This study aimed at exploring the Life Orientation (LO) teachers’ knowledge and teaching of study skills in high schools, Ekudibeng cluster, Gauteng East. The Curriculum and Assessment Policy Statement (CAPS) is the most recent curriculum policy (Department of Basic Education [DBE], 2012) and serves as an action plan to 2030 for the South African education system in order to address some of the origins of underperformance in South African schools (Nicolson, 2013). Life Orientation (LO) can be described as a learning area within the educational context that promotes the holistic development of a child. The educational context refers to all processes at school level involved in training children’s minds and abilities so that they can acquire knowledge and develop skills to succeed in life. Life Orientation integrates subjects, such as life skills, career guidance, health education, physical education, human rights studies and religious education (Pillay, 2012). According to the Life Orientation 2011 CAPS document, Life Orientation teachers are expected to teach study skills to learners starting from grade 10 – 12 (Further Education and Training (FET) Phase (DBE, 2011). Learning or study skills carry over into other areas of life and beyond school. Study skills are therefore critical tools that ensure that learner achievement leads to success. Furthermore, effective study skills need effective interaction between teachers and learners (Gettinger, & Seibert, 2002). The teacher is a social agent and should make study skills accessible through the process of teaching in the classroom. This implies that the teacher is a central tool for equipping the learners with the necessary study skills which can aid in the unlocking of their future potential (Sasikala, 2012). As such, it was considered important to explore the knowledge and skills for teaching LO as well as the challenges faced and their needs for further development. Three schools in Ekudibeng cluster, Gauteng East were purposefully selected for this purpose on the basis of their results in the previous year’ matric exit examinations. Qualitative case studies of the Further Education and Training LO teachers’ experiences at each of these schools were undertaken utilising semi-structured interviews as a data collection tool. The data were analysed via qualitative content analysis techniques. The findings of this study emphasise the need for a focus on study skills teaching and teacher proficiency in the high school education system. The South African Education System role-players need to take LO seriously and have teachers qualified to teach LO, and to meet their needs through study skills training workshops. Comprehensive continuous improvement in learner performance requires a constant determination of trained LO teachers, qualified for the subject and properly equipped with relevant knowledge to cascade it to learners and cooperative community members, where parents are involved/hands on in shaping their children’s’ future. / Psychology of Education / M. Ed. (Guidance and Counselling)

This thesis studies teachers’ and students’ conceptions of history and history teaching and aims to explain the importance of an interest in history among teachers and students of the subject. Research on teachers’ conceptions (e.g. Martin 2005) shows that the didactical question “Why?” influences the “How?” and “Why?” questions and that teachers’ thinking about their own practice is mainly influenced by their background and their experiences from teaching. Research on students’ opinions (e.g. Youth and History, 1997) shows that they enjoy history shown in films, that they appreciate museums, and that the preferred topic is 20th century history. In this thesis learning is envisaged as something individual but it is the learners’ social context that defines what is important, meaningful and interesting to learn. The research methods consist of a survey study concerning the pupils’ attitudes towards history and history education, and an interview study with their teachers about their teaching and their opinions about history in general. Nine teachers and their 217 pupils participated. It is mainly topics from 20th century that are described as interesting by both students and teachers. The teachers had different views on the didactical whyquestion, which they described either as student oriented or subject oriented. Their views on why history is important influenced their teaching methods. The student oriented teachers stated that their pupils’ needs and wishes affect their methods while the subject oriented teachers said that they give varying lessons, and have a more student active teaching, but decide for themselves what teaching methods are to be used. The subject matter is influenced by the teachers’ personal interest in history, in most cases a Eurocentric political history. This choice of content, and the teachers own interest, are explained by the historical culture of Swedish society rather than the curriculum. The teachers state that exciting stories and dramatic events related in books or films were, and still are, important to their interest in history. Their individual interpretation of what is important and meaningful in their historical culture influences teachers’ personal interest, their knowledge, and the content of their history teaching. The students’ attitudes to history are also influenced by various factors, of which history education at school is merely one.

