Masters Degrees (Science and Technology Education)
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Item Factors related to the critical thinking skills of grade 11 learners enrolled in different academic subject treams.(2023) Gorogodo, Darlington Masimba.; Chirikure, Tamirirofa.The Department of Basic Education in South Africa has strongly emphasised fostering critical thinking skills in learners, a priority that continues to be relevant in light of technological advancements and the evolving demands of life and work in the 21st century. In this study, an explanatory sequential mixed methods approach was adopted with the purpose of identifying the factors that are related to the level of critical thinking skills of Grade 11 learners, particularly those enrolled in different academic subject streams. An understanding of how and why these factors are related to the critical thinking skills of Grade 11 learners enrolled in different academic subject streams was sought in this study. In gathering data, 116 participants were conveniently selected, and the Cornell Critical Thinking Skills Test Level X survey was administered to them, while nine participants were engaged in focus group interviews. Key findings drawn from the data were a statistically significant difference in participants' performance in the critical thinking skills test based on the academic subject stream, F (2,110) =10.49; p = .001, with 𝜂2 = .160. Specifically, Science and Technology learners performed better in contrast to their counterparts in the Commerce and Business academic subject stream and Human Sciences and Social Services academic subject stream. The Mathematical group participants were enrolled in was also significantly related to differences in participants' critical thinking skills test performance, t (114) = 6.62; p = .001 with a Cohen d = 1.31. The Core Mathematics learners performed better on the test when compared to their Mathematical Literacy counterparts. Gender (F (1,114) = 0.35; p = .554), recognised home language (F (4,106) =1.27; p = .285), and area of residence of participants (F (2,110) = 0.95; p = .38) did not have a statistically significant relationship with participants' performance in the critical thinking skills test. The qualitative findings revealed that the choice of academic subject stream participants enrolled in was not related to the need to develop critical thinking skills but to prepare them for career aspirations, knowledge skills and the need to address the injustices some participants encountered in their communities. The Department of Basic Education in South Africa should actively incorporate pedagogy to influence the development of critical thinking skills across all academic subject streams. Empowering educators with effective teaching methods to nurture critical thinking in learners within different academic streams is also crucial. When choosing academic subjects for enrolment, a significant emphasis should be placed on cultivating critical thinking skills alongside acquiring conceptual knowledge and skills relevant to future career aspirations. Additionally, there is a pressing need to explore utilising all officially recognised home languages in the instruction and learning process across all academic subject streams. This approach can positively influence the development of critical thinking skills in individuals.Item Experiences in designing and implementing a whole brain creativity and thinking programme for pre-service teachers: a narrative action research.(2023) Khan , Fiona.; James, Angela.The Whole Brain Creativity and Thinking Programme and Model are innovative and creative, designed for pre-service teachers and undergraduates as an intervention in bridging the gaps in professional development and pedagogy and methodology. It is designed using Design Thinking as a short programme for bridging gaps between school and university and between university and professional development. The foundation of the study is based on Sustainable Development Goals, SDG 4 for inclusive education and SDG 11 for sustainable cities. The WBCTP is based on Ned Herrmann’s seminal book, The Whole Brain Business Book (1996). The conceptual framework, together with the Whole Brain Creativity and Thinking model (Herman, 1996), includes Emotional Intelligence (EQ), Imagination, Mindfulness, cognition and metacognition, visual literacy and the five (5) senses. It is the lens for analysis of my designing and implementing the programme. The questions for the qualitative research: What was the Whole Brain Creativity and Thinking programme about? How was the programme and model designed and implemented? Why was it designed and implemented in that way? I used an interpretive, qualitative, narrative action research design in this study based on my experiences designing and implementing the WBCT programme and model. Data gathering entailed document analysis (reflective journal, student work) and visual methodology (videos and drawings). The data was analysed using content analysis to analyse and interpret the content of textual data. In four interactive and profound workshops I created (the four action research cycles used for the presentation of the finding), I created, designed and implemented four concepts for the future of tertiary institutions or higher education and schools embracing technology and hybrid teaching and learning, launching us into the 21st Century of multiverse teaching and learning. Pre-service teachers are encouraged to use their whole brain rather than their right or left- brain for thinking and learning. Subsequently, they can enjoy an enhanced teaching and learning experience and provide the same experience in their classrooms. Cycle One focused on Sustainability: Examining Environmental Sustainable Development, Sustainability, and Sustainable Development. Cycle two focused on Imagineering: A portmanteau for Imagination and Engineering. Cycle three focused on Business Model: Encouraging Teacherpreneurship and the Profitability of Teaching and Learning as a global citizen. Cycle four focused on STEAM: A holistic model for teaching and learning by including the Arts in STEM education, Science, Technology and Mathematics. In each cycle, Step One is on the Introduction and Focus, Step Two is on the designing, step three is implementation, and Step 4 is on the reflection and recommendation. For whole and holistic pre-service teachers with self-worth and reliance, I, in the programme, sought to enhance their comprehension of leadership and success unequalled to mediocrity and complacency and that teaching and learning would only change by applying mentally and emotionally strong executive functioning skills and socio-emotional learning, including the difference between right-brained thinking (creative thinking) and left-brain thinking (cognitive and logical). Teaching is entrepreneurial and has the holistic opportunity to shape lives, creating a cohort of visioners and Imagineers and driving the change in education as agitators and teacherpreneurs. We do not speak of