathered through participant observation. The quantitative data was obtained by administering "paper and pencil" and group problem tasks to 116 learners in grade six. Learners' responses to the problem tasks provided the answers to questions relating to their success with science problems as well as the problem-solving skills used. The qualitative data was obtained from questionnaires based on the task and from semi-structured and focus group interviews with learners to attain a deeper understanding on how they responded to the problem tasks and thus determining their success. Documents were analysed from grades four, five and six in an attempt to view the type of problem-solving skills learners had experienced in their science lessons within the Intermediate Phase. An interrogation of the documents provided answers to the research questions dealing with the opportunities learners were given to develop these problem-solving skills. The grade six learner's final Natural Science marks as well as the problem-solving tasks were analysed quantitatively as well as qualitatively to see if there was a relationship between the two. From this study, it was found that in general learners' success was uneven. Learners had more success when problems were closed, inside type requiring one step simple reasoning and were presented as tables rather than as diagrams. They also seemed to have more success when answering the multiple-choice component of the question but had little success explaining their choice of answers. There was not a strong relationship between learners doing well at their normal school tests and being able to solve problems. Learners appeared to be unable to use reasoning to explain their answers. They were unable to work with more than one variable simultaneously. Group differences within the case revealed that Black and Coloured learners had different levels of success with the problem tasks. There was no difference in the marks for boys and girls scores for the problem tasks but there was a difference in their scores for the Natural Science test. In general, learners within the 11 year age group had greater success with the problem tasks. The findings of this study indicate that learners at the Intermediate Phase level are not taught to solve problems and therefore have very limited success with solving problem tasks. However, learners' uneven success also implies that although some learners were unable to solve problems there are others that do have the ability to use problem-solving skills even if they were not formally taught these skills within their science lessons. Learner's inherent ability to solve problems by constructing their own knowledge from their experiences forms the core of this study. Teachers need to build on these in the science classroom, which will result in learners becoming expert problem solvers. This study suggests that providing learners with experiences relating to solving science problems can only assist in developing learners' problem-solving ability and thus benefiting society. The intention of this study is to open up the possibility of a more detailed research into science problem-solving in the primary school within the new reforms of our South African education system.
A case study of science student teachers' experiences of teaching practices in the faculty of education of University of KwaZulu-Natal in 2005.
(2006) Mugabo, Rugema Leon.; Hobden, Paul Anthony.; Rosenberg, Thelma.
The study aimed at exploring science student teachers' experiences of teaching practice and in particular, it focussed on five areas related to: (a) the science student teachers' practices and views ofteaching practice; (b) the science student teachers' benefits and skills acquired from teaching practice; (c) the help and support they receive from both the supervisors and the mentor teachers and; (e) the science student teachers' views of how the teaching practice could be improved. A pragmatic, mixed method approach to research was adopted. In order to gather data to answer the research questions empirical research in the form of a descriptive case study was carried out. This case study was conducted on the science teachers' experience of teaching practice for the academic year of2005. Data were collected from participants in the teaching practice programme at Edgewood campus using a questionnaire supplemented by interviews, observations and documents analysis. Sixty science student teachers doing Bachelor of Education 2nd , 3rd and 4th year and the Postgraduate Certificate in Education, completed and returned the questionnaire and seven of them were interviewed. In addition, four mentor teachers and five university tutors were also interviewed and twelve students were visited in their host schools. Among others it was found that: student teachers reported that they felt adequately prepared for the range of activities they were involved in during teaching practice, their expectations of practice teaching were met, and they had a positive view about the general learning and administrative environment ofthe schools. They reported using a number of different teaching methods but the direct teaching method was still predominant with the textbook being used as the main teaching resource but a positive indication was that over half the students indicated that they attempted something different or new during teaching practice mostly on their own initiative. When asked for detail about the skills they gained from teaching practice they reported benefits in terms of improved teaching techniques and methods, dealing with learners and classroom management. There was no one single benefit that stood out but rather a number of different benefits for different students. Generally females were more positive than males, there were very few differences between the year groups and the mentor teachers were seen to be more supportive than the university tutors. However, there were a small but significant number of students who indicated having not been supported or having gained any benefit from their mentor teachers or university tutors. This study also revealed that the critical triangular working partnership involving student teacher, university supervisor, and mentor teacher was problematic and needed to be reviewed. When asked to make suggestions for change, a number of recommendations were made such as: the teaching practice was too short and needed to be increased; the organisation of teaching practice needed to be improved and; the schools need to give better status to students on teaching practice. However, when asked to rate their overall experience of teaching practice experience almost three quarters of the students indicated that they had at least a satisfactory experience.