This study aimed at exploring the Life Orientation (LO) teachers’ knowledge and teaching of study skills in high schools, Ekudibeng cluster, Gauteng East. The Curriculum and Assessment Policy Statement (CAPS) is the most recent curriculum policy (Department of Basic Education [DBE], 2012) and serves as an action plan to 2030 for the South African education system in order to address some of the origins of underperformance in South African schools (Nicolson, 2013). Life Orientation (LO) can be described as a learning area within the educational context that promotes the holistic development of a child. The educational context refers to all processes at school level involved in training children’s minds and abilities so that they can acquire knowledge and develop skills to succeed in life. Life Orientation integrates subjects, such as life skills, career guidance, health education, physical education, human rights studies and religious education (Pillay, 2012). According to the Life Orientation 2011 CAPS document, Life Orientation teachers are expected to teach study skills to learners starting from grade 10 – 12 (Further Education and Training (FET) Phase (DBE, 2011). Learning or study skills carry over into other areas of life and beyond school. Study skills are therefore critical tools that ensure that learner achievement leads to success. Furthermore, effective study skills need effective interaction between teachers and learners (Gettinger, & Seibert, 2002). The teacher is a social agent and should make study skills accessible through the process of teaching in the classroom. This implies that the teacher is a central tool for equipping the learners with the necessary study skills which can aid in the unlocking of their future potential (Sasikala, 2012). As such, it was considered important to explore the knowledge and skills for teaching LO as well as the challenges faced and their needs for further development. Three schools in Ekudibeng cluster, Gauteng East were purposefully selected for this purpose on the basis of their results in the previous year’ matric exit examinations. Qualitative case studies of the Further Education and Training LO teachers’ experiences at each of these schools were undertaken utilising semi-structured interviews as a data collection tool. The data were analysed via qualitative content analysis techniques. The findings of this study emphasise the need for a focus on study skills teaching and teacher proficiency in the high school education system. The South African Education System role-players need to take LO seriously and have teachers qualified to teach LO, and to meet their needs through study skills training workshops. Comprehensive continuous improvement in learner performance requires a constant determination of trained LO teachers, qualified for the subject and properly equipped with relevant knowledge to cascade it to learners and cooperative community members, where parents are involved/hands on in shaping their children’s’ future. / Psychology of Education / M. Ed. (Guidance and Counselling)

The National Senior Certificate Diagnostic Reports for the 2014 and 2015 National Senior Certificate Examinations for the subject Physical Sciences reported that many candidates lacked understanding of basic concepts in the subject. Most basic concepts are introduced and taught to learners as early as grade 10. Grade 10 provides learners with the foundation required to build a more intricate, and critical understanding of science. Critically, teachers have to drive this process. The nature of the experiences of the teachers would therefore be of primary influence during classroom practices to assist these learners. Teachers have to provide meaningful learning. Teacher experiences are derived from professional development, beliefs and subject content knowledge. This was a qualitative study which made use of a case study design. It involved three cases from one of the districts of the Kwa-Zulu Natal Department of Education, South Africa. Data was collected using multimethod strategies and analysed using the typology approach. This study was guided by the following main research questions: What are the nature of the experiences of teachers in implementing the Physical Science curriculum in a grade 10 class? The study sought to answer the following sub-questions, how does teacher knowledge influence classroom practice in the implementation of grade 10 Physical Sciences curriculum? What is the nature of the professional development received by the grade Physical Sciences teacher? and What are the teacher’s beliefs