Browsing by Author "Hobden, Paul Anthony."

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A case study of a high achiever's learning of physical science.
(2002) Stott, Angela Elizabeth.; Hobden, Paul Anthony.
This is a case study of the learning of physical science of a high achiever, selected on the assumption that instruction in learning strategies and styles used by successful learners may improve learning effectiveness of less successful learners. Operating in an interpretive paradigm, qualitative data was gathered by participant observation aimed at sensing the complexities of the case. A rich, holistic description is given, enabling readers to form naturalistic generalisations of their own. The data corpus spans three years and is composed of audio-recorded lessons and interviews, field notes and written material. Data collection, analysis and interpretation were done in an inductive, cyclic manner, guided by research questions about learning strategies used by the learner, instructional strategies used by the teacher, and the roles played by intrinsic factors, practical work and problem solving, in contributing to effective learning of physical science by the high achiever. The study implies that effective learning, even by the highly intelligent, involves struggle and requires the use of a variety of strategies. This fits a constructivist, rather than transmissionist, view of learning, and thus supports learner-centered transformations in South African education. The learner is interpreted to be intrinsically motivated by interest and a high regard for knowledge precision, elegance, and transferability, to use a large number of learning strategies, particularly while solving open-ended problems and performing practical investigations, in order to come to a deep understanding of physical science. The study suggests that teaching children how to learn, particularly by addressing their outlook on learning and introducing them to a variety of strategies, should be an aim of physical science instruction, and that interesting, open-ended, learner-centered tasks should be used in attempts to induce self-regulated learning.
A case study of girls' participation in physical science at a rural high school.
(2005) Mntambo, Simeon Jabulani.; Hobden, Paul Anthony.
The study aimed to add to our understanding of why many girls in rural high schools were not choosing to study Physical Science. A case study of a local high school was used as the research method. Questionnaires to the 120 learners in grade 9 and 10 were the main instrument used to gather data. This was followed up with interviews of a sample of learners and some classroom observations. The science teacher was also included as a key informant in this study. The data collected aimed at answering the following key question: What influences girls in their decision to choose to study Physical Science at a rural school? The following sub questions guided the researcher in answering the key research question: (a) Are there any differences in participation between boys and girls? (b) What influences their choice in Grade 9? (c) Were Grade 10 learners happy with their subject package choices made in grade 9? The data were captured, coded, analysed and interpreted. The study produced evidence that the learners' family, the classroom environment, peer influence and the shortage of role models were the main reasons for the low • number of girls participating in Physical Science. The study found that these factors have a significant influence on girls' subject choices. Ofthe four factors found, the family was the most significant factor (i.e. where the family members tended to choose the subject package for girls). In the classroom the girls were involved in proportionally the same number of interactions but importantly the female teacher had a disproportionate number of interactions with the boys. In apparent contradiction to the teachers comments that the boys were the more active learners, the girls initiated more interactions with the teacher. However, the girls reported that they were uncomfortable in the class as boys mocked and intimidated them during the lessons. Unfortunately, a large percentage of the girls who did choose to take Physical Science were unhappy with their choice as they then found it difficult. The main recommendations of the study were that; teacher and community awareness programmes should be established to raise awareness of the gender issues and to promote girls taking science; career guidance should be given to learners so they could make their own informed decisions; and possibly specialist science girls schools could be established. Further suggestions for research were made. The findings of this study should provide policy makers, curriculum developers, and science teachers with valuable information about some of the factors that influence girls not to take Physical Science.
A case study of intermediate phase learner's success with science problem-solving tasks.
(2006) Beni, Saritha.; Hobden, Paul Anthony.
