Browsing by Author "Govender, Nadaraj."

Now showing 1 - 14 of 14

An exploration of how teachers' understandings of the nature of science influence their pedagogical practices of teaching evolution.
(2014) Fikeni, Tizana.; Govender, Nadaraj.
The purpose of this study is to explore how teachers’ understandings of core concepts of the Nature of Science (NOS) influence their pedagogical practices in teaching Biological Evolution in the Life Sciences learning area of the high school curriculum. Evolution, an important new theme in Life Sciences, lends itself to developing deeper conceptions of NOS. The new South African curriculum presented as the National Curriculum Statement (NCS) involves a huge shift from highly prescriptive, content-based syllabus to an outcomes-based curriculum emphasising the development of skills, content and the inclusion of NOS for Natural Sciences, Life Sciences and Physical Sciences. According to the recent science education reforms, nature of science has become an area or a field of knowledge that learners have to acquire in order to have a better understanding of what science is, its processes and how it changes over time. Given the controversial nature of Evolution as a theme in Life Sciences, it is imperative that the study attempts to reveal science teachers’ identities (epistemologies) and how these reflect and or influence their teaching of Evolution. This is a qualitative study which looks at exploring how the three Grade 12 Life Sciences teachers’ understandings of Nature of Science (NOS) influence their teaching of Evolution in Sisonke District. It focuses firstly on teachers’ understandings of core concepts of NOS and how Life Sciences teachers link their understandings of the core concepts of NOS and their teaching of Evolution. Secondly, it looks at why do teachers teach the NOS core concepts in the manner that they do. Since this study is intended to focus on a particular theme, namely Evolution and using a conceptual framework of core concepts of NOS to understand and explore how teachers link their theory and practice, a case study method is employed. This study made use of mostly qualitative data collection and employed an interpretive analysis method. The data collected from teachers served to understand how teachers use their understandings of core concepts of the NOS in teaching a theme of Evolution and explore their epistemologies with regard to teaching and learning in the classroom. The findings of the study suggests that although all three teachers revealed informed understanding in most of the concepts of NOS, their classroom practice was not influenced by their understanding of NOS. Another main finding revealed that teachers’ epistemological beliefs about aspects of NOS and science teaching are consistent with their pedagogical practices. The last finding revealed that teachers’ beliefs about science teaching and learning have impact on their curricular implementation and pedagogical practices. Teachers further revealed that community of practice of teachers played a very important role in shaping up their existing belief and in developing their pedagogical practices and strategies. Teachers support one another by sharing experiences of their diverse professional knowledge and skills in a community of practice. This professional engagement of teachers should therefore be strengthened.
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.
Exploring grade 12 learners’ understandings of, and problem-solving approaches to work-energy-power in physical sciences in high schools=Ukhuphenya abafundi bebanga 12 Ukuqonda kanye nezindlela zokuxazulula izinkinga ekusebenzeni kwamandla kagesi esifundweni sePhysical Sciences ezikoleni zamabanga Aphezulu eLimpopo.
(2021) Maharaj, Jayanthi Siva Kumaree.; Govender, Nadaraj.
Learners in high schools are performing poorly on the topic Work Energy Power as is evident in the National Senior Certificate Examinations (NSC) since 2008. The purpose of this study was to explore Grade 12 learners’ understandings of, and problem-solving approaches to Work-Energy-Power in Physical Sciences in high schools. The combination of Phenomenography and Variation Theory (VT) have been found to be best suited as an approach with which to tackle the research questions in this study as it enabled the researcher to probe into learners’ understandings and problem-solving approaches through their (the learners’) eyes which was the purpose of this study. This research employed a mixed methods approach as it used both quantitative and qualitative methods underpinned by pragmatism and interpretivism. The mixed methods approach was heavily weighted on the qualitative aspect with the quantitative aspect focusing primarily on descriptive statistics that was used to inform the qualitative aspects. The sample comprised of 100 National Senior Certificate Physical Sciences Paper One examination scripts and eight Grade 12 Physical Sciences learners. This sample was selected from six schools