A case study of teachers' implementation of the grade four natural sciences curriculum.
(2013) Mpanza, Mavis Nokuthula.; Stears, Michele.
Many teachers have difficulty in implementing the Revised National Curriculum Statement (RNCS). This is particularly true of the natural science curriculum. The purpose of this study was to explore the ways in which natural science teachers interpret and implement the natural science curriculum in Grade Four. A further aim was to find out which factors impinge on teachers’ ability to implement the curriculum. The study is underpinned by a theory of implementation developed by Rogan and Grayson (2003) who argue that major changes in new curricula are difficult to implement and suggest that any curriculum innovation should be ahead of existing practices. Rogan and Grayson’s (2003) framework is further used to identify the levels at which teachers are located with regard to their ability to implement the curriculum. The research was conducted within the interpretive paradigm. It is a case study of four natural science teachers who teach in the Folweni cluster of the Umbumbulu district. The methods of data collection included a questionnaire, document analysis, pre- and post-semi structured interviews and class observation. The data was analysed using Rogan and Grayson’s framework. The findings indicate that teachers are at different levels with regard to their ability to implement the natural science curriculum. This is partly due to the way they interpret the curriculum and partly due to a number of factors that influence their capacity to implement a new curriculum. Teachers have different abilities with regard to their interpretation of the curriculum. These abilities were interpreted in terms of their understanding of content, outcomes and assessment, as well as their ability to teach in learner-centred ways. Teachers’ capacity to implement a new curriculum are influenced by factors such as their qualifications, the circumstances of the learners they teach; the physical resources available to them, the support they receive from the school management, as well as the ethos that prevails in the school. The study concluded that teachers be supported in different ways to improve their capacity to implement the natural science curriculum and that this can ultimately lead to an improvement in teachers ability to implement the natural science curriculum as set out in the Revised Curriculum Statement (2002).
A case study of the constraints to the effective teaching of technology in grade 7 experienced by schools of a district in KwaZulu-Natal.
(2006) Ziqubu, Thokozani Sibonelo Leo.; Hobden, Paul Anthony.
This study concerned itself with the constraints experienced to the effective teaching of Technology in Grade 7 by schools of a district in KwaZulu-Natal. The study arose out of personal experiences of managing staff who had a responsibility to teach Technology in my school. It was assumed that by highlighting some of the problems encountered by schools in the teaching of this new learning area, future teaching and learning might improve. The main research question was: What constraints are experienced by Grade 7 teachers to effective teaching of Technology? A number of specific research questions were generated which focused on the main issues of the research. These were: Are there relevant physical resources available for the teaching of Technology in schools?; Do teachers possess the required skills to teach Technology?; Are teachers' understandings of the Technology Learning Area similar to official department policy?; What attitudes do teachers have towards the new Technology Learning Area? Approaching from a realist perspective, a descriptive case study was used to gather both qualitative and quantitative data. Schools offering Technology in Grade 7 in a school district of 94 schools were supplied with questionnaires for the principal and technology teachers to complete and return. These questionnaires were followed by classroom observations and teacher interviews in carefully selected schools. Data were coded, captured, analyzed and interpreted. Arising from the data analysis a number of findings were presented. The main findings were: In most cases, schools in the district do not have the specific resources required for the teaching of Technology in Grade 7. While most had general physical school infrastructure this was not always in a good condition. Teachers do not have many of the skills or competencies required to teach Technology. The majority of teachers who had been assigned to teach Technology had not received sufficient training. Where some training had taken place, the majority found it not very useful. Teachers have a common understanding about what Technology as a discipline is but differ on what should be emphasized in technology education at school. Teachers had a positive attitude to the introduction of the Technology Learning Area in the curriculum but suggest that it be combined with Natural Science Learning Area at the senior phase. Arising from these findings two main recommendations were made involving the allocation of resources to rural schools in which it was felt that the Department of Education should take primary responsibility and the continuing professional development of technology teachers in which two complementary models were suggested. Further research was suggested in the area of separate or integrated science and technology learning areas and on the long term impact of the teaching of Technology on technological literacy and its impact on the economy.