This is an evaluative case study to determine what science problem-solving skills learners have developed at the end of the Intermediate Phase. Grade six learners were used in this study as they represented the last grade within the Intermediate Phase. The main question that framed this study: How successful are learners with science problem-solving tasks at the end of the Intermediate Phase? An attempt has also been made to answer the key research questions relating to learners' success at solving problems, the types of problem tasks they can solve, any relationship between their ability at solving problems and their normal science achievement, any differences between groups such as male and female or across different classes, and the opportunities that enabled them to develop problem-solving skills? Operating in a post-positivist/realist paradigm, qualitative as well as quantitative data were gathered through participant observation. The quantitative data was obtained by administering "paper and pencil" and group problem tasks to 116 learners in grade six. Learners' responses to the problem tasks provided the answers to questions relating to their success with science problems as well as the problem-solving skills used. The qualitative data was obtained from questionnaires based on the task and from semi-structured and focus group interviews with learners to attain a deeper understanding on how they responded to the problem tasks and thus determining their success. Documents were analysed from grades four, five and six in an attempt to view the type of problem-solving skills learners had experienced in their science lessons within the Intermediate Phase. An interrogation of the documents provided answers to the research questions dealing with the opportunities learners were given to develop these problem-solving skills. The grade six learner's final Natural Science marks as well as the problem-solving tasks were analysed quantitatively as well as qualitatively to see if there was a relationship between the two. From this study, it was found that in general learners' success was uneven. Learners had more success when problems were closed, inside type requiring one step simple reasoning and were presented as tables rather than as diagrams. They also seemed to have more success when answering the multiple-choice component of the question but had little success explaining their choice of answers. There was not a strong relationship between learners doing well at their normal school tests and being able to solve problems. Learners appeared to be unable to use reasoning to explain their answers. They were unable to work with more than one variable simultaneously. Group differences within the case revealed that Black and Coloured learners had different levels of success with the problem tasks. There was no difference in the marks for boys and girls scores for the problem tasks but there was a difference in their scores for the Natural Science test. In general, learners within the 11 year age group had greater success with the problem tasks. The findings of this study indicate that learners at the Intermediate Phase level are not taught to solve problems and therefore have very limited success with solving problem tasks. However, learners' uneven success also implies that although some learners were unable to solve problems there are others that do have the ability to use problem-solving skills even if they were not formally taught these skills within their science lessons. Learner's inherent ability to solve problems by constructing their own knowledge from their experiences forms the core of this study. Teachers need to build on these in the science classroom, which will result in learners becoming expert problem solvers. This study suggests that providing learners with experiences relating to solving science problems can only assist in developing learners' problem-solving ability and thus benefiting society. The intention of this study is to open up the possibility of a more detailed research into science problem-solving in the primary school within the new reforms of our South African education system.
A case study of science student teachers' experiences of teaching practices in the faculty of education of University of KwaZulu-Natal in 2005.
(2006) Mugabo, Rugema Leon.; Hobden, Paul Anthony.; Rosenberg, Thelma.
The study aimed at exploring science student teachers' experiences of teaching practice and in particular, it focussed on five areas related to: (a) the science student teachers' practices and views ofteaching practice; (b) the science student teachers' benefits and skills acquired from teaching practice; (c) the help and support they receive from both the supervisors and the mentor teachers and; (e) the science student teachers' views of how the teaching practice could be improved. A pragmatic, mixed method approach to research was adopted. In order to gather data to answer the research questions empirical research in the form of a descriptive case study was carried out. This case study was conducted on the science teachers' experience of teaching practice for the academic year of2005. Data were collected from participants in the teaching practice programme at Edgewood campus using a questionnaire supplemented by interviews, observations and documents analysis. Sixty science student teachers doing Bachelor of Education 2nd , 3rd and 4th year and the Postgraduate Certificate in Education, completed and returned the questionnaire and seven of them were interviewed. In addition, four mentor teachers and five university tutors were also interviewed and twelve students were visited in their host schools. Among others it was found that: student teachers reported that they felt adequately prepared for the range of activities they were involved in during teaching practice, their expectations of practice teaching were met, and they had a positive view about the general learning and administrative environment ofthe schools. They reported using a number of different teaching methods but the direct teaching method was still predominant with the textbook being used as the main teaching resource but a positive indication was that over half the students indicated that they attempted something different or new during teaching practice mostly on their own initiative. When asked for detail about the skills they gained from teaching practice they reported benefits in terms of improved teaching techniques and methods, dealing with learners and classroom management. There was no one single benefit that stood out but rather a number of different benefits for different students. Generally females were more positive than males, there were very few differences between the year groups and the mentor teachers were seen to be more supportive than the university tutors. However, there were a small but significant number of students who indicated having not been supported or having gained any benefit from their mentor teachers or university tutors. This study also revealed that the critical triangular working partnership involving student teacher, university supervisor, and mentor teacher was problematic and needed to be reviewed. When asked to make suggestions for change, a number of recommendations were made such as: the teaching practice was too short and needed to be increased; the organisation of teaching practice needed to be improved and; the schools need to give better status to students on teaching practice. However, when asked to rate their overall experience of teaching practice experience almost three quarters of the students indicated that they had at least a satisfactory experience.
