Doctoral Degrees (Science and Technology Education)

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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.
Teachers' interpretation and implementation of the policy on indigenous knowledge in the science national curriculum statement.
(2010) Naidoo, Premella Devie.
In the new National Curriculum Statement in South Africa, there has been a strong drive towards recognizing and affirming the critical role of indigenous knowledge (IK), especially with respect to science and technology education. The Natural Sciences, Physical Sciences and Life Sciences curricula statements form the basis of this research. This study strove to establish how science teachers responded to the inclusion of indigenous knowledge systems (IKS) in their science classrooms. My study began with 23 science teachers who completed a university module ―Issues in Science Education, which included an IKS component. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IKS. Secondly, the research questioned how teachers interpreted and implemented IKS in the science classroom. A sample of three teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three related to IK in the Science Curricula Statements, and what approaches pertinent to the inclusion of IK were developed. That is, the study explored how shifts were being made from a theoretical phase at the university where teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally I attempt to explain why the teachers interpreted and implemented IK in the way they did. Production of data took place from 2006 to 2007, and used surveys, telephonic interviews, written assignments, face-to face interviews, classroom observations and reflective interviews. The three case studies involved three science teachers at three secondary schools in the province of Kwa-Zulu Natal, South Africa. The study found that the three teachers used three very different approaches through which IKS was brought in the science curriculum: an incorporationist approach, that brings IKS into science by seeking how ―best IKS fits into science; a separatist approach that holds IKS ―side-by-side with scientific knowledge; and an integrationist approach that ―links and makes ―connections between IKS and science. The approaches developed by the teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews.
The politics of knowledge : tracing the trajectory of the natural science curriculum.
(2005) Ramsuran, Anitha.; Malcolm, Clifford Keith.
Knowledge production or research in South Africa, as elsewhere in the world, does not occur within 'innocent' spaces devoid of personal, social, political, economic and cultural contexts (Singh, 2000). This study explores knowledge production at the level of policy. It questions in the review of the school's curriculum policy in general, and the science curriculum policy in particular: What becomes new? What is different? What remains the same? What is the policy problem? Who is the policy population that is the target of such policies? Why is there such a universal dimension of what should be taught in science, and hence what science is? Why is the conceptual knowledge of the science curriculum and the conception of scientific literacy around the world much the same? At the level of research, what is the most illuminative way to seek answers to these questions? The study explores the theoretical, methodological and contextual constructs that frame the conception of scientific literacy. This thesis presents a critical analysis of the policy process and policy documents for two reform periods in South Africa. The theoretical constructs deployed are policy archaeology, ideology, inclusivity, governmentality and professionalisation. I argue in this study that the latter two constructs are regularities that are necessary for the emergence of the policy problem, they shape the social construction of the policy problem and they constitute and shape the range of policy solutions. I posit that these regularities are necessary for the social construction of the policy problem in both the C2005 and the RNCS processes. These regularities intersect in a complex, grid-like fashion on the policy-problem axis. These intersecting regularities makes it possible for the policy problem to emerge as a problem, constructs the problem, and constitutes the problem as an 'object' of social visibility. I argue that ideological shifts in the conception of scientific literacy are constituted by these two regularities. I conclude the thesis by drawing out five significant policy lessons: (i) An 'ideal' that makes intellectual sense but does not fit conditions in society can exacerbate the problems it seeks to solve; (ii) 'Change is only as effective as the smallest unit': in the policy-making arena the smallest unit is the policy writers, in the arena of practice it is the classroom teacher; (iii) Timing determines what is possible: the socio-political climate of 1994 resulted in some important silences- especially from conservatives and scientists; (iv) In the science policy documents the definition of scientific literacy is epistemological at two levels: the idea that scientific literacy can be defined and constitutes individual knowledge,and the view of knowledge in the policy documents; and (v) The policy process and the policy documents challenged hegemony of structure and the epistemology of knowledge.
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.
The meaning of relevant science in townships in Cape Town.
(2005) Stears, Michele.; Cliff, Malcolm.
