Doctoral Degrees (Science and Technology Education)

Permanent URI for this collectionhttps://hdl.handle.net/10413/7147

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Exploring Zimbabwean students' approaches to investigations in advanced level Chemistry.
(2017) Chirikure, Tamirirofa.; Hobden, Paul Anthony.; Hobden, Sally Diane.
Abstract available in PDF file.
How teachers construct teaching-learning sequences in chemistry education in the further education and training phase.
(2013) Sibanda, Doras.; Hobden, Paul Anthony.
The purpose of this study was to understand how teachers design and implement teaching-learning sequences. A teaching-learning sequence can be described as a well-coordinated step by step series of teaching and learning activities designed to improve chemistry knowledge. This study investigated how physical science teachers plan teaching-learning sequences for chemical bonding in the Further Education and Training Phase (Grade 10 to 12). In South Africa, learners in grades 10 to 12, study Physical Science which is a combination of physics and chemistry topics. The main goal of the study was to understand the different patterns of teaching-learning sequences used by physical science teachers to teach chemical bonding and establish the reasons for using such sequences. A convenience sample of 227 practising physical science teachers completed a survey questionnaire, and 11 participants were selected for semi-structured interviews. This mixed method study also included an analysis of policy documents and a popular textbook. Qualitative and quantitative data were analysed separately and outcomes were compared, combined, and discussed. In this thesis, I present an argument about how teachers design and implement teaching-learning sequences for chemical bonding. I propose a teaching-learning sequence for teaching chemical bonding in the FET Phase. Three aspects emerged on sequencing chemistry topics or concepts. Firstly, teachers suggested a variety of different sequences for teaching both the topics in general chemistry and for the concepts in the specific topic of chemical bonding. There were some similarities among the sequences. In general the sequences suggested did not match that provided in the curriculum documents. Secondly, teachers indicated that they used policy documents to establish the prescribed general chemistry content to be taught but their teaching of the topic of chemical bonding was usually based on previous teaching sequences and they make minor changes every year. Thirdly, they gave various reasons why they used different teaching-learning sequences. For example, sequencing to facilitate learning requires a logical order of topics and recognition of prior knowledge. They indicated that chemical bonding was particularly problematic and teachers’ knowledge was considered a significant factor to the design and success of a teaching sequence.
Introduction of inquiry-based science teaching in Rwandan lower secondary schools : teachers' attitudes and perceptions.
(2012) Mugabo, Rugema Leon.; Hobden, Paul Anthony.
This study describes, discusses and analyses the Rwandan lower secondary school teachers’ responses to the introduction of inquiry as a teaching approach in the science curriculum as one of the changes that the curriculum in Rwanda has undergone through in the aftermath of the 1994 genocide. The study investigates the science teachers’ understanding of inquiry-based science teaching, their attitudes towards the introduction of inquiry into the science curriculum, the activities they are engaged in with regard to inquiry-based science teaching and learning, the factors influencing their current teaching practices and their perceptions about what may be done for a better implementation of inquiry-based science teaching. Guided by a pragmatic research approach, I believed that collecting diverse types of data would provide a deeper understanding of the research problem and therefore adopted a two phases’ sequential explanatory mixed methods design. During the first phase, data were collected by means of a survey questionnaire administered to a purposeful sample of 200 science teachers at lower secondary school in Rwanda. Findings from the survey informed the second phase consisting of data collection by means of semi-structured one-to-one interviews with 15 purposefully selected teachers from the sample used in the first phase then supplemented by a contextual observation in their schools. The data from the questionnaire were subject to a descriptive statistical analysis while data from interviews were subject to analysis involving transcribing and reading interview transcripts, coding and categorizing information, identifying patterns, and interpreting. The data analysis produced five main assertions providing answers to the research questions. Participant teachers displayed varying understanding of what inquiry-based science teaching is, associating it with a number of its characteristics such as a learner centred teaching approach mostly based on experiments and practical work. There were a few teachers who did not have accepted understandings of inquiry-teaching. Furthermore, teachers had a positive attitude towards the introduction of inquiry and favoured the change even though they indicated a number of factors preventing them from adequately implementing the new teaching approach. As for their practices, traditional classroom activities were more frequently used than inquiry-based activities and when they made use of inquiry, they followed a specific order of activities that led to a more structured type of inquiry. The study further identified a number of factors influencing both positively and negatively the implementation of inquiry. The positive aspect was that they find teaching through inquiry more enjoyable while the shortage of time, the lack of teaching resources and the lack of confidence associated with inadequate training, influenced negatively the way they implemented inquiry-based teaching. Teachers highlighted a number of interventions they felt would make the implementation of inquiry based teaching more effective. The improvement of resources provision to schools and the implementation of adequate professional development programmes were the most highlighted. Despite the several impediments to the implementation of effective use of inquiry, teachers were optimistic towards the future of science teaching and learning in Rwanda. It is envisaged these findings will be valuable to a wide range of audiences including science teachers, curriculum developers, science teacher educators as they may inform them about the implementation of the new curricula that require teachers to focus on inquiry given the controversy surrounding this issue in science education.