A case study of the constraints to the effective teaching of technology in grade 7 experienced by schools of a district in KwaZulu-Natal.
(2006) Ziqubu, Thokozani Sibonelo Leo.; Hobden, Paul Anthony.
This study concerned itself with the constraints experienced to the effective teaching of Technology in Grade 7 by schools of a district in KwaZulu-Natal. The study arose out of personal experiences of managing staff who had a responsibility to teach Technology in my school. It was assumed that by highlighting some of the problems encountered by schools in the teaching of this new learning area, future teaching and learning might improve. The main research question was: What constraints are experienced by Grade 7 teachers to effective teaching of Technology? A number of specific research questions were generated which focused on the main issues of the research. These were: Are there relevant physical resources available for the teaching of Technology in schools?; Do teachers possess the required skills to teach Technology?; Are teachers' understandings of the Technology Learning Area similar to official department policy?; What attitudes do teachers have towards the new Technology Learning Area? Approaching from a realist perspective, a descriptive case study was used to gather both qualitative and quantitative data. Schools offering Technology in Grade 7 in a school district of 94 schools were supplied with questionnaires for the principal and technology teachers to complete and return. These questionnaires were followed by classroom observations and teacher interviews in carefully selected schools. Data were coded, captured, analyzed and interpreted. Arising from the data analysis a number of findings were presented. The main findings were: In most cases, schools in the district do not have the specific resources required for the teaching of Technology in Grade 7. While most had general physical school infrastructure this was not always in a good condition. Teachers do not have many of the skills or competencies required to teach Technology. The majority of teachers who had been assigned to teach Technology had not received sufficient training. Where some training had taken place, the majority found it not very useful. Teachers have a common understanding about what Technology as a discipline is but differ on what should be emphasized in technology education at school. Teachers had a positive attitude to the introduction of the Technology Learning Area in the curriculum but suggest that it be combined with Natural Science Learning Area at the senior phase. Arising from these findings two main recommendations were made involving the allocation of resources to rural schools in which it was felt that the Department of Education should take primary responsibility and the continuing professional development of technology teachers in which two complementary models were suggested. Further research was suggested in the area of separate or integrated science and technology learning areas and on the long term impact of the teaching of Technology on technological literacy and its impact on the economy.
A case study of the implementation of continuous assessment in grades 11 and 12 physical science classrooms in three secondary schools.
(2004) Shilenge, Veronica Zanele.; Hobden, Paul Anthony.
The Department of Education has introduced a policy of Continuous Assessment (CASS) in grades 11 and 12. This, however, does not mean that the current policies such as senior certificate examinations will immediately change. It appears that the old and the new practices will co-exist. This implementation of CASS took place in some environments characterised by enormous infra-structural backlogs, resource limitations, inadequate supply of quality learning support materials and absence of common national standards for learning and assessments. Consequently, the purpose of this interpretive research is to investigate how CASS has been implemented in grades 11 and 12 Physical Science classrooms in three disadvantaged secondary schools. This research study is a qualitative case study of three secondary schools in a school circuit. The three secondary schools were chosen on the basis of their varying socio-economic backgrounds and history related to quality of work and innovation. The research study examines the contexts and processes that took place during the implementation of CASS in these schools. The principal theories underpinning this study are those supporting educational change and curriculum innovation. The argument is that different understandings of the nature of the curriculum have important implications for the implementation of curriculum change. The literature was reviewed to expand the argument that curriculum change has different meanings and is dependent on the context. In this research study, curriculum changes in South Africa, the meaning of curriculum changes, CASS and CASS policy are discussed. The research methods used to gather data are semi-structured interviews, document analysis and questionnaires. The participants in this study were grade 11 and 12 Physical Science teachers, the Science Head of Departments (HOD) and grade 11 and 12 Physical Science learners from each school. The three schools were visited in the second half of 2002. This research study considered the roles and importance of learners, teachers, school management team, community and external inputs for the successful implementation of CASS. The feedback from teachers, HOD's, and learners were analysed and discussed. The schools were found to have profiles and strategies that were unique, but also some principles, practices and characteristics were common. The overall findings show that CASS has been implemented in these classrooms, but the strategies that are mostly used are those which were used in a content-based curriculum. For example, tests, classwork and homework were common in these schools. This study therefore suggests that more thorough and different support and developmental programmes be put in place so as to equip teachers with the skills necessary to implement CASS. This study also suggests that further research in schools be conducted, so that the best procedures are used to ensure the effective implementation of curriculum innovation in South Africa.