This study explores the meaning of relevant science in two townships in Cape Town. Reform in science education, both nationally and internationally has placed much emphasis on the fact that science education should be relevant. The research conducted in this study attempts to interpret different dimensions of relevance. This study explores not only how learners make meaning of their everyday lives, but what 'science' they deem to be relevant and worth learning within this context. It acknowledges the important role of teachers in establishing what learners perceive to be relevant. The theory of social constructivism is suited to this investigation, in its recognition of the roles of children's knowledge, purposes, social groups and interactions in learning. The children in this study often have personal lives steeped in poverty, abuse and violence. The curriculum design is also guided by social constructivist theories. However, a second version of constructivism, critical constructivism, is used to frame the second phase of the study. A critical constructivist approach raises questions about the type of knowledge learners interact with. In critical constructivism, science and its methods, the curriculum and the classroom are opened up to critical inquiry. Teachers' knowledge of their learners is used to design science lessons that are more meaningful, relevant and personalised. The individual lessons, as well as the lesson series that are used in this study are designed as examples of relevant science, while the lesson series also serves as a tool to elicit deeper understandings of what learners in this particular context experience as relevant to their lives. Although the main focus of this research is the relevance of using everyday knowledge in the classroom, bringing everyday knowledge into the classroom allows for the inclusion of a number of dimensions of relevance. The different ways in which learners respond to the science lessons in both phases are discussed as five outcomes. The findings of the research show that the essence of a relevant science curriculum lies in a particular design. This design accommodates many dimensions of relevance, such as relevant content, context and purposes. Such as design helps learners to negotiate the difficult border between the formal school environment and the informal home environment. A relevant curriculum acknowledges that science education is more than only science, but also recognises the implications for science curriculum development. This study is part of a larger project which is a comprehensive evaluation of the Primary Science Programme (PSP). The PSP gave the research its full support as the investigation of relevance may have an influence on curriculum design.
Design analysis of the Grade 9 technology curriculum in South Africa.
(2002) Chapman, Gavin Ashley.; Malcolm, Clifford Keith.
During the years of apartheid (pre 1994) there were two main streams that one could follow while studying at school viz. academic or technical. The majority of South African learners followed the more traditional academic stream allowing some to enter careers as doctors, lawyers, policemen/woman, school teachers and the like, while the remainder ended up jobless. Those pupils who followed the technical stream were considered by some of the more academically inclined persons, to be the 'duller' type of pupil, who could learn a trade and end up as a blue-collar worker. As the cost of technical education has always been much higher than the purely academic courses, the number of schools offering technical subject courses in South Africa has always been in the minority. The entire scene changed after the banning of apartheid (post 1994) and the introduction of the notion of globalisation. Rapid developments suddenly appeared world-wide especially with the introduction of new technologies, mainly in informatics. Suddenly the world seemed to be a much smaller place as one could e-mail, fax, or use a cell phone anywhere in the world at the touch of a button. In order for South Africa to become part of the new world order, and to think about global markets, certain essential changes had to be made firstly to the local environment. A depressed economy needed rejuvenation. There was a growing awareness that serious change was needed in the way children think and learn at school and to start aligning ideas with international trends. To do this, the Department of Education in Pretoria (DoE), decided to radically transform the education sector by introducing a new system of education known as outcomes-based education (OBE). The new OBE system brought with it mixed reactions from the South African public and from the teachers within the system. Many teachers did not want to accept that education could be done in a different way than they had been used to, in the past twenty to forty years. Younger teachers on the other hand did embrace change but are still trying to get the right balance within the prescribed parameters laid down in national education policy documents. To try and achieve such balance, the minister of education called for an independent review committee to re-work the general education and training phase curricula in order for them to be made more 'user-friendly' as many complaints had been received about the policy documents being overly complicated and unmanageable in the normal classroom situation. This process was concluded in May 2001 and Technology education remained as one of the eight new learning areas within the general education and training phase (GET) of South African schooling. The first draft of the Technology education curriculum was handed out for public comment in October 1997 and was used as the basis for a pilot study at selected schools in 1998. This information was used as the basis for analyzing the design of the Technology curriculum at grade 9 level. Grade 9 was selected as it is the final exit from general education and training (GET) into further education and training (FET), and because it was the starting point for the pilot project in 1998. Valuable data was available at the pilot project school sites to be used in this study. Not all the provinces were able to initiate a pilot project due to a number of reasons but those that did viz. Kwazulu/Natal, Gauteng, and the Western Cape were visited individually to collect data. This study therefore 'unpacks' the Technology curriculum into component parts using an analysis tool developed from a theoretical framework. This unpacking of the parts allows one the opportunity to critically check whether or not certain important aspects of the design were omitted either intentionally or unintentionally by the design team (NTT). Chapter one orientates the reader and sets the scene from where I, as researcher, locate myself and what the prevailing conditions are like at South African schools. The study problem is highlighted as are the obstacles that have tended to have an impact on the final curriculum design. Chapter two provides an overview of the related theory associated with the field of curriculum study. Technology education is discussed as broadly as possible within the framework of the new OBE education system for South African schools. Chapter three discusses the methodologies applied to ensure reliability and validity of the findings. The design analysis tool is presented with an explanation of each of the eight components. Chapter four relates an interesting story about the findings. A description of the educational sites is presented together with descriptions of the educators at the six pilot schools, as well as some background of the national technology design team (NTT). All recorded evidence was gathered during personal visits to the schools and individual meetings with the design team members. Chapter five provides a discussion of the data to analyse the Technology curriculum. In this way the reader is directed to the problem areas that were identified and supported the purpose of this curriculum study. Chapter six firstly answers the three critical questions posed in Chapter one. An alternative model for curriculum design and development is presented. This theoretical model is intended to reduce the weaknesses of the present curriculum design if applied to any similar initiative in the future. This will allow educators greater freedom to do what they do best - to teach from a curriculum policy that they clearly understand and are trained to deliver. In this way South African schools and all learners will be rewarded by being well prepared for a variety of challenging careers in the global world that we live in.