Promotion of critical thinking in school physical science.
(2008) Stott, Angela Elizabeth.; Hobden, Paul Anthony.
This dissertation describes an action research study aimed at promoting critical thinking in learners while learning physical science within the South African national curriculum. The data were primarily qualitative in nature, and were collected primarily through participant observation, composed of audio- and video- recorded lessons, interviews, questionnaires, journal entries and written material. Data collection, analysis and interpretation were done in the inductive, cyclic manner of action research. This process was guided by research questions about task characteristics, their position in the teaching sequence, the role of the learning environment, and the need to adjust tasks to fit the needs of different learners, so as to effectively promote critical thinking. A pragmatic approach was used. It was found that it is possible, using particular strategies and tasks, to promote critical thinking while meeting the curriculum outcomes, although the intense syllabus pressure of the curriculum makes this challenging. Task design characteristics and positioning in the teaching sequence, and conditions of the learning environment, were found to affect a task’s effectiveness at promoting critical thinking. Various teaching strategies can improve attainability by a wider range of learners. An instructional model, The Ladder Approach, emerged as being most likely to promote success. This was found to be successful when evaluated against criteria of active engagement and interest by learners, attainability with effort, display of critical thinking traits, and compatibility with the South African curriculum. In this model, an interesting problem is posed at the start of a section, after which direct instruction and learner engagement with the problem run parallel to one another, linked by scaffolding tools which are engaged in individually and collaboratively.
The role of practical work in the teaching and learning of Physical Sciences in the context of high-stakes examinations.Indima edlalwa ukwenziwa komsebenzi ekufundisweni nasekufundweni kwe-Physical Science uma kubhekwa isimo sokuhlola esibucayi.
(2021) Naidoo, Krishnaveni.; Hobden, Paul Anthony.
Practical work implementation continues unchanged despite a lack of empirical evidence on its value. Enduring ideas about the role of practical work are used to justify exorbitant outlays on equipment, despite anecdotal observations to the contrary. To date, studies have mostly focused on resources, objectives achieved and teacher perceptions. Gaps in South African studies include how practical work is conceptualised in the curriculum, perceptions of its purpose, and implementation in the context of high-stakes examinations. To answer the focus question on the role of practical work, three research questions were used to explore the i) rationale ii) characteristics and iii) why practical work was done in particular ways. Using a qualitative research design, 24 teachers and four subject advisors were interviewed, the Physical Sciences CAPS curriculum document was analysed, and nine practical work lessons were observed. The first finding was that assessment determined practical work implementation. This was achieved by the influence of the role players at different curriculum implementation levels. Secondly, the respondents’ claims that doing practical work helps learn content, develop skills, and is an assessment requirement were also reflected in the CAPS document. However, it was found that the learning of content and not skills was prioritised. Thirdly, in the teacher-directed lessons, theory was revised, phenomena illustrated, basic skills practised, and data collected for the report write-up. Fourthly, the respondents held some commonly held misconceptions about practical work. These included doing practical work motivated learners, mirrored how scientists work, and the manipulative skills learnt were essential for learners’ success with tertiary studies and science careers. However, the activities appeared to only generate situational interest amongst the learners. Fifthly, not all abstract concepts could be illustrated through the concrete activities, and some phenomena were difficult to generate. In summary, the role of practical work in the teaching and learning of Physical Sciences in the context of high-stakes examinations was found to support the learning of theory and for assessment. Contributing to the literature, an adapted Lesson Observation Framework to determine the nature and effectiveness of the tasks and a revised classification system appropriate for resource-constrained contexts are proposed. IQOQA Ukwenziwa komsebenzi wezandla kuyaqhubeka ngendlela efananyo nakuba bungekho ubufakazi maqondana nosizo lwakho. Kunemibono ephambili mayelana nendima edlalwa ukwenziwa komsebenzi wezandla uma kuchithwa izimali ezinkulu kuthengwa izinto zokusebenza nakuba kungenabufakazi obubonakalayo ngakho. Kuze kube manje ucwaningo lugxila kwizinsizakusebenza, imigomo