in one province in South Africa. The sampling method involved convenience sampling and typical case sampling, which is a type of purposive sampling, at different stages of the sampling process. A semi-structured interview schedule, Think Aloud Questionnaire (TAQ) and the NSC examination scripts were used to collect raw data. The TAQ (Appendix 10) was the instrument that was used to gain insights into the “thinking” of learners using the Think Aloud Method. Both qualitative and quantitative data were collected via document analysis, thematic analysis and Think Aloud, all of which were underpinned by phenomenography and VT. The use of several data collection instruments and methods assisted with ensuring trustworthiness by triangulation. It was found that learners display seven alternative conceptions (ACs) about work, four ACs about energy and three ACs about power. Seven problem-solving approaches (PSAs) among Grade 12 Physical Sciences learners were identified, and these were missed the point state (MPS), limited (L), plug-and-chug-trial (PACT), layman’s approach (LAY), by elimination (BE), not shown (NS) and linked and integrated state (LIS). All the PSAs had problem-solving difficulties (PSDs) embedded in them except for the LIS approach. It was also found that awareness, simultaneity, discernment, reason, logic and clarity are important conditions for learners to fully understand scientific phenomena and successfully solve problems in physics. The last three conditions in the previous sentence, namely reason, logic and clarity, are being proposed in this study as additions to the current discourse on learning proposed by VT. The four patterns of variation namely contrast, generalisation, separation and fusion have been employed in this study as a possible explanation for the prevalence of alternative conceptions and problem-solving difficulties among Grade 12 Physical Sciences learners. IQOQA Abafundi ezikoleni zamabanga aphezulu abenzi kahle esihlokweni sokuSebenza kwaMandla kaGesi njengoba kubonakala emiphumelweni yabo kazwelonke yesitifiketi sikamatikuletsheni, i-National Senior Certificate Examinations (NSC) kusukela ngo-2008. Inhloso yalolu cwaningo kwakunguphenya ukuqonda kwaBafundi beBanga 12 ngeZindlela zoKuxazulula iziNkinga esifundweni sePhysical Science ezikoleni zamabanga aphezulu. Ukuhlanganisa iNjulalwazi yoShintsho kanye neyoHlalanto, i-Variation Theory (VT) sekutholakale ukuthi yikhona okungcono nokulungele indlela yokumelana nemibuzo yocwaningo kulolu cwaningo njengoba kuvumela umcwaningi ukuhlokoloza ukuqonda kwabafundi kanye nezindlela zokuxazulula izinkinga ngokwamehlo okubona kwabafundi. Lolu cwaningo lusebenzise izindlela zocwaningongxube njengoba kusetshenziswa zombili izindlela, eyocwaningozinombolo kanye neyekhwalithethivu, ezesekelwe izinhlelomqondo zenjulalwazi yokungenzeka kanye neyomhumusho. Indlela yocwaningongxube ibukwe kakhulu ngasohlangothini lwekhwalithethivu, bese kuthi ingxenye yocwaningozinombolo yona yagxila kakhulu ekuchazeni izinombolo. Isampula ibandakanye amaphepha ayi-100 okuhlola i-Physical Sciences iPhepha Lokuqala lokuhlola umatikuletsheni kanye nabafundi abayisishiyagalombili beBanga 12 be-Physical Sciences. Uhlaka lwezingxoxo esizakuhleleka, izinhlamibuzo zokucabanga ngokukhuluma, i-Think Aloud Questionnaire (TAQ) kanye namaphepha okuhlola e-NSC kusetshenzisiwe ukuqoqa imininingo. I-TAQ ibe ithuluzi elisetshenzisiwe ukuthola ukuzika ekucabangeni kwabafundi besebenzisa indlela yokuCabanga beKhuluma. Yomibili imininingo yocwaningozinombolo kanye neyekhwalithethivu kwaqoqwa ngokuhlaziya amadokhumenti, ukuhlaziya kwezindikimba kanye nokuCabanga ngokuKhuluma. Kutholakale ukuthi abafundi bakhombisa okunye ukuqonda okuyisikhombisa okwehlukile, i- alternative conceptions (ACs) mayelana nomsebenzi, ama-AC amane mayelana namandla kagesi kanye nama-AC amathathu amandla. Izindlela eziyisikhombisa zokuxazulula inkinga, ama-problem solving approaches (PSAs) phakathi kwabafundi beBanga 12 be-Physical Sciences atholakala futhi lokhu kwaba amagebe ezimo ezingatholakalanga, ama-missed the point state (MPS), okungaphelele, oku-limited (L), ama-plug-and-chug-trial (PACT), indlela kaLayman, i-layman’s approach (LAY), ngokususa, okusho ukuthi, by elimination (BE), okungaveli, okusho ukuthi- not shown (NS) kanye nesimo esixhumene kanye nesiyinhlanganisela, okusho ukuthi, linked and integrated state (LIS). Wonke ama-PSA ayenezinkinga zokuxazulula izinkinga, ama-problem solving difficulties (PSDs) ayeyamaniswe nawo ngaphandle kwendlela ye-LIS. Kwatholakala futhi ukuthi ukuqwashiseka, ukwenzeka kanye kanye, ukwahlulela okucacile, isizathu, umqondo kanye nokucaciseleka kuyizimo ezibalulekile kubafundi ukuze baqonde ngokugcwele isimo esinobusayensi kanye nokuxazulula izinkinga ngempumelelo esifundweni sePhysics. Izimo ezintathu zokugcina emushweni owandulela lo, okuyisizathu, isimo sokuqonda kanye nokucaciseka, kuyaphakanyiswa kulolu cwaningo njengezengezo kucwaningonto oluhlaziywayo ekufundeni okuphakanyiswe i-VT.
