Grade 12 learners in one Namibian secondary school participated in a study of science process skills implied in their International General Certificate of Secondary Education (IGCSE) physical science syllabus. The study aimed at finding out learners’ ability to identify science process skills in their physical science syllabus, criteria used to identify skills and whether any relationship existed between learners’ achievement in performing skills and learners’ ability in identifying the skills. Four physical science syllabus topics were taught. Learners performed and identified science process skills in learning and assessment tasks. A One Group Pretest-Posttest research design was used in a combined qualitative and quantitative research method. Data revealed that learners identified science process skills. Science processes performed during learning experiences were used as criteria to confirm presence of the skills. Learners’ achievement increased in performing and identifying science process skills after intervention activities. There seemed no relationship between learners’ achievement in performing and learners’ ability in identifying science process skills. / Science and Technology Education / M. Ed. (Natural Science Education)

In the climate of poor student achievement and a lack of skilled teachers in natural science and mathematics, the main research question of this study was: How can the professional development of primary school teachers be managed by means of action research? The aim of the study was to develop, implement and evaluate a site-based collaboration programme to promote the professional development of the teachers in these subjects within a home-based or semi home-based teaching context. The theory of situated learning within a community of practice (CoP) was used as conceptual framework. Purposeful and convenient sampling was implemented to select participants. Five grade 4 teachers, five grade 5 teachers, four grade 6 teachers and eight members of the school management team participated in the three year study. During the planning phase a needs analysis was done. During the action phase, lead teachers were responsible for the planning in one or two subjects. The teachers met once every six school days (about 30 meetings per year), for up to two hours to discuss content and methodological issues, plan assessment strategies, analyse and reflect on results and decide on intervention strategies. The grade 4, 5 and 6 groups completed six, four and two action research cycles respectively, and the school management team six action research cycles of about six months each. To evaluate the professional development that resulted, data collection was by means of observation, field notes, typed minutes, four focus groups, 12 individual interviews, teachers’ files, a questionnaire and students’ books and achievements. The results indicate that the professional development of primary school teachers could be managed and constantly improved by means of action research. When school managers organise teachers into communities of practice and implement action research cycles, the teachers learn in a context-sensitive way. This learning is characterised by two social stages involving participation in the subject and grade CoP, and an independent stage of personal involvement when teachers internalise knowledge and practices of other teachers. The professional development of the teachers was in the areas of content knowledge, pedagogic content knowledge, assessment literacy and professional attitudes. Student achievement improved. / Educational Leadership and Management / D. Ed. (Education Management)

The purpose of this study was to investigate the impact of the training given to Foundation Phase (FP) teachers in the implementation of Curriculum and Assessment Policy Statement (CAPS), with the intention to develop an alternative professional development (PD) approach for this Phase. Literature indicates that the academic success of learners can be significantly affected by Foundation Phase teachers’ access and participation in quality PD activities. It also indicates that PD is much more than training. It includes on-going workshops, follow-up, study, reflections, observations and assessment which accommodates FP teachers as learners, recognises the long-term nature of learning, and utilises methods that are likely to lead teachers to improve their practice as professionals. In this study, mixed methods research approach was employed to collect empirical data. It includes questionnaires responded to by 84 FP teachers, three sets of interview questions, that is, one for 9 primary school principals, one for 3 subject advisors, and the last one for the Focus group made up of 10 FP teachers who were not included in questionnaires. Observation at training centre was also conducted. The study revealed that the responses from the five sets of data collection instruments seemed to agree on the following: - FP teachers were not involved in the design of their PD activities; - An appropriate time for FP teachers to engage in PD activities is during school holidays; - The length of the training was too short; - Training was not based on the teachers identified needs; and - It was not designed by teachers in cooperation with experts in the field. This study therefore recommends the use of mixed-models approach because the Cascade model that was used, is not addressing the needs of all FP teachers. / Educational Leadership and Management / D. Ed. (Education Management)