school as the “plant” and teaching as a “machine churning out matriculants.” Now we speak of change-makers and global citizens who are the nucleus of society and, in the spirit of Ubuntu, assist with social cohesion and moral regeneration. Introducing visual literacy as a methodology is most significant as pre-service teachers speak the indigenous home language, and English is an additional language. Because of the language barriers and in the spirit of inclusivity, I used visual methodology. As the future of language is coding in robotics, I combined school knowledge with the skill and expertise in using technology to enhance their experience in creating projects. They discussed the need for more skill and classroom experience when they embrace employment as new teachers. The holistic pre-service teacher could, through the WBCTP, executive functioning skills, socio-emotional maturity, and whole brain cognition transcend into role models and mentors for future techno-drivers of change. Historically and socially disadvantaged in the past informs their passion, drive and inspiration to aspire and take risks to be entrepreneurial as teacherpreneurs and role models for leadership and inspiration rather than instructing and conforming. The WBCTP highlights the urgent need for technology and hybrid teaching as a whole-brained programme and model for teaching and learning. The tools used in the design to implement the WBCTP were significant drivers of change in robotics and coding. The WBCTP motivates an attitude of lifelong learning and being at the peak of the knowledge economy. If one is passionate about one’s profession, the thirst for knowledge can never be quenched and for pre-service teachers to be more aware of their thinking patterns and how much can be achieved if they diversify their thinking styles and embrace the future with technology.Item Micronutrient deficiency status in school feeding schemes: a case study of 5-9 year olds in Driefontein and Kleinfontein.(2025) Duma, Nontobeko Zamalwandle.; Alant, Busisiwe Precious.Malnutrition, particularly micronutrient deficiencies, remains a significant public health issue affecting millions of children worldwide, including those in South Africa. This study addresses the persistent problem of micronutrient deficiencies among Foundation Phase school children in Driefontein and Kleinfontein, Ladysmith, KwaZulu-Natal, despite the implementation of the National School Nutrition Programme (NSNP). The study was guided by two critical research questions: (i) What is the current state of micronutrient deficiencies among Foundation Phase school children in Driefontein and Kleinfontein areas? (ii) What are the factors influencing the nutritional micronutrient status of these children? To answer these questions, a cross-sectional case study design using mixed methods was employed. Quantitative data was gathered through dietary surveys and nutritional assessments to determine the prevalence and severity of deficiencies in key micronutrients such as iron, zinc, and vitamin A. Concurrently, qualitative data was collected through in-depth focus group interviews with various stakeholders, including cooks, suppliers, principals, and foundation phase teachers. The investigation was grounded in three pivotal frameworks developed by UNICEF: the UNICEF Conceptual Framework for Malnutrition (1990), the UNICEF Conceptual Framework for Malnutrition (1992), and the UNICEF Conceptual Framework on the Determinants of Maternal and Child Nutrition (2020). Findings for Research Question 1 revealed that inadequate dietary intake and poor dietary diversity are prevalent among the children in Driefontein and Kleinfontein. Despite the NSNP’s efforts, many children continue to suffer from deficiencies in essential micronutrients. Physical examinations showed that while most learners in School A were well-nourished with only mild deficiencies, School B exhibited more frequent signs of deficiencies, particularly in hair and skin health. The nutritional value of the meals provided by the schools lacked sufficient vegetables and fruits, essential for vitamins and minerals, and had limited sources of omega-3 fatty acids, indicating a need for more diverse protein sources. Findings for Research Question 2 highlighted the significant impact of socioeconomic constraints, lack of nutritional balance, limited nutritional education, and the absence of food gardens on malnutrition. The school-feeding program is widely supported and plays a crucial role in addressing food insecurity and supporting children’s health and academic performance. However, concerns about the adequacy and balance of the meals provided suggest a need for targeted improvements. The study also identified budget constraints, timely payments, and the need for increased funding and policy development as critical themes for the long-term sustainability of school meal programmes. Recommendations included the development and implementation of school nutrition policies, standards for healthy meals and snacks, and fostering public-private partnerships to enhance the overall effectiveness of the NSNP program. The findings underscore the multifaceted nature of malnutrition, highlighting the need for nuanced theoretical models that consider local contexts. Practically, the study identifies critical areas for intervention, such as ensuring consistent funding and comprehensive nutritional education. Policy implications include the necessity for increased funding, robust school nutrition policies, and addressing logistical challenges. Methodologically, the mixed methods approach provided a holistic understanding, but future longitudinal studies are needed to establish causality. Overall, the study calls for improvements in meal quality, variety, and financial management to enhance the feeding scheme’s effectiveness.Item An exploration of how preservice teachers integrate indigenous knowledge pertaining to African foods and beverages in science lessons.(2024) Muyonjo, Catherine Winfred Nakkazi.; Mudaly, Ronicka.Indigenous knowledge is increasingly recognised as a valuable resource in people's lives, prompting calls for its integration into science teaching. However, it is often marginalised compared to Western knowledge and science. This study explores preservice science teachers' perspectives on incorporating indigenous knowledge about African foods and beverages into science lessons. By evaluating these perspectives, the study sheds light on the marginalisation of African indigenous knowledge and how this can be dealt with. The research also emphasises the importance of valuing and effectively incorporating indigenous knowledge into science education. The study draws on the postcolonial indigenous theory (PIT), which aims to promote social change and decolonisation by leveraging indigenous philosophy, culture, and language. This theoretical framework enriches the understanding of how indigenous knowledge can be embedded in teaching about foods and beverages in science lessons. Accordingly, this highlights the potential