Exploring science educators’ reproduction and subversion of gender stereotyping in a College of Education in Nigeria.
(2021) Allu, Daniel Asilika.; Govender, Nadaraj.; James, Angela Antoinette.
The cultural production and reproduction of discriminatory gender practices in education and in society has been a global and local concern, thus attracting attention in current debates. Therefore, knowledge theorization aims at questioning and interrogating the socio-historical and patriarchal gender practices in the 21st century. A global transformation of gender may be one of the vital paths to empowering woman and the marginalized in education. In this study, gender equity, which is a process of attaining equality, is obstructed by socio-cultural relations of power, linked to discrimination, domination and entrenched stereotyping in society and is particularly now a focus too in science and science education. Science has been considered a male domain; a liberal feminist analysis views the space of women in science and science education as emanating from a long history of oppression of females in a patriarchal society. Therefore, orientations related to patriarchy, sexuality and culture currently dictate classroom engagements in science education, which impacts on student’s intellectual and career progress. However, an exposure to the impact of gender stereotype and inequality in science education is a possibility towards the intellectual, political, and economic transformation of females. This study explores six Nigerian science educators’ reproduction and subversion of gender stereotyping in physical and life sciences classes and is located within the critical interpretive paradigm. The research methodology comprised qualitative methods using questionnaire, interviews, classroom observations, reflective journals, and collective reflections. A qualitative case study research design was used for the study. Then, I used purposive and convenience sampling techniques to select six experienced science educators with heightened gender awareness in a college situated in North Central Nigeria where the study was conducted. The narrative method employed captures the selection and experiences of science educators and allowed for a nuanced understanding of educators’ views about gender stereotype reproduction and subversion. The data were analyzed for themes using gender lens of Critical Theory (CT), Critical Feminist Reproduction Theory (CFRT) and Critical Consciousness Theory (CCT) regarding cultural production and reproduction and gender transformation. The findings reveal that the construct ‘gender’ is indeed social construction, repeated acts linked to identity construction of male and female science educators. In this study, educators in physical and life sciences classes are shown to implicitly and/or explicitly reproduce gender stereotypes, but sometimes to subvert discrimination, consciously and unconsciously. Furthermore, educators, especially the male pre-service teachers, collude to stereotype female pre-service teachers. Also, female pre-service teachers are equally complicit in their own oppression. It appears the science educators, male and female pre-service teachers are not explicitly aware of their complicit gender stereotyping roles in science education during teaching and learning engagements. It was observed that female pre-service teachers are often overtly deterred from participating in the science education space. The unconscious and conscious actions of stereotyping by educators towards their female pre-service teachers are likely to reinforce multiple oppressions in their charges that will impact their future teaching and gendered roles in class. A pedagogic transformative gender model of enabling a contradictory, transformative and political college space for science educators and pre-service teachers to negotiate power differentials for a new social gender order is then proposed for collective action.
Exploring teachers' experiences of lesson study for integrating information and communication technologies in teaching.
(2020) Juggernath, Avashkumar.; Govender, Nadaraj.
