The major purpose of this study was to investigate the effects of using animal organ dissection in general, and its use specifically in problem-solving as a teaching strategy in Grade 11 Life Sciences education. A multiple methods research design was used for this study. The data collection methods for the quantitative approach were the pre-test, post-test and a questionnaire. The pre-test and post-test had predominantly problem-solving questions. The questionnaire and the tests were administered to 224 learners from four Pretoria East secondary schools from different environments. The data collection methods for the qualitative approach were the interviews with the Grade 11 Life Sciences teachers of the selected schools, lesson observations and relevant document analysis. The interviews were conducted with six Grade 11 Life Sciences teachers teaching at the four selected schools. Findings from both the quantitative and the qualitative approaches were integrated to give an in-depth understanding of the study. The findings show that there were significant differences between the means of the pre-test and the post-test for the total for the whole group of 224 learners. The variables in which the tests were categorised were the rote learning, problem-solving and three learning outcomes of the National Curriculum Statement (NCS). The way in which the learners answered the questions in terms of terminology they used, the confidence they displayed, the level of answering and the explanations they gave when they wrote the post-test were significantly different from when they wrote the pre-test. The significant differences between the means of the pre-test and the post-test may possibly have been due to the intervention. This showed the effectiveness of the intervention which was animal organ dissection in problem-solving. The study also showed that most teachers are not well-acquainted with problem-solving strategies which made it challenging for them to use animal organ dissections to develop problem-solving skills in learners. The attitudes of the teachers and learners towards animal organ dissection and its use in problem-solving as a teaching strategy were predominantly positive with less than a quarter of the whole group being negative due to a variety of reasons which include: moral values, religion, culture, blood phobia, squeamishness and being vegetarian. The majority of learners acknowledged the importance of animal organ dissections in developing skills like investigative, dissecting and problem-solving skills. This acknowledgement resulted in them being positive towards the use of animal organ dissections in problem-solving. One can conclude that animal organ dissections can be used in problem-solving as a teaching strategy in Life Sciences education. The level of learner engagement with animal organ dissections can determine the level of development of problem-solving skills as was evidenced by the differences between the mean scores of the four schools. The study recommended that the teachers should be encouraged to use animal organ dissections more frequently where it is applicable to develop problem-solving skills in learners and not merely let the learners cut, draw and label the organ. Teachers should also focus on problem-solving in general and develop this as a prime strategy. All activities should be prepared by the teacher and implemented in class to encourage and develop problem-solving skills. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / restricted

Practical work is regarded as an essential part of learning; hence most tertiary institutions have included a practical component in their physics courses. There is a concern about the effectiveness of the practical work in most universities. The present study is a case study that assessed the contributions of simulations on Foundation Physics students’ practical work. In assessing the contribution of simulations, two tests, Determining and Interpreting Resistive Electric Circuits Concepts Test (DIRECT) and the Test of Integrated Science Process Skills (TISP) were used. A class test, observations and worksheets from students’ practical work were analyzed and interviews with a selected group were conducted. There were 20 Foundation Physics students participating from the University of Limpopo. Results indicated that the simulations contributed positively on students’ understanding of electric circuits. However the study revealed that the students who did simulations do not differ from those who did not do the simulations with regards to the development of process skills. / Institute of Science and Technology Education / M.Sc. (Physics Education)

The purpose of this research was to investigate the role that science education can play both in facilitating and in enhancing the delivery of environmental education at South African schools. The theoretical links between science education and environmental education were examined. This was followed by a practical investigation which involves the researcher conducting interviews with educators of natural science in order to determine their perspectives on the relationship between science education and environmental education. The results of the research indicate that science education has tremendous potential for incorporating and enhancing the delivery of environmental education. However, this potential is not being fuIly realised due to a number of limiting factors. It is, therefore, imperative that the education authorities take immediate action to rectify this situation so that the synergy between science education and environmental education comes to fruition. / Science and Technology Education / M. Ed. (Natural Science Education)

