Theses and Dissertations (Science and Technology Education)
http://hdl.handle.net/10500/6442
2016-02-06T21:00:55ZAn investigation on how the child centred approach is applied in the teaching of Natural Science in Johannesburg East schools
http://hdl.handle.net/10500/19173
An investigation on how the child centred approach is applied in the teaching of Natural Science in Johannesburg East schools
Madlela, Benkosi
The study investigated how the child centred approach is applied in teaching Natural Science (NS) in Johannesburg East schools. Most attention was paid on which teaching methods were used and how they were used to teach NS. Data was collected from 5 randomly selected schools in Johannesburg East through observations of Natural Science teachers teaching, and focus group discussion with them. Data presentation and analysis revealed that NS teachers who participated in the study used a limited range of child centred teaching methods. They only used experiments, class activities, as well as question and answer method. Literature review revealed that there are numerous child centred teaching methods that NS teachers can use. Some of these methods are brainstorming, discussions, games, group/pair work, field trips, case studies and assignments, using Information and Communication Technology (ICT), debates and facilitation. The majority of teachers still used the out-dated lecture method contrary to the Curriculum Assessment Policy Statement (CAPS) 2012 documents that call for an end in the use of traditional teaching methods such as the lecture method. The study also revealed that there are certain challenges and factors that inhibit the implementation of the child centred approach in NS. These challenges among others include the teacher centred curriculum which dictates the pace and content to the child, lack of adequate NS resources, big volumes of learners in classes, different abilities, talents, interests and skills possessed by learners, learners’ lack of discipline, as well as shortage of qualified NS teachers. All these were seen as inhibiting factors in the implementation of the child centred approach in NS. The study among other recommendations recommended that, in order for the child centred approach to be implemented successfully the Ministry of Basic Education should develop a child centred curriculum that does not dictate the pace to the child. The Ministry as well should come up with a specific or customised child centred approach model that is relevant to NS as a subject, in-service all NS teachers and empower them with the child centred teaching methods, principles and strategies, capacitate all schools with all necessary resources such as qualified NS teachers as well as relevant chemicals, materials, apparatus and information and communication technology infrastructure designated for NS.
2014-11-01T00:00:00ZThe role of mathematics in first year students’ understanding of electricity problems in physics
http://hdl.handle.net/10500/18602
The role of mathematics in first year students’ understanding of electricity problems in physics
Koontse, Reuben Double
Mathematics plays a pertinent role in physics. Students' understanding of this role has significant implications in their understanding of physics. Studies have shown that some students prefer the use of mathematics in learning physics. Other studies show mathematics as a barrier in students' learning of physics. In this study the role of mathematics in students' understanding of electricity problems was examined. The study undertakes a qualitative approach, and is based on an intepretivist research paradigm.
A survey administered to students was used to establish students' expectations on the use of mathematics in physics. Focus group interviews were conducted with the students to further corroborate their views on the use of mathematics in physics. Copies of students' test scripts were made for analysis on students' actual work, applying mathematics as they were solving electricity problems.
Analysis of the survey and interview data showed students' views being categorised into what they think it takes to learn physics, and what they think about the use of mathematics in physics. An emergent response was that students think that, problem solving in physics means finding the right equation to use. Students indicated that they sometimes get mathematical answers whose meaning they do not understand, while others maintained that they think that mathematics and physics are inseparable.
Application of a tailor-made conceptual framework (MATHRICITY) on students work as they were solving electricity problems, showed activation of all the original four mathematical resources (intuitive knowledge, reasoning primitives, symbolic forms and interpretive devices). Two new mathematical resources were identified as retrieval cues and sense of instructional correctness. In general, students were found to be more inclined to activate formal mathematical rules, even when the use of basic or everyday day mathematics that require activation of intuitive knowledge elements and reasoning primitives, would be more efficient.
Students' awareness of the domains of knowledge, which was a measure of their understanding, was done through the Extended Semantic Model. Students' awareness of the four domains (concrete, model, abstract, and symbolic) was evident as they were solving the electricity questions. The symbolic domain, which indicated students' awareness of the use of symbols to represent a problem, was the most prevalent.
2015-04-01T00:00:00ZEvaluating problem solving proficiency of grade 12 physical science learners in Highveld Ridge East and West circuits when solving stoichiometry problems
http://hdl.handle.net/10500/18241
Evaluating problem solving proficiency of grade 12 physical science learners in Highveld Ridge East and West circuits when solving stoichiometry problems
Tigere, Edwin
The aim of this study was to evaluate the problem solving proficiency of Physical Science learners in Highveld Ridge East circuits in Mpumalanga Province of South Africa. The objectives of this study were to determine the relationship between proficiency in conceptual and algorithmic problem solving, to compare the percentage of algorithmic and conceptual problems that were correctly and incorrectly answered, problems not attempted at all and finally to categorize Physical Science learners according to their stoichiometry problem solving proficiencies. The target population for this study was Grade 12 Physical Science learners in Highveld Ridge East and West circuit in Mpumalanga Province of South Africa. To achieve the aim of this study and its subsequent objectives random sampling was used to select the three schools and the sample after a stoichiometry achievement test was administered by Physical Science teachers, who were teaching the participants at their respective schools. The researcher scored the tests using a memorandum.
The results of this study indicated that learners’ proficiency in both algorithmic and conceptual problem solving was low, there was a weak positive correlation between algorithmic and conceptual problem solving proficiency, the percentage of solutions that were correctly solved was the lowest compared to the percentage of incorrect solutions and problems not attempted. The other result of this study was that there were no grade 12 Physical Science learners with high algorithmic and high conceptual abilities, a few learners had high algorithmic and low conceptual abilities and the majority of the learners had low algorithmic and low conceptual problem solving abilities. This implies that Physical Science teachers in these circuits should focus on developing both algorithmic and conceptual problem solving strategies when teaching stoichiometry.
2014-11-01T00:00:00ZThe relationship between environmental education and science education in the South African context
http://hdl.handle.net/10500/15734
The relationship between environmental education and science education in the South African context
Panday, Salesh
The purpose of this research was to investigate the role that science education can play both in
facilitating and in enhancing the delivery of environmental education at South African schools. The
theoretical links between science education and environmental education were examined. This was
followed by a practical investigation which involves the researcher conducting interviews with educators
of natural science in order to determine their perspectives on the relationship between science education
and environmental education. The results of the research indicate that science education has tremendous
potential for incorporating and enhancing the delivery of environmental education. However, this
potential is not being fuIly realised due to a number of limiting factors. It is, therefore, imperative that the
education authorities take immediate action to rectify this situation so that the synergy between science
education and environmental education comes to fruition.
2002-06-01T00:00:00Z