Masters Degrees (Science and Technology Education)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7148

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Developing and implementing conceptual teaching strategy in organic chemistry through lesson study.
(2023) Nsele, Sphesihle Winile.; Ndlovu, Bongani Prince.
In South Africa, Physical Sciences is one of the subjects with a high failure rate in the grade 12 National Senior Certificate (NSC) Examination. This observation was reported by the Department of Education and supported by several scholars. This study reports a case study that focused on how practising teachers developed and implemented conceptual teaching strategies to improve the learning of organic chemistry. The study was underpinned by topic-specific pedagogical content knowledge (TSPCK), a theoretical construct emerging from Shulman’s idea of content amalgamation with pedagogy. There were three questions raised in this study: (i) What is the quality of teachers’ pedagogical content knowledge in planning to teach a section of organic chemistry before the lesson study? (ii) What is a suitable conceptual teaching strategy for teaching grade a section of organic chemistry? (iii) How do teachers implement the conceptual teaching strategy developed through lesson study to teach a section of organic chemistry? Four in-service teachers participating in this study, including the researcher, were selected purposefully to participate in the study from Hlabisa Circuit in Mkhanyakude district in Kwa-Zulu Natal. Data was generated from the lesson plans of the participating teachers before lesson study intervention and further used two lesson study cycles to collect data through the use of the (content representation (CoRe). The findings revealed that teachers had limited knowledge of the conceptual teaching strategy before lesson study intervention. After the exposure to the intervention, findings revealed that teachers successfully improved the quality of their conceptual teaching strategy through the use of CoRe as a planning template. Participants could show the good quality of TSPCK and how TSPCK components interacted during the lesson planning. Furthermore, this interaction of TSPCK components was also developed in enacted TSPCK. Therefore, the lesson study played a critical role in improving planned TSPCK and enacted TSPCK. Further research is needed to explore the development of conceptual teaching strategies in other chemistry topics. Thus, the study recommended the inclusion of lesson study in the continuous professional development of teachers.
Exploring teachers’ experiences of constructive alignment between learning outcomes, activities, and assessment in electrostatics and electrical circuits in the grade 12 Physical Sciences curriculum.
(2023) Maphalala, Phelelani Persival.; Govender, Nadaraj.
Constructively aligned curriculum seeks to optimize learning by ensuring congruence between the intended learning outcomes, teaching and learning activities, and assessment. Constructively aligned curriculum emphasizes three key aspects of learning: For teachers: what teachers are expected to achieve, what are they teaching and how they teach it, and what they assess. For learners: what learners are expected to learn, what they learn, and how they will be expected to make that learning evident. The literature on constructive alignment (CA) advocates for the congruence between intended learning outcomes, teaching and learning activities, and assessment. However, not much is known about Physical Sciences teachers' experiences of constructive alignment. This study explored Physical Sciences teachers' experiences of constructive alignment between intended learning outcomes, teaching and learning activities, and assessment in Electrostatics and Electrical Circuits within the grade 12 Physical Sciences curriculum. The qualitative case study was conducted in three schools around Umlazi township, in the province of KwaZulu-Natal in South Africa. Convenient sampling was used to choose schools around the township as it was convenient for the researcher to work in these schools. Purposive sampling for choosing Physical Sciences teachers was utilized. A variety of data collected from pre-observation interviews, observations, document analysis as well and post-observation interviews provided detailed themes of knowledge necessary to answer the main research question while allowing for triangulation of findings to increase the trustworthiness of the results. The participants were interviewed before observations using individual semi-structured interview questions to find their understanding of constructive alignment. Observation of lessons was conducted at the convenience of the participant and teaching documents were also analysed to find out how Physical Sciences teachers constructively align the curriculum in grade12 Electrostatics and Electrical Circuits. After a thorough analysis of teaching documents, individual semi-structured post-observation interviews were conducted to understand Physical Sciences teachers’ rationale for constructive alignment. Among the variety of discoveries, this study discovered that there is a discrepancy between understanding and application of constructive alignment by Physical Sciences teachers. Moreover, lack of transparency in the communication of intended learning outcomes was a notable factor on the teachers’ side. Findings revealed that teachers tend to keep the intended learning outcomes to themselves and did not share them with learners. The literature revealed learners’ learning experiences and performances can be improved if they are involved in the learning path and the intended learning outcomes (ILOs) are made clear to them by teachers. Furthermore, findings revealed that teacher beliefs and values impact on their pedagogical practices and result in blurred assessment skills in their teaching. The study concluded by placing importance on the value of the institutionalization of transparent communication practices of ILOs to learners, incorporating continuous assessment and feedback as key pedagogical tools, teacher professional development for practical constructive alignment skills, and the establishment of regular teacher reflective sessions within schools and districts to build constructive alignment capacity of teachers.
Addressing rural grade 10 physical sciences learners’ alternative conceptions about waves and sound through information and communications technology (ICT) simulations.
(2023) Mzolo, Nokubonga Fortunate.; Govender, Nadaraj.; Ndlovu, Bongani Prince.
Physical Sciences continues to be one of the underperformed subjects, and the underperformance tends to be more noticeable in the provinces with rural schools. Among the contributing factors, the poor performance in Physical Sciences can partly be attributed to alternative conceptions associated with various content knowledge. Waves and sound topics are some of the topics that confuse learners. Therefore, the Department of Basic Education has recommended the integration of ICT simulations in teaching and learning. As a result, the purpose of this study was to identify rural grade 10 Physical Sciences learners’ alternative conceptions about waves and sound and address those through Information Communication Technology (ICT) simulations. The study followed the conceptual change theory, which was supported by the social constructivism framework. The study was located within the interpretative paradigm and a qualitative action research design was adopted. The study employed two action research cycles, and purposively selected grade 10 Physical Sciences learners from the rural school in Zululand district, in KwaZulu-Natal province. The study answered the following question: What are the impacts of ICT simulations on the learners’ performance? What are the learners’ views on the use of ICT simulations in teaching and learning? Data were generated through pre/post-tests, interviews, and lesson observations. First, the conceptual test was administered to all participants to determine the alternative conceptions they had on the topic of waves. The findings from the pre-test revealed that learners had waves and sound alternative conceptions that impeded their understanding of Physical Sciences. Moreover, the analysis after the ICT simulation-based intervention revealed significant differences between the pre-test and post-test results. The findings from the posttest showed that the ICT simulations helped to resolve some of the rural grade 10 learners’ waves and sound alternative conceptions. Furthermore, elicited responses indicated that learners perceived the use of ICT simulations to develop a better conceptual understanding of the waves and sound concepts. Thus, the study concludes by recommending the use of ICT simulations in day-to-day classroom practice and further research on other topics.