with regard teaching and learning of Physical Sciences in a grade 10 class? The findings of the study revealed that the status quo of traditional teaching of Physical Sciences still exists in the grade 10 classroom practices of teachers. Teacher generally displayed some good subject matter knowledge. A lack of professional development for grade 10 Physical Sciences teachers’ negatively impacted on classroom practices of the teacher. Teacher beliefs had major influence on classroom practices of the teacher. This study recommends teachers have to undergo meaningful, ongoing professional development to assist them improve their classroom practice skills. A Model of Intensive Professional Development is recommended for teachers in the South African Classroom. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The study’s purpose was to explore the components of pedagogical content knowledge (PCK) for teaching quadratic function in Grade 10 mathematics classrooms in Mogalakwena district, Limpopo. The study was mainly guided by Shulman’s PCK and it was categorised as content knowledge, knowledge of the curriculum, knowledge of learners and knowledge of teaching strategies. The researcher employed a qualitative case study research design to explore the teaching of three purposefully selected Grade 10 mathematics teachers regarding their knowledge of quadratic function, strategies employed to teach quadratic function and knowledge of Grade 10 mathematics learners in quadratic function. In this study the researcher argued that PCK strands are interwoven, and in order to teach mathematical concepts, such as quadratic function, effectively teachers should employ components of PCK to complement one another. Data were gathered by lesson observation and interviews. Findings revealed that concepts of quadratic function are inefficiently addressed in Grade 10 due to teachers’ lack or inadequacy in some aspects of PCK. Therefore, there is need to develop mathematics teachers’ PCK in the Mogalakwena district to enhance their teaching of Grade 10 quadratic function. / Mathematics Education / M. Ed. (Mathematics Education)

MEd (Curriculum Studies) / Department of Curriculum Studies / The purpose of this study was to investigate how continuing professional teacher development can improve learners’ achievement and schooling in Mathematical Literacy. This study adopted a qualitative research design. The qualitative research method was used to collect data. Semi-structured interviews were used to collect data. The population comprised of all Mathematical Literacy teachers, heads of departments and principals of schools in the Soutpansberg North Circuit. Purposive sampling was used to the select participants. The sample consisted of 3 school principals, 3 heads of departments’ and 9 teachers. Data was analysed thematically. The study revealed that continuing professional teacher development improves learner achievement, teacher skills and knowledge. The study recommended that teachers should be supported by the community, schools and the department of Basic Education, in order to improve their knowledge, skills and learner achievement. In addition, Learners’ needs, engaging parents, assessment strategies and teacher practice were used to measure the impact of CPTD on learner achievement. Of equal importance, teachers should further their studies and engage themselves in reading materials relevant to their profession. / NRF

This study, Exploring the Use of Computer Simulations as a Technological Pedagogical Reasoning Tool in the Teaching and Learning of Electromagnetism in a Whole-Class Rural Setting, documents a journey of a digital immigrant, physical sciences teacher in a secondary school in a rural area who sought to integrate computer simulations as reasoning tool to enhance instruction and learning. The study employed an action research methodology and used Smart’s model of technological pedagogical reasoning and action (MTPRA) as a theoretical framework to guide the processes of teaching. The study utilised multiple methods of data collection: the documentation of my planning for teaching the topics of magnetic field and electromagnetic induction, reflective journals, feedback from critical friends, video-recordings of my lessons and focus group discussions with learners. Findings from the study revealed teaching with technology is a paradigm shift, change of mindset and culture that requires teachers to consider how the affordances of technology can be harnessed to create opportunities for learners to engage in meaningful learning. These opportunities for