benefits of integrating indigenous knowledge into science education, emphasising the importance of practical, learner-centred approaches in enhancing understanding and appreciation of both indigenous knowledge and science. The study adopted a qualitative method, focusing on preservice science teachers' perspectives on integrating indigenous knowledge about African foods and beverages within science lessons. Semi-structured interviews were used for data collection, allowing participants to express their perspectives freely. In addition, document analysis of preservice teachers' lesson plans was used to ensure alignment with the Curriculum and Assessment Policy Statement (CAPS) and to evaluate how indigenous knowledge was integrated into science lessons. The study draws on the postcolonial indigenous theory (PIT), which aims to promote social change and decolonisation by leveraging indigenous philosophy, culture, and language. This theoretical framework enriches the understanding of how indigenous knowledge can be embedded in teaching about foods and beverages in science lessons. Accordingly, this highlights the potential benefits of integrating indigenous knowledge into science education, emphasising the importance of practical, learner-centred approaches in enhancing understanding and appreciation of both indigenous knowledge and science. The findings indicate that preservice teachers recognise the value of research in preparing them to teach effectively and understand indigenous knowledge. They emphasise the importance of practical activities, such as experiments involving indigenous foods and beverages, to deepen conceptual understanding. Practical work is seen as a pedagogical approach to illustrate the scientific aspects of indigenous food practices, such as fermentation in the preparation of umqombothi. Preservice teachers stress the significance of using familiar foods and beverages in practical lessons to help learners better grasp the connection between indigenous knowledge and science. They advocate for lesson plans that integrate indigenous knowledge and Western knowledge in science education, with a learner-centred approach that encourages learner participation and acknowledges the teachers’ capacity to learn from their learners. The study suggests that incorporating field trips and inviting indigenous knowledge holders and community members to science lessons can further enrich the learning experience, enhancing both teachers' and learners' conceptual understanding. Tapping into indigenous knowledge deepened teachers’ conviction about the wisdom inherent in IK. It emboldened teachers to incorporate other knowledges, and leverage insights from IK holders. This is significant because it creates new pathways for teaching and learning Natural Sciences.Item Pre-service science teachers’ understandings and practices of climate change.(2024) Govender, Caitlin.; Govender, Nadaraj.; James, Angela Antoinette.This study explored pre-service teachers' (PSTs) understandings and practices before and after a Biological Science for Educators module regarding Climate Change. As Climate Change becomes an increasingly important issue, it is imperative that educators are wellequipped to teach this topic effectively. However, there is a dearth of literature regarding the effectiveness of teacher education programmes in adequately preparing PSTs to address Climate Change in their future classrooms. Employing a qualitative approach, this research utilised questionnaires to assess PSTs' knowledge and practices both before and after the module. The sample consisted of 40 PSTs from the School of Education, University of KwaZulu-Natal. A questionnaire was used and adopted from a previous study to measure specific aspects of Climate Change knowledge, such as the understanding of climate processes and practical strategies. Additionally, postmodule interviews provided qualitative insights into PSTs' understandings and practices of Climate Change. The study indicated that while some students were aware that there are changes in our climate occurring due to Climate Change, there was no improvement in their conceptual understanding. This indicates that pre-service science teachers have a limited understanding of the deeper consequences and causes of Climate Change. Additionally, although some students engaged in behaviours that related to mitigating Climate Change, such as lowering energy consumption and burning of fossil fuels, these actions were often superficial and lacked a deeper commitment to sustainability practices. This suggests a need to use a holistic approach to Climate Change that not only increases awareness, but also deepens their conceptual understanding and fosters meaningful, sustained engagement in Climate Change mitigation efforts.The study proposes a content-pedagogical action oriented model that can be adapted and implemented across various educational levels, including schools, communities and tertiary institutions. This model also involves continuous reflection on and assessment of students’ learnings, experiences and curriculum evaluations, including the involvement in Climate Change-related actions and a deeper understanding of the concept of Climate Change. The holistic approach suggested in the model will provide an enhanced, important understanding of the effects of Climate Change. As this is a small case study with a particular socio-economic environment, the findings cannot be generalised across educational institutions or all PSTs.Item Natural science teachers’ experiences of using Whatsapp in teaching in primary school.(2023) Coopasamy , Presanthi.; Mpungose , Cedric Bheki.Teachers’ have been raged to move from traditional to online instruction to link with the pressures of the fourth (4th) industrial revolution. Therefore, schools make requirements of educational technological resources which may include but not limited to smart board, computers, application software. Nevertheless, the lack of skills to incorporate technology into curriculum hinders effective online pedagogy, and this results in the poor curriculum implementation. Therefore, this qualitative case study thus aims to explore experiences of teachers on the integration of WhatsApp to teach Natural Sciences in Primary Schools. Also, this qualitative case study looks at six teachers experiences on the incorporation of WhatsApp to teach Natural Sciences. Likewise, these teachers were purposively and appropriately selected because they were teaching Natural Sciences, and they were easily accessible. Oneon- one semi-structured WhatsApp interviews, and online reflective activities were used to generate data which was thematically analysed using inductive and deductive reasoning. Findings uttered that the training of teachers to integrate WhatsApp into the teaching of the Natural Sciences curriculum improve them to draw from different experiences (formal, informal and conformal). This study therefore sought to balance experiences to ensure a successful integration of educational technological resources into curriculum.Item The effectiveness of kitchen chemistry in developing science process skills in high school physical sciences.