Masters Degrees (Science and Technology Education)

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

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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.
An exploration of biology teachers' practice with regard to practical work and how it relates to the NCS-FET life science policy document.
(2004) Pillay, Asheena.; Alant, Busisiwe Precious.
When democracy was achieved in South Africa there was a need to create an education system that served the needs of all South Africans. An education system which would produce literate, creative, critical and productive citizens. This led to the introduction of OBE, Curriculum 2005 and the National Curriculum Statement policy document. The principles on which the current South African education system is based has been borrowed from countries like Canada, England and Scotland. Although there are educational changes, the legacy of apartheid continues to be felt in the education system. There still exists an unequal distribution of resources both physical and human. Many previously disadvantaged schools do not have laboratory facilities nor qualified biology educators. This unequal distribution of resources impacts on teaching and learning. The successful implementation of the NCS-FET Life Science Policy Document hinges on teachers. Teachers are expected to through their teaching espouse the philosophy of the NCS-FET Life Science Policy Document. The majority of teachers teaching in South African schools had their training in a "content era," where it was amiable to transfer as much content knowledge as possible to learners, with little inquiry and the accompanying practical work. The NCS-FET Life Science Policy Document embraces the idea of learner centredness and emphasises the development of basic and integrated science process skills, in its first learning outcome. These educational changes imply a re-examination of the ways in which activities may have been conducted in the past, and at present. The context in which practical work is done in South Africa is different from the context in which practical work is done in countries like Canada, England and Scotland. This study uses an open-ended questionnaire and focus group interview to investigate teacher conceptions of practical work, the types of practicals teachers use to teach science process skills. The purpose is to get a deeper insight and understanding of teacher practices within a South African context, taking into account the effects of the legacy of apartheid. The study also highlights the possible challenges the teachers face in embracing the NCS-FET Life Science Policy Document.
Exploring grade six educators' understanding of the integration of the natural sciences and technology in the Mafukuzela-Ghandi Circuit, Ethekwini Region.
(2016) Khanyile, Dumisani.; Alant, Busisiwe Precious.
This qualitative study sought to explore Intermediate Phase Natural Sciences and technology educators’ understanding of the integration of Natural Sciences andtechnology. This was donein order to ascertain whether there wasa relationship between their understanding of this integration and their classroom practice. The exploration was guided by the following three main research questions: 1. What understanding do Grade 6 educators have regarding the integration of Natural Sciences and technology? 2. How is their understanding enacted in their classroom practice? 3. What informs these educators’ practice in the classroom? A descriptive, explorative, qualitative research design was employed, and the data were generated from the following three phases: Phase I (questionnaire): finding out the Grade 6 educators’ understanding of the term “integration”. Phase II (class observation): finding out how this understanding of integration was enacted in their classroom practice. Phase III (focus group): finding out what informed the educators’ practice in the classroom. The theoretical framework thatguided the analysis of the data was Activity Theory. This framework allowed for aspects of the context and historicity within which teaching and learning in the classroom occurs to be brought to the fore. With respect to the first question, this study revealedthat Grade 6 educators’ understanding of the term ‘integration’within the Natural Sciences and technology curriculum may be divided into two sections: a) General, and b) Curriculum based. In terms of the former understanding of the term integration, it was noted that a general understanding of the term ‘integrate’was agreed upon amongst the participants. Five out of six participating educators pointed to the idea of integration as being about “merging”; “joining”; “combining” and “linking” two or more “things” or aspects. Only one educator used the terms “integration” and “inclusion” interchangeably. However, with regard to the latter, the Grade 6 educators referred to cross-curricular integration as well as the integration of Natural Sciences and technology, and hence the following six perceptionswere revealed: Perception1: Integration allows for technology LA to support the Natural Sciences. Perception 