A case study of the implementation of continuous assessment in grades 11 and 12 physical science classrooms in three secondary schools.
(2004) Shilenge, Veronica Zanele.; Hobden, Paul Anthony.
The Department of Education has introduced a policy of Continuous Assessment (CASS) in grades 11 and 12. This, however, does not mean that the current policies such as senior certificate examinations will immediately change. It appears that the old and the new practices will co-exist. This implementation of CASS took place in some environments characterised by enormous infra-structural backlogs, resource limitations, inadequate supply of quality learning support materials and absence of common national standards for learning and assessments. Consequently, the purpose of this interpretive research is to investigate how CASS has been implemented in grades 11 and 12 Physical Science classrooms in three disadvantaged secondary schools. This research study is a qualitative case study of three secondary schools in a school circuit. The three secondary schools were chosen on the basis of their varying socio-economic backgrounds and history related to quality of work and innovation. The research study examines the contexts and processes that took place during the implementation of CASS in these schools. The principal theories underpinning this study are those supporting educational change and curriculum innovation. The argument is that different understandings of the nature of the curriculum have important implications for the implementation of curriculum change. The literature was reviewed to expand the argument that curriculum change has different meanings and is dependent on the context. In this research study, curriculum changes in South Africa, the meaning of curriculum changes, CASS and CASS policy are discussed. The research methods used to gather data are semi-structured interviews, document analysis and questionnaires. The participants in this study were grade 11 and 12 Physical Science teachers, the Science Head of Departments (HOD) and grade 11 and 12 Physical Science learners from each school. The three schools were visited in the second half of 2002. This research study considered the roles and importance of learners, teachers, school management team, community and external inputs for the successful implementation of CASS. The feedback from teachers, HOD's, and learners were analysed and discussed. The schools were found to have profiles and strategies that were unique, but also some principles, practices and characteristics were common. The overall findings show that CASS has been implemented in these classrooms, but the strategies that are mostly used are those which were used in a content-based curriculum. For example, tests, classwork and homework were common in these schools. This study therefore suggests that more thorough and different support and developmental programmes be put in place so as to equip teachers with the skills necessary to implement CASS. This study also suggests that further research in schools be conducted, so that the best procedures are used to ensure the effective implementation of curriculum innovation in South Africa.
A case study of the relationship between students' home backgrounds and their mathematics performance.
(2006) Salakoff, Barak Tom.; Vithal, Renuka.
This is an investigation explaining the relationship between the home environment and mathematics performance of 12 grade eight students from a high school in Durban, South Africa. One of the data collection methods was a 25-question test, based on the TIMSS test, namely a TIMSS equivalent mathematics test. The test was analysed and its relation to the South African syllabus, the students' familiarity with the type of questions and the multiple-choice mode of answer used in the TIMSS study, was investigated. The test scores were also used to identify high performing and low performing students to be interviewed about their mathematical, personal and home backgrounds. A student questionnaire was administered to these selected students as a basis for the interviews. An in depth one on one interview and records of the students' achievements in grade 7 and grade 8 in languages and mathematics, as well as school family records were used for the analysis. The life stories of the six high performing and six low performing students were then constructed and analysed with respect to: their achievements in mathematics and language; their home backgrounds; how their mathematics performance is affected by their home environments; and the effect of parental involvement in their lives. Finally research findings from the interviews on the home lives and experiences of the 12 grade 8 students from a high school in Durban are presented. Implications are put forward and recommendations made.
Changes in science teachers' practice of learner-centred education as a result of action research in Lesotho.
(2005) Khoboli, Benedict Mapere.; Malcolm, Clifford Keith.