learning are created through the matrix of interaction between the teacher, learners, content and computer simulations as informed by the teachers’ technological pedagogical reasoning (TPR) sub-process (i.e., comprehension, transformation, instruction, and evaluation). Each TPR cycle was a professional learning experience which meant that the teacher collected data that could be used to frame and reframe his practice. The process of learning was interactive and facilitated by reflecting on how the elements (content, learners, computer simulations, the teacher) interacted with the actions of comprehension, transformation, instruction, and evaluation. The study found evidence to suggest that computer simulations had an influence on what was learnt, how it was learnt and the effect of these on the learners. Thus, computer simulations can be used as a curriculum resource/material to create potential learning experiences that have cognitive, affective, and conative dimensions. The learning experiences were among others, influenced by the following factors: context, prior learning experiences and the perceptions of the learners. The cognitive dimension resulted in the learners attaining knowledge of the relation between electricity and magnetism and the application of electromagnetism. The affective dimension created in learners a sense of enjoyment, wonder(surprise) and practical relevance of the lessons while the conative dimension created interest in the subject and learning in general. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Abstract in English, Tswana and Northern Sotho / The study aimed to explore teachers’ mathematical knowledge in respect of teaching the concept of fractions to Grade 6 learners. To that end a qualitative study was done, using a case study design. Data were collected through the observation of, and interviews with, three teachers at three schools in the Capricorn South district. Rooted in the theory of constructivism, the study was supplemented by the conceptual framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008) and Shulman’s (1986) notion of pedagogical knowledge for teaching (PCK). The key finding of this investigation revealed that, of the three teachers, two did not develop the concept of fractions for their learners, but merely followed the traditional method of teaching the concept by encouraging their learners to memorise rules without understanding. Only one teacher emphasised an understanding of mathematical concepts. The main observation which the researcher made, was that teachers require a great deal of knowledge and expertise, in carrying out the work of teaching subject matter related to fractions. / Maikaelelo a thutopatlisiso e ne e le go tlhotlhomisa kitso ya dipalo ya barutabana malebana le go ruta barutwana ba Mophato wa 6 mogopolo wa dikarolwana. Go fitlhelela seo, go dirilwe thutopatlisiso e e lebelelang mabaka, go dirisiwa thadiso ya thutopatlisiso ya dikgetsi. Go kokoantswe data ka go ela tlhoko le go nna le dipotsolotso le barutabana ba le bararo kwa dikolong tsa kgaolo ya Capricorn Borwa. Thutopatlisiso eno e e theilweng mo tioring ya kago ya kitso e ne e tshegeditswe ke letlhomeso la sediriswa sa tokololo sa kitso ya dipalo ya go ruta (MKT) (Ball et al. 2008) le mogopolo wa ga Shulman (1986) wa kitso e e kgethegileng ya go ruta (PCK). Phitlhelelo ya botlhokwa ya patlisiso eno e senotse gore mo barutabaneng ba le bararo, ba le babedi ga ba a tlhamela barutwana ba bona mogopolo wa dikarolwana, mme ba latetse fela mokgwa wa tlwaelo wa go ruta mogopolo ka go rotloetsa barutwana go tshwarelela melawana kwa ntle ga go tlhaloganya. Ke morutabana a le mongwe fela yo o gateletseng go tlhaloganngwa ga megopolo ya dipalo. Temogo e kgolo e e dirilweng ke mmatlisisi ke gore barutabana ba tlhoka kitso le boitseanape jo bogolo go tsweletsa tiro ya go ruta dithuto tse di amanang le dikarolwana. / Dinyakišišo di ikemišeditše go utolla tsebo ya dipalo ya baithuti mabapi le go ruta kgopolo ya dipalophatlo go baithuti ba Kreiti ya 6. Ka lebaka la se go dirilwe dinyakišišo tša boleng, go šomišwa tlhamo ya dinyakišišo tša seemo. Tshedimošo e kgobokeditšwe ka go lekodišiša, le go dira dipoledišano le, barutiši ba bararo ka dikolong tše tharo ka seleteng sa Borwa bja Capricorn. Ka ge di theilwe go teori ya gore baithuti ba itlhamela tsebo, dinyakišišo di tlaleleditšwe ke tlhako ya boikgopolelo ya tsebo ya dipalo go ruteng (MKT) (Ball le ba bangwe, 2008) le kgopolo ya Shulman (1986) ya tsebo ya diteng tša thuto (PCK). Kutollo ye bohlokwa ya dinyakišišo tše e utollotše gore, go barutiši ba bararo, ba babedi ga se ba ba le kgopolo ya dipalophatlo go baithuti ba bona, eupša fela ba no latela mokgwa wa setlwaedi wa go ruta kgopolo ye ya dipalophatlo ka go hlohleletša baithuti ba bona go tsenya melawana ye ka hlogong ka ntle le go e kwešiša. Ke fela morutiši o tee yo a gateletšego gore go swanetše go ba le kwešišo ya dikgopolo tša dipalo. Temogo e tee yeo monyakišiši a bilego le yona, ebile gore barutiši ba hloka tsebo ye kgolo le botsebi, go phethagatša mošomo wa go ruta diteng tša thuto tšeo di amanago le dipalophatlo. / Mathematics Education / M. Ed. (Mathematics Education)