This study explored teachers' experiences of integrating Information and Communication Technologies (ICTs) in teaching. Twelve (12) purposefully selected teachers from three different subject groups (Life Sciences, Economic and Management Sciences and Mathematics) in a high school in KwaZulu-Natal participated in a Lesson Study programme over seven months. During each phase, the emphasis was placed on the ICTs and their use in teaching. Developing teachers' ability to use ICTs in education is vital as it helps prepare learners to be effective participants in a technology-saturated society. The research is particularly important since previous approaches to help teachers integrate ICTs in teaching were short courses focusing on minor ICT integration aspects. Earlier forms of professional development were often theoretical, and teachers had difficulty applying what was learnt in the classroom. In contrast, Lesson Study provides a holistic approach to professional development. This research took the form of a mixed-method, multiple case study embedded in the interpretivist paradigm. Qualitative data were collected using documents in the form of lesson plans, lesson observation notes, and written reflections; observation of lessons and interviews. The Lesson Study programme involved a cyclic process of goal setting, researching, planning lessons, presenting lessons, reflection and discussion, and revising lessons. The TPACK framework, the Theory of Planned Behaviour, and the Professional Development Evaluation framework, guided this research. Thematic analysis was used to analyse the data. Quantitative data were collected using the TPACK questionnaire. The data were analysed using SPSS software, and a paired t-test was carried out. A concurrent triangulation strategy was employed in this study. Qualitative and quantitative data were collected concurrently and then compared to determine if there were any similarities or differences. The quantitative results indicated that involvement in the Lesson Study programme affected teachers approach to TPACK positively. Statistically significant results were reported for teachers' confidence in the areas of technological knowledge, technological content knowledge, technological pedagogical knowledge, and pedagogical knowledge. The findings and the results revealed that while teachers experienced challenges like high workload and learners' unfamiliarity with the use of ICTs for education, their confidence in integrating ICTs in teaching did improve. Factors positively affecting teachers' confidence were collegiality, and the reduction of teacher isolation due to the Lesson Study programme. A statistically significant improvement was also noted in Technological Knowledge, Technological Content Knowledge, Technological Pedagogical Knowledge and Pedagogical Knowledge. Teachers' experiences of the Lesson Study programme was generally positive. They appreciated the structure that the process provided and considered Lesson Study to be a more effective form of professional development than other forms previously experienced. Key factors that played a role in teachers' experiences were the support from colleagues and school personnel. While the programme's duration was considered a challenge to teachers participating in the programme, teachers reported improved knowledge and skills that they were able to use in their classrooms. Teachers' and learners' attitudes affected the way teachers perceived the programme. Also, teachers’ perceived behaviour control was a significant factor in the way teachers participated in the Lesson Study process. Therefore, this study is significant because it contributes to the limited body of knowledge on Lesson Study, and the use of Lesson Study for integrating ICTs in teaching within a South African context. The study indicated that Lesson Study helped improve the social and professional climate at schools and was an effective form of professional development for integrating ICTs in teaching.
Exploring the effects of computer simulations in developing conceptual understanding of Grade 10 learners in direct current circuits.
(2018) Gadzikwa, Rudolph.; Govender, Nadaraj.
Physical sciences are perceived as difficult by learners in high school in South Africa and beyond. One of the challenging topics in Physical sciences is the topic of electricity. The Physical sciences National Further Education and Training examiners’ reports over the years have highlighted that learners in this topic scored less marks compared to other topics in national examinations. The researcher was then curious to find out why learners have difficulty with the topic of electricity. The project intends to explore if there are any better ways to learn the topic of electricity. In the process, the researcher intends to make possible recommendations on how best to plan for and teach the topic of electricity. A study was then undertaken at a school in KwaZulu-Natal to determine if the use of computer simulations can enhance the understanding of this topic of electricity. First, all participants were exposed to traditional instruction and then a conceptual test was administered to determine the alternative conceptions they had on the topic of electricity. After the test, participants were split into groups. One group was treated to computer simulations and another group continued with traditional instruction. During the administration of the computer simulations, video data were collected to examine the behaviour of learners during an intervention with computer simulations. In order to understand the depth of the alternative conceptions and to have an insight into learners thought processes, interview data were also collected to triangulate the concept test data and video data. Therefore, this study followed a mixed methods design where quantitative data and qualitative data was collected at the same time. Quantitative data were collected using a concept test and qualitative data were collected using video and interview schedules. An analysis of the test scores before implementation of computer simulations showed that participants held a number of alternative conceptions on the topic of electricity. A post-test analysis showed that the group exposed to computer simulations had a significantly high average score compared to the group that continued with traditional instruction. Details of the reasons for the improved scores after using computer are discussed in detail in this report. One of them, among others, is the greater visualisation that PhET simulations bring when analysing direct current circuits. Teachers and curriculum developers would gain a lot of insight on how to plan and teach the topic of electricity more effectively by going through this research report.
Grade 11 agricultural science teachers’ topic specific pedagogical content knowledge in teaching organic compounds: action-research in selected schools in Libode District.
(2019) Mbono, Pasika Patrick.; Govender, Nadaraj.
