Scaffolding professional development of science teachers within a school-based community of practice : a case study
- Authors: Antoniou, Andonis Vassos
- Date: 2017
- Subjects: Science - Study and teaching , Science teachers - Education (Continuing education)
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://ujcontent.uj.ac.za8080/10210/380490 , http://hdl.handle.net/10210/259654 , uj:27324
- Description: Abstract: The purpose of the study was to address the professional development needs of teachers in a school-based Community of Practice (CoP) by offering tailor-made interventions that address these needs, and to scaffold the development of their pedagogical content knowledge (PCK). The interventions, facilitated by UJ, included workshops on the integration into the science curriculum of the tenets of Indigenous Knowledge Systems (IKS); the tenets of the Nature of Science (NoS); inquiry-based learning (IBL); inclusive education; improvised laboratory work; as well as on new content areas (DNA barcoding and genetics) and generic skills training (stress management). This research study can be described as a generic qualitative case study with elements of design-based research. The research is situated within a social constructivist theoretical framework using third generation Cultural-Historical Activity Theory (CHAT), as proposed by Engeström, as the interpretive lens. Data was collected during a pre-intervention and post-intervention phase using the following methods and instruments: questionnaires, surveys, observations, interviews, artefacts, research journals and personal reflection diaries. Qualitative data analysis used Saldana coding, Views on the Nature of Science (VNoS) and Views on the Nature of Indigenous Knowledge (VNoIK)) instruments. Findings according to CHAT indicated that tensions existed primarily between the subject (the teacher) and the tools (the curriculum and associated policy documents). Consequently limited success was achieved and teachers reverted mostly to transmission mode teaching, although affective gains were sustained. Design principles for bounded school-based CoP were distilled, and accompanying recommendations made. , Ph.D.
- Full Text:
- Authors: Antoniou, Andonis Vassos
- Date: 2017
- Subjects: Science - Study and teaching , Science teachers - Education (Continuing education)
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://ujcontent.uj.ac.za8080/10210/380490 , http://hdl.handle.net/10210/259654 , uj:27324
- Description: Abstract: The purpose of the study was to address the professional development needs of teachers in a school-based Community of Practice (CoP) by offering tailor-made interventions that address these needs, and to scaffold the development of their pedagogical content knowledge (PCK). The interventions, facilitated by UJ, included workshops on the integration into the science curriculum of the tenets of Indigenous Knowledge Systems (IKS); the tenets of the Nature of Science (NoS); inquiry-based learning (IBL); inclusive education; improvised laboratory work; as well as on new content areas (DNA barcoding and genetics) and generic skills training (stress management). This research study can be described as a generic qualitative case study with elements of design-based research. The research is situated within a social constructivist theoretical framework using third generation Cultural-Historical Activity Theory (CHAT), as proposed by Engeström, as the interpretive lens. Data was collected during a pre-intervention and post-intervention phase using the following methods and instruments: questionnaires, surveys, observations, interviews, artefacts, research journals and personal reflection diaries. Qualitative data analysis used Saldana coding, Views on the Nature of Science (VNoS) and Views on the Nature of Indigenous Knowledge (VNoIK)) instruments. Findings according to CHAT indicated that tensions existed primarily between the subject (the teacher) and the tools (the curriculum and associated policy documents). Consequently limited success was achieved and teachers reverted mostly to transmission mode teaching, although affective gains were sustained. Design principles for bounded school-based CoP were distilled, and accompanying recommendations made. , Ph.D.