efezekile kanye nezindlelakubuka zawothisha. Amagebe akhona ocwaningweni eNingizimu Afrika ambandakanya indlela ukwenziwa komsebenzi wezandla okubukwa ngayo kwikharikhulamu, indlelakubuka yenhloso yako, kanye nokusetshenziswa kwayo uma kubhekwa isimo sokuhlola esibucayi. Ukuze kuphenduleke umbuzo mayelana nendima edlalwa ukwenziwa komsebenzi wezandla, kwabuzwa imibuzo emithathu yocwaningo ukuhlola i) izizathu, ii) izimpawu, nokuthi iii) kungani ukwenziwa komsebenzi wezandla kwenziwa ngendlela ethile. Kwalandelwa uhlobo locwaningo oluyikhwalithethivu, kwatholwa izinhlolomibono yothisha abangama-24 kanye nabahloli bezifundo abane. Kwahlaziywa umqulu wekharikhulamu i-CAPS yesifundo sePhysical Science. Umphumela wokuqala kwaba ukuthi ukuhlola yikhona okulawula ukusetshenziswa komsebenzi wezandla ngenxa yamandla alabo ababamba iqhaza emazingeni ahlukene okulandelwa kwekharikhulamu. Okwesibili, abacwaningwayo bathi ukwenziwa komsebenzi wezandla kusiza ekufundweni kokuqukethwe esifundweni, kuthuthukisa amakhono, kanti futhi kungenye yezinto okumele zihlolwe njengokulandelwa komqulu we-CAPS. Njengoba kwenziwa nakwamanye amazwe ase-Afrika ukufundwa kokuqukethwe esifundweni kuhamba phambili, okuyinto ephambene nokwenziwa kwamanye amazwe lapho amakhono ehamba phambili. Okwesithathu, ezifundweni eziqonde kuthisha kwabukezwa okubhaliwe kwachazwa izinto, kwenziwa amakhonongqo, kwaqoqwa imininingo ukuze kubhalwe umbiko. Okwesine, abacwaningwayo babenolwazi olungashayi emhlolweni mayelana nokwenziwa komsebenzi wezandla. Lolu lwazi olungesilo lumbandakanya ukuthi umsebenzi owenziwayo ukhuthaza abafundi, ukhombisa ukuthi ososayensi basebenza kanjani, ukukwazi ukuwenza kudingekile uma uqhubeka nezifundo zemfundo ephezulu kanye nemisebenzi yesayensi uma usuqede ukufunda. Nokho-ke kwatholakala ukuthi imisebenzi yayilivusa ilukuluku langaleso sikhathi kubafundi. Okwesihlanu, akuwona wonke umsuka wolwazi lwezinto ezingabonakali okwakulula ukuthi uchazwe ngemisebenzi yezinto eziphathekayo, kanti futhi kwakunzima ukwakha ezinye zezinto. Ekugcineni, indima edlalwa ukwenziwa komsebenzi ekufundisweni nasekufundweni kwe-Physical Science uma kubhekwa isimo sokuhlola esibucayi iyakuxhasa ukufundwa kokubhaliwe kanye nokuhlola. Kuphakanyiswa ukuthi kwenziwe i-Lesson Observation Framework ezothola ukusebenza ngendlela efanele kwemisebenzi eyenziwayo kanye nohlelo lwezigaba olubukeziwe.
A study of the implementation of scientific investigations at grade 9 with particular reference to the relationship between learner autonomy and teacher support.
(2007) Ramnarain, Umesh Dewnarain.; Hobden, Paul Anthony.
The purpose of the study was to investigate the implementation of scientific investigations at Grade 9. The study focussed in particular on the autonomy learners have in doing scientific investigations, and the strategies that teachers employ in supporting learners when they are doing investigations. The study adopted a mixed methodology research design which involved the collection of both quantitative and qualitative data. The quantitative data was collected by means of questionnaires which were administered to teachers and learners. Qualitative data was collected by means of classroom observations, teacher interviews and learner interviews. The general trends that were quantitatively established were validated and explicated by the qualitative analysis. A finding of the study was that at schools where scientific investigations are taking place, the learners have varying degrees of autonomy across the different stages of the investigation. In general, autonomy increases from little autonomy at the start when formulating the investigation question to significant autonomy in drawing conclusions. The study also revealed that both teachers and learners believe that when learners do their own investigations, it facilitates conceptual understating, leads to the development of scientific skills, and helps to motivate learners. In addressing the question of teacher support, the study found that teachers support learners by asking questions at all stages of the investigations, offering suggestions when necessary, giving learners a prompt sheet, and instructing learners in the use of practical techniques. Finally, the study identified class size, the availability of resources, the availability of time, and teacher competence as significant factors which affect the degree of learner autonomy in the implementation of scientific investigations in the classroom. These findings have implications for the implementation of scientific investigations at schools. Firstly, the findings it is believed will inform the practice of teachers who would want to introduce learner-centred investigations in their teaching. Secondly, the study has identified factors which will need to be considered by curriculum planners if the scenario of learners doing their own investigations is to become a reality in South Africa.

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Browsing Doctoral Degrees (Science and Technology Education) by Author "Hobden, Paul Anthony."