In Agricultural Sciences, the teaching of chemistry and especially the topic of organic compounds is becoming an area of concern among Agricultural Sciences educators with poor chemistry background who are teaching in rural schools. These educators’ poor content and pedagogical knowledge, and pedagogical content knowledge of general chemistry and specifically organic chemistry also affect their learners’ understanding of science. This is a concern not only for the Department of Education, as poor results are produced in external examinations, but also for learners who then change career choices from Agricultural Sciences to other subjects perceived to be easier. Agricultural Sciences learners who are taught by teachers who are trained in chemistry are normally exposed to better teaching, as their teachers have good chemistry content knowledge thus minimising alternative conceptions that learners often exhibit. Teachers’ difficulties in understanding and therefore teaching organic chemistry is most visible when they interact with learners while trying to find easier ways of making the content meaningful in their classes. Such interaction is expressed as their topic specific pedagogical content knowledge (TS-PCK). This qualitative study sought to explore Grade 11 Agricultural Sciences teachers’ TS-PCK in teaching organic compounds. There are two research questions in this study. Firstly, what problems do Grade 11 Agricultural Sciences teachers encounter in teaching the topic organic compounds? And then, how can action research help Grade 11 Agricultural Sciences teachers to improve their TS-PCK in teaching organic compounds? It is an action-research study of selected schools in Libode District, Eastern Cape. A qualitative case study approach was chosen. Three Grade 11 Agricultural Sciences teachers were chosen as participants of this study by a purposive sample method, in line with the qualitative research design. Data generation and collection for this study was mainly through interviews with the teachers. The interviews were transcribed, data coded and themes emerged from this data analysis. The findings of the study confirmed that teachers who had not studied chemistry previously at a tertiary institution held more alternative conceptions in organic chemistry than those who had done so. The teachers without chemistry studies at university level were also found to have insufficient content knowledge for teaching chemistry in Agricultural Sciences. The results also confirmed that the use of workshops based on action research was a practical solution in rural areas for supporting teachers and building their confidence with regard to understanding and teaching the difficult chemistry concepts in Agricultural Sciences.
Integrating Indigenous Knowledge (IK) artefacts and IK strategies in teaching mechanics: insights from community elders, physics teachers, and learners in Zimbabwe.
(2019) Mudzamiri, Edson.; Govender, Nadaraj.
The study is an exploration of how physics teachers can integrate indigenous knowledge systems (IKS) through using indigenous artefacts when teaching Advanced Level concepts in mechanics. It adds to the growing body of research on decolonizing indigenous curricula. The researcher was motivated by the negative effects of colonization in physics education, lack of contextualization when teaching Advanced Level physics, both of which make the subject difficult for learners resulting in low pass rates, high dropout rates, and loss of interest in the subject. The study also seeks to empower local communities of elders, teachers, and learners to participate in their education. The study was conducted in Masvingo District, a rural area in Masvingo province in Zimbabwe. It identified and explored a variety of indigenous artefacts that can be integrated in the teaching of physics. The artefacts are thus cognitively valuable in providing culturally sensitive scaffolding or meditational tools that facilitate deeper understanding of mechanics concepts. Theoretical frameworks of Vygotsky‟s sociocultural theory grounded in an indigenous research paradigm and humanity/Unhu/Ubuntu were used in this study. A transformative participatory Research (TPR) design was employed. Qualitative data were generated from a purposefully selected sample comprising 18 teachers, 15 learners from each of the three high schools and 22 elders from the community. The following research instruments were used in the study: observations, questionnaires, individual interviews, and focus group discussions. The findings revealed that the twenty indigenous artefacts identified in this study could be used in physics for conceptual teaching. The findings pointed to a culturally aligned, decolonizing, and contextualized and community acknowledged pedagogical science-IKS model which allows enrichment and understanding of physics concepts through IK artefacts, without challenging the fundamentals of traditional physics principles. The study implies that physics concepts can be understood through the indigenous knowledge systems of teachers, learners and the community together with the associated IK artefacts. The researcher recommended that IKS and associated IK artefacts should be integrated in all the components of the teaching processes and the school infrastructure should also promote the integration of western science with IKS.
Mössbauer study of the hyperfine magnetic field and electric field gradient at Fe sites in synthetic diamond.
(1992) Govender, Nadaraj.; Bharuth-Ram, Krishanlal.
