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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Learners' conceptual resources for kinematics graphs / Grace Djan

Djan, Grace January 2014 (has links)
Various researchers have indicated the importance of graphs in physical sciences and the difficulties that learners may experience with graphs. More specifically, learners’ problems with motion graphs have been reported in literature. Learners’ difficulty in the application of basic concepts in graphs to solve kinematics graphs problems leads to underperformance in physical sciences. Their ability to handle problems in kinematics graphs is enhanced if they have an effective knowledge base or conceptual resources on graphs. In South Africa there seems to be a gap between the GET [General Education and Training] and FET [Further Education and Training] band’s requirements on graphs. A smooth learning progression is needed. For this reason this study selected to investigate the conceptual resources acquired by grade 10 learners from grade 9 that can be used productively for the learning of kinematics graphs in grade 10. The primary aim of the study was to determine and analyse grade 10 learners’ conceptual resources for learning kinematics graphs in physical sciences. The use of a mixed method approach was considered appropriate for this study. The mixed method depended on the quantitative method to produce precise and measurable data, while a qualitative method was to enhance the understanding of the data produced by the quantitative method. Data obtained by quantitative methods was drawn into tables and graphs, and the consistency in responses determined. Patterns and trends in learners’ reasoning were probed with the aid of qualitative method. In the study it was reported that the quantitative data in the form of a questionnaire was completed by 201 learners. Qualitative data was also obtained by interviewing three learners with varying abilities. The results showed that many learners could answer mathematics questions, but struggled with similar questions in kinematics. The results further showed that the learners did not answer the questionnaire consistently, but their responses depended on the context of the questions. In the interviews learners used everyday applications to explain scientific concepts, instead of using scientific principles. Still, some of the everyday applications may be used as resources for teaching the science concepts. From the results it can be deduced that learners’ conceptual resources can influence their understanding of kinematics graphs in physics. These resources are gained from everyday experiences and previous learning in mathematics and the natural sciences. A constraint is that many learners do not efficiently integrate their mathematics and physics knowledge. iv In the study some learners did not transfer their mathematics knowledge to physics, while others could not transfer their physics knowledge to mathematics. From the results recommendations can be made for the teaching of graphs in the GET band for easier progress into the FET band. The strategy to improve understanding of kinematics graphs is to progressively integrate mathematics and physics from grade nine. Line graphs should be treated in more detail in grade 9 to form proper conceptual resources for kinematics graphs in grade ten. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014
2

Learners' conceptual resources for kinematics graphs / Grace Djan

Djan, Grace January 2014 (has links)
Various researchers have indicated the importance of graphs in physical sciences and the difficulties that learners may experience with graphs. More specifically, learners’ problems with motion graphs have been reported in literature. Learners’ difficulty in the application of basic concepts in graphs to solve kinematics graphs problems leads to underperformance in physical sciences. Their ability to handle problems in kinematics graphs is enhanced if they have an effective knowledge base or conceptual resources on graphs. In South Africa there seems to be a gap between the GET [General Education and Training] and FET [Further Education and Training] band’s requirements on graphs. A smooth learning progression is needed. For this reason this study selected to investigate the conceptual resources acquired by grade 10 learners from grade 9 that can be used productively for the learning of kinematics graphs in grade 10. The primary aim of the study was to determine and analyse grade 10 learners’ conceptual resources for learning kinematics graphs in physical sciences. The use of a mixed method approach was considered appropriate for this study. The mixed method depended on the quantitative method to produce precise and measurable data, while a qualitative method was to enhance the understanding of the data produced by the quantitative method. Data obtained by quantitative methods was drawn into tables and graphs, and the consistency in responses determined. Patterns and trends in learners’ reasoning were probed with the aid of qualitative method. In the study it was reported that the quantitative data in the form of a questionnaire was completed by 201 learners. Qualitative data was also obtained by interviewing three learners with varying abilities. The results showed that many learners could answer mathematics questions, but struggled with similar questions in kinematics. The results further showed that the learners did not answer the questionnaire consistently, but their responses depended on the context of the questions. In the interviews learners used everyday applications to explain scientific concepts, instead of using scientific principles. Still, some of the everyday applications may be used as resources for teaching the science concepts. From the results it can be deduced that learners’ conceptual resources can influence their understanding of kinematics graphs in physics. These resources are gained from everyday experiences and previous learning in mathematics and the natural sciences. A constraint is that many learners do not efficiently integrate their mathematics and physics knowledge. iv In the study some learners did not transfer their mathematics knowledge to physics, while others could not transfer their physics knowledge to mathematics. From the results recommendations can be made for the teaching of graphs in the GET band for easier progress into the FET band. The strategy to improve understanding of kinematics graphs is to progressively integrate mathematics and physics from grade nine. Line graphs should be treated in more detail in grade 9 to form proper conceptual resources for kinematics graphs in grade ten. / MEd (Natural Sciences Education), North-West University, Potchefstroom Campus, 2014
3

