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A comparative analysis of virtual and traditional laboratory chemistry learning

- Penn, Mafor, Ramnarain, Umesh

  • Authors: Penn, Mafor , Ramnarain, Umesh
  • Date: 2019
  • Subjects: Traditional laboratories , Virtual laboratories , Experimentation
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/406250 , uj:34142 , Citation: Penn, M. & Ramnarain, U. 2019. A comparative analysis of virtual and traditional laboratory chemistry learning. , DOI: http://dx.doi.org/10.18820/2519593X/pie.v37i2.6 , ISSN: 0258-2236
  • Description: Abstract: Laboratory experimentation in the context of school science is a widely advocated teaching strategy for the simplification of several abstract scientific concepts. Laboratory-based learning activities have proven to enhance learners’ conceptual and procedural understandings of micro chemical phenomena, thus boosting achievement in chemistry content tests. In the South African education landscape where there is inequitable distribution of resources for laboratory-based science learning, this study exploited how available virtual learning resources could also be used for learning chemistry concepts, and further compared student achievement in chemistry content test post intervention with both traditional and virtual laboratory learning resources. In this quasi- experimental study, we provided a group of third-year pre-service science teachers (n=50) with four chemistry concepts to learn using a hands-on traditional (control group) and a virtual laboratory (experimental group) intervention. The same pre and post chemistry content test was administered to control and experimental groups of pre-service teachers (herein also referred to as students), before and after learning interventions, with the aim of assessing students’ achievements post- learning in the two different laboratory environments. Tests scores were analysed and the results of a paired-sample t-test showed a statistically significant difference between pre- and post-test results for all groups of students. Using independent sample t-tests, we further compared post-test scores for the control and experimental groups which revealed the mean post-test score of the experimental group (M = 79.36, SD = 8.306), being significantly higher than that of the control group (M = 68.72, SD = 9.076) at t (48) = 4.32, p < .01. The findings from these tests indicated that, students obtained significantly higher achievement scores post-laboratory learning interventions and that virtual laboratory interventions yielded significantly higher achievement scores than traditional laboratory interventions. Based on these findings, the researchers concluded that, laboratory learning has a positive impact on achievement in chemistry and that virtual laboratories provide a worthy complement for traditional laboratories when learning abstract and difficult chemistry concepts. Implications of these findings and some recommendations for practice and research are also discussed herein.
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Early year teachers’ understanding and implementation of science process skills

- Ogegbo, Ayodele, Ramnarain, Umesh

  • Authors: Ogegbo, Ayodele , Ramnarain, Umesh
  • Date: 2020
  • Subjects: Early childhood education , Early year teachers , Early years science
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/453999 , uj:40131 , Citation: Ogegbo, A. & Ramnarain, U. 2020. Early year teachers’ understanding and implementation of science process skills.
  • Description: Abstract: The quality of South African learners’ performance in science and mathematics continues to remain poor as reflected in National and International assessments. However, it is believed that learners’ poor performance in these subjects could be attributed to their weak and/or disproportional exposure to science instructions during early childhood development. The research objective of this study was to explore teachers’ understanding and implementation of science process skills (SPS) in the early years. Accordingly, data were collected using a qualitative research design of one on one interviews and lesson observations with eight Grade R teachers that were purposively and conveniently selected. The result showed that though participants believe it is important to start teaching science to children in the early years, most of them don’t have an adequate understanding of the science concepts in the Grade R syllabus. Though teachers engaged learners in activities that allowed them to observe, describe, measure, classify, predict and communicate ideas during the observed lessons, most of the teachers were unable to describe SPS. However, six of the teachers attributed their ability to demonstrate the process activities to years of experience and indicated that the teaching qualification they have did not accurately prepare them to teach science in the early years. Besides, teachers expressed a low level of confidence and competency in planning and demonstrating science activities in the early year classrooms.
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Improving science classroom interactions through the integration of learners’ socio-cultural background