- Full Text:
The use of problem-based learning in teaching environmental issues to grade 6 natural sciences learners
- Authors: Sondezi, Zandile Goodness
- Date: 2015
- Subjects: Science - Study and teaching , Environmental education , Problem-based learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214608 , uj:21302
- Description: Abstract: This study argues that the teaching of environmental issues in South African schools has followed a didactic approach that stifles the learner and prevents the solving of real environmental problems at schools and in the communities that they serve. Studies have shown that conventional methods of teaching emphasize science content and neglect the development of skills in learners. Problem-based learning (PBL), which is more effective in learning science than traditional methods, equips learners with critical-thinking and problem-solving skills, which are crucial skills in the 21st century. In this respect, the use of PBL may serve as a gateway to developing these necessary skills. The study followed a design-based research (DBR) approach. Design-based research follows an on-going cycle of design, development, enactment and reflection. Data collection was done using interviews, lesson observations and reflective questionnaire. The findings from Stage 1 revealed that teachers experience challenges associated with the lack of resources, limited space to conduct environmental practical activities, and lack of parental and community support in the teaching of environmental issues. The lesson observations supported these findings. The reflective questionnaire in the final stage indicated that teachers felt that the use of PBL provided a practical method for encouraging learner involvement in local environmental issues. All teachers expressed a desire to continue using this teaching strategy, as it helped learners to remain focused on the task. , M.Ed. (Science Education)
- Full Text:
- Authors: Sondezi, Zandile Goodness
- Date: 2015
- Subjects: Science - Study and teaching , Environmental education , Problem-based learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214608 , uj:21302
- Description: Abstract: This study argues that the teaching of environmental issues in South African schools has followed a didactic approach that stifles the learner and prevents the solving of real environmental problems at schools and in the communities that they serve. Studies have shown that conventional methods of teaching emphasize science content and neglect the development of skills in learners. Problem-based learning (PBL), which is more effective in learning science than traditional methods, equips learners with critical-thinking and problem-solving skills, which are crucial skills in the 21st century. In this respect, the use of PBL may serve as a gateway to developing these necessary skills. The study followed a design-based research (DBR) approach. Design-based research follows an on-going cycle of design, development, enactment and reflection. Data collection was done using interviews, lesson observations and reflective questionnaire. The findings from Stage 1 revealed that teachers experience challenges associated with the lack of resources, limited space to conduct environmental practical activities, and lack of parental and community support in the teaching of environmental issues. The lesson observations supported these findings. The reflective questionnaire in the final stage indicated that teachers felt that the use of PBL provided a practical method for encouraging learner involvement in local environmental issues. All teachers expressed a desire to continue using this teaching strategy, as it helped learners to remain focused on the task. , M.Ed. (Science Education)
- Full Text:
Investigating pedagogical content knowledge of life sciences educators
- Authors: Van Biljon, Jannike
- Date: 2016
- Subjects: Science - Study and teaching , Science teachers - Training of
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/232371 , uj:23700
- Description: M.Ed. (Science Education) , Abstract: Studies (Shulman, 1987; Loughran, 2006; Parks and Olivier, 2008) have summarized that PCK is a combinational notion in which the different mixtures of elements influence the richness of the PCK of a teacher. The research has been concerned with trying to understand the various aspects of PCK rather than the complete representation of PCK. The changes in any of the elements inevitably influence structure of PCK are the perspectives in learning and teaching; the understanding of content; time; context; understanding of the learners; pedagogical practices; decision-making; reflections; and elements of knowledge of curriculum values and aims. To understand PCK well is to understand the mixture of interacting elements to help give insight into PCK. The aim of this study is to focus on various instruments that can be utilised to describe teachers’ PCK. The methodology employed in this research was a qualitative approach. The teachers were asked to complete a group of instruments, which served to describe the teachers’ PCK as well as their beliefs and practices towards Life Sciences teaching in general. Data collecting methods such as individual interviews; general conversations, document analysis, classroom observations, questionnaires and rubrics used to obtain data for from a small sample of Life Sciences teachers. It was obtained that the Life Sciences teachers experienced many problems with PCK development. Learner—centred activities, group work, facilitation, assessment tasks and lack of resources were but a few of the problems identified. The research evidence also showed a lack of teachers understanding of the nature of science. Our framing of PCK and its representation emphasises the importance of coherence and integration among the different elements of PCK for effective teaching...
- Full Text:
- Authors: Van Biljon, Jannike
- Date: 2016
- Subjects: Science - Study and teaching , Science teachers - Training of
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/232371 , uj:23700
- Description: M.Ed. (Science Education) , Abstract: Studies (Shulman, 1987; Loughran, 2006; Parks and Olivier, 2008) have summarized that PCK is a combinational notion in which the different mixtures of elements influence the richness of the PCK of a teacher. The research has been concerned with trying to understand the various aspects of PCK rather than the complete representation of PCK. The changes in any of the elements inevitably influence structure of PCK are the perspectives in learning and teaching; the understanding of content; time; context; understanding of the learners; pedagogical practices; decision-making; reflections; and elements of knowledge of curriculum values and aims. To understand PCK well is to understand the mixture of interacting elements to help give insight into PCK. The aim of this study is to focus on various instruments that can be utilised to describe teachers’ PCK. The methodology employed in this research was a qualitative approach. The teachers were asked to complete a group of instruments, which served to describe the teachers’ PCK as well as their beliefs and practices towards Life Sciences teaching in general. Data collecting methods such as individual interviews; general conversations, document analysis, classroom observations, questionnaires and rubrics used to obtain data for from a small sample of Life Sciences teachers. It was obtained that the Life Sciences teachers experienced many problems with PCK development. Learner—centred activities, group work, facilitation, assessment tasks and lack of resources were but a few of the problems identified. The research evidence also showed a lack of teachers understanding of the nature of science. Our framing of PCK and its representation emphasises the importance of coherence and integration among the different elements of PCK for effective teaching...