Developing junior secondary learners’ understanding of the atomic theory using information and communications technology simulations
(2023) Mvundla, Nobuhle.; Ndlovu, Bongani Prince.
The role of Information and Communications Technology (ICT) in teaching has received so much attention in science education research. In South Africa, the education department has pushed the digitisation of teaching through the White Paper on e-Education. However, as much as a lot has been researched in this field, there is still a gap in knowledge about developing the conceptual understanding of fundamental concepts in science through the meaningful use of ICT in teaching, particularly the use of ICT simulations. As a result, this study reports on constructive use of ICT simulations to develop the junior secondary learners’(JSLs’) understanding of the atomic theory concepts following the qualitative research. Two research questions guided the study. (i) What are the JSLs' prior understanding of the atomic theory? (ii) How can JSLs’ understanding of the atomic theory be developed through integrating ICT simulations? The study was theoretically underpinned by the Technological and Pedagogical Content Knowledge (TPACK) and the Activity Theory (AT) to explore how JSLs were pedagogically supported to develop their understanding of atomic theory. The researcher followed the action research approach with a group of 30 JSLs to investigate how their prior understanding of the topic developed through the integration of ICT simulations. These JSLs were conveniently sampled from a township school in Umlazi district. The results generated prior to the ICT-based intervention indicated that JSLs have a considerable number of misconceptions about the atomic theory concepts. During the intervention, the use of ICT for meaningful learning was measured through the active, constructive, authentic, intentional, and cooperative dimensions adopted from the TPACK rubric. The ICT intervention was found to be successful in developing and improving their understanding of the topic. The study concludes by recommending further in-depth research, including different forms of ICT tools across all grades to teach abstract concepts in Chemistry.
An exploration of grade 7 teachers’ topic specific pedagogical content knowledge when teaching electric circuits at lower Umvoti Circuit of the Ilembe District of KwaZulu-Natal.
(2023) Khanyile, Millicent.; Moodley, Merventharan Perumal.
This study offered insight into the teachers' Topic Specific Pedagogical Content Knowledge (TSPCK) when teaching electric circuits. There was a need of conducting this study to ascertain the grade 7 teachers’ TSPCK since the researcher is responsible for supporting the teachers when teaching electric circuits. In addition, the research in this regard is limited. The TSPCK involves changing what is taught to a form that could be comprehended by the learners at topic level. The study focused on TSPCK and electric circuits as a topic since this topic is regarded as difficult and abstract, hence it was anticipated that the teachers benefitted from this study. The researcher also benefited from the study in terms of understanding the teachers’ TSPCK when teaching electric circuits. The research questions for this study read: What is the level of grade 7 teachers’ content knowledge when teaching electric circuits? What is the nature of grade 7 teachers’ topic specific pedagogical content knowledge when teaching electric circuits? What is the correlation between grade 7 teachers’ content knowledge and topic specific pedagogical content knowledge when teaching electric circuits? The first research question assisted in capturing the teachers’ content knowledge (CK) of electric circuits. The second research question helped in capturing teachers’ TSPCK when teaching electric circuits. The third question aided in ascertaining the correlation between TSPCK and CK when teaching electric circuits. The paradigm that was employed in this study is pragmatic paradigm. A pragmatic paradigm was used in this research because it was a mixed methods approach. Qualitative and qualitative methods are employed to comprehend the problem and to answer the research questions. In this study, the teachers’ experiences and views involving their knowledge were taken into cognisance to understand their TSPCK. The study involved multiple case studies that focused on the teachers’ TSPCK when teaching electric circuits. The case studies were used for comparing and getting insight into the teacher’s TSPCK. A sample of four teachers was used to collect data. Data collection employed a mixed methods approach in which the qualitative and quantitative data were collected. The convergent method was used since quantitative and qualitative data were collected independently, and the results were compared. TSPCK data were collected using a TSPCK assessment tool questionnaire, and CK data were collected using a CK assessment tool questionnaire. The questions on a TSPCK questionnaire were aligned to categories, including learner prior knowledge and misconceptions; curriculum saliency, difficult ideas to teach in electric circuits, representations, conceptual teaching strategies of electric circuits, learners' diversity for inclusive teaching of electric circuits, technologies for teaching electric circuits, various contexts in which teaching electric circuits takes place, assessing electric circuits and teaching resources for electric circuits. These categories were intended to ascertain the teachers' TSPCK when teaching electric circuits. These categories became the themes of this study. The rubric was used to rate qualitatively TSPCK questionnaires’ responses. The questions in the CK assessment tool were linked to misconceptions and intended to ascertain the teachers misunderstanding when teaching electric circuits. The memorandum was used to score CK assessment tool questions. Data analysis involved analysing TSPCK and CK assessment tools qualitatively and quantitatively independently. CK and TSPCK data were compared using the Pearson moment correlation and regression correlation. The results revealed that the teachers’ TSPCK is developing and CK is at level 2. The relationship between CK and TSPCK is a positive weak relationship, which means TSPCK predict CK even though the relationship is weak. The gaps and good practices were identified. The study recommended that workshops should be conducted to capacitate the teachers with regards to electric circuits. This study also contributes to the literature considering teachers’ TSPCK when teaching electric circuits in grade 7.
Factors related to the critical thinking skills of grade 11 learners enrolled in different academic subject treams.