Over the last few years, the use of the web and simulation technologies in school education has become widespread. The purpose of this study was to compare the impact of a web-based Virtual Lab (WVL) environment with that of traditional educational experience in relation to conceptual understanding and science process skills in natural science for fourth grade primary school students. Using an instructional design model, the author developed a WVL; the design consisted of 3D animations and interactive experimental activities. The research instruments for the study were also developed; two online pre/post tests on conceptual understanding and science process skills were used to collect data. The sample used in the study consisted of 70 students from two primary language schools in Mansoura city, Dakahlyia Governorate, Egypt. The sample was divided into an experimental group and a control group. The author used an experimental design wherein the experimental group was exposed to the WVL, while the control group studied in a traditional setting and performed related activities. The pre-test results indicated that the entry-level for conceptual understanding in science and science process skills of both groups of students were equal, which guaranteed the reliability of the research. The findings of the post-test highlighted the following points: (a) Students in the experimental group had significantly higher mean scores in conceptual understanding especially in two of cognitive levels. (b) The experimental group performed better in science process skills, especially in five of these skills. (c) There was no significant difference in the performance of boys and girls within the experimental group for science process skills. (d) The estimation of the effect sizes (indication of the level of difference between the post-test scores of the experimental and control group) revealed that, the effect size was large for two skills, medium for three skills, and small for only one skill. In conclusions, the WVL provided considerable support for fourth grade students and helped them to improve their conceptual understanding in science and science process skills. These results go beyond previous research results, which did not focus on very young learners. The use of WVL contributed considerably in elevating learning outcomes; the results provided an empirical evidence of the advantages of web-based learning (WBL) for education policy makers. / In den letzten Jahren hat sich die Verwendung der Web-und Simulations-Technologien in der Schulbildung weit verbreitet. Der Zweck dieser Studie ist es, die Auswirkungen einer web-basierten Virtual Lab (WVL) Umgebung mit der traditionellen Lehr-Erfahrung in Bezug auf das konzeptuelle Verständnis und wissenschaftliche Prozessfähigkeiten in den Naturwissenschaften der vierten Klasse der Grundschulstudenten zu vergleichen. Mit einem didaktischen Design-Modell entwickelt der Autor ein WVL, gestaltet 3D Animationen und interaktive experimentelle Aktivitäten. Die Forschungsinstrumente für die Untersuchungen wurden auch entwickelt, zwei Online-Pre/Post-Tests zum konzeptionellen Verständnis und wissenschaftlichen Prozessfähigkeiten wurden verwendet um Daten zu sammeln. Die Uuntersuchungs besteht aus 70 Studenten aus zwei primären Sprachschulen in Mansoura Stadt, Dakahlyia Governorate, Ägypten. Diese wurden in eine experimentelle Gruppe und eine Kontrollgruppe aufgeteilt. Der Autor verwendet ein experimentelles Untersuchungsdesign, wobei bei der experimentellen Gruppe die WVL eingesetzt wurde, während die Kontrollgruppe in einem traditionellen Rahmen studierte. Die Pre-Test Ergebnisse zeigten, dass des Anfangsstadium des konzeptuelles Verständnisses von Wissenschaft und wissenschaftlichen Prozessfähigkeiten beider Gruppen von Studenten gleich sind. Die Ergebnisse nach dem WVL-Einsatz haben folgende Punkte hervorgehoben: (A) Studierende in der experimentellen Gruppe haben signifikant höhere Mittelwerte im konzeptionellen Verständnis vor allem in zwei der kognitiven Ebenen erreicht. (B) Die experimentelle Gruppe hat in den wissenschaftlichen Prozessfähigkeiten besser abgeschnitten, vor allem in fünf von diesen Fähigkeiten. (C) Es gab keinen signifikanten Unterschiede in den wissenschaftlichen Prozessfähigkeiten von Männern und Frauen innerhalb der experimentellen Gruppe. (D) Die Abschätzung der Wirkung des WVL-Einsatzes durch die Höhe der Differenz zwischen dem Pre- und Post-Test-Noten hat ergeben, dass die Wirkung für drei der Fähigkeiten mittelmäßig ist, für zwei Fähigkeiten sehr groß und nur für eine Fähigkeit klein ist. Die Schlussfolgerung ist, dass die WVL beträchtliche Unterstützung gewährt und hilft den Studenten der Klasse vier, ihr Verständnis für die Begriffe der Wissenschaft und der Prozessfähigkeiten zu entwickeln. Dieses Ergebnis geht weit über die bekannten Veröffentlichungen auf diesem Gebiet hinaus. Die Ergebnisse dieser Studie vertiefen das Verständnis über Lernergebnisse des Virtual Lab und sind eine Evidenz für die Vorteile von Web-Basiertem Lernens (WBL) mit Relevanz für politische Entscheidungsträger, auf diesen Ausbildungsgebiet.