Mossbauer Spectroscopy has been used to investigate the site of Fe inclusions in a suite of synthetic diamonds (de Beers MDAS). Information on the hyperfine magnetic fields and electric field gradients at Fe sites in the diamond grains were obtained from Mossbauer Spectroscopy of diamond grains ranging in size from 25 to 250 um. The Fe inclusions in these samples resulted from the synthesis of the diamond grains in which Fe was used as a catalytic solvent. The Mossbauer measurements were carried at room temperature with a constant acceleration spectrometer operating in transmission geometry. The samples with the largest grain size of 180-250 um gave a well defined six component magnetically split spectrum, similar to the Zeeman split sextet obtained for natural iron. As the grain sizes decreased the intensity of the magnetically split components became greatly reduced and a strong paramagnetic component appeared. At grain sizes 105-45 um the spectra are dominated by a central single line with some evidence of an asymmetric doublet. For the finest grain size 38-25 um, the reappearance of the six magnetic hyperfine splitting components together with the strong central single paramagnetic component was observed. The change in the Mossbauer patterns observed with decreasing grain size suggest that a rapid phase transition of the Fe inclusions from ferromagnetic to superparamagnetic takes place. The analysis of Mossbauer spectra yielded a value of the hyperfine magnetic field of Bhf = -32.4(4) T and an electric field gradient in the range of Vzz = 1.4(4) 1.8( 7) X 10'8 V.cm- 2 at the site of the probe s7Fe nucleus. These values compare favourably with other measurements.
Natural science teachers' understanding of the nature of science and how their understandings influence their instructional planning : a case study in Umsunduzi Circuit in KwaZulu-Natal.
(2015) Zulu, Barbara Duduzile.; Govender, Nadaraj.
An adequate understanding of the nature of science (NOS) has become increasingly imperative for science teachers in South Africa as all-inclusive curricular developments over the past decade. The NOS is viewed as a central and critical component of scientific literacy in the science education reform. Therefore it is essential that teachers need to possess an adequate understanding of NOS so that the goals of the intended South African science curriculum of promoting scientific literacy is achieved. To achieve this vision, the introduction of Curriculum 2005 (C2005) in South Africa resulted in a shift from an outdated system of education of the apartheid era to Outcomes-Based Education (OBE), and it incorporated NOS as well. Therefore the purpose of this study is to explore Natural Sciences teachers’ understandings of NOS, and how they translate their understanding into classroom planning. This is a qualitative study. Using a case study approach, the research design for this study pivoted around the use of questionnaires Views of Nature of Science Form C (VNOSC) and interviewing teachers for their NOS understandings using VNOS-C follow-up interview protocol. It also uses their instructional documents to see if their lesson planning shows any explicit links to NOS. This study also employed the case study method since it intended to focus on the particular group, namely Grade 9 Natural Sciences teachers and using a conceptual framework of the core aspects of NOS, teachers’ naive and sophisticated understandings of NOS and explicit and implicit instruction to explore how teachers link their understanding and instructional planning. Therefore this study made use of qualitative data collection method and an interpretive analysis was then conducted. The purpose of the questionnaire was to probe Natural Sciences teachers’ understanding of NOS. Interviews were essential to probe the variety of instructional strategies planned to be used for NOS teaching and learning and documents were analyzed to probe a relationship between teachers’ NOS understanding and their instructional planning. The findings of the study suggest that even though the teachers possessed more adequate understandings of NOS, their planning for teaching was not influenced by their understanding of NOS. Another finding revealed that most of the teachers do not explicitly plan to teach NOS aspects it only happens incidentally and some of their teaching approaches can be described as implicit. The findings also suggest that teachers were not able to perceive NOS aspects stipulated in their work schedules. Teachers revealed that they are mostly depended on the textbooks including experimental procedures. Lastly this study concluded that the participants in this study have had little formal exposure to the NOS construct and its aspects.
Nigerian root and tuber farmers’ responses to climate change: the role of indigenous knowledge=Izindlela abalimi bokusampande baseNigeria ababhekana ngazo nesimo sokushintshashintsha kwesimo sezulu: Iqhaza lolwazi lwendabuko.
(2022) Olaniyan, Bolanle Susan.; Govender, Nadaraj.