- Mavuru, Lydia, Ramnarain, Umesh

  • Authors: Mavuru, Lydia , Ramnarain, Umesh
  • Date: 2018
  • Subjects: Beliefs , Classroom interactions , Learners’ socio-cultural practices
  • Language: English
  • Type: Conference proceeding
  • Identifier: http://hdl.handle.net/10210/291208 , uj:31619 , Citation: Mavuru, L. & Ramnarain, U. 2018. Improving science classroom interactions through the integration of learners’ socio-cultural background.
  • Description: Abstract: The study is based on the constructivist epistemology which assumes that in order to understand an individual’s interpretations of reality, one has to understand the particular social contexts within which they operate. The paper addresses the question: How does the integration of learners’ practices, experiences and beliefs in science teaching influence classroom interactions? Three Natural Sciences teachers were observed as they integrated their learners’ sociocultural practices, experiences and beliefs into their teaching, through the use of real-life scenarios or authentic problems familiar to learners. The teachers used argumentation activities to assist learners to evaluate the authenticity of their sociocultural beliefs against scientific knowledge or vice versa. Teachers also used group activities, learners’ home languages to explain abstract concepts, and drew on learner experiences from their communities. Learner interactions in class were valuable in fostering a sense of belonging or being valued in the class. Consequently, most learners became active participants during the teaching and learning process. Integration of learners’ socio-cultural background may support learners from disadvantaged townships in South Africa in conceptualising science concepts in a comprehensible manner, and allow them to realise the utility value of the school scientific knowledge and skills in their lives.
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Language affordances and pedagogical challenges in multilingual grade 9 Natural Sciences classrooms in South Africa

- Mavuru, Lydia, Ramnarain, Umesh

  • Authors: Mavuru, Lydia , Ramnarain, Umesh
  • Date: 2020
  • Subjects: Language affordances , Multilingual classrooms , Sciences teaching
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/457564 , uj:40608 , Citation: Mavuru, L. & Ramnarain, U. 2020. Language affordances and pedagogical challenges in multilingual grade 9 Natural Sciences classrooms in South Africa.
  • Description: Abstract: This article draws from an exploratory study of science teachers’ experiences when utilising learners’ home languages in teaching grade 9 learners in three South African township high schools. This case study research investigated teacher use of learners’ home languages in science instruction, with a particular focus on the affordances and challenges of using learners’ home languages in sciences classrooms. The analysis of data from 15 lesson observations and 15 post lesson teacher interviews yielded four main themes. Themes one and two highlighted the affordances of integrating learners’ home language with the language of instruction. These two themes were that teachers drew on learners’ home language as a tool in facilitating conceptual understanding, and that through code switching, learners acquired confidence to critically express their views on science issues. Collectively, the third and fourth themes revealed limitations in this practice as teachers experienced pedagogical difficulties when invoking learners’ home languages in science instruction. The third theme revealed that teachers had limited vocabulary of African language for scientific concepts, and this limited translation between English and learners’ vernacular language. The fourth theme highlighted that learners who were accustomed to learning science through code switching struggled with test or examination tasks that require them to answer in English. The implications of this study for pre-service and in-service science teacher professional development are discussed.
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Learners’ socio-cultural backgrounds and science teaching and learning : a case study of township schools in South Africa

- Mavuru, Lydia, Ramnarain, Umesh

  • Authors: Mavuru, Lydia , Ramnarain, Umesh
  • Date: 2020
  • Subjects: Socio-cultural background , Township schools , Argumentation
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/459335 , uj:40833 , Citation: Mavuru, L. & Ramnarain, U. 2020. Learners’ socio-cultural backgrounds and science teaching and learning : a case study of township schools in South Africa.
  • Description: Abstract: In pursuit of quality and equity in science education, the South African National Curriculum Statement aims to ensure learner acquisition and application of knowledge and skills in ways that are meaningful to learners. In this regard, the curriculum promotes knowledge in both local and global contexts. This study investigated how teachers’ knowledge of learners’ socio-cultural practices, experiences and beliefs is invoked in enacting multiple pedagogical and instructional strategies that make science relevant to learners. Three high school science teachers from three township schools were observed teaching while incorporating learners’ socio-cultural practices, experiences and beliefs into teaching the topics reproduction, nutrition, and healthy diet. The teachers were interviewed after each lesson via a closed-ended protocol. Science local curriculum documents and lesson plans were also analysed. A total of five lesson observations and five post- lesson interviews per teacher were analysed using the constant comparative method. The findings revealed that teachers use probing and open-ended questions, argumentation in groups, authentic problem-solving activities and resources, examples, experiences and language familiar to learners. Such practices promote class and group interaction, develop critical and analytical thinking skills in learners, and promote conceptual understanding. The research findings provide insights into how certain science topics can be taught in meaningful ways to socio-economically and culturally diverse learners, which can contribute to the current debate on relevant education in a country faced with huge diversity.
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Relationship between teaching context and teachers’ orientations to science teaching