Evaluation of educational computer programmes as a change agent in science classrooms.
(2004) Muwanga-Zake, Johnnie Wycliffe Frank.; Amory, Alan M.
This evaluation started with preliminary research into the situations and problems in science classrooms and computer laboratories. The preliminary research identified teacher-centred lessons, learner and teacher conceptualisations, large numbers of learners per classroom, assessment, and a lack of interest in biology as some of the major problems in South African classrooms. The current research (because it is continuing) uses two Educational Computer Programmes (ECPs); a Computer-Aided Assessment (CAA) programme which is designed to alleviate problems in assessment, and Zadarh (a constructivist adventure game) designed to solve problems in biology classrooms, to further investigate some of the identified problems and find out the learners' and teachers' views on the utility of these two ECPs. The use of these two ECPs had not previously been investigated appropriately, especially in disadvantaged communities where teachers had little knowledge of the use and of evaluating ECPs. Therefore, a major concern for this study is that previous ECP evaluations excluded teachers and were not comprehensive enough especially for deploying ECPs in disadvantaged communities. A review of the methods that had hitherto been used, indicated that quantitative, mostly, behavioural and cognitive, pre-test post-test methods were prominently used, despite the shift in instructional design to constructional design, which embrace qualitative aspects of learning. Also, instructional design has evolved from behavioural models to include constructivist microworlds, which were unfairly evaluated by excluding qualitative benefits. Thus, this study seeks a more comprehensive evaluation strategy, in which teachers play the role of co-evaluators and which captures the qualitative and quantitative changes that software programs impart upon teachers' classroom practices, with sensitivity to the multiple disciplines in a program, as well as to the value systems of teachers. Comprehensive evaluation processes were facilitated during which 26 teachers in 23 schools in the Eastern Cape, KwaZulu Natal and Mpumalanga Provinces embarked upon the evaluation of the two ECPs. Evaluations were based upon a developmental, constructivist and interpretative approaches, by which teachers took ownership of these evaluations. Comprehensive evaluations revealed benefits from CAA and Zadarh, as well as benefits from direct teacher participations in the evaluations. CAA (Question Mark in this case) instantly provided diagnostic data. However, it was evident that the quality of diagnosis and remediation depended upon the quality of the test items, and the learning as well as the teaching strategies. Factors that could militate against the use and full utilisation of CAA in the schools where the study was done included the cost of software for CAA, teachers' capacity to set diagnostic test items particularly in a multiple-choice format, teachers' ability to interpret data produced by CAA, and teachers' skills in remedying their classroom problems as well as learners' problems. This study found that by playing Zadarh learners were able to construct knowledge through discovery and were attracted to the enjoyable aspects of this educational tool. Learners remembered most of those moments in the game during which they were both stuck and trying to solve problems on their way through Zadarh. Therefore, Zadarh can provide useful learning experiences with fun, and can improve motivation towards learning. Debilitating factors against the use of Zadarh and CAA include school curricula, which do not accommodate innovations, inflexible timetables, and classroom approaches that are teacher-centred. It was clear that the success of using computers in education would depend upon the ability of teachers to evaluate the ECPs, and to integrate ECPs into school curricula. drive these interactions played an important role in the successful integration of ECPs into classroom. One way of achieving such success is to include teachers as evaluators and co-designers of ECPs. Evaluations of ECPs therefore should: i) allow the teachers and learners, through social dialog, to identify how software could solve problems; ii) establish the compatibility of the software with the school curriculum; iii) ascertain the capacity of school computers to execute the software; and iv) provide support to the teachers in the use the software. Evaluations should benefit teachers and learners. The study concluded that a post-modern, developmental, and constructivist evaluation process might be one of the ways of enhancing training teachers in the use of the ECPs, in the concepts that the software deal with, and in evaluation. In that way, a socially contracted evaluation is comprehensive and can serve as a change agent through which teachers reflect and act upon improving their classroom practices.