The context of problem tasks in school physical science.
(1999) Hobden, Paul Anthony.; Schuster, David.; Volmink, John.
The purpose of this study was to extend our current knowledge about what happens in physical science classrooms. The focus was the context of problem tasks. This involved the study of the situations, events and factors that relate to the solving of problem tasks at high school in order to understand their role and nature. e problem tasks that were central to this study were well defined, narrow in focus, and invariably involved the calculation of some quantity through the use of a formula and algebraic manipulation. The main questions that guided the study were as follows: What is happening in physical science classrooms? What is the nature and role of problem solving within this context? What are some of the consequences of organising teaching and learning in this manner? How do external forces influence what happens? The study aimed at describing the activities that the teachers and students were involved in and understanding how they understood their own actions. An interpretive research approach was chosen for this purpose, having as its basis a detailed descriptive foundation using classroom observation. Two high school science classrooms were studied in detail over a period of a year. The data gathered included field notes from over a hundred classroom visits, extensive video and audio records, questionnaires, classroom documents and formal an informal interviews with teachers, students and examiners. Through a process of careful and systematic analysis of the data, six assertions emerged. These assertions are supported by both particular evidence in the form of analytic narrative vignettes, quotes and extracts, and general evidence consisting of frequency data and summary tables. The analysis reveals that problem tasks occupied most of the teaching and learning time, and that the students found this experience of school science boring. Most of the problem tasks were routine in nature and of low conceptual demand. The majority of the students were unable to solve the more difficult tasks encountered in their tests and examinations. In addition, a significant number could not solve the routine problem tasks. This suggests that the predominant instructional strategies were ineffective. It was found that participants had an uncritical belief in the efficacy of teacher explanations and student practice on problem tasks. Further, the participants had different views of the role of problem tasks. A significant finding was that the examination exerted a powerful focusing influence on the classroom environment, the instructional activities and on the problem tasks used . It appeared that the ultimate goal of school physical science was to solve these types of problem task in preparation for the high stakes examination, rather than the learning of science. The study has implications both for practice and for research on the teaching and learning of school physical science. These implications are discussed in terms of instructional strategies aimed at promoting a deeper understanding of physical science. In order to improve practice it is advocated that the role of problem tasks in learning science be made explicit while at the same time new types of instructional task need to be designed to achieve our goals for school science.
The effect of playing chess on the mathematics achievement of primary school learners in two schools in KZN.
(2004) Hermelin, Rivka.; Hobden, Paul Anthony.
The purpose of this study was to find out whether there was a relationship between playing chess and learners' achievement at Mathematics. To investigate the relationship an ex post facto, quasi-experimental research design was used. Learners from two Senior Primary Schools in Kwazulu-Natal who had active school chess clubs were selected to participate in the study. The learners' average mathematics marks at entry year to their Senior Primary Schools were considered the pre-test data. These marks were compared to their mathematics marks at their current grade that was considered the post-test data. In addition a further analysis was done with a group of chess players and a carefully selected group of matched non-players using mathematics marks at entry year as the matching criteria. In all cases the treatment was considered to be the current active participation in chess. The data and background information about the groups was obtained from teachers' interviews, existing school records and a questionnaire that was completed by the participating learners. It was found that for the chess players (the test group) the improvement in the average mathematics mark at Grade 7 (post-test) compared to their entry year average mathematics mark (pre-test) was significantly higher than that of non-players. While the chess players' marks improved, the non-players marks (control group) declined. This finding was further supported by analysis of the matched pairs where the same trend was found. Statistical analysis using t-test found that the results were significant. Further detailed analysis of sub groups within the data revealed that current chess players who were below grade average at Grade 4 had improved their mathematical achievement by even more compared to their matched non-players, at Grades 5, 6, and 7. This points to a possible positive causal effect between chess and mathematics achievement for below average achievers. When the amount of exposure to chess was investigated, no correlation was found between the amount of chess played (frequency and length of time) and the level of improvement in mathematical achievement. However, playing chess for a period longer than six months, did positively affect the mathematical achievement of Grade 7 active chess players and the mathematical achievement of the weaker learners at all Grades for which data was collected in the study. This study implies that the incorporation of chess into school activity and further encouragement for all learners to play the game should be seriously considered by the education authorities since it is likely to result in the overall improvement of the mathematical achievements especially in the higher grade of the Senior Primary School.