(2023) Gorogodo, Darlington Masimba.; Chirikure, Tamirirofa.
The Department of Basic Education in South Africa has strongly emphasised fostering critical thinking skills in learners, a priority that continues to be relevant in light of technological advancements and the evolving demands of life and work in the 21st century. In this study, an explanatory sequential mixed methods approach was adopted with the purpose of identifying the factors that are related to the level of critical thinking skills of Grade 11 learners, particularly those enrolled in different academic subject streams. An understanding of how and why these factors are related to the critical thinking skills of Grade 11 learners enrolled in different academic subject streams was sought in this study. In gathering data, 116 participants were conveniently selected, and the Cornell Critical Thinking Skills Test Level X survey was administered to them, while nine participants were engaged in focus group interviews. Key findings drawn from the data were a statistically significant difference in participants' performance in the critical thinking skills test based on the academic subject stream, F (2,110) =10.49; p = .001, with 𝜂2 = .160. Specifically, Science and Technology learners performed better in contrast to their counterparts in the Commerce and Business academic subject stream and Human Sciences and Social Services academic subject stream. The Mathematical group participants were enrolled in was also significantly related to differences in participants' critical thinking skills test performance, t (114) = 6.62; p = .001 with a Cohen d = 1.31. The Core Mathematics learners performed better on the test when compared to their Mathematical Literacy counterparts. Gender (F (1,114) = 0.35; p = .554), recognised home language (F (4,106) =1.27; p = .285), and area of residence of participants (F (2,110) = 0.95; p = .38) did not have a statistically significant relationship with participants' performance in the critical thinking skills test. The qualitative findings revealed that the choice of academic subject stream participants enrolled in was not related to the need to develop critical thinking skills but to prepare them for career aspirations, knowledge skills and the need to address the injustices some participants encountered in their communities. The Department of Basic Education in South Africa should actively incorporate pedagogy to influence the development of critical thinking skills across all academic subject streams. Empowering educators with effective teaching methods to nurture critical thinking in learners within different academic streams is also crucial. When choosing academic subjects for enrolment, a significant emphasis should be placed on cultivating critical thinking skills alongside acquiring conceptual knowledge and skills relevant to future career aspirations. Additionally, there is a pressing need to explore utilising all officially recognised home languages in the instruction and learning process across all academic subject streams. This approach can positively influence the development of critical thinking skills in individuals.
Experiences in designing and implementing a whole brain creativity and thinking programme for pre-service teachers: a narrative action research.
(2023) Khan , Fiona.; James, Angela.
The Whole Brain Creativity and Thinking Programme and Model are innovative and creative, designed for pre-service teachers and undergraduates as an intervention in bridging the gaps in professional development and pedagogy and methodology. It is designed using Design Thinking as a short programme for bridging gaps between school and university and between university and professional development. The foundation of the study is based on Sustainable Development Goals, SDG 4 for inclusive education and SDG 11 for sustainable cities. The WBCTP is based on Ned Herrmann’s seminal book, The Whole Brain Business Book (1996). The conceptual framework, together with the Whole Brain Creativity and Thinking model (Herman, 1996), includes Emotional Intelligence (EQ), Imagination, Mindfulness, cognition and metacognition, visual literacy and the five (5) senses. It is the lens for analysis of my designing and implementing the programme. The questions for the qualitative research: What was the Whole Brain Creativity and Thinking programme about? How was the programme and model designed and implemented? Why was it designed and implemented in that way? I used an interpretive, qualitative, narrative action research design in this study based on my experiences designing and implementing the WBCT programme and model. Data gathering entailed document analysis (reflective journal, student work) and visual methodology (videos and drawings). The data was analysed using content analysis to analyse and interpret the content of textual data. In four interactive and profound workshops I created (the four action research cycles used for the presentation of the finding), I created, designed and implemented four concepts for the future of tertiary institutions or higher education and schools embracing technology and hybrid teaching and learning, launching us into the 21st Century of multiverse teaching and learning. Pre-service teachers are encouraged to use their whole brain rather than their right or left- brain for thinking and learning. Subsequently, they can enjoy an enhanced teaching and learning experience and provide the same experience in their classrooms. Cycle One focused on Sustainability: Examining Environmental Sustainable Development, Sustainability, and Sustainable Development. Cycle two focused on Imagineering: A portmanteau for Imagination and Engineering. Cycle three focused on Business Model: Encouraging Teacherpreneurship and the Profitability of Teaching and Learning as a global citizen. Cycle four focused on STEAM: A holistic model for teaching and learning by including the Arts in STEM education, Science, Technology and Mathematics. In each cycle, Step One is on the Introduction and Focus, Step Two is on the designing, step three is implementation, and Step 4 is on the reflection and recommendation. For whole and holistic pre-service teachers with self-worth and reliance, I, in the programme, sought to enhance their comprehension of leadership and success unequalled to mediocrity and complacency and that teaching and learning would only change by applying mentally and emotionally strong executive functioning skills and socio-emotional learning, including the difference between right-brained thinking (creative thinking) and left-brain thinking (cognitive and logical). Teaching is entrepreneurial and has the holistic opportunity to shape lives, creating a cohort of visioners and Imagineers and driving the change in education as agitators and teacherpreneurs. We do not speak of school as the “plant” and teaching as a “machine churning out matriculants.” Now we speak of change-makers and global citizens who are the nucleus of society and, in the spirit of Ubuntu, assist with social cohesion and moral regeneration. Introducing visual literacy as a methodology is most significant as pre-service teachers speak the indigenous home language, and English is an additional language. Because of the language barriers and in the spirit of inclusivity, I used visual methodology. As the future of language is coding in robotics, I combined school knowledge with the skill and expertise in using technology to enhance their experience in creating projects. They discussed the need for more skill and classroom experience when they embrace employment as new teachers. The holistic pre-service teacher could, through the WBCTP, executive functioning skills, socio-emotional maturity, and whole brain cognition transcend into role models and mentors for future techno-drivers of change. Historically and socially disadvantaged in the past informs their passion, drive and inspiration to aspire and take risks to be entrepreneurial as teacherpreneurs and role models for leadership and inspiration rather than instructing and conforming. The WBCTP highlights the urgent need for technology and hybrid teaching as a whole-brained programme and model for teaching and learning. The tools used in the design to implement the WBCTP were significant drivers of change in robotics and coding. The WBCTP motivates an attitude of lifelong learning and being at the peak of the knowledge economy. If one is passionate about one’s profession, the thirst for knowledge can never be quenched and for pre-service teachers to be more aware of their thinking patterns and how much can be achieved if they diversify their thinking styles and embrace the future with technology.