- Full Text:
South African township teachers' views on the integration of indigenous knowledge in natural sciences teaching
- Ngcobo, Lindiwe Patience Ngcobo
- Authors: Ngcobo, Lindiwe Patience Ngcobo
- Date: 2019
- Subjects: Science - Study and teaching , Ethnoscience
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411973 , uj:34644
- Description: Abstract: The purpose of this study was to explore the views of natural sciences (NS) senior-phase teachers on the nature of indigenous knowledge and their practices when integrating it into their teaching. An attempt to identify a relationship between NS teachers’ views and their teaching practices is a long-standing focus and point of interest for science education research because it is believed that what the teachers know influences their teaching practices. The study assumed that teachers’ views about the nature of indigenous knowledge (NOIK) determine how they integrate indigenous knowledge (IK) in their NS classrooms. The overarching research question was: how do natural sciences senior-phase teachers’ views about the nature of indigenous knowledge influence their teaching practices? The study employed social constructivism as a theoretical framework. Using an explanatory sequential mixed method research design, a sample of 80 teachers was randomly selected from 78 township primary schools. From the 80 teachers, six were selected for interviews using a purposive sampling method. Data collection included administration of the Views of the Nature of Indigenous Knowledge (VNOIK) questionnaire to 80 NS teachers and interviewing six selected teachers using a semi-structured interview schedule... , M.A. (Science and Technology Education)
- Full Text:
- Authors: Ngcobo, Lindiwe Patience Ngcobo
- Date: 2019
- Subjects: Science - Study and teaching , Ethnoscience
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/411973 , uj:34644
- Description: Abstract: The purpose of this study was to explore the views of natural sciences (NS) senior-phase teachers on the nature of indigenous knowledge and their practices when integrating it into their teaching. An attempt to identify a relationship between NS teachers’ views and their teaching practices is a long-standing focus and point of interest for science education research because it is believed that what the teachers know influences their teaching practices. The study assumed that teachers’ views about the nature of indigenous knowledge (NOIK) determine how they integrate indigenous knowledge (IK) in their NS classrooms. The overarching research question was: how do natural sciences senior-phase teachers’ views about the nature of indigenous knowledge influence their teaching practices? The study employed social constructivism as a theoretical framework. Using an explanatory sequential mixed method research design, a sample of 80 teachers was randomly selected from 78 township primary schools. From the 80 teachers, six were selected for interviews using a purposive sampling method. Data collection included administration of the Views of the Nature of Indigenous Knowledge (VNOIK) questionnaire to 80 NS teachers and interviewing six selected teachers using a semi-structured interview schedule... , M.A. (Science and Technology Education)
- Full Text:
Life Sciences teachers’ views on teaching socio-scientific issues in genetics using an inquiry approach
- Authors: Ngwenya, Portia
- Date: 2020
- Subjects: Science - Study and teaching , Technology - Study and teaching , Life sciences - Study and teaching (Secondary) - South Africa , Genetics - Study and teaching
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/439002 , uj:38178
- Description: Abstract: This study sought to determine teachers’ views about scientific inquiry in teaching genetics, while addressing socio-scientific issues. Over the years there has been a profound interest in the teaching of science in various societies. Many have concentrated on the learner presentation, perception and the teaching of socio-scientific issues to develop citizenship. Much interest around the topic of genetics has arisen and more interest is being directed at the teacher’s views in addressing socioscientific issues, as this has a benefit of developing critical metacognitive reasoning among learners, thus developing learners’ attitudes and interest in science and bringing meaning to the science knowledge in the classrooms. The study was guided by two research questions: 1. What are the teachers’ views about scientific inquiry in teaching genetics, while addressing socio-scientific issues? and 2. How do the views of teachers in township schools compare with those of the teachers in suburban schools? An exploratory mixed method research design was used for the study. The design was suitable for this study because determining teachers’ views requires that they provide these views followed by the possible explanation of why they hold those views, hence the use of various strategies. From the Johannesburg population of high school Life Sciences teachers, a group of 44 teachers was randomly selected, 21 from township and 23 from suburban schools where Grade 12 results for 2017 were poor. Data collection involved the administration of an adapted version of the Views of Scientific Inquiry (VOSI) instrument to the 44 teachers and then interviewing six teachers whose responses (based on the analysis of data from the VOSI questionnaire) were considered informed, partially informed and naïve views... , M.Ed. (Science and Technology Education)
- Full Text:
- Authors: Ngwenya, Portia
- Date: 2020
- Subjects: Science - Study and teaching , Technology - Study and teaching , Life sciences - Study and teaching (Secondary) - South Africa , Genetics - Study and teaching
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/439002 , uj:38178