This study explores the role of indigenous knowledge (IK) in Nigerian root and tuber farmers’ responses to Climate Change (CC). Root and tuber production in Nigeria has been steadily increasing despite the adverse effects of Climate Change. A literature review by the researcher showed that the farmers deploy their indigenous knowledge extensively in root and tuber production and respond to CC in the process, hence the need to document these indigenous practices for inclusion into mainstream climate change adaptation strategies and education curricula, which have hitherto been dominated by scientific knowledge. The study was framed by postcolonial theory, which is about how formerly colonized people write their narratives in their own words, without the coloured lens of the colonizers. Since IK is learnt by doing, situated learning theory (SLT), which posits that learning is a social phenomenon that occurs during everyday interactions, was employed in the exploration of IK used by the root and tuber farmers. Participatory phenomenology, which is a combination of participatory research and phenomenology was the methodology used to document the farmers’ experiences and report their responses concerning CC and IK. Focus group discussions were held in six villages across Kwara state, Nigeria, to elicit their experiences of CC and one participant per village was then selected for in-depth interview and participant observation. Inductive thematic analysis was applied to the data generated. The findings showed that the major experience of CC by the root and tuber farmers has been changes in the rainfall pattern, which takes the form of early or delayed onset of rainy season, and reduction in the amount and intensity of rainfall. Other indicators of CC were also identified. The farmers also responded to CC by use natural resources in a sustainable manner. They used their IK of soil water conservation by making mounds on which they planted, they maintained soil fertility by practising crop rotation, and used compost made from household waste. The farmers’ preference for IK in adapting to CC was attributed to IK being effective, easily accessible and inexpensive along with their antipathy towards scientific interventions. The study leads to suggested ways of including the documented IK into mainstream adaptation strategies in Nigeria, and the agricultural curriculum at the secondary and tertiary education levels, to engender adoption of the blended strategies by all members of the society. IQOQA Lolu cwaningo lwalubheka iqhaza elibanjwa ulwazi lwendabuko i-indigenous knowledge (IK) ekubhekaneni nesimo sokushintshashintsha kwesimo sezulu iclimate change (CC) kubalimi bokusampande ezweni laseNigeria. Ukukhiqizwa kwezilimo ezisampande eNigeria kulokhu kukhula kancane kancane yize kunemiphumela emibi yokushintshashintsha kwesimo sezulu. Ukufunda imibono yongoti ngocwaningo oselwenziwe ikhombisa ukuthi abalimi basebenzisa ulwazi lwendabuko (IK) kakhulu ekukhiqizeni izilimo ezisampande kanti indlela abenza ngayo inokubhekana nalesi simo seCC. Ngaleyo ndlela kubonakale kunesidingo sokuzibhekisisa nokuziqopha lezi zindlela ukuze zifakwe njengengxenye yamasu okubhekana nesimo sezulu kanye nekharikhulamu yezemfundo ebibonakala ibuswa kakhulu ulwazi lwezesayensi. Ucwaningo lwasebenzisa ipostcolonial theory, okuyinjulalwazi ebheka ukuthi abantu ababeqonelwe amanye amazwe phambilini bazibhala kanjani izindaba ngempilo yabo ngawabo amazwi, ngaphandle kokuqonelwa yihlo lomcindezeli. Njengoba ulwazi lwendabuko i-IK lufundwa ngokwenza, isituated learning theory (SLT), ebeka ngokuthi ukufunda yinto eyenzeka emphakathini ngokuxhumana kwabantu kwansuku zonke, yaba wumgogodla walolu cwaningo. Ucwaningonto lokubamba iqhaza, okuyinhlanganisela yokubamba iqhaza kanye nohlaziyonto, kwaba yizindlela ezasetshenziswa ukuqopha okwenziwa abalimi bese kubikwa ngezimpendulo zabo mayelana neCC kanye ne-IK. Izingxoxo zamaqoqo ababambiqhaza zenziwa emiphakathini eyisithupha eKwara State, eNigeria, ukuze kuzwakale izimvo zabo ngeCC. Umbambiqhaza oyedwa emphakathini ngamunye wakhethelwa imposambuzo ejulile kanye nokucwaninga ngokuqaphela umbambiqhaza. Uhlaziyongqikithi oluholela kokuthile lwasetshenziswa ukuhlaziya imininingo. Imiphumela yakhombisa ukuthi ulwazi lweCC olunzulu lwabalimi bokusampande lwalumayelana nokuqaphela ukushintsha kwendlela imvula eyayina ngayo kanti nezinye izinkomba zeCC nazo zahlonzwa. Abalimi bahlangabezana nesimo seCC ngokusebenzisa izinsizasidingo zemvelo ngendlela esimamisayo. Basebenzisa ulwazi lwendabuko i-IK lokonga amanzi enhlabathini ngokwenza izindunduma okuyizona ababetshala kuzo, bakwazi ukugcina ukuvunda kwenhlabathi ngokutshalakushintshanisa, base besebenzisa nomquba owakhiwe ngemfucuza yobekusetshenziswa endlini. Ukuthi abalimi bakhethe i-IK ukuze babhekane neCC kwenziwa wukuthi le ndlela yolwazi lwendabuko isebenza kahle, ifinyeleleka kalula kanti ishibhile uma iqhathaniswa nokungenelela ngokwesayensi ababengakuthandisisi. Ucwaningo lwaholela ekutheni izindlela zendabuko ezahlonzwa zaqoshwa zibandakanywe kulawo masu ajwayelekile okumelana nezimo eNigeria, kanye nakuyo ikharikhulamu yezolimo emabangeni aphezulu nasemfundweni ephakeme ukuze kwamukelwe amasu axubile okwenza izinto emphakathini.