Responses of science teacher educators to the curriculum change process in South Africa.
(2006) Pillay, Alan Sathiaseelan.; Malcolm, Clifford Keith.
This study strove to establish how science teacher educators (lecturers) at three universities in a province in South Africa responded to curriculum changes related to C2005 and higher education. The following critical question is posed: How have science teacher educators in PRESET education responded to curriculum changes proposed for the Natural Sciences Learning Area of Curriculum 2005, the Norms and Standards of Educators, and modularization in the Higher Education curriculum? The framing of the study from 1996 to 2002 relates to the introduction of C2005 in schools in 1997 which coincided with curriculum changes in higher education prescribed by the NQF. The curriculum change process has to be seen in the context of developments during and after the demise of apartheid in South Africa. Responses of science teacher educators to post-apartheid educational policy developments driven by the NQF form the basis of this research. The production of data for the study occurred during 2001 and 2002. It involved an interpretive cross-case study of 11 science teacher educators' responses to the curriculum change process. The science teacher educators were selected from three universities in a province in South Africa. They had to be involved with preparation of student science teachers during PRESET for the Natural Sciences Learning Area of C2005. Data was obtained through a semi-structured interview schedule and an observation schedule. A document analysis was also conducted in the study. Qualitative data were first analysed qualitatively and represented at three leve ls of analysis. Stories of curriculum change experienced by three individuals were also presented as a second level of analysis. The theoretical frame that informed the methodology and analysis was developed in the context of a pre- and post-apartheid educational offering in South Africa. It operates in an interpretive and critical paradigm of research that includes change theories and other theories that can be used to account for ways in which science teacher educators have changed in response to C2005 and the NQF. These theories work together. Among them are those classified as Traditional Change, Adaptive Change and Advanced Change. Other theories such as theories in action and a theory of academic change were also used as a means to understand change in academic and other settings. Constructivism as a learning theory was included in the theoretical frame since science teacher educators are expected to use the theory as a rationale for the new curriculum. It is therefore an essential component of the theoretical frame in interpreting such change. Also significant is the role of situated cognition in enabling professional learn ing communities to make meaning of curriculum change and to act accordingly. Argyris' theory of organizational learning, the Concerns-Based Adoption Model, Complexity Theory and Systemic Reform also contribute to the development of the theoretical frame used to contextualize and interpret the data. The data analysis showed that the science teacher educators had made a more concerted effort to incorporated changes related to C200S into their curriculum materials and their actual teaching than the NQF's bureaucratic exercise related to modularization and the NSE. They were better able to account for their actions in terms of C200S than for modularization. This had occurred despite them not being bureaucratically accountable to the schools. The role of the new school curriculum as a major influence on change among the science teacher educators goes beyond the complexity associated with the change process. The influence of personal factors related to a moral response to school change (C2005) resulted in the science teacher educators making changes that were major and vastly different from their responses to the NQF's bureaucratically driven higher education changes. The responses of the science teacher educators to curriculum change shows that professional accountability does not flourish under bureaucratic control as displayed by demands of the NQF for modularization. The changes made by the science teacher educators was also vastly different from the responses of practising teachers to C200S. They made a concerted effort to change and there was no evidence of implementation failure compared to the practising teachers in terms of C2005. My research outcomes, therefore, have contradicted the standard findings of School Improvement research which alludes to the difficulties associated with teacher change, and the needs for long term systemic approaches related to large scale reform - where institutional management, external support, internal support, rewards and punishments work together. In the three universities in my study, such arrangements were loose couplings at best. But feelings of professional and moral responsibility in the direction of school-related change (C200S) were high for individuals and groups. Personal, social and professional interests were more obvious drivers of change than institutional interests and career interests. On the basis of the above, my research has suggested the following which serve as a positive contribution to theory pertaining to curriculum change: Much change theory developed in the context of schools does not apply to Teacher Education, because professionalism and education are primary concerns for science teacher educators: they chose to do their job well. Accountability is not only - or even mainly - about the institution and institutional monitoring systems. It is about professionalism and relationships within institutions and outside them. In this case, the responsibility the science teacher educators felt to schools, science teachers and their communities were much more powerful influences than responsibilities they felt to the reforms indicated in modularization and NSE. The professional imperative is not bureaucratically controlled. It flourishes in the absence of pressures related to forced compliance.