- Description: Abstract: This study sought to determine teachers’ views about scientific inquiry in teaching genetics, while addressing socio-scientific issues. Over the years there has been a profound interest in the teaching of science in various societies. Many have concentrated on the learner presentation, perception and the teaching of socio-scientific issues to develop citizenship. Much interest around the topic of genetics has arisen and more interest is being directed at the teacher’s views in addressing socioscientific issues, as this has a benefit of developing critical metacognitive reasoning among learners, thus developing learners’ attitudes and interest in science and bringing meaning to the science knowledge in the classrooms. The study was guided by two research questions: 1. What are the teachers’ views about scientific inquiry in teaching genetics, while addressing socio-scientific issues? and 2. How do the views of teachers in township schools compare with those of the teachers in suburban schools? An exploratory mixed method research design was used for the study. The design was suitable for this study because determining teachers’ views requires that they provide these views followed by the possible explanation of why they hold those views, hence the use of various strategies. From the Johannesburg population of high school Life Sciences teachers, a group of 44 teachers was randomly selected, 21 from township and 23 from suburban schools where Grade 12 results for 2017 were poor. Data collection involved the administration of an adapted version of the Views of Scientific Inquiry (VOSI) instrument to the 44 teachers and then interviewing six teachers whose responses (based on the analysis of data from the VOSI questionnaire) were considered informed, partially informed and naïve views... , M.Ed. (Science and Technology Education)
- Full Text:
Exploring the extent to which science teachers create constructivist learning environments in their science classrooms
- Authors: Mbonane, Sezanele Gugulethu
- Date: 2019
- Subjects: Science - Study and teaching , Constructivism (Education)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/438578 , uj:38124
- Description: Abstract: The study investigated the extent to which life sciences and physical sciences teachers in the Further Education and Training phase create constructivist learning environments in their classrooms. Constructivist learning environments have been found to foster the creation critical thinkers. The study employed social constructivism as a theoretical framework. The learning environment was viewed from this paradigmic approach. This research adopted an explanatory mixed method research design, involving 50 teachers. Purposive sampling was used to select Grade 10, 11 and 12 teachers from 15 schools in Johannesburg. Quantitative data were collected using the Constructivist Learning Environment Survey (CLES), originally developed by Taylor and Fraser (1991) and revised by Johnson and McClure (2004). The CLES has been validated in various studies, and also its reliability has been tested. The teachers’ perceptions were measured on a Likert scale and analysed using the Statistical Package for Social Sciences (SPSS). Qualitative data were collected through semi-structured interviews and analysed manually using constant comparative method. The first research sub-question was: how do science teachers perceive learning environments in their classrooms? In answering this, the findings revealed positive perceptions in personal relevance, learner negotiation and critical voice constructs. The two other constructs shared control and scientific uncertainty revealed that the teachers still hold traditional perceptions about learning environments. The findings indicated that teachers still believed that planning and designing of lessons were their responsibilities and that learners have no role to play. , M.Ed. (Science Education)
- Full Text:
- Authors: Mbonane, Sezanele Gugulethu
- Date: 2019
- Subjects: Science - Study and teaching , Constructivism (Education)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/438578 , uj:38124
- Description: Abstract: The study investigated the extent to which life sciences and physical sciences teachers in the Further Education and Training phase create constructivist learning environments in their classrooms. Constructivist learning environments have been found to foster the creation critical thinkers. The study employed social constructivism as a theoretical framework. The learning environment was viewed from this paradigmic approach. This research adopted an explanatory mixed method research design, involving 50 teachers. Purposive sampling was used to select Grade 10, 11 and 12 teachers from 15 schools in Johannesburg. Quantitative data were collected using the Constructivist Learning Environment Survey (CLES), originally developed by Taylor and Fraser (1991) and revised by Johnson and McClure (2004). The CLES has been validated in various studies, and also its reliability has been tested. The teachers’ perceptions were measured on a Likert scale and analysed using the Statistical Package for Social Sciences (SPSS). Qualitative data were collected through semi-structured interviews and analysed manually using constant comparative method. The first research sub-question was: how do science teachers perceive learning environments in their classrooms? In answering this, the findings revealed positive perceptions in personal relevance, learner negotiation and critical voice constructs. The two other constructs shared control and scientific uncertainty revealed that the teachers still hold traditional perceptions about learning environments. The findings indicated that teachers still believed that planning and designing of lessons were their responsibilities and that learners have no role to play. , M.Ed. (Science Education)
- Full Text:
- «
- ‹
- 1
- ›
- »