Thesis (Ph.D.)--George Mason University, 2009. / Vita: p. 187. Thesis director: Margret Hjalmarson. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed Sept. 8, 2009). Includes bibliographical references (p. 178-186). Also issued in print.

The focus of this study is on foundation phase and early childhood teachers’ professional identity formation. This study is about six beginning teachers in their first year of teaching early mathematics, science and technology (MST) in different schools and grade levels. Early childhood settings and primary schools in South Africa have a diverse learner body that increasingly demands of beginning early childhood and foundation phase teachers to continually strive to adapt their teaching and young children’s learning to the different learning environments for effective implementation of the curriculum. A learning identity framework was used to generate and analyse data. The learning identity framework is premised on the assumption that identity and learning are closely linked and that both are influenced by factors internal and external to the individual. Specifically, the study sought to answer the research question of how beginning first year early childhood and foundation phase teachers form, sustain or change their professional teacher identity in the teaching of mathematics, science and technology (MST) in the early years and in different school settings. The study used a phenomenological approach and case study method to explain the professional teacher identity formation process and to illuminate what factors influence this process. The study researched how teacher identities can be narratively constructed on the basis of the lived experiences of the six teachers in different school contexts. Data was generated from different sources for the purpose of triangulation which included visual and written narratives, observations and interviews (open and semi-structured). The analysis and results were based on categories of descriptions of themes. The findings indicate that identity formation is an ongoing process of integration of teachers’ personal and professional histories and initial teacher education and training, alongside issues of school culture and institutional (in-school) support. Those key factors emerge as strong determinants of the kinds and the relative stability or otherwise of professional identities which the six teachers develop in the first year of MST teaching, and thus the kind of reform minded teachers they become. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

This study investigated the interactive use of computer simulations (CS) and videos on magnetism in Grade 10 at four high schools in the Mpumalanga province. Magnetism is one of the sections of the Physical Sciences CAPS curriculum. Four MST high schools in the Badplaas/Mashishila circuits of the Gert Sibande district in Mpumalanga were used as a case study. Three schools were used as experimental groups while the fourth school was used as control group. The first group was taught using computer simulations. The second group was taught using videos. The third group was taught using both computer simulations and videos, and the fourth group was taught using normal traditional methods. Using the pre-post test non-equivalent control group design, it was found that learners in all the experimental groups, who were taught using either computer simulations or videos or both, achieved significantly higher scores after being subjected to the post-test than learners in the control group, who were taught only by the normal traditional method. Furthermore, learners who were taught using a combination of CS and videos achieved significantly higher scores than learners who were exposed to only CS or only videos. Class observations conducted during the study reported that the use of information communication technology (ICT) tools with learners in the experimental groups proved to be informative, motivational and inspirational. This was evidenced by active learner participation, the learners being able to make predictions after observations and provide scientific explanations of concepts through discussions. The use of ICT tools in the form of CS and videos proved to be an effective instrument which can enhance learning. / Physics / M. Sc. (Physics Education)

Mathematics Education / M. Ed. (Mathematics Education)