Exploring grade ten physical science learners' conceptions of nature of science.
(2009) Moodley, Anand Balakistan.; Hobden, Paul Anthony.
The purpose of this study was to explore Physical Science learners' conceptions of nature of science. Grade ten learners were the focus in this study. They were the second group of learners who had experienced outcomes-based education in the General Education and Training band. The main research question that framed this study was: What are grade ten Physical Science learners' conceptions of nature of science? In order to answer the key research question this study also attempted to determine if learners held contemporary views of nature of science as accepted by the scientific community and as required by the new Natural Sciences curriculum and if there were differences in conceptions between groups such as male and female or different cultural groups namely Black and Indian learners. The research was conducted using a mixed methods approach where both qualitative and quantitative data were gathered. This study is embedded in a survey design. Quantitative data was obtained by administering a survey questionnaire to 190 grade ten Physical Science learners from seven different schools. Qualitative data was obtained from an open-format questionnaire, using a number of science-based scenarios, that was administered to a single class. The purpose was to obtain a deeper understanding of learners' nature of science conceptions in action. The findings of this study indicated that learners had mixed conceptions of nature of science. They possessed contemporary conceptions for certain aspects of nature of science but others were rooted in positivism. The results of this study concurred with the abundant international literature on nature of science. The findings have also revealed that there were significant differences for certain aspects of nature of science between the groups. Indian and Black learners had different conceptions for certain aspects of nature of science and so did the males and females. The intention of this study was to provide baseline data and guidance to teachers on what conceptions or alternate conceptions learners have about nature of science. Limited research exists on nature of science in South Africa. This study opens up the possibility of more detailed research into learners' views on nature of science within the new reforms of our South African science curriculum.
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.
KwaZulu-Natal science teachers' views on professional development activities.
(2004) Karasira, Casimir Mutabazi.; Hobden, Paul Anthony.
This study was concerned with science teachers' professional development activities in KwaZulu-Natal and finding out their views on the effectiveness of those professional development activities. It intended also to highlight both science teachers' perceived needs for improving their existing skills and ways of helping them to best address those needs. A postal questionnaire was sent to science teachers and interviews were conducted and tape-recorded with in-service providers. These data collection tools aimed at answering the questions: Firstly, what professional development activities are science teachers in KwaZulu-Natal participating in? Secondly, what kinds of professional development activities are considered to be the most effective? Thirdly, what competencies are recognised as in need of professional development? Lastly, what in the view of teachers and providers are considered to be the most effective ways of improving these competencies? The data from both the postal questionnaire and interviews were coded, captured, analysed, and interpreted. Among the more significant findings were: (a) workshops were the professional development activity most attended by science teachers in the study closely followed by formal courses; (b) teachers considered formal courses that led to a degree or a diploma that helped them to improve professionally, as the most effective professional development activity while providers felt the quality of the development activity was more important than the type of activity; (c) teachers in the study considered the understanding of OBE and the new curriculum as their most pressing needs while providers saw the need for an improvement of content knowledge and pedagogical content knowledge; and (d) in the opinion of teachers, their daily practice would most likely be improved if equipped laboratories and libraries were made available. These findings should assist policy makers and in-service providers in terms of rethinking ways of providing professional development activities by taking into account science teachers' perceived needs and views about the best ways of meeting these needs.
Learning strategies of successful high school science students.
(2010) Lebuso, Phehlane Churchill.; Hobden, Paul Anthony.