2: Integration allows for the Natural Sciences to support technology. Perception 3: Integration requires an understanding of both Content Knowledge (CK)and Pedagogical Content Knowledge(PCK). Perception 4: The integration of Natural Sciences and technology is a way to motivate the populace. Perception 5: The integration of Natural Sciences and technology is a way to integrate Skills. Perception 6: A lack of integration - Natural Sciences cannot be linked to technology. In terms of the second question, this study found that theGrade 6 educators found it difficult to integrate Natural Sciences and technology in their classroom practice. All of the Grade 6 educators in the six participating schools treated Natural Sciences and technology as separate subjects. Furthermore, Natural Sciences was the main subject taught in all of the lessons observed. As a result, there was no proper integration of Natural Sciences and technology in their teaching despite the fact that there was evidence in the interviews of a proper understanding of the term integration. Thus, with regard to the third research question,the results show that the Grade 6 educators’ classroom practice was informed by the chalk-and-talk and textbook approaches. The participants gave a multitude of reasons for this practice ranging from a lack of funding to a lack of learning and teaching support materials (LTSM) about integrating Natural Sciences and technology Content Knowledge (CK). The findings of this study point to the enormous challenge faced by the Department of Education inlevelling the playing field so that the integration of Natural Sciences and technology can be implemented smoothly at classroom level. Taking into consideration such challenges, the recommendations and possible solutions to these problems are discussed at length in the last chapter of this dissertation.
Exploring the development of TSPCK of grade six natural science and technology pre-service teachers: a case for matter and materials.
(2021) Naidoo, Rosann Chantel.; Alant, Busisiwe Precious.
The literature suggests that pre-service teachers lack an integrated Natural Science and Technology pedagogical content knowledge and as a result cannot make good pedagogical decisions in classroom practice. This study argues for the place and space of adequately trained Natural Science and Technology specialists with an integrated understanding of Natural Science and Technology, who can plan, design, implement, and reflect on suitable instructional strategies and classroom activities that would promote the envisioned integrated curriculum for the Intermediate Phase. It therefore endeavoured to understand the process of engagement and the types of understandings that come to the fore when pre-service Natural Science and Technology teachers are exposed to active learning aimed to develop their topic-specific pedagogical content knowledge in an integrated way. The focus was on Matter and Materials and Processing in the knowledge strands of Natural Science and Technology. Using an exploratory case study methodology, the study addressed the following two questions: (i) How do we engage Grade 6 Natural Science and Technology pre-service teachers to elicit their understanding of an integrated Natural Science and Technology curriculum through concept mapping? and (ii) How do Grade 6 Natural Science and Technology pre-service teachers represent their understanding of an integrated Natural Science and Technology curriculum through concept mapping? W.r.t. Research Question 1, the four-phase engagement process of using concept mapping by Wang which was adapted to three for the purposes of this study, showed that when these phases are combined with a framework of Topic specific Pedagogical Content Knowledge as proposed by in the literature, does indeed, promote the graphical representation of facts, concepts, and relationships; aids in the construction and retainment of knowledge as well as clarity and a deeper meaning of knowledge through communication. After the concept mapping activity was completed, the Grade 6 Natural Science and Technology pre-service teachers had a full view of their prior Grade 4 to 6 Content Knowledge in topics and concepts pertaining to Matter and Materials and Processing. This holistic view of the concept maps also exposed to the Grade 6 Natural Science and Technology pre-service teachers’ various gaps in their prior Grade 4 to 6 Content Knowledge and misconceptions that may have possibly formed earlier on in primary school. The findings suggest that Natural Science and Technology pre-service teachers’ understanding of an integrated Natural Science and Technology curriculum could be elicited by engagement using instructional strategies and a concept mapping activity to promote the development of an integrated Topic Specific Pedagogical Content Knowledge in Matter and Materials in Natural Science and Processing in Technology. W.r.t. Research Question 2, two understandings of integration were elicited which were spread through the eight categories. • Understanding 1: Integration of two processes: the scientific and design processes • Understanding 2: Integration of various Natural Science and Technology topics and concepts. Understanding 1 was held by nine (22,5%) pre-service teachers, whilst Understanding 2 was held by 31 (77,5%). The first understanding was derived from one category where an integrated NST was perceived as an: Integration of two processes: Scientific and Design processes. The second understanding was derived from seven categories, where an integrated Natural Science and Technology was perceived as the integration of Grade 4 to 6 Natural Science and Technology topics and concepts. It is significant to note that it is these nine pre-service teachers in Category 1, who successfully identified the problematic (lack of provisions of clean water in rural contexts) and applied their understanding of an integrated NST curriculum to solve an authentic, real-world context (in this case, the water and sanitation problems in the uGu district in the KZN region). This study offers a glimpse into the opportunities that could be afforded when Natural Science and Technology pre-service teachers acquire a deep conceptual understanding of these two subject disciplines. They could, make good pedagogical decisions on designing effective activities related to evolving Content Knowledge to teach the integration of Natural Science and Technology. In teaching practice, Natural Science and Technology pre-service teachers who have developed a strong Pedagogical Content Knowledge of integrated Natural Science and Technology will begin to motivate Intermediate Phase learners to see relevance and importance of studying science and technology in high school and higher education. Consequently, these learners will follow science and technology career paths and may possibly become prolific citizens who could contribute to our country’s science, technology and innovation in the future.
The integration of indigenous knowledge systems (IKS) in the teaching of conservation of biodiversity and natural resources : a critical case study of grade 10 life sciences educators in the Pinetown district.
(2009) Nnadozie, Ijeoma Jacinta.; Alant, Busisiwe Precious.
This is a qualitative case study which sought to explore the integration of indigenous knowledge systems (IKS) in the teaching of conservation of biodiversity and natural resources by Grade 10 Life Sciences Educators in the Pinetown district. The study was done in two parts. Part one explored the Grade 10 Life Sciences educators’ understanding of the integration of indigenous knowledge in Life Sciences and the extent to which the educators integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The data analysed was collected through questionnaires with open ended questions. Part two interrogated how the two educators who were purposively selected from part one of the study integrated indigenous knowledge in their teaching; as well as what informed the way they integrated indigenous knowledge in their teaching. The data analysed was collected through a pre-observation interview, a lesson observation and a post-observation interview with each of the two participants. The data was analysed within the conceptual framework of teachers as cultural brokers. The National Curriculum Statement (NCS) policy document for Life Sciences explains indigenous knowledge as another way of knowing and as an alternative way of explaining concepts that are usually explained using scientific knowledge. Hence it encourages the interaction of different ways of knowing in formal schooling. The analysis of part one of the study showed that 90% of the educators that participated in the study said that they integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The analysis of how the educators integrated indigenous knowledge in their teaching and what they did when they integrated indigenous knowledge showed that, even though the educators verbally asserted that they integrated indigenous knowledge in their teaching, there was in fact no evidence of a proper understanding and integration of indigenous knowledge in their teaching. Instead, the educators’ integration of indigenous knowledge point to the educators using indigenous knowledge to foster and strengthen the learning of scientific knowledge and to promote the interest of their learners in the learning of science knowledge. At the core of the educators’ integration of indigenous knowledge is their concern with their learners’ learning of scientific knowledge. In this regard, the educators couldn’t be seen to function as cultural brokers in helping learners move between their indigenous knowledge and the science knowledge of the concept of the conservation of biodiversity and natural resources. The analysis showed a limited understanding of the principles and ideas upon which indigenous knowledge can be integrated into the Life Sciences curriculum.
Mainstreaming climate smart technology adaptation in Msinga’s farmers’ everyday agricultural practices through university, smallholding farming community and government partnerships: the place and space for indigenous knowledge systems.
(2020) Nwokocha, Godson Chinenye.; Alant, Busisiwe Precious.
