Browsing by Author "Naidoo, Krishnaveni."

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A case study of learners' gender constructions in a physical sciences classroom.
(2009) Naidoo, Krishnaveni.; Reddy, Shakila.
Contemporary gender studies focus on the contexts in which particular discourses shape the construction of masculinities and femininities. With a need to understand what it means for boys and girls in particular South African classrooms to study Physical Sciences, this small-scale case study explored girls. and boys. constructions of gender through examining the researchable relations of power. Drawing on poststructuralist theories, which define power as multidimensional, and shifting, I explored how boys and girls are produced as a nexus of subjectivities. This study is located in a grade 10 Physical Sciences classroom in a school from the Umlazi Township, in Durban. Located within a poststructural feminist paradigm, I used a qualitative research methodology with case study as the method, with observations and interviews to collect the data. The analysis of the data on power relations between the learners, and between the learners and the science taught provided an insight into the performances of boys and girls and the constructions of gendering. In this study, the main constructions of gender were that of the hegemonic .Machismo Masculinity. and .Compliant/Resistant Femininity.. The discourses of power that shaped the constructions of masculinity and femininity were the learners. use of classroom space, learner interactions and their interactions with the decontextualised .masculinist. science. Here, relations of power were context dependent and constantly shifting. Without seeking generalisation, this case study concludes that contexts are critical in shaping the performances of masculinities and femininities, which in turn define the constructions of gender. This study highlights the complexity of gender studies and the need to give due consideration to how gendered selves are constituted in discursive chains especially where it intersects with discourses such as curriculum and pedagogy. Importantly, in broader terms, there is a need to deepen scientific enquiry to include the social aspects of learning, which will assist in understanding the way science is taught and learnt. Hence, gender studies should move beyond quantifying participation and performance, towards trying to understand how subjectivities create both possibilities and constraints for learners.
A comparison of the fitness levels of Indian high school boys in two cohorts : 1977 and 1997.
(2000) Naidoo, Krishnaveni.; Coopoo, Yoganathan.
The main aim of this study was to compare fitness levels of Indian high school boys in two cohorts: 1977 and 1997. A secondary aim was to identify if the same problem areas or strengths still exist in 1997 as in 1977 or if the levels of fitness have further deteriorated or improved, as well as the establishment of norms for boys 14 - 18 years. Ten different Secondary schools from the Durban Metropolitan area participated in this study. The test battery included eight tests measuring four components of motor fitness based on the Fleishman study. The tests that were used consisted of fifty metre shuttle run, fifty metre dash, sit-ups, pull-ups, medicine ball put, shot-put, 250m shuttle run and 12 minute run/walk test. Data from 500 hundred boys were included in the research analysis and these were categorized into 5 different age groups, 13,6 - 14,6 years; 14,7 - 15,6 years; 15,7 - 16,6 years; 16,7 - 17,6 years and 17,7 - 18,6 years. Basic statistical procedures were used to determine the normality of the samples for height and weight in each age group. Standard score tables were drawn for each age group. A paired t-test was used to determine if a significant difference between the means existed. The level of significance was set at 0,05. The means of both studies were compared to ascertain the difference in fitness levels in the two cohorts. The analysis of the data revealed that the fitness status of adolescent boys have deteriorated over two decades.
The effects of petroleum hydrocarbon contamination on selected intertidal macrophytes and meiofauna.
(2015) Naidoo, Krishnaveni.; Naidoo, Gonasageran.; Naidoo, Yougasphree.