The study looks at Lesotho Science teachers' understanding, practice and explanation of learner-centred education (LCE) prior to, during and after different activities. Six Physics teachers from Maseru were selected from 20 who attended an initial meeting and workshop. The selected teachers participated in the research for two years, completing a Baseline Study, then 3 cycles of planning, acting, observing, and reflecting in the action research on LCE. During the Baseline Study and each of the action research cycles, the teachers' explanations, understandings and practices of learner-centred education were determined through analyses of discussions and meetings, lesson plans, classroom practices, responses to the literature and other support activities, and interviews with the teachers. The process was collaborative, with the teachers and the researcher working as a team in the planning, observations of classrooms, reflections and analyses. The teachers changed their understanding and practices significantly in the course of the study. Consistent with the Concerns-based Adoption Model (CBAM), their primary concerns shifted from classroom management issues and impediments to learner-centred education in their schools at the start, to adaptation, innovation, and conducting teacher-workshops at the end. Early in the project, they opted for a model of learner-centred education comprised of three levels: caring for learners and their learning; adopting learner-centred teaching methods and allowing learners to influence the content and desired outcomes of the learning. During the research, within the team and in classrooms, the teachers developed each of these levels, though they applied the third level more in their own learning as part of the action research, than in their classrooms. At the end, the teachers co-constructed a model of LCE which they felt was doable under the conditions in Lesotho (including school constraints and competing demands on teachers and curriculum), and which would meet the expectations of principals, parents and learners. The teachers changed not only in their professional knowledge and skills, but in social-professional and self-professional aspects. For example, they began inviting other teachers to observe their classes, they conducted workshops in their schools, and enrolled for higher degrees. The teachers persisted with the study for two years, not because of school expectations or pressures, but because they wanted to participate. Their motivation was high, arising from a mix of personal, professional, career and school factors. Their motivations shifted during the research, as their knowledge and concerns changed, and they came to see different opportunities from what they had imagined at the start. Through participation and collaboration, they extended the objectives and outcomes of the study beyond its initial focus on learner-centred education in classrooms: they defined and addressed their own personal, social and professional interests. The data demonstrated that teachers' engagement with in-service activities that provide for long-term project-based learning, critical collaboration, support and reflection, can bring personal and group change more significantly than in conventional district and national workshops.
Concept development in mathematics : teaching and learning of quadratic equations, inequalities and their graphs.
(1994) Grewal, Ajmer Singh.; Moodley, Mathew.
This was an evaluative study undertaken to unpack some of the factors which could explain Transkei matriculation students' apparent poor conceptual understanding of Mathematics and to throw some light on possible solutions to their problems. In addition the study attempted to examine how Mathematics as well as the learning and teaching of Mathematics, were viewed by Transkei teachers and students at the high school level. The theory of quadratic equations, inequalities and their graphs constituted the mathematical content research area of this study. This topic was chosen because of the key role that it plays in the matriculation Mathematics syllabus. There were 8 research questions which led to 8 hypotheses. The research sample comprised 311 matriculation students taking higher grade Mathematics and their 10 Mathematics teachers from 10 schools in the Umtata education circuit. Four researcher-designed instruments, namely: a diagnostic test (students'), a student interview schedule, a teachers' questionnaire, and a teacher interview schedule were used. The diagnostic test consisted of 38 items aimed at addressing the first 7 research questions. Students' mean scores for each group of items of the test addressing a particular research question were computed and compared against a criterion score of 60%, using the "Z” statistic. In addition, an analysis of students' scripts was carried out and clinical interviews on a sample of the subjects (students) were conducted to find out their conceptual difficulties/misconceptions. The teachers' questionnaire and interview schedule were used to ascertain the teachers' disposition towards Mathematics teaching. Accordingly, teachers were divided into two groups A and B on the basis of their scores in relation to the median for the whole group. This enabled the testing of hypothesis 8. In this regard, means for the students taught by the two respective groups of teachers were comared by using "Z" statistic to establish if they were statistically different from each other. Teachers' reasons for their responses to some of the items in the questionnaire were analyzed and discussed with a view to finding out their favourite teaching styles and some of the difficulties they faced in order to be as effective as they wished to be. Analysis of data for research questions 1-7 showed that students did not have sufficient pre-requisite knowledge, and did not display a satisfactory level of mastery in solving quadratic equations and inequalities, and interpretation of graphs for quadratic equations and inequalities. Students' difficulties identified from the findings of this study were classified into 7 categories, namely: mathematical terms, mathematical symbolic language, mathematical skills, form in mathematics, over generalisations, translation and conceptual difficulties. The "Z" test for hypothesis 8 showed that students taught by teachers whose teaching strategies were more student-centred performed better than those who were taught by teachers whose teaching was inclined towards teacher-centredness. Finally, recommendations for teachers, curriculum planners, education authorities and other researchers are also made.