The purpose of this study was to explore the learning strategies that are used by successful science students. In addressing this purpose, a mixed methods approach was adopted in which both quantitative and qualitative methods of data production were used. The participants were both successful and less successful high school science students from grades ten to twelve inclusive. Quantitative data was collected through questionnaires and analysed. The qualitative data was collected through individual semistructured interviews and focus group interviews. This was analysed using a qualitative thematic approach. The research questions were first about the learning strategies that successful science students seemed to use in order to do well academically, and secondly the question of the factors which influenced these successful students. The findings are that there are differences in the use of strategies between the successful students and their less successful counterparts. The successful students in general reported using more learning strategies more often than the less successful students. Successful students also reported that they engaged in strategies for regulating the effort they applied to work on difficult or boring tasks. They engaged more in cognitive strategies that involved deep processing of information, while the less successful students relied more on rehearsal and more superficial strategies like text underlining. Successful students also engaged more in self-regulatory activities that allowed them to monitor and regulate the way they learn. The findings also revealed that the successful students reported that they are influenced in their studies more by such factors as family support, the love of the subject and their goals or ambitions.
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.
Science through the camera lens : some learners' perceptions of science.
(2003) Chelin, Vivienne.; Hobden, Paul Anthony.
The role of science education is to pass on knowledge and understanding of science and its practices to learners. Learners' perceptions of science should therefore reflect those of the scientific community. The purpose of this study was to establish if learners in one South African school shared nature of science views common to the scientific community. Two key questions framed this study: What are learners' perceptions of the nature of science? and What are learners' perceptions of science within the context of their daily lives? Quantitative data was collected using a cartoon-style questionnaire to address the first research question. Qualitative data was collected from a photographic activity in which learners were asked to take photographs of science within the context of their daily lives and offer explanations of why the photographic images were representations of science. This qualitative data was used to address the second research question and map out more fully the complexity of learners' perceptions of the nature of science. The findings of this study point towards a blur between learners' perceptions of science and their perceptions of technology and provide evidence that learners' perceptions of the nature of science are inadequate. However, this study also provides evidence to suggest learners do share some nature of science views with the scientific community. The findings of this study also lend support to the argument that the learning of science should involve an explicit initiation into the culture of science. This study is a grassroots account of some attempts to include the nature of science construct within learning programs. It is simply a snapshot of what happened in one South African secondary school at the cusp of curriculum change, a collection of learners' perceptions of science captured on film and an insight into some learners' perceptions of the nature of science.
A study of the aims and effects of chemistry practical work in Indian secondary schools at the senior certificate level.
(1984) Hobden, Paul Anthony.; Thurlow, Michael.; Laing, Michael.
Abstract available in PDF.
A study of the contribution that phyical science makes in preparing students for higher education and the workplace.
(2003) Lawson, Catherine Elsie.; Hobden, Paul Anthony.
This work is a case study of the opinions of four young people who studied physical science while at a technical high school and then went on either to study in a scientific field at a tertiary institution or went to work in a technical field. The purpose was to try and find out what contribution studying physical science at high school makes to learners who choose a career path in a technical workplace or in a scientific/technical field in tertiary education. The questions asked were firstly ''What is the value of having studied physical science at high school to students entering the workplace and entering higher education?" and then "What skills and knowledge are required for employment in a technical workplace and for tertiary education?" and "What are the views of students, employers and lecturers on the preparation given to physical science students for the world of work and for tertiary studies?" Questions were asked of the young people, their lecturers, and their employers. The idea was to find out whether subject-specific knowledge was important or whether there were certain skills which were considered more valuable. Skills were broadly defined as competencies that would enable a person to cope with the requirements of a new and different learning and work environment after leaving school. Four young people with similar high school backgrounds were interviewed and their opinions noted. Structured interviews were conducted and compared for similarities and differences. The employers and lecturers were given a questionnaire to complete. They were asked what they expected of new employees and new students, and how their ideals matched the actual applicants whom they accepted. These answers were compared to those given by the young people. It was found that although the subject content knowledge that learners received at high school was important, there was a general and definite lack of preparation in terms of critical thinking skills and preparation for coping with unfamiliar problems. It seemed that the current examination-driven school system is not the best preparation for either tertiary education or technical employment, although much did depend on the particular teaching methods experienced by each student. This study opens up a possibility of more detailed research into why so few learners who pass senior certificate physical science are adequately prepared for the fields which are under consideration in this enquiry.
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.