A self-study of a novice teacher’s experiences of using information and communication technology (ICT) in teaching grade 10 physical sciences.
(2020) Njoko, Nqobile Antonia.; Govender, Nadaraj.; Good, Mary-Anne.
The purpose of this study is to improve my technological pedagogical and content knowledge (TPACK) in teaching grade 10 Physical Sciences. I use my experiences of ICT in education to understand my current teaching as a novice teacher. To improve my pedagogy through the use of ICT in teaching Physical Sciences Grade 10 learners in the topic Wave Sound and Light. I have obtained feedback on my teaching using ICT through the views of learners and critical friends. The methodical approach used is self-study, as it lends itself to analysis and reflection of one’s own teaching. Three research questions guided my study. The first research question was: How do my past experiences of information and communication technology (ICT) in education influence my teaching pedagogy as a novice teacher? To address this question, I used memory work, artefact retrieval and pictures to recall my past experiences with ICT. This question helped me look back on my own education, how I learnt to use ICT tools and how ICT was used in my own learning. This reflection made me appreciate having learned how to use ICT at school because I had not been exposed to it at home or in the community. My second research question was: What are learners’ responses to my teaching after the use of information and communication technology (ICT) in Grade 10 Physical Sciences? Data was generated through questionnaires and interviews for Grade 10 Physical Sciences learners after each lesson in waves, sound or light where ICT had been used. I found that learners’ responses fell into four dimensions, which were social, psychological, cognitive and learning styles. From these dimensions, I perceived that the use of ICT stimulated learners’ interest, improved their conceptual understanding but it did not guarantee their sustained involvement. My third question was: How can I learn information communication technology (ICT) pedagogical tools and use them to better teach Grade 10 Physical Sciences? In answering this question, I reflected on the views of friends who had observed and critiqued my lessons using ICT. Being the main participant, I reflected on my lessons with the help of an audio recording and reflective journal. I then reflected on my growth as a science teacher using ICT, in terms of science-personal knowledge and skills and on education views and perspectives in general.
Swaziland pre-service teachers’ understanding and enactment of inquiry-based-science teaching: a case of a university in Swaziland.
(2019) Nhlengethwa, Khanyisile Brenda.; Govender, Nadaraj.; Sibanda, Doras.
The current study adopted a case study design to understand the knowledge and skills related to inquiry-based science teaching (IBST) held by pre-service teachers at the conclusion of their three years training in science courses in an educational institution in Swaziland. Placed in the pragmatism paradigm, the study used a multi-methods approach. The purposively selected study sample consisted of 34 pre-service teachers at the end of their 3-year teacher preparation programme. In the first phase of the study, the researcher assessed the 34 preservice teachers’ understanding of IBST using a teaching scenario based questionnaire in combination with individual interviews with eight of the participants. Six participants from the sample of eight also volunteered for the second phase of the study, where their lesson plans, classroom observation recordings, and lesson interviews were used to gather evidence pertaining to their enactment of IBST during teaching practice. Data were analysed using a conceptual framework of IBST that outlines two dimensions: the cognitive and guidance dimensions. Findings from the first phase indicated that at the completion of the training programme preservice teachers held inadequate but varying conceptions of IBST. They either regarded IBST as engagement of learners in constructing knowledge about phenomena themselves based on evidence; or associated the pedagogy with different forms of learner engagement during the teaching process. Participants only identified prominent characteristics of the cognitive dimension of IBST, particularly those of the procedural domain. Concerning the guidance dimension, they connected IBST more with teacher directed activities. In their enactment of IBST, the six participants focused more on the conceptual domain while the epistemic domain was least represented. Concerning the guidance dimension of IBST, they mainly guided learners in formulating evidence-based conclusions. In the main, their enactment of IBST was shaped by their comprehension of the cognitive dimension of inquiry and their pedagogical content knowledge for facilitating inquiry-based learning. Extensive recommendations for teacher education and educational leadership are given. The effectiveness of the conceptual framework for identifying the pre-service teachers’ conceptions is discussed.
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.