- Mavuru, Lydia, Ramnarain, Umesh

South African university students’ attitudes towards chemistry learning in a virtually simulated learning environment

- Penn, Mafor, Ramnarain, Umesh

  • Authors: Penn, Mafor , Ramnarain, Umesh
  • Date: 2019
  • Subjects: PhET virtual simulations , Simulated learning environments , Attitude
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/402077 , uj:33632 , Citation: Penn, M. & Ramnarain, U. 2019. South African university students’ attitudes towards chemistry learning in a virtually simulated learning environment.
  • Description: Abstract: This mixed method study investigated changes in 3rd year Bachelor of Education students’ attitudes towards chemistry after learning interventions with virtual chemistry simulations. After participant students identified certain concepts from their 3rd year chemistry module as being abstract and not easily comprehensible, these concepts were facilitated during a 5 week learning intervention using PhET simulations as an alternative to traditional laboratory experimentation. In the first quantitative phase of the study, a 30-item pre-attitude test was administered to assess students’ attitudes towards chemistry, followed by PhET chemistry simulation learning interventions. Thereafter, students wrote a post-attitude test. Findings of this phase revealed a significantly higher mean post-attitude test score, with students showing a positive attitude towards chemistry learning, post-intervention. The quantitative phase was followed by qualitative phase which examined students’ experiences on the use of simulations through semi-structured interviews. Findings from the qualitative phase revealed that, students experienced autonomy and enjoyment during engagement with the simulations. They also perceived that their experiences in the virtually simulated environment improved their visualisation of chemistry concepts, thereby improving conceptual understanding. However, the students acknowledged that simulations cannot replicate the realism and authenticity associated with practical work in an actual laboratory. The implications of these findings are that virtual simulations provide a complementary learning tool capable of improving students’ attitudes towards chemistry, and perceived by students to support their visualisation of abstract chemistry concepts. The findings of this study are particularly significant for chemistry learning at schools and universities in economically challenged countries such as South Africa where there is a shortage of well-equipped laboratories.
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Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa

- Ramnarain, Umesh, Hlatswayo, Manzini

  • Authors: Ramnarain, Umesh , Hlatswayo, Manzini
  • Date: 2018
  • Subjects: Inquiry-based learning , Pedagogical practice , Rural schools
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/288184 , uj:31230 , Citation: Ramnarain, U. & Hlatswayo, M. 2018. Teacher beliefs and attitudes about inquiry-based learning in a rural school district in South Africa. South African Journal of Education, 38(1):1-10. https://doi.org/10.15700/saje.v38n1a1431
  • Description: Abstract: Despite growing consensus regarding the value of inquiry-based teaching and learning, the implementation of such a pedagogical practice continues to be a challenge for many South African teachers, especially at rural schools. The research reported in this article concerns the interaction between Grade 10 Physical Sciences teachers’ beliefs about inquiry-based learning, and their practice of inquiry in their classrooms. This research adopted a mixed methods design. In the first phase of the research, quantitative data were collected by distributing a validated questionnaire to Physical Sciences teachers in an education circuit in rural Mpumalanga, South Africa. The next phase of the research involving teacher interviews, provided a more in-depth explanation of some of the findings, which emerged from the questionnaire survey. It was found that sampled teachers from the rural district have a positive attitude towards inquiry in the teaching and learning of Physical Sciences, and recognise the benefits of inquiry, such as addressing learner motivation and supporting learners in the understanding of abstract science concepts. However, despite this positive belief towards inquiry-based learning, teachers are less inclined to enact inquiry-based learning in their lessons. Teachers claim that the implementation of inquiry-based learning is fraught with difficulty, such as availability of laboratory facilities, teaching materials, time to complete the curriculum, and large classes, which creates tension in their willingness to implement it.
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Teachers’ use of questioning in supporting learners doing science investigations