Practical work is regarded as an essential part of learning; hence most tertiary institutions have included a practical component in their physics courses. There is a concern about the effectiveness of the practical work in most universities. The present study is a case study that assessed the contributions of simulations on Foundation Physics students’ practical work. In assessing the contribution of simulations, two tests, Determining and Interpreting Resistive Electric Circuits Concepts Test (DIRECT) and the Test of Integrated Science Process Skills (TISP) were used. A class test, observations and worksheets from students’ practical work were analyzed and interviews with a selected group were conducted. There were 20 Foundation Physics students participating from the University of Limpopo. Results indicated that the simulations contributed positively on students’ understanding of electric circuits. However the study revealed that the students who did simulations do not differ from those who did not do the simulations with regards to the development of process skills. / Institute of Science and Technology Education / M.Sc. (Physics Education)

The purpose of this research was to investigate the role that science education can play both in facilitating and in enhancing the delivery of environmental education at South African schools. The theoretical links between science education and environmental education were examined. This was followed by a practical investigation which involves the researcher conducting interviews with educators of natural science in order to determine their perspectives on the relationship between science education and environmental education. The results of the research indicate that science education has tremendous potential for incorporating and enhancing the delivery of environmental education. However, this potential is not being fuIly realised due to a number of limiting factors. It is, therefore, imperative that the education authorities take immediate action to rectify this situation so that the synergy between science education and environmental education comes to fruition. / Science and Technology Education / M. Ed. (Natural Science Education)

AIM AND OBJECTIVES The investigation aimed to determine how the learning of the life sciences is facilitated (mediated) in special schools for blind learners and to establish how the lessons learnt from this experience could be implemented to the advantage of blind learners in the Senior Phase and Further Education and Training Band in inclusive Outcomes-based education settings. METHODOLOGY Educators and blind learners were interviewed through the use of the Qualitative Inquiry methodology as well as its techniques and strategies for data gathering. Analysis of the transcripts resulted in the development of themes/codes discussed in the research investigation. RESULTS Educators spent a good amount of time and effort with blind learners in the biology and life sciences classrooms. It appeared as if the pastoral role of the educator predominantly exceeded the teaching of biology and life sciences to these learners. Further, it became evident that the emphasis did not fall strongly enough on the achievement of the outcomes envisaged with the biology curriculum but more on the establishment of a caring and supportive classroom environment. CONCLUSIONS Biology and other life sciences subjects have much potential for the blind learners in South Africa but they are not offered at some of the schools or efficiently mediated due to educators’ reluctance, lack of knowledge and resources. Learning mediation strategies to make biology and life sciences more accessible to blind learners could be explored. / Thesis (PhD (Curriculum and Instructional Design and Development))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Over the last few years, the use of the web and simulation technologies in school education has become widespread. The purpose of this study was to compare the impact of a web-based Virtual Lab (WVL) environment with that of traditional educational experience in relation to conceptual understanding and science process skills in natural science for fourth grade primary school students. Using an instructional design model, the author developed a WVL; the design consisted of 3D animations and interactive experimental activities. The research instruments for the study were also developed; two online pre/post tests on conceptual understanding and