Micronutrient deficiency status in school feeding schemes: a case study of 5-9 year olds in Driefontein and Kleinfontein.
(2025) Duma, Nontobeko Zamalwandle.; Alant, Busisiwe Precious.
Malnutrition, particularly micronutrient deficiencies, remains a significant public health issue affecting millions of children worldwide, including those in South Africa. This study addresses the persistent problem of micronutrient deficiencies among Foundation Phase school children in Driefontein and Kleinfontein, Ladysmith, KwaZulu-Natal, despite the implementation of the National School Nutrition Programme (NSNP). The study was guided by two critical research questions: (i) What is the current state of micronutrient deficiencies among Foundation Phase school children in Driefontein and Kleinfontein areas? (ii) What are the factors influencing the nutritional micronutrient status of these children? To answer these questions, a cross-sectional case study design using mixed methods was employed. Quantitative data was gathered through dietary surveys and nutritional assessments to determine the prevalence and severity of deficiencies in key micronutrients such as iron, zinc, and vitamin A. Concurrently, qualitative data was collected through in-depth focus group interviews with various stakeholders, including cooks, suppliers, principals, and foundation phase teachers. The investigation was grounded in three pivotal frameworks developed by UNICEF: the UNICEF Conceptual Framework for Malnutrition (1990), the UNICEF Conceptual Framework for Malnutrition (1992), and the UNICEF Conceptual Framework on the Determinants of Maternal and Child Nutrition (2020). Findings for Research Question 1 revealed that inadequate dietary intake and poor dietary diversity are prevalent among the children in Driefontein and Kleinfontein. Despite the NSNP’s efforts, many children continue to suffer from deficiencies in essential micronutrients. Physical examinations showed that while most learners in School A were well-nourished with only mild deficiencies, School B exhibited more frequent signs of deficiencies, particularly in hair and skin health. The nutritional value of the meals provided by the schools lacked sufficient vegetables and fruits, essential for vitamins and minerals, and had limited sources of omega-3 fatty acids, indicating a need for more diverse protein sources. Findings for Research Question 2 highlighted the significant impact of socioeconomic constraints, lack of nutritional balance, limited nutritional education, and the absence of food gardens on malnutrition. The school-feeding program is widely supported and plays a crucial role in addressing food insecurity and supporting children’s health and academic performance. However, concerns about the adequacy and balance of the meals provided suggest a need for targeted improvements. The study also identified budget constraints, timely payments, and the need for increased funding and policy development as critical themes for the long-term sustainability of school meal programmes. Recommendations included the development and implementation of school nutrition policies, standards for healthy meals and snacks, and fostering public-private partnerships to enhance the overall effectiveness of the NSNP program. The findings underscore the multifaceted nature of malnutrition, highlighting the need for nuanced theoretical models that consider local contexts. Practically, the study identifies critical areas for intervention, such as ensuring consistent funding and comprehensive nutritional education. Policy implications include the necessity for increased funding, robust school nutrition policies, and addressing logistical challenges. Methodologically, the mixed methods approach provided a holistic understanding, but future longitudinal studies are needed to establish causality. Overall, the study calls for improvements in meal quality, variety, and financial management to enhance the feeding scheme’s effectiveness.
An exploration of how preservice teachers integrate indigenous knowledge pertaining to African foods and beverages in science lessons.
(2024) Muyonjo, Catherine Winfred Nakkazi.; Mudaly, Ronicka.
Indigenous knowledge is increasingly recognised as a valuable resource in people's lives, prompting calls for its integration into science teaching. However, it is often marginalised compared to Western knowledge and science. This study explores preservice science teachers' perspectives on incorporating indigenous knowledge about African foods and beverages into science lessons. By evaluating these perspectives, the study sheds light on the marginalisation of African indigenous knowledge and how this can be dealt with. The research also emphasises the importance of valuing and effectively incorporating indigenous knowledge into science education. The study draws on the postcolonial indigenous theory (PIT), which aims to promote social change and decolonisation by leveraging indigenous philosophy, culture, and language. This theoretical framework enriches the understanding of how indigenous knowledge can be embedded in teaching about foods and beverages in science lessons. Accordingly, this highlights the potential benefits of integrating indigenous knowledge into science education, emphasising the importance of practical, learner-centred approaches in enhancing understanding and appreciation of both indigenous knowledge and science. The study adopted a qualitative method, focusing on preservice science teachers' perspectives on integrating indigenous knowledge about African foods and beverages within science lessons. Semi-structured interviews were used for data collection, allowing participants to express their perspectives freely. In addition, document analysis of preservice teachers' lesson plans was used to ensure alignment with the Curriculum and Assessment Policy Statement (CAPS) and to evaluate how indigenous knowledge was integrated into science lessons. The study draws on the postcolonial indigenous theory (PIT), which aims to promote social change and decolonisation by leveraging indigenous philosophy, culture, and language. This theoretical framework enriches the understanding of how indigenous knowledge can be embedded in teaching about foods and beverages in science lessons. Accordingly, this highlights the potential benefits of integrating indigenous knowledge into science education, emphasising the importance of practical, learner-centred approaches in enhancing understanding and appreciation of both indigenous knowledge and science. The findings indicate that preservice teachers recognise the value of research in preparing them to teach effectively and understand indigenous knowledge. They emphasise the importance of practical activities, such as experiments involving indigenous foods and beverages, to deepen conceptual understanding. Practical work is seen as a pedagogical approach to illustrate the scientific aspects of indigenous food practices, such as fermentation in the preparation of umqombothi. Preservice teachers stress the significance of using familiar foods and beverages in practical lessons to help learners better grasp the connection between indigenous knowledge and science. They advocate for lesson plans that integrate indigenous knowledge and Western knowledge in science education, with a learner-centred approach that encourages learner participation and acknowledges the teachers’ capacity to learn from their learners. The study suggests that incorporating field trips and inviting indigenous knowledge holders and community members to science lessons can further enrich the learning experience, enhancing both teachers' and learners' conceptual understanding. Tapping into indigenous knowledge deepened teachers’ conviction about the wisdom inherent in IK. It emboldened teachers to incorporate other knowledges, and leverage insights from IK holders. This is significant because it creates new pathways for teaching and learning Natural Sciences.
