Browsing by Author "Thabethe, Bhekisisa Maxwell."

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An exploration of the utilisation of mathematics skills by technology education pre-service teachers to enhance conceptual understanding of electronic systems.
(2012) Thabethe, Bhekisisa Maxwell.; Brijlall, Deonarain.
The study focused on an exploration of utilisation of Mathematics skills by Technology Education pre-service teachers to enhance conceptual understanding of Electronic Systems during the design and construction of artefacts. This study attempted to discover Mathematics concepts that pre-service teachers utilised in the completion of their artefacts and it encapsulated design and making of a model of a house and an electronics circuit. Data were collected through qualitative participant observation, semi-structured interviews and the submission of working artefacts. A sample considered for this study was the whole cohort in the EDTE 210 Electronic Systems course at the University of KwaZulu-Natal. Data were collected through observation of construction of a model house and design of a circuit for Electronic Systems in different phases. In each phase of design, observations and notes were supplemented by semi-structured interview questions as design and construction unfolded. Observation looked for the geometry involved in design of a model house and algebra involved in the design of electronic circuits. Data from interviews with the pre-service teachers indicated mathematical connotations in both the modelling of the house and electronics circuits. It was imperative to know how and why certain measurements, angles and shapes were used for their model houses. Furthermore, it was essential to understand the motives behind particular manipulation of different formulas, conversions and fraction implications by pre-service teachers in their design of effective circuit diagrams. Pre-service teachers at a university level have arithmetic experience which can be used in Technology and may be extended to mainstream Mathematics. It was observed that design and making of this project exposed concepts of Mathematics that made Electronic Systems manageable and comprehensible. Use of projects was discovered to have a positive impact on enhancing understanding of abstract concepts in Mathematics that are essential for Electronic Systems. It is believed that these skills of integrating different areas of learning through interdisciplinarity are paramount for pre-service teachers, as they will soon assume autonomous professional positions for curriculum design in Technology. This provides a diverse approach to conceptual understanding of Electronic Systems through participative learning. Findings and recommendations for effective teaching of Electronic Systems through mathematical skills/concepts are outlined.
Learning of mechanical systems in grade 9 technology classroom by deaf learners in KwaZulu-Natal : an exploration of a learning of technology in a non-hearing environment.
(2018) Thabethe, Bhekisisa Maxwell.; Bansilal, Sarah.; Brijlall, Deonarain.
The purpose of this study was to explore the learning of Mechanical Systems in a Grade 9 Technology classroom by Deaf learners in KwaZulu-Natal. The study focused on how Technology is learned in a non-hearing environment, considering the nature of Technology and the interdisciplinarity between Technology and Mathematics. This is a case study set within an interpretive paradigm. Since there were five Deaf learners constituting the Grade 9 Technology class, all were considered to be participants in this study. A blended learning model (BLM) was identified as the theoretical framework for this study. BLM is foregrounded on cognitive and social constructivism, with an intention to explore the learning of Mechanical Systems in a non-hearing environment. The data collection schedule included the following methods: • Classroom observation; • Document analysis; and • Semi-structured interviews. The results of this research were analysed qualitatively in order to adhere to the principles of the interpretive paradigm. The research findings of this study highlighted that Deaf learners’ previous experience limited their exposure to daily practices, resulting in misunderstanding of concepts in Mechanical Systems. Furthermore, the results showed effectiveness of demonstrations and simulations in enhancing the comprehension of concepts in Mechanical Systems. The findings of my study concur with Piaget’s view that the comprehension of a child is enhanced when learning is made concrete to them. Deaf learners’ participation in Technology activities assisted them to develop an understanding of concepts in Mechanical Systems, and facilitated effectiveness of interdisciplinarity in scientific subjects.