science process skills were used to collect data. The sample used in the study consisted of 70 students from two primary language schools in Mansoura city, Dakahlyia Governorate, Egypt. The sample was divided into an experimental group and a control group. The author used an experimental design wherein the experimental group was exposed to the WVL, while the control group studied in a traditional setting and performed related activities. The pre-test results indicated that the entry-level for conceptual understanding in science and science process skills of both groups of students were equal, which guaranteed the reliability of the research. The findings of the post-test highlighted the following points: (a) Students in the experimental group had significantly higher mean scores in conceptual understanding especially in two of cognitive levels. (b) The experimental group performed better in science process skills, especially in five of these skills. (c) There was no significant difference in the performance of boys and girls within the experimental group for science process skills. (d) The estimation of the effect sizes (indication of the level of difference between the post-test scores of the experimental and control group) revealed that, the effect size was large for two skills, medium for three skills, and small for only one skill. In conclusions, the WVL provided considerable support for fourth grade students and helped them to improve their conceptual understanding in science and science process skills. These results go beyond previous research results, which did not focus on very young learners. The use of WVL contributed considerably in elevating learning outcomes; the results provided an empirical evidence of the advantages of web-based learning (WBL) for education policy makers. / In den letzten Jahren hat sich die Verwendung der Web-und Simulations-Technologien in der Schulbildung weit verbreitet. Der Zweck dieser Studie ist es, die Auswirkungen einer web-basierten Virtual Lab (WVL) Umgebung mit der traditionellen Lehr-Erfahrung in Bezug auf das konzeptuelle Verständnis und wissenschaftliche Prozessfähigkeiten in den Naturwissenschaften der vierten Klasse der Grundschulstudenten zu vergleichen. Mit einem didaktischen Design-Modell entwickelt der Autor ein WVL, gestaltet 3D Animationen und interaktive experimentelle Aktivitäten. Die Forschungsinstrumente für die Untersuchungen wurden auch entwickelt, zwei Online-Pre/Post-Tests zum konzeptionellen Verständnis und wissenschaftlichen Prozessfähigkeiten wurden verwendet um Daten zu sammeln. Die Uuntersuchungs besteht aus 70 Studenten aus zwei primären Sprachschulen in Mansoura Stadt, Dakahlyia Governorate, Ägypten. Diese wurden in eine experimentelle Gruppe und eine Kontrollgruppe aufgeteilt. Der Autor verwendet ein experimentelles Untersuchungsdesign, wobei bei der experimentellen Gruppe die WVL eingesetzt wurde, während die Kontrollgruppe in einem traditionellen Rahmen studierte. Die Pre-Test Ergebnisse zeigten, dass des Anfangsstadium des konzeptuelles Verständnisses von Wissenschaft und wissenschaftlichen Prozessfähigkeiten beider Gruppen von Studenten gleich sind. Die Ergebnisse nach dem WVL-Einsatz haben folgende Punkte hervorgehoben: (A) Studierende in der experimentellen Gruppe haben signifikant höhere Mittelwerte im konzeptionellen Verständnis vor allem in zwei der kognitiven Ebenen erreicht. (B) Die experimentelle Gruppe hat in den wissenschaftlichen Prozessfähigkeiten besser abgeschnitten, vor allem in fünf von diesen Fähigkeiten. (C) Es gab keinen signifikanten Unterschiede in den wissenschaftlichen Prozessfähigkeiten von Männern und Frauen innerhalb der experimentellen Gruppe. (D) Die Abschätzung der Wirkung des WVL-Einsatzes durch die Höhe der Differenz zwischen dem Pre- und Post-Test-Noten hat ergeben, dass die Wirkung für drei der Fähigkeiten mittelmäßig ist, für zwei Fähigkeiten sehr groß und nur für eine Fähigkeit klein ist. Die Schlussfolgerung ist, dass die WVL beträchtliche Unterstützung gewährt und hilft den Studenten der Klasse vier, ihr Verständnis für die Begriffe der Wissenschaft und der Prozessfähigkeiten zu entwickeln. Dieses Ergebnis geht weit über die bekannten Veröffentlichungen auf diesem Gebiet hinaus. Die Ergebnisse dieser Studie vertiefen das Verständnis über Lernergebnisse des Virtual Lab und sind eine Evidenz für die Vorteile von Web-Basiertem Lernens (WBL) mit Relevanz für politische Entscheidungsträger, auf diesen Ausbildungsgebiet.