Namibian teachers' and learners' attitudes towards the new mathematics promotion requirements for grade 5-9: a qualitative case study / Ainna Kapango Moses.

Moses, Ainna Kapango January 2012 (has links)
Mathematics achievement has received much attention in recent years and results have been presented after examining results from different counties. This contribution deals with the implementation of new Mathematic promotion requirements in Namibia. The research was conducted in Shambyu circuit, Kavango region, within a selected combined public school situated fifteen kilometres from Rundu in the North-Eastern part of Kavango. Teachers and learners in Namibia have not performed well in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) projects, especially in Mathematics. The implementation of new promotion requirements was inevitable for improving achievement levels. The main aim of this study is to document the attitudes of teachers and learners towards the introduction of the new 2010 Mathematics promotion requirements. The complexity and the nature of attitudes are illustrated and some of the characteristics related to teaching and learning of Mathematics in the academic reform are presented. The researcher developed a conceptual framework to compare and contrast the theoretical positions on the topic. Attitude is defined from diverse perspectives, and relationships of attitudes pertaining to achievement to perform in Mathematics are argued. A qualitative case study was the preferred method of choice. The participants were sampled according to a non-probability purposive sampling strategy. Five teachers, six grade 7 and six grade 9 learners participated in the study. The participants were interviewed to gain insight into how they formulated their attitudes towards the implementation of the academic reform. Focus group interviews were captured though audio recordings. Patterns, themes and categories emerged from the data analysis, suggesting that teachers and learners demonstrate positive and negative attitudes which affect their stance towards the new promotion requirements. Research findings were compared with the relevant literature to identify strengths and weaknesses as extracted from the attitudes of the participating teachers and learners which confirm that attitudes of teachers and learners interrelate and affect teaching and learning of Mathematics. Strengths and weaknesses extracted from the attitudes of the teachers relate to teaching strategies, pedagogical content knowledge and practical application of the subject. A weakness of the policy change is that the Ministry of Education does not sustain involvement. Teachers need support through workshops to increase their pedagogical content knowledge and gain more information about the implementation of the new policy. Furthermore teachers expect educational support from the Ministry of Education through the provision of textbooks and teaching aids. Collaboration between teachers is crucial, as is the significance thereof for developing pedagogical content knowledge for the implementation of the new Mathematical policy. Strengths and weaknesses extracted from attitudes as viewed by learners in grade 9 are more related to their opinions about the teachers, their motivation and academic achievements. Learners’ natural Mathematics skills should be developed to instill feelings of accomplishment. Grade 9 learners experience fear and insecurity in Mathematics because learners experience teachers as too strict, owing to the absence of pedagogical content knowledge. The grade 9 learners distinguish the importance of ICT use in Mathematics as part of a process to prepare them towards greater goals and practical application as a strength. Both advantages and disadvantages of beliefs regarding Mathematics amongst the teachers and the learners guide grade 7 learner towards achievement. Further expectations drive the grade 7 learners towards achievement in order to increase career opportunities and level of schooling. In conclusion the in-depth qualitative exploration is summarized in order to investigate the phenomenon of attitudes towards Mathematics and academic reform. / Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.
4

Namibian teachers' and learners' attitudes towards the new mathematics promotion requirements for grade 5-9: a qualitative case study / Ainna Kapango Moses.