Pre-service science teachers’ understandings and practices of climate change.
(2024) Govender, Caitlin.; Govender, Nadaraj.; James, Angela Antoinette.
This study explored pre-service teachers' (PSTs) understandings and practices before and after a Biological Science for Educators module regarding Climate Change. As Climate Change becomes an increasingly important issue, it is imperative that educators are wellequipped to teach this topic effectively. However, there is a dearth of literature regarding the effectiveness of teacher education programmes in adequately preparing PSTs to address Climate Change in their future classrooms. Employing a qualitative approach, this research utilised questionnaires to assess PSTs' knowledge and practices both before and after the module. The sample consisted of 40 PSTs from the School of Education, University of KwaZulu-Natal. A questionnaire was used and adopted from a previous study to measure specific aspects of Climate Change knowledge, such as the understanding of climate processes and practical strategies. Additionally, postmodule interviews provided qualitative insights into PSTs' understandings and practices of Climate Change. The study indicated that while some students were aware that there are changes in our climate occurring due to Climate Change, there was no improvement in their conceptual understanding. This indicates that pre-service science teachers have a limited understanding of the deeper consequences and causes of Climate Change. Additionally, although some students engaged in behaviours that related to mitigating Climate Change, such as lowering energy consumption and burning of fossil fuels, these actions were often superficial and lacked a deeper commitment to sustainability practices. This suggests a need to use a holistic approach to Climate Change that not only increases awareness, but also deepens their conceptual understanding and fosters meaningful, sustained engagement in Climate Change mitigation efforts.The study proposes a content-pedagogical action oriented model that can be adapted and implemented across various educational levels, including schools, communities and tertiary institutions. This model also involves continuous reflection on and assessment of students’ learnings, experiences and curriculum evaluations, including the involvement in Climate Change-related actions and a deeper understanding of the concept of Climate Change. The holistic approach suggested in the model will provide an enhanced, important understanding of the effects of Climate Change. As this is a small case study with a particular socio-economic environment, the findings cannot be generalised across educational institutions or all PSTs.
Natural science teachers’ experiences of using Whatsapp in teaching in primary school.
(2023) Coopasamy , Presanthi.; Mpungose , Cedric Bheki.
Teachers’ have been raged to move from traditional to online instruction to link with the pressures of the fourth (4th) industrial revolution. Therefore, schools make requirements of educational technological resources which may include but not limited to smart board, computers, application software. Nevertheless, the lack of skills to incorporate technology into curriculum hinders effective online pedagogy, and this results in the poor curriculum implementation. Therefore, this qualitative case study thus aims to explore experiences of teachers on the integration of WhatsApp to teach Natural Sciences in Primary Schools. Also, this qualitative case study looks at six teachers experiences on the incorporation of WhatsApp to teach Natural Sciences. Likewise, these teachers were purposively and appropriately selected because they were teaching Natural Sciences, and they were easily accessible. Oneon- one semi-structured WhatsApp interviews, and online reflective activities were used to generate data which was thematically analysed using inductive and deductive reasoning. Findings uttered that the training of teachers to integrate WhatsApp into the teaching of the Natural Sciences curriculum improve them to draw from different experiences (formal, informal and conformal). This study therefore sought to balance experiences to ensure a successful integration of educational technological resources into curriculum.
The effectiveness of kitchen chemistry in developing science process skills in high school physical sciences.
(2022) Mkhaliphi, Zimele Nonkanyiso.; Chirikure, Tamirirofa.
The purpose of the study was to explore the effectiveness of kitchen chemistry (KC) in developing science process skills (SPS) in high school Physical Sciences. KC refers to using the available tools, materials and household chemicals in performing practical work at home, that is, in the kitchen to provide familiar environments in which learners can participate in practical work without being bound to curriculum time. This study was stimulated by the persisting decline in performance in Physical Sciences in examinations requiring SPS competency. To answer the research questions, a mixed methods research was conducted. Thirty Physical Sciences Grade 12 learners of a rural secondary school in UMkhanyakude District were purposively sampled. Data were generated through pre-tests, post-tests, semi-structured questionnaires and analysis of the documents. Quantitative data were analysed using SPSS. Qualitative data were analysed to isolate and understand salient themes comprehensively. KC was understood as a strategy where kitchen tools and materials are used in learning. It emerged that there was a significant statistical difference in performance after engaging in KC. The learners reported the KC activities as fun and meaningful ways in which learning and understanding of science concepts could occur. Besides, KC activities were effective in stimulating the development of SPS and encouraging knowledge construction. Therefore, it is recommended that Physical Sciences teachers integrate suitable KC activities into their science lessons teaching and planning. The researcher recommends that curriculum developers include the use of KC as one of the suggested alternatives to schools where laboratory resources are limited.
Dynamical mass estimates of Sunyaev-Zel'dovich E_ect selected galaxy clusters in the millennium gas simulations.
(2016) Mthembu, Nhlakanipho Kwazi.; Hilton, Matt.