A context-based problem solving approach in grade 8 natural sciences teaching and learning.
(2009) Khumalo, Leonora Thandeka Nontsikelelo.; Alant, Busisiwe Precious.
The demands of the new curriculum are such that problem solving is foregrounded as one of the core skills in the learning of the Natural Sciences. However teachers in general have difficulties in conceptualizing how this core skill should be incorporated into their everyday teaching of the Natural Sciences. Furthermore there seems to be some confusion in the literature on how the concept of problem solving should or ought to be understood. This is a qualitative case study to explore a grade 8 Natural Sciences educator who involves the learner's context when developing the curriculum, during teaching and learning and assessment. The educator allows the learners to use their context to negotiate during teaching and learning. The learners discuss the context-based activities in their groups and solve problems in their context, produce the portfolio boards by using the resources from their context and present their portfolio board to the class. The educator assesses the learners' activities in context and the portfolio boards. The educator and classroom activities are explored by using semi-structured interview as the main source of the data, unstructured interviews semi-structured obs~rvation schedule and classroom observation. The educator's understanding is explored by using a multifaceted methodology which targets the following key aspects namely, curriculum development, teaching and learning and assessment. In the activity theory the context is the unit of analysis. Activity theory is used as the lens and the conceptual framework in this study to understand how the educator develops the curriculum, teach learners Matter and Materials in their context and assess their context-based activities and the portfolio boards. The findings show that according to this educator he sees himself as the curriculum implementer rather than developer. The curriculum changes are at theoretical level rather than classroom level. Contextual teaching involves construction of knowledge from learners pre-knowledge and interests. Teaching within an Outcomes Based Education is transformative and educator as a mediator of learning. Problem solving needs more time but maximise non-routine thinking. Assessment is for learning, it is continuous and it contributes towards assessment for grading.
A critical review of postgraduate environmental education research from selected South African universities, 1995-2004.
(2009) Madiya, Nomanesi.; Moletsane, Relebohile.; James, Angela Antoinette.
This study focuses on reviewing Environmental Education (EE) research that has been conducted by M. Ed and PhD postgraduates from selected South African universities during the period 1995 to 2004. This period 1995-2004 has been characterized by transformation, restructuring, and change in different educational areas of South Africa. This research is premised on the notion that such transformation, restructuring and change may have had an impact on research. The research questions were on the focus, methodologies and, gaps and silences in postgraduate Environmental Education research during the period 1995 to 2004. The study was informed by Homer-Dixon‘s (1994) theory of Resource Capture and Ecological Marginalisation which claims that environmental problems that exist in South Africa today emanated from apartheid and other marginalisation policies. Firstly, the study has argued that knowledge produced through postgraduate research can be useful in addressing these problems if it includes issues in all the environmental dimensions, biophysical, social, economic and political, as understood by O‘Donoghue (1995). Secondly, it further argued that the methodologies that are used to research on these issues can be useful in addressing these problems if they involve the participation of affected people so that they are empowered with appropriate attitudes, skills and knowledge to deal with these. Thirdly, the study argued that unless new knowledge is produced that will address issues of marginalisation as were created by the past, environmental problems experienced in South Africa will persist. Because of its reliance on documents as the source of data, I describe the design of this study as unobtrusive documentary small scale study. Masters and PhD theses and dissertations that were produced at the University of Johannesburg and Rhodes University during the period 1995-2004 were reviewed, using both quantitative and qualitative approaches. The study identified some gaps in the reviewed postgraduate Environmental Education research. For example, more focus on schooling issues resulted in the overlooking of problems that emanated from marginalisation in the contexts where the sampled institutions are located. Little was done to empower people with skills and knowledge that would be useful in addressing environmental problems. Keywords: Environmental Education research, Education for Sustainable Development, marginalisation, Transformation,
A critical study of methods of measuring the attainment of pupils in practical work in the biological sciences with special reference to the situation pertaining to Indian schools.