Primary school teachers' understanding and interpretation of problem-solving : how it is promoted in science lessons, why and why not?
(2005) Moeletsi, M'aseapa Mookho Violet.; Malcolm, Clifford Keith.
This study explores how Lesotho primary school teachers understand and interpret problem-solving (PS) and how they teach and support it. Observation schedules and semi-structured interviews were used to collect data from classrooms, teachers and learners. The findings revealed that teachers have considerable understanding of (PS) and value it but are not teaching it. Teachers attribute this to their lack of knowledge, the difficult conditions in their schools, policy constraints (such as assessment) and their own habits and behaviours. However, the data also indicated that teachers, with support, can successfully design and teach appropriate lessons in their schools, raising issues about their knowledge, beliefs, identity and structures.
A critical study of methods of measuring the attainment of pupils in practical work in the biological sciences with special reference to the situation pertaining to Indian schools.
(1980) Moodley, Tharanialan Kistnasamy.; Behr, Abraham Leslie.
No abstract available.
A study of achievement in mathematics with special reference to the relationship between attitudes and attainment.
(1981) Moodley, Moonsamy.; Behr, Abraham Leslie.
This study was designed to explore the patterns and trends in attitudes towards mathematics and attainment in mathematics among Indian pre-matriculants. It also aimed at investigating the relationships between attitudes and attainment and the effects of differences in sex, grade, levels and certain background variables on mathematics attainment and attitudes. A set of 24 multiple-choice mathematics test items, compiled to test cognitive outcomes in mathematics at three taxonomic levels, served as a measure of attainment in mathematics. An attitude scale of 48 Likert-type items comprising six dimensions was developed to measure pupil's attitudes towards mathematics (affective outcomes). In addition, questionnaires were used to collect data on selected background variables and teachers' ratings of the pupils. The test, attitude scale and questionnaires were administered to 680 pupils selected randomly from 17 secondary schools in Durban. The 53 teachers responsible for the 151 mathematics class units (Std 9 and Std 10) at these schools also participated in the research project. The data was subjected to statistical analyses (item analyses, correlational analyses, z-scores and ANOVAS) by computerization. The reliability and validity of both the mathematics test and the attitude scale were demonstrated. The potential value of these instruments as measures of cognitive and affective outcomes in mathematics has been presented and argued. The significances of the relationships in respect of the background variables (including sex, grade and levels) and mathematics attitudes and attainment have been carefully documented (see summary - section 6.4). The relationship between attitudes towards mathematics and attainment in mathematics was found to be positive and significant, with no difference between males and females. It was also demonstrated that attainment in mathematics might be predicted from attitude and ability (IQ) scores, and a regression equation was derived for this purpose. Finally, consideration was given to implications of the major findings and problems for future research.
Changes in science teachers' practice of learner-centred education as a result of action research in Lesotho.
(2005) Khoboli, Benedict Mapere.; Malcolm, Clifford Keith.