The effects of bunker fuel oil on the growth of A. marina, B. gymnorrhiza and R. mucronata were investigated in glasshouse and field experiments. The effects of oil on community structure in micro-organisms were also investigated in microcosm glasshouse experiments. The differences in oil tolerance of the three mangroves were compared in propagule and sediment oiled treatments and growth monitored for 13 months under glasshouse conditions. In propagule oiled treatments, various portions of the propagule were coated with oil. In the sediment oiled treatments, 50ml oil were added to the sediment in each pot. In oiled treatments, plant height, number of leaves and chlorophyll content were significantly reduced in all species compared to the control. In A. marina and R. mucronata, oiling resulted in growth malformations such as abnormal phyllotaxy and deformity of leaves and stems. The effects of oil on root growth were investigated in rhizotrons for 245 and 409 days respectively. In oiled treatments, root growth rate, length and volume were significantly reduced in all species. In A. marina and B. gymnorrhiza oil increased root diameter. In another series of experiments, PAH accumulation in roots and leaves of the three species were determined in one year old seedlings subjected to oiling for 21 days. The concentrations of 15 PAHs in roots and leaves were determined by gas chromatography / mass spectrometry. The highest total concentration of PAHs was accumulated in oiled roots of A. marina (44,045.9μg/kg), followed by B. gymnorrhiza (10,280.4μg/kg) and R. mucronata (6,979.1μg/kg). In oiled treatments, the most common PAHs in roots of all species were fluorene and acenaphthene (two rings), phenanthrene and anthracene (three rings), pyrene and chrysene (four rings) and benzo[a]pyrene (five rings). In the leaves of all species in oiled treatments, the common PAHs were naphthalene and acenapthene (two rings) and phenanthrene (three rings). To test for living and dead root tip cells and to compare the effects of oil on cell ultrastructure in roots and leaves of the three species, one year old seedlings were subjected to a control and sediment oiled treatments for seven days. Control root tips, stained with fluorescein diacetate, exhibited green fluorescence in living cells of the meristematic and conducting tissue in all species. Oiled root tips, stained with propidium iodide, exhibited red fluorescence, indicating cell death or dead cells. Transmission electron micrographs revealed that oil damaged cell ultrastructure in root tips and leaves in all species. Anatomical changes induced by oil included, disorganization of cells in the root cap, epidermis and meristem. Oil also induced loss of cell contents and destruction of organelles in root tissue. Oil damaged chloroplasts and cell organelles in spongy mesophyll and palisade cells of leaves. To compare the effects of oil on the ability of the three species to tolerate salinity, healthy one year old seedlings were subjected to 10% and 50% seawater in control and sediment oiled treatments for 12 months. In the oiled treatments, 200ml oil were added to the soil in each pot. Oil significantly reduced growth in the 50% seawater treatment in all species. Results suggested that oil reduces salt tolerance in the three species. The effects of oil on salt secretion in A. marina were investigated by subjecting one year old seedlings to sediment oiling treatments at 0%, 10% and 50% seawater for three weeks. Sodium accumulated in the leaves of oiled seedlings at 10% and 50% seawater. The effects of oil on salt secretion in A. marina in the light and dark were compared in one year old seedlings subjected to oiling treatments for seven days. Sodium accumulated in the leaves of oiled seedlings in the light and dark within 11 hours. Oil reduced secretion rates of Na⁺, K⁺, Ca²⁺ and Mg²⁺ in all treatments. The effects of oil on species abundance, richness and community structure of soil micro-organisms were determined by subjecting microcosms to oiling treatments with or without fertiliser for four weeks. In the oiled treatments, 15ml oil and 5ml/L fertiliser were added to 200g soil. Fertiliser consisted of 4% N, 2% P and 5% K. Nematodes were extracted after the experimental period and identified to genus or species level. Oil significantly reduced species abundance and richness. Oil also eliminated sensitive species and altered the abundance of dominant species thereby altering the free living nematode community structure. Addition of fertiliser increased richness and dominant species in oiled treatments. The effects of oil coating on leaves and internodes on growth of the three mangroves were investigated in field experiments for 48 weeks. Oiling of the leaves resulted in leaf abscission and decreased leaf production in all species. The effects of sediment oiling (at a dose of 5Lmˉ²) on the three species were also investigated in a field study for 53 weeks. In A. marina, oil caused adventitious roots to develop on the stem, about 10-15 cm above the soil surface after 38 weeks of treatment. In oiled treatments, plant mortality occurred after 53 weeks in all three species. The ability of B. gymnorrhiza and R. mucronata to exclude PAHs from sensitive root tissues probably accounted for the higher oil tolerance than A. marina. The capacity of the species to adapt to residual oil contamination by increasing root diameter (A. marina and B. gymnorrhiza), producing adventitious roots (A. marina), increasing root/shoot ratio (R. mucronata) and abscising oiled leaves (all species) probably contributed to oil tolerance.
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.