(2022) Mkhaliphi, Zimele Nonkanyiso.; Chirikure, Tamirirofa.The purpose of the study was to explore the effectiveness of kitchen chemistry (KC) in developing science process skills (SPS) in high school Physical Sciences. KC refers to using the available tools, materials and household chemicals in performing practical work at home, that is, in the kitchen to provide familiar environments in which learners can participate in practical work without being bound to curriculum time. This study was stimulated by the persisting decline in performance in Physical Sciences in examinations requiring SPS competency. To answer the research questions, a mixed methods research was conducted. Thirty Physical Sciences Grade 12 learners of a rural secondary school in UMkhanyakude District were purposively sampled. Data were generated through pre-tests, post-tests, semi-structured questionnaires and analysis of the documents. Quantitative data were analysed using SPSS. Qualitative data were analysed to isolate and understand salient themes comprehensively. KC was understood as a strategy where kitchen tools and materials are used in learning. It emerged that there was a significant statistical difference in performance after engaging in KC. The learners reported the KC activities as fun and meaningful ways in which learning and understanding of science concepts could occur. Besides, KC activities were effective in stimulating the development of SPS and encouraging knowledge construction. Therefore, it is recommended that Physical Sciences teachers integrate suitable KC activities into their science lessons teaching and planning. The researcher recommends that curriculum developers include the use of KC as one of the suggested alternatives to schools where laboratory resources are limited.Item Dynamical mass estimates of Sunyaev-Zel'dovich E_ect selected galaxy clusters in the millennium gas simulations.(2016) Mthembu, Nhlakanipho Kwazi.; Hilton, Matt.Abstract To extract and make estimates of the cosmological parameters requires knowledge of the cluster mass. Cluster mass is not directly observable but can be predicted by numerical simulations of structure formation and can be inferred from observable proxies for mass. One way to nd a cluster is by the Sunyaev-Zel'dovich (SZ) e ect, caused by the inverse Compton scattering of photons from the cosmic microwave background (CMB) by hot gas in clusters. The observable SZ e ect signal (Y , the integrated Comptonisation parameter) does correlate well with cluster dynamical mass. The cluster mass can be estimated from measuring the one dimensional (1D) line-of-sight (LOS) velocity dispersion ( v) of galaxies in clusters, however, depending on the type of galaxies selected, such measurements may be subject to biases. We investigate this issue using simulated cluster and galaxy catalogues produced by the Millennium Gas Simulations Project. We aim to design an optimal observing strategy which is important for future dynamical mass measurements of Atacama Cosmology Telescope (ACT) clusters that aim to use the Southern African Large Telescope (SALT) for much larger studies of dynamical mass measurements (M500). We describe the methods used to make mock cluster catalogues by following the same procedure used in multi-object spectroscopic observations with the Robert Stobie Spectroi graph. In our case we applied a di erent number of slits masks for targeting the galaxy clusters and investigate the impact it has on the recovered v and estimated M500. We do this for both an idealized case (100% redshift z completeness), and for a realistic case, where redshift completeness decreases for fainter objects. We calculate the velocity dispersion ( v) of each cluster at z = 0.3 using galaxies selected as members only, and then use galaxy cluster scaling relations derived from N-body/hydrodynamic simulations to estimate the cluster dynamical mass M500. The recovered velocity dispersion is almost unbiased (1.52%) but with much bigger scatter (1218%). We found that the bias of the estimated M500 for 100% z completeness is less than that for the realistic z incompleteness, which is as expected. For realistic redshift completeness, the bias in recovered M500 ranges from 1130%. The ultimate goal for this project is to determine how many masks we need to use per cluster, and how many clusters in total we need, to make a reasonable measurement of the Y500D2A v relation, since the observing time on a queue-scheduled telescope such as SALT is quantized by how many masks are allocated to each cluster. Using a Markov Chain Monte Carlo (MCMC) method to t the Y500D2A v relation, we found that the recovered slope of the relation has less bias when using a large sample of clusters with poor quality v measurements, as compared to a smaller sample of clusters with high quality v measurements.Item Exploring Grade 10 learners’ engagement with the Kahoot game in Physical Sciences: action research study in Umgungundlovu District.(2022) Mbokazi, Nontokozo.; Sibanda, Doras.Digital educational games can enhance learners’ engagement in learning different concepts. This action research study, therefore, endeavoured to enhance learners’ engagement when learning Physical Sciences via a digital Kahoot game-based learning tool. The qualitative study was carried out with one grade 10 Physical Sciences class, consisting of ten female participants who all opted to participate in this study. Five action research cycles were followed to respond to the research questions. The first action research cycle was conducted by a pre- and postintervention questionnaire that was administered to recognise any shift in learners’ engagement. Learners were then asked to complete diary entries concerning their emotional, behavioural, and cognitive engagement after each of the three Kahoot games played. A teacher log was used to allow reflection concerning the implementation of the intervention. The learners and the researcher spent more time on reflection in the 2nd- 4th action research cycles to implement changes for improving engagement. Learner interviews were conducted finally, with five participants to gain further insight into their engagement. Based on the evidence obtained from the data collection tools, the participants in the study found learning Physical Sciences prior to the game interesting because of watching videos and conducting practical investigations. They viewed Kahoot to be more interesting, exciting, and fun. Learners were not cognitively engaged with learning Physical Sciences via the Kahoot game because it has a cognitively undemanding nature. The outcome was not exactly what was anticipated. That is, I had concealed strong suspicions that the Kahoot game would increase all three dimensions of engagement positively. However, the findings indicated that learning Physical Sciences via the Kahoot game increases two out of three learner engagement dimensions. The findings that emerge from this study will inform the way games and used to promote the teaching and learning of Physical Sciences.Item The effectiveness of YouTube videos in developing process skills in grade 10 Life Sciences curriculum.