Abstract To extract and make estimates of the cosmological parameters requires knowledge of the cluster mass. Cluster mass is not directly observable but can be predicted by numerical simulations of structure formation and can be inferred from observable proxies for mass. One way to nd a cluster is by the Sunyaev-Zel'dovich (SZ) e ect, caused by the inverse Compton scattering of photons from the cosmic microwave background (CMB) by hot gas in clusters. The observable SZ e ect signal (Y , the integrated Comptonisation parameter) does correlate well with cluster dynamical mass. The cluster mass can be estimated from measuring the one dimensional (1D) line-of-sight (LOS) velocity dispersion ( v) of galaxies in clusters, however, depending on the type of galaxies selected, such measurements may be subject to biases. We investigate this issue using simulated cluster and galaxy catalogues produced by the Millennium Gas Simulations Project. We aim to design an optimal observing strategy which is important for future dynamical mass measurements of Atacama Cosmology Telescope (ACT) clusters that aim to use the Southern African Large Telescope (SALT) for much larger studies of dynamical mass measurements (M500). We describe the methods used to make mock cluster catalogues by following the same procedure used in multi-object spectroscopic observations with the Robert Stobie Spectroi graph. In our case we applied a di erent number of slits masks for targeting the galaxy clusters and investigate the impact it has on the recovered v and estimated M500. We do this for both an idealized case (100% redshift z completeness), and for a realistic case, where redshift completeness decreases for fainter objects. We calculate the velocity dispersion ( v) of each cluster at z = 0.3 using galaxies selected as members only, and then use galaxy cluster scaling relations derived from N-body/hydrodynamic simulations to estimate the cluster dynamical mass M500. The recovered velocity dispersion is almost unbiased (1.5􀀀2%) but with much bigger scatter (12􀀀18%). We found that the bias of the estimated M500 for 100% z completeness is less than that for the realistic z incompleteness, which is as expected. For realistic redshift completeness, the bias in recovered M500 ranges from 11􀀀30%. The ultimate goal for this project is to determine how many masks we need to use per cluster, and how many clusters in total we need, to make a reasonable measurement of the Y500D2A 􀀀 v relation, since the observing time on a queue-scheduled telescope such as SALT is quantized by how many masks are allocated to each cluster. Using a Markov Chain Monte Carlo (MCMC) method to t the Y500D2A 􀀀 v relation, we found that the recovered slope of the relation has less bias when using a large sample of clusters with poor quality v measurements, as compared to a smaller sample of clusters with high quality v measurements.
Exploring Grade 10 learners’ engagement with the Kahoot game in Physical Sciences: action research study in Umgungundlovu District.
(2022) Mbokazi, Nontokozo.; Sibanda, Doras.
Digital educational games can enhance learners’ engagement in learning different concepts. This action research study, therefore, endeavoured to enhance learners’ engagement when learning Physical Sciences via a digital Kahoot game-based learning tool. The qualitative study was carried out with one grade 10 Physical Sciences class, consisting of ten female participants who all opted to participate in this study. Five action research cycles were followed to respond to the research questions. The first action research cycle was conducted by a pre- and postintervention questionnaire that was administered to recognise any shift in learners’ engagement. Learners were then asked to complete diary entries concerning their emotional, behavioural, and cognitive engagement after each of the three Kahoot games played. A teacher log was used to allow reflection concerning the implementation of the intervention. The learners and the researcher spent more time on reflection in the 2nd- 4th action research cycles to implement changes for improving engagement. Learner interviews were conducted finally, with five participants to gain further insight into their engagement. Based on the evidence obtained from the data collection tools, the participants in the study found learning Physical Sciences prior to the game interesting because of watching videos and conducting practical investigations. They viewed Kahoot to be more interesting, exciting, and fun. Learners were not cognitively engaged with learning Physical Sciences via the Kahoot game because it has a cognitively undemanding nature. The outcome was not exactly what was anticipated. That is, I had concealed strong suspicions that the Kahoot game would increase all three dimensions of engagement positively. However, the findings indicated that learning Physical Sciences via the Kahoot game increases two out of three learner engagement dimensions. The findings that emerge from this study will inform the way games and used to promote the teaching and learning of Physical Sciences.
The effectiveness of YouTube videos in developing process skills in grade 10 Life Sciences curriculum.
(2022) Mbanjwa, Nobuhle Priscilla.; Chirikure, Tamirirofa.
For effective science enquiry and acquisition of concepts in science learning, learners should have a good mastery of the science process skills (SPS). SPS are the fundamental components of problem-solving, critical thinking and enquiry in science. The main objective of this study was to establish the effectiveness of YouTube videos in developing SPS in the Grade 10 Life Sciences curriculum. The study was framed by a model of evaluating the effectiveness of YouTube videos. It was supported by the theories of constructivism and active learning. The pre-test and post-test and a semi-structured questionnaire were administered to 100 conveniently selected Grade 10 Life Sciences learners of a secondary school in KwaZulu Natal. Quantitative data were analysed using descriptive statistics, which comprised a t-test. Qualitative data were analysed using a thematic analysis method. The null hypothesis was that there was no statistically significant difference between the performance of learners in the pretest and post-test. The results of the study revealed that there was a statistically significant difference in the learner’s post-test performance. The YouTube videos had a significant impact on the development of skills such as inferring, interpreting data, constructing a hypothesis, communicating and predicting, as these showed an average increase of 40,2%. The learners demonstrated a positive perception of YouTube videos, as they improved their development of SPS. Hence, it was recommended that teachers incorporate relevant YouTube videos and design effective practical tasks to enhance and elevate
Exploring the impact of the use of technologies on accounting lecturers’ pedagogy during online teaching.
(2022) Machaka, Mokgadi Elsa.; Singh-Pillay, Asheena.