The study looks at Lesotho Science teachers' understanding, practice and explanation of learner-centred education (LCE) prior to, during and after different activities. Six Physics teachers from Maseru were selected from 20 who attended an initial meeting and workshop. The selected teachers participated in the research for two years, completing a Baseline Study, then 3 cycles of planning, acting, observing, and reflecting in the action research on LCE. During the Baseline Study and each of the action research cycles, the teachers' explanations, understandings and practices of learner-centred education were determined through analyses of discussions and meetings, lesson plans, classroom practices, responses to the literature and other support activities, and interviews with the teachers. The process was collaborative, with the teachers and the researcher working as a team in the planning, observations of classrooms, reflections and analyses. The teachers changed their understanding and practices significantly in the course of the study. Consistent with the Concerns-based Adoption Model (CBAM), their primary concerns shifted from classroom management issues and impediments to learner-centred education in their schools at the start, to adaptation, innovation, and conducting teacher-workshops at the end. Early in the project, they opted for a model of learner-centred education comprised of three levels: caring for learners and their learning; adopting learner-centred teaching methods and allowing learners to influence the content and desired outcomes of the learning. During the research, within the team and in classrooms, the teachers developed each of these levels, though they applied the third level more in their own learning as part of the action research, than in their classrooms. At the end, the teachers co-constructed a model of LCE which they felt was doable under the conditions in Lesotho (including school constraints and competing demands on teachers and curriculum), and which would meet the expectations of principals, parents and learners. The teachers changed not only in their professional knowledge and skills, but in social-professional and self-professional aspects. For example, they began inviting other teachers to observe their classes, they conducted workshops in their schools, and enrolled for higher degrees. The teachers persisted with the study for two years, not because of school expectations or pressures, but because they wanted to participate. Their motivation was high, arising from a mix of personal, professional, career and school factors. Their motivations shifted during the research, as their knowledge and concerns changed, and they came to see different opportunities from what they had imagined at the start. Through participation and collaboration, they extended the objectives and outcomes of the study beyond its initial focus on learner-centred education in classrooms: they defined and addressed their own personal, social and professional interests. The data demonstrated that teachers' engagement with in-service activities that provide for long-term project-based learning, critical collaboration, support and reflection, can bring personal and group change more significantly than in conventional district and national workshops.
An exploration of the interface between schools and industry in respect of the development of skills, knowledge, attitudes and values (SKAV) in the context of biotechnology.
(2010) Singh-Pillay, Asheena.; Alant, Busisiwe Precious.
This study traces how the National Curriculum Statement-Further Education and Training (NCS-FET) Life Sciences Policy is constructed and translated as it circulates across the Department of Education (DoE), schools and industry nodes. Actor Network Theory (ANT) (Latour, 2005) guides the theoretical framework and methodology of this study. ANT is a useful tool for showing the negotiations that characterise patterns of curriculum change in terms of how policy gets constructed, how practice gets performed, the skills, knowledge, attitudes and values (SKAV) constituted in practice, and whether there is an interface in terms of policy construction and SKAV constitution. From an ANT perspective curriculum policy change is a matter of practice co-performed by sociality and materiality, these being interwoven and entangled in practice. The trajectory of the NCS-FET Life Sciences Policy is traced during the practice of mediation of policy, implementation of policy and mediation of workplace learning. The topography of this study is underpinned by the transformatory agenda attached to curricula policy reform in South Africa. Agency has been granted by the democratically elected government to structures such as the DoE, schools and industry to promote human resource development and overcome the skills shortage via the NCS-FET Life Sciences Policy (DoE, 2003) and the National Biotechnology Strategy Policy (DST, 2001). There are divergences between these two documents as to the type of biotechnology that can be used as leverage for human resources development. The controversy lies in the notion of wanting to broaden access to biotechnology by having it included in the NCS-FET Life Sciences Policy, while wanting to promote third-generation biotechnology. Furthermore, contradictions are illuminated in the constitution of the NCS-FET Life Sciences Policy: it espouses constructivist principles and has a social transformative agenda, but its construction is guided by behaviourist and cognitivist principles. iv Employing the analytical tools offered by ANT (Latour, 1993, 2005; Callon, Law & Rip, 1986), the network tracing activity reveals that policy construction and SKAV development involve more than the action of a single human actor. This means that humans are not entirely in control of practice (Sorenson, 2007). Practice is performed by a series of shifting relations between elements of “sociality” and “materiality” (Mulchay, 2007). The network tracing activity elucidates that curriculum policy is an emergent effect of the interface, a dynamic point that arises from translations in the network. While there is an interface in respect of policy construction and SKAV constitution across the nodes of the study, the emergent effect of curriculum reform has pointed to the slippage between what was intended (via the policy as stated in the Government Gazette) and what was actually experienced in practice.
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.
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.
Exploring higher education engagement in computer programming within a blended learning environment : an action research approach
(2014) Jugoo, Vikash Ramanand.; Mudaly, Vimolan.