(2022) Mbanjwa, Nobuhle Priscilla.; Chirikure, Tamirirofa.For effective science enquiry and acquisition of concepts in science learning, learners should have a good mastery of the science process skills (SPS). SPS are the fundamental components of problem-solving, critical thinking and enquiry in science. The main objective of this study was to establish the effectiveness of YouTube videos in developing SPS in the Grade 10 Life Sciences curriculum. The study was framed by a model of evaluating the effectiveness of YouTube videos. It was supported by the theories of constructivism and active learning. The pre-test and post-test and a semi-structured questionnaire were administered to 100 conveniently selected Grade 10 Life Sciences learners of a secondary school in KwaZulu Natal. Quantitative data were analysed using descriptive statistics, which comprised a t-test. Qualitative data were analysed using a thematic analysis method. The null hypothesis was that there was no statistically significant difference between the performance of learners in the pretest and post-test. The results of the study revealed that there was a statistically significant difference in the learner’s post-test performance. The YouTube videos had a significant impact on the development of skills such as inferring, interpreting data, constructing a hypothesis, communicating and predicting, as these showed an average increase of 40,2%. The learners demonstrated a positive perception of YouTube videos, as they improved their development of SPS. Hence, it was recommended that teachers incorporate relevant YouTube videos and design effective practical tasks to enhance and elevateItem Exploring the impact of the use of technologies on accounting lecturers’ pedagogy during online teaching.(2022) Machaka, Mokgadi Elsa.; Singh-Pillay, Asheena.The adoption of online learning by many institutions has become essential since December 2019, when COVID-19 cases began to manifest all over the world. South Africa's lockdown, which began on March 26, 2020, compelled higher education institutions to employ alternative teaching strategies and offer online support to students. Academic activities had to continue during this crucial period, even though students and lecturers were not in the typical classroom setting. This study sought to explore the impact of the use of the effects of technology on TVET accounting lecturers' pedagogy during online teaching under COVID-19 conditions. The study was guided by the interpretive paradigm, and adopted a case study design with a methodological approach because it had a qualitative design. Purposive sampling was used to select 12 accounting lecturers and convenience sampling was used to select the research site. Data was generated via questionnaires, observations, and interviews. The Unified Theory of Acceptance and Use of Technology (UTAUT) framed this study at a theoretical level. Age, lecturers' level of experience, and openness to learning were the three constructs used to build the conceptual framework in the UTAUT model. The main findings revealed that accounting lecturers had access to a variety of technological tools, but they preferred to use the laptop and internet. The use of technologies impacted accounting lecturers’ pedagogy in terms of instructional design, teaching, and personal growth. Technology has changed how they use their in-depth subject knowledge to design stimulating lessons and tasks that have inspired student centred learning. Since they needed to improve their familiarity with technology, their knowledge of it and content, as well as their understanding of best practices and online teaching pedagogy, lecturers created their own learning communities. The factors that constrain accounting lecturers’ use of technology in the classroom was determined to be a lack of training for online teaching.Item Grade 11 Civil Technology teachers’ practice of promoting active learning during the teaching of graphic communication.(2022) Hove, Sithembile.; Singh-Pillay, Asheena.Graphic communication is a language of communication that is used for visual representation and expression of ideas and concepts. In the field of engineering and the manufacturing industry, graphic communication is useful for the design, development, manufacture of products and construction of structures and systems throughout the world (Lockhart, 2018). Graphic communication forms the backbone of all design operations that work within a framework, ranging from conceptual design, detailing of drawing specifications, analysis, interpretation of graphic text and iterative re-design, to making working drawings prior to manufacture of artefacts, assembling of mechanical components and construction of building structures (Dobelis, 2019). Graphic communication is a fundamental part of Civil Technology (CT) embedded in the CT curriculum. Through graphic communication skills, learners are taught how to read, interpret, design, and draw civil drawings using freehand or instrument drawing techniques guided by the South African National Standards (SANS) code of practice for building drawings – SANS 0143. The graphic communication skills in CT include among others, the ability to draw orthographic projections of floor plans, elevations and sectional elevations of single and double storey buildings, interpretation of site plans, detailed drawing of building features such as foundations, staircases, doors and door frame installations, cavity walls, plan and front elevation courses of brick walls in English and stretcher bond, arches, roof trusses, and so forth (Education, 2014). The National Senior Certificate (NSC) examiners and moderators’ reports for CT from 2016 to 2019 reflect learners’ remarkable ineptitude with regard to graphic communication skills. The diagnostic reports highlight learners’ poor performance on examination questions that test for graphic communication skills. The following common mistakes and misconceptions have been established from the CT NSC Examination diagnostic reports for 2018 and 2019: learners struggle to read and interpret graphic text correctly; misinterpretation of dimensions; failure to apply scale correctly on drawings; and incorrect representation of SANS symbols on drawings (Education, 2018; 2019). On a yearly basis, at professional development meetings organised by the department of education and facilitated by subject advisors, teachers are made aware of the areas that learners perform poorly in, yet learners continue to perform poorly in graphic communication. This study explores grade 11 Civil Technology teachers’ practice of promoting active learning during teaching of graphic communication lessons, using a case study of uMgungundlovu district, KwaZulu-Natal. The theoretical framework that guides this study is underpinned by the qualities of effective teachers (Stronge, 