(1980) Moodley, Tharanialan Kistnasamy.; Behr, Abraham Leslie.
No abstract available.
Current difficulties experienced by grade 10 mathematics educators after the implementation of the new curriculum in grade 9.
(2005) Malinga, Mxoleleni Alfred.; Mudaly, Vimolan.
The purpose of this study was to establish current difficulties experienced by grade 10 mathematics educators after the implementation of the new curriculum in grade 9 (Senior Phase). Qualitative approach, using questionnaires' as a research tool was employed. The study was conducted from twenty grade 10-mathematics educators in a variety of schools. The questions were based on the current difficulties that educators were experiencing in grade 10 after the new curriculum was implemented in grade 9 in 2002. The research study was undertaken in different schools with different backgrounds in one District; UMgungundlovu of the Kwazulu - Natal Department of Education. These educators were from schools with the following backgrounds: • Rural schools • Township schools • Former White schools • Former Indians/ Coloureds schools The findings of the study are presented and these are interpreted and discussed under two categories: these being the kinds of difficulties enunciated by grade 10 mathematics educators and the researcher's comments on the findings. The Key Findings of this research study are the following: Grade 10 Mathematics educators complained that they have problems in teaching mathematics in grade 10 learners because: • Methods used in grade 9 are totally different from those they are using in grade 10. • There is no linkage between grade 9 and grade 10-mathematics syllabus. • Educators' lack training and teaching in outcomes - based approaches. • The new curriculum does not prepare learners to do pure mathematics in grade 10. • Learners cannot even work independently, only rely on the constant guidance from the educators and other members of the group. • Learners find it difficult doing individual work and completing homework and other class work. • Many learners drop out in mathematics classes and others even become worst in mathematics. The examinations or assessment (eTAs) which is an exit point from grade 9 to grade 10 have no value for the type of mathematics that is done in grade 10. • Textbooks used in grade 9 have lots of activities and lots and lots of stories and less mathematics. • Textbooks used in grades 8 and 9 are of poor quality and exercises are of pathetic quality. • Educators in grade 10 have to teach grades 8 and 9 work because it was not taught. • No clear focus on content part in grade 9, which form the basics of grade 10 mathematics. • The new curriculum in grade 9 gives emphasis to very few topics. • The level of mathematics that learners are exposed to, in grade 9 is far lower than the one they encounter in grade 10. • No support from parents in terms of doing homework. Finally, the recommendations are made for addressing the difficulties that are experienced by these educators as well as suggestions for further study.
A description of mathematical proficiency in number skills of grade ten learners in both the mathematics and mathematics literacy cohorts at a north Durban school.
(2008) Moodley, Vivendren Govindarajaloo.; Hobden, Sally Diane.
The main objective of this study was to determine the progress made in the development of mathematical proficiency, in the domain of number skills, by learners in the two cohorts (namely: Mathematics and Mathematical Literacy) during Grade ten. The research was conducted at Temple Valley Secondary School, which is situated at Verulam, north of Durban in KwaZulu-Natal. Furthermore, this research study was questionnaire-based employing basic descriptive statistics as well as qualitative analyses. Data was collected through numeracy (number) skill tests, a questionnaire and focus group interview responses of grade ten mathematics learners. A total of two skill tests were administered and 3 focused group interviews were conducted with six grade ten learners each. The first test and first attitudinal questionnaire was administered in May 2006 when learners had branched off into the two paths of mathematics. Thereafter, a second test and second attitudinal questionnaire was administered, during October 2006; when learners had completed most of the school year. The October-test was followed by the focus group interviews. A convenient sample was used in selecting the learners for this research study and a purposeful sampling technique was used for the focus group interviews. All grade ten learners at Temple Valley Secondary School were selected as the sample. The results showed that the mathematics learners slightly outperformed the mathematical literacy learners in the development of mathematical proficiency for number skills. The findings from this research could inform: Teachers of grade ten learners with an interest in improving the mathematical proficiency, in number skills, of learners and; curriculum developers and materials development specialists who prepare mathematical material for grade ten classrooms. The results showed that none of the grade ten learners, from either cohort, were mathematically proficient in May or October. From the study, it was noted that the female grade ten learners generally outperformed their male counterparts. The focus group interviews revealed that learners had a positive attitude to the learning of the subject mathematics, despite the poor test results of this study.