This study adopted the Sustainable Livelihood Approaches (SLA) and the Quintuple Helix Innovation Model (QHIM) to explore the mainstreaming of climate smart technology adaptation in the everyday agricultural practices of smallholder farmers in Msinga, KwaZulu-Natal, through partnerships amongst university, government and smallholder farmers. Guided by an exploratory qualitative case study research design, involving questionnaires (open and closed-ended), document analysis and focus group interviews, the study was divided into two phases, namely, a preliminary and a main study. The preliminary study explored the knowledge and awareness of Msinga smallholder farmers about climate change and the accessibility as well as the suitability of support services available to them. In this regard, the current agricultural extension practitioners within Msinga were engaged to ascertain their level of competency to offer climate-related extension services to smallholder farmers within Msinga. Equally, the education and training programme of pre-service agricultural extension practitioners of one of the higher education institutions in KwaZulu-Natal was analysed to determine its suitability in training future extension practitioners. The second phase of the study explored the existence or non-existence of partnerships between the stakeholders engaged in this study as well as the roles played by each stakeholder group in these partnerships. Furthermore, the type of Climate Smart Agriculture (CSA) as well as Indigenous Knowledge Systems (IKS) promoted in these partnerships were explored. The findings from the preliminary study revealed that Msinga smallholder farmers are indeed aware and knowledgeable about climate change. Their knowledge and awareness were classified into four categories, namely, evidence of climate change, causes of climate change, effects of climate change and solutions to climate change. Furthermore, the findings showed that a good number of the in-service agricultural extension practitioners are not adequately equipped to offer extension services related to climate change to farmers, when considered in terms of their level of qualification, exposure to content related to climate change during training and in-service training on climate change. This confirmed the view in the literature that most agricultural extension practitioners in smallholder farming contexts in South Africa lack the requisite knowledge and skills to facilitate adaptation to climate change. In tracing the root of this problem through research question three in the preliminary study, it was revealed that content related to climate change and climate change adaptation was not accommodated in the pre-service extension programme. However, content related to climate change was implicitly included by academic staff members while teaching topics such as social sustainability, environmental sustainability and economic sustainability. The findings from the main study showed that there are indeed different types of partnerships existing between academia, government and the smallholder farmers. In addition, the findings from the main study showed that the government and academia, as represented by Agricultural Extension and Rural Development lecturers are supporting the farmers through their roles in the direct and indirect partnerships they share. This was contrary to the assertion in some literature that there is a lack of interactions between stakeholders on climate change in developing countries and contexts. The roles played by academia and government stakeholder groups corresponded with the roles of academia and government, as conceived in QHIM, thereby paving way for the attainment of livelihood outcomes of food security, adaptation to climate etc. Again, these finding highlighted that not having the required qualification does not necessarily mean that the extension practitioners are incapable of offering extension services related to climate change adaptation. Surprising, the findings of the main study revealed that farmers were de-centred and hence played no roles in these partnerships, even though they proved to be aware and very knowledgeable about climate change during the preliminary study. This was contrary to the conceived roles of end-users under QHIM. It was found that the partnership between academia and the government promoted one CSA practice, while the partnership between the government and farmers promoted one other CSA practice. Additionally, the findings revealed that the partnership between the government stakeholder group and the farmers promoted six CSA practices while the partnership between the farmers and government yielded two CSA practices. It was significant to note that the highest number of CSA practices were promoted in the partnership between the government and the farmers. This implies that the government stakeholder group are the main drivers of climate change adaptation and sustainable livelihood outcomes in rural Msinga. Interestingly, the CSA practices promoted in these partnerships uphold the three key pillars of climate smart agriculture, namely adaptation, mitigation and food security. Most significantly, is the finding that these partnerships, do indeed, promote the use of indigenous knowledge systems (IKS) in the form of indigenous agricultural practices in the everyday agricultural practices of Msinga smallholder farmers. This means that the place/space of IKS still largely resides with the end-users.

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Browsing Masters Degrees (Science and Technology Education) by Author "Alant, Busisiwe Precious."