Abstract in English, Sesotho and Zulu / The occurrence of Open Distance and e-Learning revolutionized Higher Education Institutions for students to access instruction at anytime and anywhere. Students benefitted instruction of anytime and anywhere in one of the Technology Education courses in ODeL from the e-tutors. As a result of the support from the e-tutors, the curriculum was designed to place a strong emphasis on the design process as the core around which the teaching of the curriculum should revolve. However, it is still not clear how effective is the content knowledge which relates to the design process from the e-tutors. In acknowledgment from such a gap, this study aimed to determine the relationship between the e-tutors’ technological, pedagogical, content knowledge of teaching design process within Technology Education specialization. In order to achieve this purpose, two theories, namely Transactional distance and Connectivism were coined together with the Technological Pedagogical Content Knowledge (TPACK) framework to underpin the study. The philosophical worldview is pragmatism having employed mixed method. Participants in this study were 145 students who registered a year programme for two modules in the Bachelor of Education (B.Ed.) programme at a Higher Education institution were surveyed to collect the quantitative data. Data from the face-to-face semi-structured interviews were collected with five e-tutors from the research sites. Online observations data were collected from the e-tutor sites of the institution’s learning management system (LMS). The results suggest that e tutors still lack the technology knowledge in order to deliver the content aimed for the design process in an ODeL environment. Also, it was evidenced that the e-tutors have not acquired pedagogical strategies for driving the pedagogy for the design process in an ideal context of ODeL. It should also be borne in mind that findings for the content knowledge indicated that the e-tutors still lack the knowledge for exploiting content knowledge of the design process to suit an ODeL environment. These findings highlight a need for technology to support e tutors’ pedagogical strategies towards a meaningful understanding of the design process and its implications across ODeL contexts. / Ketsahalo ea Open Distance le e-Learning e ntlafalitse litsi tsa thuto e phahameng bakeng sa baithuti ho fihlella taeo nako efe kapa efe le kae kapa kae. Baithuti ba ile ba rua molemo taelong ea nako efe kapa efe le kae kapa kae ho e 'ngoe ea lithuto tsa Technology Technology ho ODeL ho tsoa ho li-tutors. Ka lebaka la ts'ehetso e tsoang ho li-tutors, kharikhulamo e ne e etselitsoe ho hatisa ka matla ts'ebetso ea moralo e le khubu eo thuto ea kharikhulamo e lokelang ho potoloha ho eona. Leha ho le joalo, ha ho sa hlaka hore na tsebo ea litaba e sebetsa hantle hakae e amanang le tšebetso ea moralo ho tsoa ho li-tutors. Ho ananela lekhalo le joalo, phuputso ena e ne e ikemiselitse ho tseba kamano lipakeng tsa theknoloji ea "e-tutors", thuto ea thuto, tsebo ea litaba ea ts'ebetso ea moralo oa ho ruta ka har'a tsebo ea thuto ea Technology. Bakeng sa ho fihlela sepheo sena, ho ile ha qaptjoa likhopolo tse peli, e leng Transactional distance le Connectivism hammoho le sebopeho sa Technological Pedagogical Content Knowledge (TPACK) ho tšehetsa thuto. Pono ea lefatše ea filosofi ke pragmatism e sebelisang mokhoa o tsoakaneng. Barupeluoa thutong ena e ne e le baithuti ba 145 ba ngolisitseng lenaneo la selemo bakeng sa li-module tse peli lenaneong la Bachelor of Education (B.Ed.) setsing sa Thuto e Phahameng ba ile ba hlahlojoa ho bokella lintlha tse ngata. Lintlha tse tsoang lipuisanong tsa sebopeho sa sefahleho li ile tsa bokelloa le barupeli ba bahlano ba tsoang libakeng tsa lipatlisiso. Lintlha tsa tlhaiso-leseling ka inthanete li ile tsa bokelloa ho tsoa litsing tsa e-tutor tsa sistimi ea taolo ea ho ithuta ea setheo (LMS). Liphetho li fana ka maikutlo a hore barupeli ba ntse ba haelloa ke tsebo ea mahlale a morao-rao