Design analysis of the Grade 9 technology curriculum in South Africa.
(2002) Chapman, Gavin Ashley.; Malcolm, Clifford Keith.
During the years of apartheid (pre 1994) there were two main streams that one could follow while studying at school viz. academic or technical. The majority of South African learners followed the more traditional academic stream allowing some to enter careers as doctors, lawyers, policemen/woman, school teachers and the like, while the remainder ended up jobless. Those pupils who followed the technical stream were considered by some of the more academically inclined persons, to be the 'duller' type of pupil, who could learn a trade and end up as a blue-collar worker. As the cost of technical education has always been much higher than the purely academic courses, the number of schools offering technical subject courses in South Africa has always been in the minority. The entire scene changed after the banning of apartheid (post 1994) and the introduction of the notion of globalisation. Rapid developments suddenly appeared world-wide especially with the introduction of new technologies, mainly in informatics. Suddenly the world seemed to be a much smaller place as one could e-mail, fax, or use a cell phone anywhere in the world at the touch of a button. In order for South Africa to become part of the new world order, and to think about global markets, certain essential changes had to be made firstly to the local environment. A depressed economy needed rejuvenation. There was a growing awareness that serious change was needed in the way children think and learn at school and to start aligning ideas with international trends. To do this, the Department of Education in Pretoria (DoE), decided to radically transform the education sector by introducing a new system of education known as outcomes-based education (OBE). The new OBE system brought with it mixed reactions from the South African public and from the teachers within the system. Many teachers did not want to accept that education could be done in a different way than they had been used to, in the past twenty to forty years. Younger teachers on the other hand did embrace change but are still trying to get the right balance within the prescribed parameters laid down in national education policy documents. To try and achieve such balance, the minister of education called for an independent review committee to re-work the general education and training phase curricula in order for them to be made more 'user-friendly' as many complaints had been received about the policy documents being overly complicated and unmanageable in the normal classroom situation. This process was concluded in May 2001 and Technology education remained as one of the eight new learning areas within the general education and training phase (GET) of South African schooling. The first draft of the Technology education curriculum was handed out for public comment in October 1997 and was used as the basis for a pilot study at selected schools in 1998. This information was used as the basis for analyzing the design of the Technology curriculum at grade 9 level. Grade 9 was selected as it is the final exit from general education and training (GET) into further education and training (FET), and because it was the starting point for the pilot project in 1998. Valuable data was available at the pilot project school sites to be used in this study. Not all the provinces were able to initiate a pilot project due to a number of reasons but those that did viz. Kwazulu/Natal, Gauteng, and the Western Cape were visited individually to collect data. This study therefore 'unpacks' the Technology curriculum into component parts using an analysis tool developed from a theoretical framework. This unpacking of the parts allows one the opportunity to critically check whether or not certain important aspects of the design were omitted either intentionally or unintentionally by the design team (NTT). Chapter one orientates the reader and sets the scene from where I, as researcher, locate myself and what the prevailing conditions are like at South African schools. The study problem is highlighted as are the obstacles that have tended to have an impact on the final curriculum design. Chapter two provides an overview of the related theory associated with the field of curriculum study. Technology education is discussed as broadly as possible within the framework of the new OBE education system for South African schools. Chapter three discusses the methodologies applied to ensure reliability and validity of the findings. The design analysis tool is presented with an explanation of each of the eight components. Chapter four relates an interesting story about the findings. A description of the educational sites is presented together with descriptions of the educators at the six pilot schools, as well as some background of the national technology design team (NTT). All recorded evidence was gathered during personal visits to the schools and individual meetings with the design team members. Chapter five provides a discussion of the data to analyse the Technology curriculum. In this way the reader is directed to the problem areas that were identified and supported the purpose of this curriculum study. Chapter six firstly answers the three critical questions posed in Chapter one. An alternative model for curriculum design and development is presented. This theoretical model is intended to reduce the weaknesses of the present curriculum design if applied to any similar initiative in the future. This will allow educators greater freedom to do what they do best - to teach from a curriculum policy that they clearly understand and are trained to deliver. In this way South African schools and all learners will be rewarded by being well prepared for a variety of challenging careers in the global world that we live in.

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