The adoption of online learning by many institutions has become essential since December 2019, when COVID-19 cases began to manifest all over the world. South Africa's lockdown, which began on March 26, 2020, compelled higher education institutions to employ alternative teaching strategies and offer online support to students. Academic activities had to continue during this crucial period, even though students and lecturers were not in the typical classroom setting. This study sought to explore the impact of the use of the effects of technology on TVET accounting lecturers' pedagogy during online teaching under COVID-19 conditions. The study was guided by the interpretive paradigm, and adopted a case study design with a methodological approach because it had a qualitative design. Purposive sampling was used to select 12 accounting lecturers and convenience sampling was used to select the research site. Data was generated via questionnaires, observations, and interviews. The Unified Theory of Acceptance and Use of Technology (UTAUT) framed this study at a theoretical level. Age, lecturers' level of experience, and openness to learning were the three constructs used to build the conceptual framework in the UTAUT model. The main findings revealed that accounting lecturers had access to a variety of technological tools, but they preferred to use the laptop and internet. The use of technologies impacted accounting lecturers’ pedagogy in terms of instructional design, teaching, and personal growth. Technology has changed how they use their in-depth subject knowledge to design stimulating lessons and tasks that have inspired student centred learning. Since they needed to improve their familiarity with technology, their knowledge of it and content, as well as their understanding of best practices and online teaching pedagogy, lecturers created their own learning communities. The factors that constrain accounting lecturers’ use of technology in the classroom was determined to be a lack of training for online teaching.
Grade 11 Civil Technology teachers’ practice of promoting active learning during the teaching of graphic communication.
(2022) Hove, Sithembile.; Singh-Pillay, Asheena.
Graphic communication is a language of communication that is used for visual representation and expression of ideas and concepts. In the field of engineering and the manufacturing industry, graphic communication is useful for the design, development, manufacture of products and construction of structures and systems throughout the world (Lockhart, 2018). Graphic communication forms the backbone of all design operations that work within a framework, ranging from conceptual design, detailing of drawing specifications, analysis, interpretation of graphic text and iterative re-design, to making working drawings prior to manufacture of artefacts, assembling of mechanical components and construction of building structures (Dobelis, 2019). Graphic communication is a fundamental part of Civil Technology (CT) embedded in the CT curriculum. Through graphic communication skills, learners are taught how to read, interpret, design, and draw civil drawings using freehand or instrument drawing techniques guided by the South African National Standards (SANS) code of practice for building drawings – SANS 0143. The graphic communication skills in CT include among others, the ability to draw orthographic projections of floor plans, elevations and sectional elevations of single and double storey buildings, interpretation of site plans, detailed drawing of building features such as foundations, staircases, doors and door frame installations, cavity walls, plan and front elevation courses of brick walls in English and stretcher bond, arches, roof trusses, and so forth (Education, 2014). The National Senior Certificate (NSC) examiners and moderators’ reports for CT from 2016 to 2019 reflect learners’ remarkable ineptitude with regard to graphic communication skills. The diagnostic reports highlight learners’ poor performance on examination questions that test for graphic communication skills. The following common mistakes and misconceptions have been established from the CT NSC Examination diagnostic reports for 2018 and 2019: learners struggle to read and interpret graphic text correctly; misinterpretation of dimensions; failure to apply scale correctly on drawings; and incorrect representation of SANS symbols on drawings (Education, 2018; 2019). On a yearly basis, at professional development meetings organised by the department of education and facilitated by subject advisors, teachers are made aware of the areas that learners perform poorly in, yet learners continue to perform poorly in graphic communication. This study explores grade 11 Civil Technology teachers’ practice of promoting active learning during teaching of graphic communication lessons, using a case study of uMgungundlovu district, KwaZulu-Natal. The theoretical framework that guides this study is underpinned by the qualities of effective teachers (Stronge, 2018). A qualitative case study design approach to inquiry was used to generate data through a questionnaire, semi-structured individual interviews, focus group interviews and analysis of lesson plan portfolios and recorded graphic communication lessons. Purposive sampling was used to identify the respondents for this study. Data collected was subjected to content and thematic analysis. The findings of the study reveal that there are three ways in which grade 11 CT teachers promote active learning when teaching graphic communication. These are: chalkboard illustration/demonstration; explanation of concepts and field excursions; and learners draw and make projects to link theory and the practical. Teachers actively engage learners in graphic communication lessons in four ways, namely: giving learners individual drawing activities to complete in class; group discussions and activities; use of digital projector to show videos and pictures; and making models, simulations and giving learners enrichment exercises outside the classroom. Research findings further reveal that all CT teachers encounter challenges when promoting active learning in teaching of graphic communication. These include challenges encountered when teaching theory and practical lessons, and learners’ misconceptions on site plans, floor plans and calculation of perimeter and area of site and proposed building. The challenges encountered emanate from contextual factors that constrain the teaching of graphic communication, namely: lack of drawing equipment; learners’ lack of motivation with the subject and not submitting tasks; too much workload for teachers; lack of access to modern technology such as internet; insufficient time to cover the expected content; and underresourced workshops to perform practical lessons. My findings illustrate that a combination of contextual factors and teachers’ pedagogical knowledge, pedagogical content knowledge or subject matter knowledge and their classroom practices impede the promotion of active learning when teaching grade 11 graphic communication lessons. This problem manifests itself in poor quality NSC results at matric level when learners exit the school system. The findings of this study point towards suggestions and recommendations of professional development intervention programmes to support CT teachers in their endeavours to promote active learning when teaching graphic communication in uMgungundlovu district.
Exploring grade 10 physical sciences learners’ views and preferences of instructional strategies in electricity.
(2022) Dhlamini, Thulani Zakhele.; Molefe, Leonard.; Govender, Nadaraj.