molemong oa ho fana ka litaba tse reretsoeng ts'ebetso ea boqapi tikolohong ea ODeL. Hape, ho ile ha pakoa hore li-e-tutors ha li e-so fumane maano a thuto ea ho khanna lithuto tsa thuto bakeng sa moetso oa moralo ka mokhoa o loketseng oa ODeL. Hape ho lokela ho hopoloa hore liphuputso tsa tsebo ea litaba li bontšitse hore li-e-tutors li ntse li haelloa ke tsebo ea ho sebelisa tsebo ea litaba tsa moralo oa moralo ho latela tikoloho ea ODeL. Liphuputso tsena li totobatsa tlhoko ea mahlale a morao-rao ho ts'ehetsa maano a thuto a barupeli ho fihlela kutloisiso e hlakileng ea ts'ebetso ea moralo le litlamorao tsa ona maemong a ODeL. / Ukutholakala kwe-Open Distance ne-e-Learning kuguqula izikhungo zemfundo ephakeme zabafundi ukuthi bathole imfundo nganoma yisiphi isikhathi noma kuphi. Abafundi bahlomule ngokufundiswa nganoma isiphi isikhathi noma kuphi kwesinye sezifundo zeTechnology Education ku-ODeL kubafundisi be-e. Njengomphumela wokwesekwa okwenziwa abafundisi be-e-tutors, ikharikhulamu yakhelwe ukugcizelela kakhulu inqubo yokwakhiwa njengongqikimba okumele kufundiswe ngayo ikharikhulamu. Kodwa-ke, akukacaci ukuthi lusebenza kangakanani ulwazi lokuqukethwe oluphathelene nenqubo yokwakha evela kubafundisi be-e. Ngokwazisa ngaleligebe elinje, lolu cwaningo luhlose ukucacisa ubudlelwano phakathi kwezobuchwepheshe be-e-tutors, ubuchwepheshe bokufundisa, ulwazi lokuqukethwe lwenqubo yokwakhiwa kokufundisa ngaphakathi kobuchwepheshe be-Technology Education. Ukufeza le njongo, imibono emibili, okungukuthi iTransactional distance neConnectivism yahlanganiswa kanye nohlaka lweTechnological Pedagogical Content Knowledge (TPACK) ukusekela ucwaningo. Umbono wezwe wefilosofi yi-pragmatism esebenzisa indlela exubile. Ababambe iqhaza kulolu cwaningo bekungabafundi abayi-145 ababhalise uhlelo lonyaka lwamamojula amabili kuhlelo lweBachelor of Education (B.Ed.) esikhungweni seMfundo ePhakeme bahlolisiswa ukuqoqa imininingwane yobungako. Imininingwane evela ezingxoxweni ezihlelekile ezenziwe ubuso nobuso zaqoqwa nama-e-tutors amahlanu avela kumasayithi ocwaningo. Idatha yokubuka eku-inthanethi yaqoqwa kusuka kumasayithi e-e-tutor ohlelo lokuphatha lokufunda (LMS). Imiphumela iphakamisa ukuthi abafundisi be-e basenalo ulwazi lobuchwepheshe ukuze bakwazi ukuletha okuqukethwe okuhloselwe inqubo yokwakhiwa endaweni ye-ODeL. Futhi, kufakazelwe ukuthi abafundisi be-e abakawatholi amasu okufundisa okushayela inqubo yokuqamba ngendlela efanelekile ye-ODeL. Kumele futhi kukhunjulwe ukuthi okutholakele kolwazi lokuqukethwe kukhombisile ukuthi ama-e-tutors asenalo ulwazi lokusebenzisa ulwazi lokuqukethwe kwenqubo yokwakhiwa ukuze ivumelane nemvelo ye-ODeL. Lokhu okutholakele kugqamisa isidingo sobuchwepheshe ukuxhasa amasu e-tutors 'pedagogical maqondana nokuqonda okunenjongo kwenqubo yokwakhiwa nemithelela yayo kuzo zonke izingqikithi ze-ODeL. / Curriculum and Instructional Studies / Ph. D. (Science and Technology Education)

This study aimed to explore teaching difficulties of Natural Sciences teachers when offering lessons in the Planet, Earth and Beyond strand. The aim was to understand their teacher knowledge, type of instructional strategies, and classroom discourse and interactions in their Natural Science classroom. The following question guided the study: What are the teaching difficulties of Planet, Earth and Beyond strand? A qualitative case study design was used for the study. The data was collected through semi-structured interviews and observations. The study revealed that NS educators: carry misconceptions to class; show poor knowledge of context in specific aims and assessment strategies while also choosing poor and irrelevant instructional strategies and; still see themselves as authority in class by applying a one- way approach. It is recommended that: educators be trained on how to implement active and critical learning, while empowering them with knowledge on NS specific aims and assessment strategies; departmental heads, SMTs, and subject advisor should engage in regular class visits in the NS educators` classes, reviewing lesson plans that educators prepared; schools should provide educators with CAPS relevant documents; the DoE should provide more education to educators on the importance of following the curriculum as prescribed in the CAPS document; the department should provide educators with relevant teaching aids and practical apparatus and in the absence advice educators on how to improvise and; the subject advisors should assist educators in identifying misconceptions. / Science and Technology Education / M. Ed. (Natural Sciences Education)