- Ramnarain, Umesh

  • Authors: Ramnarain, Umesh
  • Date: 2011
  • Subjects: Learner autonomy , Questioning , Science investigation
  • Type: Article
  • Identifier: uj:5736 , ISSN 2076-3433 , http://hdl.handle.net/10210/6533
  • Description: I examine how teachers employ a questioning strategy in supporting Grade 9 learners doing science investigations in South African schools. A particular focus of this study was how teachers use questioning in contributing towards the autonomy of these learners. The research adopted a qualitative approach which involved the collection of data by means of classroom observations and interviews with five teachers at schools resourced for practical work. The analysis of transcript data revealed that teachers support learners by asking probing questions at all stages of the investigation. The teachers used a questioning strategy in enabling the learners to understand more clearly the question or hypothesis they intended investigating, to review and reconsider their planning, to rethink some of their actions when collecting data, to make sense of their data, and to revisit and amend their plan after generating incorrect findings. The significance of this study, in making explicit teacher questioning at the stages of the investigation, is that it provides a guideline for teachers on how to support learners attain greater autonomy in doing science investigations.
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The effect of simulation-supported inquiry on South African natural sciences learners’ understanding of atomic and molecular structures

- Dunn, Justin, Ramnarain, Umesh

The effects of scientific literacy on high school science learners’ attitudes towards socio‐scientific issues: the case of Genetically Modified Organisms

- Penn, Mafor, Ramnarain, Umesh

  • Authors: Penn, Mafor , Ramnarain, Umesh
  • Date: 2018
  • Subjects: Scientific literacy , Socio‐Scientific Issues , Attitude
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/276497 , uj:29590 , Citation: Penn, M. & Ramnarain, U. 2018. The effects of scientific literacy on high school science learners’ attitudes towards socio‐scientific issues: the case of Genetically Modified Organisms.
  • Description: Abstract: One of the fundamental goals of science education globally has been to develop citizens who are scientifically literate and capable of making informed decisions on Socio‐Scientific Issues (SSI). This study investigated the relationship between scientific literacy and grade eleven science learners’ attitudes towards SSIs, with a specific reference to the use of Genetically Modified Organisms (GMOs) in society. One hundred and four (104) grade eleven science learners from two Johannesburg township schools participated in the study. The study employed a quantitative approach using a survey design for data collection, in assessing the relationship between scientific literacy and learners’ attitudes towards GMOs. Findings from the survey revealed a significant correlation between scientific literacy and leaners’ attitudes towards the use of GMOs, with spearman’s rho, r (102) = .726, p < .001. 80.7% of the learners indicated that they had little or no understanding about GMOs; another 84.6% had no understandings of the processes of gene modification while 77.9% of the learners had negative concerns about the use of GMOs. Independent sample t‐tests were further used to compare groups. Results of independent sample ttest indicated no significant differences in the attitudes of the male and female learners towards GMOs t (102) =‐ 2.289 p>.05= .743. However, a significant difference was noted in learners’ attitude towards GMOs between school A and B t (102) = 7.840 p<.001. The implications of these findings are associated with low scientific literacy levels, the abstract nature of concepts related to genes, genetic inheritance, and the popular misconceptions, which learners hold about the use of GMOs. The knowledge gaps within the curriculum, which exist in the specific grade level, also account for some of the negative attitudes learners’ showed towards GMOs. Higher GMO literacy, noted at school A, was associated with a science club at the school in which learners had regular debates about several SSIs, including cloning and gene modification. Recommendations for practice and future research are also proposed in this study.
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The pedagogical orientations of pre-service South African physical sciences teachers