Physical Sciences is one of the subjects perceived by high school learners in South Africa and beyond as difficult. The examiners’ report from Department of Basic Education over the years have highlighted a poor performance in Electricity in the National Senior Certificate examinations. The researcher was then curious to find out other means of improving conceptual understanding of the topic in question. The aim of this research is to investigate Grade 10 Physical Sciences learners’ views and preferences of Instructional Strategies in Electricity. Instructional Strategies also known as “teaching strategies” give direction and approaches teachers have to follow in order to achieve the fundamental aims of instruction. The study explored three aspects: firstly, Grade 10 Physical Sciences learners’ views concerning Instructional Strategies used in Electricity. Secondly, the experiences of Instructional Strategies (i.e., teacher guidance, practical work and computer simulations) the present learners preferred during the exploration research. Thirdly, to understand factors that motivated learners to prefer the Instructional Strategies the way they do. The research approach in this study is qualitative. This approach allowed the researcher to generate data directly from the learners through constant interactions while observing their behaviour within their context. A sample of twenty-five Grade 10 Physical Science learners was conveniently selected from one of the township schools in Umlazi. Case study research design was adopted. This design was an exploratory type, treating learners as both the case and the unit of the study. An interpretive approach complemented with action research was used to collect data through questionnaires, video recordings and one-on-one interview for triangulation purposes. The transcripts further assisted in the formulation of themes that were used to answer the research questions. The analysis and interpretation of results indicate that learners enjoy the presence of their teacher in the classroom helping them throughout the lesson when working on assessments and practical experiments, which is why demonstration was selected as the most favourable Instructional Strategy amongst others. Furthermore, it was clear that teacher guidance was selected as the most preferred IS by the learners in comparison with practical work and computer simulation.
Understanding teachers’ integration of information and communication technology (ICT) in teaching Grade 7 natural sciences.
(2022) Zungu, Nkosinathi Victor.; Govender, Nadaraj.; Good, Mary-Anne.
Information and Communication Technologies (ICT) have evolved into the most fundamental component of modern industrial civilization. Many countries have now acknowledged, adopted and are starting to master and understand basic ICT skills and knowledge. The South African Department of Basic Education has also taken the initiative to implement ICT integrated teaching by providing ICT resources to schools. Teachers in South Africa are now confronted with an educational shift that challenge their technical skills as well as their knowledge and pedagogical expertise in the use of ICT in the classroom. Therefore, this study seeks to understand how teachers use Technological Pedagogical Content Knowledge (TPACK) to integrate Information and Communication Technology (ICT) in their teaching of Natural Sciences in Grade 7. The study was carried out at three primary schools in the KwaDukuza region of the iLembe District, KwaZulu-Natal, South Africa. It was focused towards teachers who were already incorporating ICT into their teaching of Grade 7 Natural Sciences. This qualitative study involved three teachers purposefully selected from these schools. Data were gathered from document analysis, questionnaire, lesson observations, and semi-structured interviews. Teachers were observed teaching different topics of the Grade 7 Natural Sciences curriculum, such as Water Cycle, Solar System and Tides. The data collection were based on action research methodology and were done in two cycles. The collected data were analysed using thematic analysis, the categories and emerging themes formed the main findings of the study. The findings revealed that all three teachers had basic ICT skills such as using digital projector connected to their laptop to teach Grade 7 Natural Sciences but were poorly integrating ICT into their lessons. Teachers did encounter some difficulties in their classrooms, such as a lack of internet connection and insufficient resources, but they remain optimistic and eager to incorporate ICT into their teaching. Teachers further stated that they favour technology enhanced teaching over traditional teaching because it allows them to explain complex content more easily in a visual manner. They do have a positive attitude towards ICT but need advanced professional development in integrating ICT pedagogically. The participants feel that ICT can be utilized to improve Grade 7 Natural Sciences teaching and learning since it captures learners' interest and motivates their learning.
Grade 9 learners’ views concerning the environment: a correlation study in Msunduzi and the Midlands, Kwazulu-Natal.
(2022) Kassier, Talita.; Molefe, Leonard Musetsi.
Environmental justice is one of the leading principles infused throughout the National Curriculum Statement (NCS) Grades R-12 (DBE, 2011). The NCS places an emphasis on an active and critical approach to learning. Furthermore, the curriculum envisages learners that are able to use “scientific knowledge responsibly in the interest of ourselves, of society and the environment” (p. 9; emphases added). It is evident in all the specific aims of the learning area (Natural Sciences) that environmental awareness is encouraged (DBE, 2011). Additionally, there is a focus on the significance of affective objectives in the development of EE in South Africa (Reddy, 2011). This study sought to explore Grade 9 learners’ views concerning the environment. Three constructs – perceptions, attitudes and behaviour – were investigated as indicators of their (learners’) views. The theoretical framework for this study maintained that a balance between perceptions (education about the environment), attitudes (education in the environment), and behaviour (education for the environment) would lead to effective EE that could bring about attitude and behaviour changes for sustainable living. Furthermore, factors that shaped the learners’ views concerning the environment were explored. This study used an explanatory sequential mixed methods design. Quantitative data were collected through a survey of 354 Grade 9 learners in Msunduzi and the Midlands, KwaZulu-Natal, South Africa, to establish their views concerning the environment. The second qualitative phase collected in-depth data through open-ended questions and from six individuals taking part in a focus group interview. The two sets of data were integrated to provide a more comprehensive understanding of the sample of Grade 9 learners’ views concerning the environment. The quantitative findings indicated that Grade 9 learners in the sample had high perceptions (M = 4.16 [out of possible 5]) and lower attitudes (M = 3.76) concerning the environment. The findings also showed lowest scores in terms of the learners’ behaviour (M = 3.61) concerning the environment. The quantitative data further suggested a significant correlation between learners’ perceptions and their attitudes (r = 0.56) concerning the environment, as well as between their attitudes and behaviour (r = 0.60). However, the low correlation between the learners’ perceptions and behaviour (r = 0.33) could show the low impact that merely increasing environmental knowledge has on behaviour. This study further indicated the importance of the affective domain in altering behaviour concerning the environment. The qualitative data revealed some of the significant influences our learners respond to in relation to forming their environmental views, for instance the use of media, education in the environment for actual observations of their surroundings, and the influence of significant persons as role models. These could be incorporated in EE to better engage learners with content concerning the environment. The overall results suggested that Grade 9 learners in this study had positive perceptions concerning the environment, compared to less positive attitudes and virtually negative behaviour. The findings from this study could be used by teachers and policymakers to better incorporate ESD principles and improve EE praxis with Grade 9 learners in South African schools.

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