2018). A qualitative case study design approach to inquiry was used to generate data through a questionnaire, semi-structured individual interviews, focus group interviews and analysis of lesson plan portfolios and recorded graphic communication lessons. Purposive sampling was used to identify the respondents for this study. Data collected was subjected to content and thematic analysis. The findings of the study reveal that there are three ways in which grade 11 CT teachers promote active learning when teaching graphic communication. These are: chalkboard illustration/demonstration; explanation of concepts and field excursions; and learners draw and make projects to link theory and the practical. Teachers actively engage learners in graphic communication lessons in four ways, namely: giving learners individual drawing activities to complete in class; group discussions and activities; use of digital projector to show videos and pictures; and making models, simulations and giving learners enrichment exercises outside the classroom. Research findings further reveal that all CT teachers encounter challenges when promoting active learning in teaching of graphic communication. These include challenges encountered when teaching theory and practical lessons, and learners’ misconceptions on site plans, floor plans and calculation of perimeter and area of site and proposed building. The challenges encountered emanate from contextual factors that constrain the teaching of graphic communication, namely: lack of drawing equipment; learners’ lack of motivation with the subject and not submitting tasks; too much workload for teachers; lack of access to modern technology such as internet; insufficient time to cover the expected content; and underresourced workshops to perform practical lessons. My findings illustrate that a combination of contextual factors and teachers’ pedagogical knowledge, pedagogical content knowledge or subject matter knowledge and their classroom practices impede the promotion of active learning when teaching grade 11 graphic communication lessons. This problem manifests itself in poor quality NSC results at matric level when learners exit the school system. The findings of this study point towards suggestions and recommendations of professional development intervention programmes to support CT teachers in their endeavours to promote active learning when teaching graphic communication in uMgungundlovu district.Item Exploring grade 10 physical sciences learners’ views and preferences of instructional strategies in electricity.(2022) Dhlamini, Thulani Zakhele.; Molefe, Leonard.; Govender, Nadaraj.Physical Sciences is one of the subjects perceived by high school learners in South Africa and beyond as difficult. The examiners’ report from Department of Basic Education over the years have highlighted a poor performance in Electricity in the National Senior Certificate examinations. The researcher was then curious to find out other means of improving conceptual understanding of the topic in question. The aim of this research is to investigate Grade 10 Physical Sciences learners’ views and preferences of Instructional Strategies in Electricity. Instructional Strategies also known as “teaching strategies” give direction and approaches teachers have to follow in order to achieve the fundamental aims of instruction. The study explored three aspects: firstly, Grade 10 Physical Sciences learners’ views concerning Instructional Strategies used in Electricity. Secondly, the experiences of Instructional Strategies (i.e., teacher guidance, practical work and computer simulations) the present learners preferred during the exploration research. Thirdly, to understand factors that motivated learners to prefer the Instructional Strategies the way they do. The research approach in this study is qualitative. This approach allowed the researcher to generate data directly from the learners through constant interactions while observing their behaviour within their context. A sample of twenty-five Grade 10 Physical Science learners was conveniently selected from one of the township schools in Umlazi. Case study research design was adopted. This design was an exploratory type, treating learners as both the case and the unit of the study. An interpretive approach complemented with action research was used to collect data through questionnaires, video recordings and one-on-one interview for triangulation purposes. The transcripts further assisted in the formulation of themes that were used to answer the research questions. The analysis and interpretation of results indicate that learners enjoy the presence of their teacher in the classroom helping them throughout the lesson when working on assessments and practical experiments, which is why demonstration was selected as the most favourable Instructional Strategy amongst others. Furthermore, it was clear that teacher guidance was selected as the most preferred IS by the learners in comparison with practical work and computer simulation.Item Understanding teachers’ integration of information and communication technology (ICT) in teaching Grade 7 natural sciences.(2022) Zungu, Nkosinathi Victor.; Govender, Nadaraj.; Good, Mary-Anne.Information and Communication Technologies (ICT) have evolved into the most fundamental component of modern industrial civilization. Many countries have now acknowledged, adopted and are starting to master and understand basic ICT skills and knowledge. The South African Department of Basic Education has also taken the initiative to implement ICT integrated teaching by providing ICT resources to schools. Teachers in South Africa are now confronted with an educational shift that challenge their technical skills as well as their knowledge and pedagogical expertise in the use of ICT in the classroom. Therefore, this study seeks to understand how teachers use Technological Pedagogical Content Knowledge (TPACK) to integrate Information and Communication Technology (ICT) in their teaching of Natural Sciences in Grade 7. The study was carried out at three primary schools in the KwaDukuza region of the iLembe District, KwaZulu-Natal, South Africa. It was focused towards teachers who were already incorporating ICT into their teaching of Grade 7 Natural Sciences. This qualitative study involved three teachers purposefully selected from these schools. Data were gathered from document analysis, questionnaire, lesson observations, and semi-structured interviews. Teachers were observed teaching different topics of the Grade 7 Natural Sciences curriculum, such as Water Cycle, Solar System and Tides. The data collection were based on action research methodology and were done in two cycles. The collected data were analysed using thematic analysis, the categories and emerging themes formed the main findings of the study. The findings revealed that all three teachers had basic ICT skills such as using digital projector connected to their laptop to teach Grade 7 Natural Sciences but were poorly integrating ICT into their lessons. Teachers did encounter some difficulties in their classrooms, such as a lack of internet connection and insufficient resources, but they remain optimistic and eager to incorporate ICT into their teaching. Teachers further stated that they favour technology enhanced teaching over traditional teaching because it allows them to explain complex content more easily in a visual manner. They do have a positive attitude towards ICT but need advanced professional development in integrating ICT pedagogically. The participants feel that ICT can be utilized to improve Grade 7 Natural Sciences teaching and learning since it captures learners' interest and motivates their learning.Item Grade 9 learners’ views concerning the environment: a correlation study in Msunduzi and the Midlands, Kwazulu-Natal.