- Sondlo, Aviwe, Ramnarain, Umesh

  • Authors: Sondlo, Aviwe , Ramnarain, Umesh
  • Date: 2018
  • Subjects: Pedagogical Orientations , Pedagogical Content Knowledge , Pre-service teachers
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/293240 , uj:31882 , Citation: Sondlo, A. & Ramnarain, U. 2018. The pedagogical orientations of pre-service South African physical sciences teachers.
  • Description: Abstract: To teach science successfully, teachers need to have not only good content knowledge but also knowledge of how to translate this into appropriate teaching approaches for specific topics and for a particular group of learners. The study investigated the pedagogical orientations of South African physical sciences pre-service teachers. A key dimension in science teaching is pedagogical orientation. The term ‘orientation’ refers to teachers’ knowledge and beliefs for teaching science. A quantitative survey approach was applied in this study. Pre-service teacher’s pedagogy preferences were measured using a questionnaire instrument comprising of items that portrayed actual teaching scenarios for particular physical sciences topics. Each item provided four alternative teaching method options, and students were required to select the option they considered to be most appropriate and the most inappropriate. Each option corresponded with a particular pedagogical orientation that was based on a framework developed by a team of researchers at Western Michigan University. The pre-service teachers were also required to justify each choice. Based on the pedagogical orientation choices made, the instrument yielded quantitative data that was analysed descriptively in order to establish the preferred pedagogical orientations of the pre-service teachers. The results of the analysis revealed that pre-service teachers exhibited a strong preference for learner-centred teaching approaches that aligned with guided inquiry and open discovery pedagogical orientations, while a much smaller group of students preferred the teacher-centred direct didactic and direct interactive orientations.
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The use of virtual learning environments and achievement in physics content tests

- Mafor, Penn, Ramnarain, Umesh

  • Authors: Mafor, Penn , Ramnarain, Umesh
  • Date: 2019
  • Subjects: Virtual learning environments (VLEs) , Content tests , Visualisation
  • Language: English
  • Type: Conference proceedings
  • Identifier: http://hdl.handle.net/10210/399483 , uj:33297 , Citation: Mafor, P. & Ramnarain, U. 2019. The use of virtual learning environments and achievement in physics content tests.
  • Description: Abstract: In the advent of industry 4.0, the use of Virtual Learning Environments (VLEs) has become increasingly valuable for mediating the teaching and learning of science concepts. These VLEs embedded with simulations of real scientific systems, processes and accompanying learning activities, have been used to simplify concepts and enhance visualisation for science students and teachers alike. In South Africa, Physics Education Technology (PhET) and other free online simulations have been commended by several science teachers as useful tools for science learning in virtual environments. This baseline study examined the effects of using virtual learning environments (VLEs) on students’ achievement in physics content test. Sixty eight (n=68) third year physical sciences education students from a South African teacher training programme participated in the study. A sequential mixed method explanatory research methodology was followed in investigating the effects of using VLEs on students’ achievement in physics content test. The initial phase of the study constituted a quasi-experimental phase where a Physics content test was given pre and post virtual learning interventions using PhET simulation laboratories and the associated activities. This phase was proceeded by follow-up semi-structured focus group interviews with all the participants to establish their perceptions of virtual learning environments engaged with. Data from quasi-experiment was analysed using SPSS 25 and transcribed textual data from focus group interviews was analysed using thematic content analysis assisted with Atlas.ti 8. Findings from the study revealed that, mean achievement scores in physics content tests improved significantly post intervention in VLEs. From follow-up focus group interviews five themes stood out where students revealed that; (1) within the VLEs, they were able to visualise scientific micro worlds (2) Embedded activities and tasks enhanced self-directed learning and assessment (3) the virtual classroom space enhanced collaboration with peers on learning tasks (4) the VLEs provided a convenient way to learn sciences (5) The VLEs did not promote authentic science learning. The implications of these findings are that virtual learning environments are a relevant learning enhancer for science and physics learning in the 21st century. We therefore recommend based on these findings that, larger scale studies be engaged to further investigate the affordances of VLEs in science education, including all the factors that affect how students learn in VLEs.
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Towards improving learner performance in the national senior certificate examination - script analysis research report

- Van der Westhuizen, Gert J., Maseko, L., Van Lelyveld, K., Kakoma, Luneta, Ramnarain, Umesh, De Beer, J.

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