Moses, Ainna Kapango January 2012 (has links)
Mathematics achievement has received much attention in recent years and results have been presented after examining results from different counties. This contribution deals with the implementation of new Mathematic promotion requirements in Namibia. The research was conducted in Shambyu circuit, Kavango region, within a selected combined public school situated fifteen kilometres from Rundu in the North-Eastern part of Kavango. Teachers and learners in Namibia have not performed well in the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) projects, especially in Mathematics. The implementation of new promotion requirements was inevitable for improving achievement levels. The main aim of this study is to document the attitudes of teachers and learners towards the introduction of the new 2010 Mathematics promotion requirements. The complexity and the nature of attitudes are illustrated and some of the characteristics related to teaching and learning of Mathematics in the academic reform are presented. The researcher developed a conceptual framework to compare and contrast the theoretical positions on the topic. Attitude is defined from diverse perspectives, and relationships of attitudes pertaining to achievement to perform in Mathematics are argued. A qualitative case study was the preferred method of choice. The participants were sampled according to a non-probability purposive sampling strategy. Five teachers, six grade 7 and six grade 9 learners participated in the study. The participants were interviewed to gain insight into how they formulated their attitudes towards the implementation of the academic reform. Focus group interviews were captured though audio recordings. Patterns, themes and categories emerged from the data analysis, suggesting that teachers and learners demonstrate positive and negative attitudes which affect their stance towards the new promotion requirements. Research findings were compared with the relevant literature to identify strengths and weaknesses as extracted from the attitudes of the participating teachers and learners which confirm that attitudes of teachers and learners interrelate and affect teaching and learning of Mathematics. Strengths and weaknesses extracted from the attitudes of the teachers relate to teaching strategies, pedagogical content knowledge and practical application of the subject. A weakness of the policy change is that the Ministry of Education does not sustain involvement. Teachers need support through workshops to increase their pedagogical content knowledge and gain more information about the implementation of the new policy. Furthermore teachers expect educational support from the Ministry of Education through the provision of textbooks and teaching aids. Collaboration between teachers is crucial, as is the significance thereof for developing pedagogical content knowledge for the implementation of the new Mathematical policy. Strengths and weaknesses extracted from attitudes as viewed by learners in grade 9 are more related to their opinions about the teachers, their motivation and academic achievements. Learners’ natural Mathematics skills should be developed to instill feelings of accomplishment. Grade 9 learners experience fear and insecurity in Mathematics because learners experience teachers as too strict, owing to the absence of pedagogical content knowledge. The grade 9 learners distinguish the importance of ICT use in Mathematics as part of a process to prepare them towards greater goals and practical application as a strength. Both advantages and disadvantages of beliefs regarding Mathematics amongst the teachers and the learners guide grade 7 learner towards achievement. Further expectations drive the grade 7 learners towards achievement in order to increase career opportunities and level of schooling. In conclusion the in-depth qualitative exploration is summarized in order to investigate the phenomenon of attitudes towards Mathematics and academic reform. / Thesis (MEd (Mathematics Education))--North-West University, Potchefstroom Campus, 2013.
5