(2022) Kassier, Talita.; Molefe, Leonard Musetsi.Environmental justice is one of the leading principles infused throughout the National Curriculum Statement (NCS) Grades R-12 (DBE, 2011). The NCS places an emphasis on an active and critical approach to learning. Furthermore, the curriculum envisages learners that are able to use “scientific knowledge responsibly in the interest of ourselves, of society and the environment” (p. 9; emphases added). It is evident in all the specific aims of the learning area (Natural Sciences) that environmental awareness is encouraged (DBE, 2011). Additionally, there is a focus on the significance of affective objectives in the development of EE in South Africa (Reddy, 2011). This study sought to explore Grade 9 learners’ views concerning the environment. Three constructs – perceptions, attitudes and behaviour – were investigated as indicators of their (learners’) views. The theoretical framework for this study maintained that a balance between perceptions (education about the environment), attitudes (education in the environment), and behaviour (education for the environment) would lead to effective EE that could bring about attitude and behaviour changes for sustainable living. Furthermore, factors that shaped the learners’ views concerning the environment were explored. This study used an explanatory sequential mixed methods design. Quantitative data were collected through a survey of 354 Grade 9 learners in Msunduzi and the Midlands, KwaZulu-Natal, South Africa, to establish their views concerning the environment. The second qualitative phase collected in-depth data through open-ended questions and from six individuals taking part in a focus group interview. The two sets of data were integrated to provide a more comprehensive understanding of the sample of Grade 9 learners’ views concerning the environment. The quantitative findings indicated that Grade 9 learners in the sample had high perceptions (M = 4.16 [out of possible 5]) and lower attitudes (M = 3.76) concerning the environment. The findings also showed lowest scores in terms of the learners’ behaviour (M = 3.61) concerning the environment. The quantitative data further suggested a significant correlation between learners’ perceptions and their attitudes (r = 0.56) concerning the environment, as well as between their attitudes and behaviour (r = 0.60). However, the low correlation between the learners’ perceptions and behaviour (r = 0.33) could show the low impact that merely increasing environmental knowledge has on behaviour. This study further indicated the importance of the affective domain in altering behaviour concerning the environment. The qualitative data revealed some of the significant influences our learners respond to in relation to forming their environmental views, for instance the use of media, education in the environment for actual observations of their surroundings, and the influence of significant persons as role models. These could be incorporated in EE to better engage learners with content concerning the environment. The overall results suggested that Grade 9 learners in this study had positive perceptions concerning the environment, compared to less positive attitudes and virtually negative behaviour. The findings from this study could be used by teachers and policymakers to better incorporate ESD principles and improve EE praxis with Grade 9 learners in South African schools.Item Towards decolonising a unit of work in the curriculum: exploring the inclusion of scientists of non-western descent in the science curriculum, by pre-service teachers.(2021) Khan, Riaan Kazan.; Mudaly, Ronicka.Curriculum and Assessment Policy Statements of 2010, was established after 1994 to deal with several things such as gender and racial inequalities in education. However, women and individuals of non-western descent continue to be under-represented in Science, Technology, Engineering, and Mathematics (STEM) careers, while white, euro-western men dominate in these fields. This study provided an opportunity to pre-service teachers to analyse the school science curriculum in South Africa. To develop a lesson plan based on a unit of work in the science curriculum in which they could incorporate scientists of non-western descent. This qualitative study was located in critical and decolonial theory. Data generation involved; document analysis of lesson plans which pre-service teachers were instructed to develop within groups and individual interviews which were conducted via WhatsApp. Participants were sampled from the registered stream of students in the Natural Sciences 211 module of the first semester of the 2020 academic year. The implication of the findings was that white euro-western male scientists continue to be perpetuated as the holders of scientific knowledge in school science education. This study concludes by proposing that curriculum designers portray males and females of non-western descent as equal producers of scientific knowledge, therefore addressing the colonial nature of the school science curriculum. In this way, more conducive environments for science teaching and learning will be attained, and possibly advance female and non-western representation and participation in STEM fields.Item A self-study of a novice teacher’s experiences of using information and communication technology (ICT) in teaching grade 10 physical sciences.