ABSTRACT The study aims at establishing whether Foundation Phase schooling provides a proper foundation for the promotion of scientific literacy. Natural Science in the Foundation Phase is understood as scientific knowledge, process skills, and values and attitudes, which together should foster scientific literacy. Influential perspectives on learning, and teaching methods appropriate to Natural Science education in the Foundation Phase, are reviewed, and the Natural Science Learning Area in the RNCS discussed in the context of global trends in curriculum development. Finally the findings of an empirical survey on the perceptions of Foundation Phase teachers with regard to Natural Science teaching and learning, are presented. Major findings include the following: (1) Scientific literacy is currently not a curriculum priority in the Foundation Phase, due mainly to meagre time allocation and lack of applicable Learning Outcomes. (2) Although teachers appear predominantly positive towards the Learning Area, significant shortcomings need to be addressed before Natural Science teaching in the Foundation Phase may claim to provide the required basis for promoting scientific literacy. OPSOMMING Die studie poog om vas te stel of Grondslagfase-onderrig `n geskikte basis lê vir die bevordering van wetenskaplike geletterdheid. Natuurwetenskappe in die Grondslagfase word beskou as `n kombinasie van wetenskaplike kennis, prosesvaardighede, en waardes en ingesteldhede, wat gesamentlik wetenskaplike geletterdheid ten doel het. Invloedryke perspektiewe op leer, en gepaste onderrigmetodes vir die effektiewe fasilitering van Natuurwetenskappe-onderrig in die Grondslagfase word onder die loep geneem voordat die Natuurwetenskappe-leerarea in die Hersiene Nasionale Kurrikulumverklaring bespreek word binne die konteks van wêreldwye neigings in kurrikulumontwikkeling. Laastens rapporterr die studie die bevindinge van `n empiriese ondersoek na die persepsies van Grondslagfase-onderwysers rakende Natuurwetenskaponderrig en -leer. Belangrike bevinding sluit in: (1) Die bevordering van wetenskaplike geletterdheid word nie as kurrikulumprioriteit in die Grondslagfase beskou word nie, soos blyk uit die karige toedeling van tyd en aantal leeruitkomste aan die Natuurwetenskappe-leerarea op hierdie vlak. (2) Alhoewel onderwysers se persepsies rakende Natuurwetenskaponderrig en -leer oorwegend positief blyk te wees, is daar ernstige tekortkominge wat aangespreek moet word voordat Natuurwetenskappe-onderrig in die Grondslagfase die vereiste grondslag sal kan lê vir die bevordering van wetenskaplike geletterdheid. / Educational Studies / M.Ed.

The aim of this study is to report findings of inquiry into the role that problem-based approach can play in the teaching and learning of Technology in Thabo-Mofutsanyana District in Qwaqwa. This study followed qualitative research methods and ethnographic design informed by the researcher’s desire for the study to be conducted from firsthand knowledge generated in the research setting. The researcher interviewed Grade 9 Technology teachers and experts, observed teaching and learning in two participating and two non-participating secondary schools in Murray & Roberts Technology Olympiad and analysed Technology teachers’ lesson plans and workschedules, portfolios and files of Grade 9 Technology learners. Key findings that this study produced include: PBL is a need in the teaching of Technology; learners function at a higher level of thinking; learners treat concepts at higher and deeper level; learners become more motivated and learners are able to discover theories and make inventions. / Educational Studies / M. Ed. (Didactics)