Exploring challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools

Sithole, Zamani Lawrance 02 1900 (has links)
This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners encounter in learning and developing scientific concepts and vocabulary. The study was conducted in four township secondary schools. A questionnaire consisting of 25 multiple choice items, as well as a semi-structured interview were used to collect data for this study. Descriptive statistics was used to analyse quantitative data while qualitative protocol was used to analyse qualitative data. The overall percentage mean scores of correct responses in the questionnaire for schools W, X, Y and Z were 47.2%, 56.9%, 55.2% and 57.2% respectively, which indicated that participants in the study have limited knowledge of everyday English words, when used in a science context. There was no significant gender discrepancy in terms of performance. In-depth analysis of the results revealed that the underlying difficulties were as a result of participants’ relative levels of proficiency in the English language, lack of precision in the use of this language, misreading, and confusion in terms of the use of words. Furthermore, the results were consistent with earlier findings from other countries as reported by various authors. The findings will contribute to knowledge about effective classroom instruction and teacher education from the perspective of language in science. / Kulolu cwaningo, kuhlolwa izinselelo zokusebenzisa amagama asetshenziswa nsuku zonke welimi lwesiNgisi ekufundeni iSayensi ezikoleni zezinga lesibili, emalokishini wabantu abaNsundu empumalanga neGauteng. Kuvezwa ubunzima obuhlangabezana nezingane zesikole ekufundeni nokuthuthukisa umqondo weSayensi nesilulumagama. Uphenyo lwenziwe ezikoleni ezine zasemalokishini. Imibuzo yayiquketwe izinhla ezingamashumi amabili nanhlanu lapho obuzwayo ezikhethela impendulo ekuyiyo, kanye nesinga nhlolokhono yasetshenziwa ukuthola ulwazi oluningi mayelana nalolu phenyo. Izibalo ezichazayo zisetshenziswe ukuhlola ubuningi, kanye nobuqotho kulandelwa umgudu wocwaningo wolwazi olutholakele. Kuvelile emva kophenyo ukuthi izimpendulo ezishaye emhlolweni ngokwamaphesenti kuzikole W,X.Y kanye no Z ngu 47%, 56,9%, 55.2%, kanye 57.2% ngokulandelana kwazo. Lokhu kubonisa ukuthi, abantwana banolwazi oluncane kakhulu ekusebenziseni amagama wesiNgisi asentsheziswa nsukuzonke ukufunda iSayensi. Kubuye kwatholakala futhi nokuthi awukho umehluko ohlukanisa ngobulili babafundi ophawulekayo ngokusebenza kwamagama esiNgisi. Kuphinde kuvele futhi ngokuhlaziya okunzulu, ukuthi kukhona ukwentuleka kwekhono elimini lesiNgisi, nokuthi abafundi abakwazi ukusebenzisa amagama ngendlela eqondile, babuye bafunde ekungeyikho, kanye nokudideka uma besebenzisa amagama. Okunye futhi okuvelayo, yikuthi lemiphumela ihambisana ncamashi neminye imiphumela evela kwamanye amazwe njengoba kubikwe abalobi abahlukene. Lokhu okuvelayo kuzosiza ukulungisa ukufunda kanye nokuqeqesha othisha, mayelana nukufundisa iSayensi ngolwimi lwesiNgisi. / Hierdie studie, wat die uitdagings van alledaagse Engelstalige woorde in die leer van Fisiese Wetenskappe in sekondêre skole in informele woonbuurte in Gauteng-Oos verken, beklemtoon die uitdagings wat leerders teëkom in die leer en ontwikkeling van wetenskaplike begrippe en taalgebruik. Die studie is uitgevoer in vier sekondêre skole in informele woonbuurte. ‘n Vraelys bestaande uit 25 veelvuldige-keuse items, tesame met ‘n gedeeltelike-gestruktueerde onderhoudskedule, is gebruik om data in te versamel vir hierdie studie. Beskrywende statistiek is gebruik om kwantitatiewe data te ontleed, terwyl kwalitatiewe protokol aangewend is om kwalitatiewe data te ontleed. Die algehele persentasie gemiddeldes van korrekte response op die vraelys vir skole W, X, Y en Z was 47.2%, 56.9%, 55.2% en 57.2% onderskeidelik, wat aangedui het dat die deelnemers aan die studie beperkte kennis gehad het van alledaagse Engelstalige woorde om in ‘n wetenskaplike konteks te gebruik. Geen noemenswaardige geslagsongelykheid in terme van prestasie is bevind nie. Indiepte ontleding van die bevindinge toon dat die onderliggende uitdagings die resultaat van deelnemers se relatiewe vlakke van taalvaardigheid in Engels, ‘n gebrek aan presiesie in die gebruik van die taal, gebrekkige leesvaardigheid en verwarring rondom die gebruik van woorde weerspiëel. Die resultate was verder in lyn met vroeëre bevindinge van ander lande, soos deur verskeie outeurs gerapporteer. Die bevindinge sal bydra tot kennis rondom effektiewe klasonderrig en onderwysersopleiding uit die oogpunt van wetenskaplike taalgebruik. / Science and Technology Education / M. Ed. (Natural Science Education)

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