Many novice programmers in higher education find computer programming particularly difficult due to its problem solving nature. High dropout rates have been observed both internationally and locally, but in South Africa, the circumstances of students coming from disadvantaged schools where they struggle in subjects like Mathematics and Science, especially compounds their challenges in computer programming when they enrol at a tertiary institute. In this study, I explore the engagement of computer programming at a higher education institution using an innovative approach of incorporating tools in the form of online learning and support structures to supplement the existing face-to-face and practical lessons thereby creating a blended learning environment (BLE). This study, which is a qualitative one, used an interpretivist paradigm to explore the engagement of sixty, first year students in an introductory computer-programming course at a selected university in South Africa, using an action research approach within the context of a BLE. Action research refers to an evaluation of one’s own practice with a view to improving one’s effectiveness, in this case, analysing my own efficacy as a teacher, and the learning that occurred by my students (McNiff, 2013; Whitehead, 1989). This study used two lenses: The first lens was my own as a lecturer/researcher who developed a variety of support structures in the form of notes, videos, animations, and blogging, to support student engagement in computer programming, and the second lens was the students’ engagement with these tools. The study explored this dual engagement and asked two critical questions: 1) How does engagement of computer programming take place within a BL context using an action research approach, and, 2) Why does engagement of computer programming take place within a BL context using an action research approach, in the way it does? A dual form of engagement occurred creating a dynamic BLE. In the study, students were exposed to one theory classroom lesson, and three practical lessons. As the lecturer, I received feedback from the students which informed my attempts to improve the environment. Observations, a personal diary, electronic questionnaires, and focus group meetings were used to gather feedback on how students engaged in the BLE. The action research methodology was based on planning, acting, observing and reflecting. The analysis of the reflections was used in the re-planning phase of the next cycle and a total of three cycles were used. Although there were three main action research cycles, each tool was transformed resulting in smaller cycles emanating within the main action research cycle. Activity Theory was used as a theoretical framework to describe and analyse the actions and engagement that transpired within the BLE. The results from this study highlight positive student engagement in learning through the use of examples and visual tools although the use of language was found to be a barrier under certain circumstance. Support and planning were also identified as important factors for both student and lecture engagement. Other aspects concerning feedback and reflection were established as important during the dual engagement employed resulting in the creation of a dynamic action research model of engagement.
The use of visual reasoning by successful mathematics teachers : a case study.
(2015) Budaloo, Vishamlal Ramtahal.; Mudaly, Vimolan.
Visualization has become increasingly important in view of the advent of technology which allows us to understand an idea at a single glance. Globally, educationists have been searching for ways to improve learners‘ understanding of mathematics. This has led them to believe that perhaps the focus on the teaching of mathematics needs to change. Contrary to the view that mathematics can only be presented sequentially, another view exists that mathematics is a multimodal discourse where different modes of representation are necessary. Whilst many of our learners experience serious difficulties in mathematics, as testified by the education authorities, there are groups of teachers that attain outstanding results in this subject. In this study I chose to explore how this group of people attain success, whilst engaging with the phenomenon of visual reasoning. The intention of this research was to interpret the kind of meanings that these successful teachers offered in their use of visual reasoning in their practice. Therefore in order to explore the personal, social and learning experiences of these successful mathematics teachers, a case study form of enquiry was employed, with the use of a social constructivist research paradigm, following a qualitative research tradition. A purposeful maximal sampling technique was used to identify five participants. Knowledge is not merely received but constructed by individuals or groups of people who try to make sense of their experiential worlds. This study sought to explore the ways in which these successful teachers constructed and interpreted the knowledge that they passed onto their learners, using the phenomenon of visual reasoning. Furthermore, constructivism as a research paradigm is characterised by plurality and multiple perspectives. Taking this into account, Attribution Theory, Gardner‘s Multiple Intelligences Theory and Situated Cognition Theory were used as a lens to explain the complex phenomena of visual reasoning and successful teaching. The results of the study showed that all the participants were actively engaged in using visual reasoning as a pedagogic practice in their mathematics classrooms. Explanations for their actions in terms of using visual reasoning resonated with the literature and the theoretical frameworks that were used.
Public understanding of renewable energy technologies in Nigeria.
(2016) Wojuola, Rosemary Nike.; Alant, Busisiwe Precious.