(2020) Njoko, Nqobile Antonia.; Govender, Nadaraj.; Good, Mary-Anne.The purpose of this study is to improve my technological pedagogical and content knowledge (TPACK) in teaching grade 10 Physical Sciences. I use my experiences of ICT in education to understand my current teaching as a novice teacher. To improve my pedagogy through the use of ICT in teaching Physical Sciences Grade 10 learners in the topic Wave Sound and Light. I have obtained feedback on my teaching using ICT through the views of learners and critical friends. The methodical approach used is self-study, as it lends itself to analysis and reflection of one’s own teaching. Three research questions guided my study. The first research question was: How do my past experiences of information and communication technology (ICT) in education influence my teaching pedagogy as a novice teacher? To address this question, I used memory work, artefact retrieval and pictures to recall my past experiences with ICT. This question helped me look back on my own education, how I learnt to use ICT tools and how ICT was used in my own learning. This reflection made me appreciate having learned how to use ICT at school because I had not been exposed to it at home or in the community. My second research question was: What are learners’ responses to my teaching after the use of information and communication technology (ICT) in Grade 10 Physical Sciences? Data was generated through questionnaires and interviews for Grade 10 Physical Sciences learners after each lesson in waves, sound or light where ICT had been used. I found that learners’ responses fell into four dimensions, which were social, psychological, cognitive and learning styles. From these dimensions, I perceived that the use of ICT stimulated learners’ interest, improved their conceptual understanding but it did not guarantee their sustained involvement. My third question was: How can I learn information communication technology (ICT) pedagogical tools and use them to better teach Grade 10 Physical Sciences? In answering this question, I reflected on the views of friends who had observed and critiqued my lessons using ICT. Being the main participant, I reflected on my lessons with the help of an audio recording and reflective journal. I then reflected on my growth as a science teacher using ICT, in terms of science-personal knowledge and skills and on education views and perspectives in general.Item Exploring the development of TSPCK of grade six natural science and technology pre-service teachers: a case for matter and materials.(2021) Naidoo, Rosann Chantel.; Alant, Busisiwe Precious.The literature suggests that pre-service teachers lack an integrated Natural Science and Technology pedagogical content knowledge and as a result cannot make good pedagogical decisions in classroom practice. This study argues for the place and space of adequately trained Natural Science and Technology specialists with an integrated understanding of Natural Science and Technology, who can plan, design, implement, and reflect on suitable instructional strategies and classroom activities that would promote the envisioned integrated curriculum for the Intermediate Phase. It therefore endeavoured to understand the process of engagement and the types of understandings that come to the fore when pre-service Natural Science and Technology teachers are exposed to active learning aimed to develop their topic-specific pedagogical content knowledge in an integrated way. The focus was on Matter and Materials and Processing in the knowledge strands of Natural Science and Technology. Using an exploratory case study methodology, the study addressed the following two questions: (i) How do we engage Grade 6 Natural Science and Technology pre-service teachers to elicit their understanding of an integrated Natural Science and Technology curriculum through concept mapping? and (ii) How do Grade 6 Natural Science and Technology pre-service teachers represent their understanding of an integrated Natural Science and Technology curriculum through concept mapping? W.r.t. Research Question 1, the four-phase engagement process of using concept mapping by Wang which was adapted to three for the purposes of this study, showed that when these phases are combined with a framework of Topic specific Pedagogical Content Knowledge as proposed by in the literature, does indeed, promote the graphical representation of facts, concepts, and relationships; aids in the construction and retainment of knowledge as well as clarity and a deeper meaning of knowledge through communication. After the concept mapping activity was completed, the Grade 6 Natural Science and Technology pre-service teachers had a full view of their prior Grade 4 to 6 Content Knowledge in topics and concepts pertaining to Matter and Materials and Processing. This holistic view of the concept maps also exposed to the Grade 6 Natural Science and Technology pre-service teachers’ various gaps in their prior Grade 4 to 6 Content Knowledge and misconceptions that may have possibly formed earlier on in primary school. The findings suggest that Natural Science and Technology pre-service teachers’ understanding of an integrated Natural Science and Technology curriculum could be elicited by engagement using instructional strategies and a concept mapping activity to promote the development of an integrated Topic Specific Pedagogical Content Knowledge in Matter and Materials in Natural Science and Processing in Technology. W.r.t. Research Question 2, two understandings of integration were elicited which were spread through the eight categories. • Understanding 1: Integration of two processes: the scientific and design processes • Understanding 2: Integration of various Natural Science and Technology topics and concepts. Understanding 1 was held by nine (22,5%) pre-service teachers, whilst Understanding 2 was held by 31 (77,5%). The first understanding was derived from one category where an integrated NST was perceived as an: Integration of two processes: Scientific and Design processes. The second understanding was derived from seven categories, where an integrated Natural Science and Technology was perceived as the integration of Grade 4 to 6 Natural Science and Technology topics and concepts. It is significant to note that it is these nine pre-service teachers in Category 1, who successfully identified the problematic (lack of provisions of clean water in rural contexts) and applied their understanding of an integrated NST curriculum to solve an authentic, real-world context (in this case, the water and sanitation problems in the uGu district in the KZN region). This study offers a glimpse into the opportunities that could be afforded when Natural Science and Technology pre-service teachers acquire a deep conceptual understanding of these two subject disciplines. They could, make good pedagogical decisions on designing effective activities related to evolving Content Knowledge to teach the integration of Natural Science and Technology. In teaching practice, Natural Science and Technology pre-service teachers who have developed a strong Pedagogical Content Knowledge of integrated Natural Science and Technology will begin to motivate Intermediate Phase learners to see relevance and importance of studying science and technology in high school and higher education. Consequently, these learners will follow science and technology career paths and may possibly become prolific citizens who could contribute to our country’s science, technology and innovation in the future.Item Exploring how Science teachers engage with the curriculum to teach socially responsive Science.(2020) Naidoo, Thishen.; Mudaly, Ronicka.Abstract available in PDF.Item Senior certificate examinations November 1996 Physical Science : factors contributing to pupils' performance as perceived by various role players.(1997) Sookraj, Heeraman.; Brookes, David W.Abstract available in the PDF.