In the climate of poor student achievement and a lack of skilled teachers in natural science and mathematics, the main research question of this study was: How can the professional development of primary school teachers be managed by means of action research? The aim of the study was to develop, implement and evaluate a site-based collaboration programme to promote the professional development of the teachers in these subjects within a home-based or semi home-based teaching context. The theory of situated learning within a community of practice (CoP) was used as conceptual framework. Purposeful and convenient sampling was implemented to select participants. Five grade 4 teachers, five grade 5 teachers, four grade 6 teachers and eight members of the school management team participated in the three year study. During the planning phase a needs analysis was done. During the action phase, lead teachers were responsible for the planning in one or two subjects. The teachers met once every six school days (about 30 meetings per year), for up to two hours to discuss content and methodological issues, plan assessment strategies, analyse and reflect on results and decide on intervention strategies. The grade 4, 5 and 6 groups completed six, four and two action research cycles respectively, and the school management team six action research cycles of about six months each. To evaluate the professional development that resulted, data collection was by means of observation, field notes, typed minutes, four focus groups, 12 individual interviews, teachers’ files, a questionnaire and students’ books and achievements. The results indicate that the professional development of primary school teachers could be managed and constantly improved by means of action research. When school managers organise teachers into communities of practice and implement action research cycles, the teachers learn in a context-sensitive way. This learning is characterised by two social stages involving participation in the subject and grade CoP, and an independent stage of personal involvement when teachers internalise knowledge and practices of other teachers. The professional development of the teachers was in the areas of content knowledge, pedagogic content knowledge, assessment literacy and professional attitudes. Student achievement improved. / Educational Leadership and Management / D. Ed. (Education Management)

Grade 12 learners in one Namibian secondary school participated in a study of science process skills implied in their International General Certificate of Secondary Education (IGCSE) physical science syllabus. The study aimed at finding out learners’ ability to identify science process skills in their physical science syllabus, criteria used to identify skills and whether any relationship existed between learners’ achievement in performing skills and learners’ ability in identifying the skills. Four physical science syllabus topics were taught. Learners performed and identified science process skills in learning and assessment tasks. A One Group Pretest-Posttest research design was used in a combined qualitative and quantitative research method. Data revealed that learners identified science process skills. Science processes performed during learning experiences were used as criteria to confirm presence of the skills. Learners’ achievement increased in performing and identifying science process skills after intervention activities. There seemed no relationship between learners’ achievement in performing and learners’ ability in identifying science process skills. / Science and Technology Education / M. Ed. (Natural Science Education)

The purpose of this study was to investigate the impact of the training given to Foundation Phase (FP) teachers in the implementation of Curriculum and Assessment Policy Statement (CAPS), with the intention to develop an alternative professional development (PD) approach for this Phase. Literature indicates that the academic success of learners can be significantly affected by Foundation Phase teachers’ access and participation in quality PD activities. It also indicates that PD is much more than training. It includes on-going workshops, follow-up, study, reflections, observations and assessment which accommodates FP teachers as learners, recognises the long-term nature of learning, and utilises methods that are likely to lead teachers to improve their practice as professionals. In this study, mixed methods research approach was employed to collect empirical data. It includes questionnaires responded to by 84 FP teachers, three sets of interview questions, that is, one for 9 primary school principals, one for 3 subject advisors, and the last one for the Focus group made up of 10 FP teachers who were not included in questionnaires. Observation at training centre was also conducted. The study revealed that the responses from the five sets of data collection instruments seemed to agree on the following: - FP teachers were not involved in the design of their PD activities; - An appropriate time for FP teachers to engage in PD activities is during school holidays; - The length of the training was too short; - Training was not based on the teachers identified needs; and - It was not designed by teachers in cooperation with experts in the field. This study therefore recommends the use of mixed-models approach because the Cascade model that was used, is not addressing the needs of all FP teachers. / Educational Leadership and Management / D. Ed. (Education Management)

<p>In this dissertation, I investigate the authentic learning experiences of students participating in the Engineering Projects in Community Service (EPICS) program at Purdue University within the framework of authentic education. Utilizing a quantitative approach, the study assesses the performance of new and returning students across five key outcomes that measure authentic learning during a single semester. The analysis of variance (ANOVA) revealed significant main effects for time of assessment and type of student on performance, with an overall improvement in all outcomes observed from mid-term to final evaluations and returning students typically outperforming new students. Interaction effects between time and type were also examined, revealing subtle yet complex dynamics in students’ learning trajectories. The findings hold implications for enhancing authentic learning, especially in engineering design contexts, and offer insights to guide future implementation of and improvements to authentic education initiatives, particularly the EPICS program. Despite certain limitations, the research opens avenues for future investigations into diverse aspects of authentic education in STEM and beyond.  </p>

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