Globally, there is a focus on generating energy from renewable energy sources in order to ensure sustainability. However, experience has shown that although the public generally accepts Renewable Energy Technology (RET), there is always opposition to their implementation. Renewable energy education is essential for the successful implementation of Renewable Energy Technology. This education can be used as a tool to enhance the public’s understanding, and to achieve the development of a sustainable lifestyle among the public. Efforts directed at studying the public’s understanding and acceptance of RET have consisted majorly of survey studies that lack theoretical background, and as such, could not gain an in-depth understanding of the public’s acceptance of RET. There is a need for studies that will explore the life experiences of the public, taking into consideration the various variables that dictate the nature of this understanding of RET. This study was informed by the Theory of Reasoned Action (TRA) and the Technology Acceptance Model (TAM) through which the beliefs, attitudes and perceptions about RET were examined as they related to sustainable behaviour. In this study, a mixed methods approach was used to explore the public’s understanding (inclusive of knowledge and beliefs, perceptions, and attitude) of Nigerians in relation to a sustainable lifestyle. This consisted of the concurrent use of focus groups and a survey study that allowed for both depth and breadth at the same time. The data were collected through four focus groups consisting of 23 participants, and a structured questionnaire, which was completed by 600 randomly selected participants. The data analysis was done using thematic analysis and through the use of the statistical package SPSS version 23. The outcome of this research shows that there is a general low level of knowledge about RET among the Nigerian populace, with males scoring higher than females. The statistical analysis carried out in this study shows a significance of 0.002, which is less than the level of significance of 0.005. This implies that there was no significant correlation between the level of education of the public and their knowledge of RET. The results also reveal that knowledge and beliefs about renewables, coupled with Perceived Usefulness and perceived ease of use, determines the populace’s attitude towards RET. A regression analysis between attitude and intention to use renewables yielded F=22.200 and p=0.000. This means that there was a significant relationship between the variables, showing that the research model is fit. Negative perceptions about the National Electric Power Authority (NEPA) and the cost of installing RET were major factors that prevented the participants’ willingness to install renewables. There is thus a need for Renewable Energy education that is comprehensive enough to enhance a positive perception among the populace about RET. Also, sustainability should be included in energy education programmes in order to develop a sustainable culture in the nation.
An exploration of general education and training teachers' democratisation of the science teaching and learning space.
(2016) Jafta, Thomas Daniel.; Alant, Busisiwe Precious.; Vithal, Renuka.
Abstract available in PDF file.
Using web 2.0 technologies to facilitate the collaborative design process among undergraduate engineering students: an actor network study.
(2016) Chitanana, Lockias.; Alant, Busisiwe Precious.; Govender, Desmond Wesley.
In this thesis I am motivated by a keen interest in design collaboration, and a belief that the quality of design interactions could be enhanced by employing a repertoire of the new and emerging collaborative technologies in the design process. In this study I employed actor network theory’s (ANT’s) methodological and theoretical framework to investigate the use of Web 2.0-facilitated collaborative design by Industrial and Manufacturing Engineering students at the Harare Institute of Technology. In line with ANT, I traced the collaborative design process by following the actors in action (Latour, 2005) when the forces of the network were at work, picking up the traces they left behind to constitute the empirical data for the study. By employing ANT analytical tools the data of the network-tracing activity reveals that the Web 2.0-facilitated collaborative process is an emergent actor network that evolves from associations created among the actors as they negotiate the alignment of interests through a series of translations that occur through moments of problematisation, interessement, enrolment and mobilisation (Callon, 1986b). As the actors went through the moments of translation, various interpretations of the design problem were translated into technical solutions and procedures to be followed in search of a satisfying design solution. The process of achieving agreement (or a stable network) is dependent on the translations that take place among the actors. The analysis shows that Web 2.0-facilitated collaborative design is an emergent process. It is a process that evolves from a translation process, during which a hodgepodge of decisions that cannot wait are taken in a complex, dynamic, fluid and constantly changing environment where actions cannot be planned or predicted in any mechanical way (Akrich, Collan, Latour, & Monaghan, 2002). Therefore, the path that the design process takes cannot be predetermined, but emerges from the network of relations that are created by the actors as they work together to achieve their commonly agreed design goals. Considering the Web 2.0-facilitated collaborative as an emergent process clearly demonstrated that it does not take place in a step by step way, as depicted by many design models. Instead, the process moves back and forth between different domains as the design problem and solution co-evolve and are continuously up for revision (Downey, 2005; Petersen, 2013). The affordances of Web 2.0 technology supported the messy talk (Iorio, Peschiera, & Taylor, 2011) that was critical to the development of design solutions. The emergent character of Web 2.0-facilitated collaborative design allows for important theoretical and practical lessons for design educators, to improve the teaching and learning of the collaborative design process. With collaborative design as an emergent process, it is no longer methods alone that produce results, but the reassemblage of the totality of translation that takes place among the actors into a stable network of relationships, and it cannot be taught outside of authentic design projects.

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