The purpose of this project was to develop a handbook of inquiry activities that can be used in high school Earth sciences.

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The aim of the study was to investigate classroom discourse among high school natural science students in Swaziland. The research problem was: Can student interactions tell us something about the negotiation of understanding during natural science teaching? A qualitative approach was used, specifically, the observational case study style. The population comprised three Form 4 students and their natural science teacher, purposely selected. Data was collected using the non-participant observation and the standardised open-ended interview methods. The collected data was analysed using the discourse analysis approach. The analysed data indicated that prevailing discourse patterns were teacher and student talk, as well as written work. A conclusion was that student classroom discourse in the natural sciences should be encouraged among all students for improved understanding and meaning making. / Science and Technology Education / M. Ed. (Natural Science Education)

Abstracts in English, Xhosa and Zulu / The rationale behind this study was, to explore how unqualified natural science teachers in grade seven conduct practical work. Furthermore, the study explored an understanding of some of the experiences, beliefs and views of unqualified NS teachers. This was a qualitative study. Data was collected through classroom observations and semi-structured interviews. The three cases were interviewed and observed separately. This study was guided by main research question: How do unqualified grade seven natural science teachers facilitate practical work in the senior phase? Which was further unpacked into three sub-questions: How do unqualified NS teachers define practical work? What are the views, aims and objectives of unqualified NS teachers about practical work? How do unqualified NS teacher conduct practical work? The study revealed that in all three cases, practical work was conducted consecutively as poorly, outstandingly, and excellently. Moreover, an intensive professional pedagogical development is recommended for natural science teachers. / Isizathu emva kwesi sifundo sasiyihlolisise indlela abafundisi bezesayensi bezendalo abangafanelekanga ngayo kwiibakala ezisixhenxe ezenza umsebenzi osebenzayo. Ngaphezulu, uphando luhlolisise ukuqonda kwamanye amava, iinkolelo kunye neembono zabafundisi be-NS abangafanelekanga. Oku kwakufundwe ukufaneleka. Idatha yaqokelelwa kumagumbi okufundela kunye noonononongo olulungelelanisiweyo. Amatyala amathathu axoxwa ngumbutho kwaye athathwa ngokwahlukileyo. Olu pho nonongo lukhokelwa ngumbuzo ophambili wokuphanda: Ootitshala abangabalulekanga bakala be-sayensi bendalo abasixhenxe banceda njani umsebenzi osebenzayo kwisigaba esiphakamileyo? Yiyiphi enye eyayixhaswa kwimibandela engaphantsi kwemibuzo emithathu: Ootitshala abangenasigxina be-NS bachaza njani umsebenzi osebenzayo? Ziziphi iimbono, iinjongo kunye neenjongo zabafundisi be-NS abangafanelekanga malunga nomsebenzi osebenzayo? Umfundisi ongenagunyaziwe we-NS uqhuba njani umsebenzi osebenzayo? Uphononongo lubonakalise ukuba kuzo zonke iimeko ezintathu, umsebenzi osebenzayo wenziwa ngokulandelelanayo, ngokugqithiseleyo, nangokugqwesileyo. Ngaphezu koko, uphuhliso olunzulu lwezobugcisa lunconywa kubafundisi bezesayensi zendalo. / Isizathu esilandelayo kulolu cwaningo kwakuwukuhlolisisa ukuthi othisha bezesayensi engokwemvelo abangafaneleki yini ebangeni lesi-7 ukuqhuba umsebenzi osebenzayo. Ngaphezu kwalokho, lolu cwaningo luhlolisise ukuqonda okunye okuhlangenwe nakho, izinkolelo nokubukwa kwabafundisi be-NS abangafaneleki. Lokhu kwakuyi-study qualitative. Idatha yaqoqwa ngokusebenzisa ukuhlolwa kwamakilasi kanye nezingxoxo ezihleliwe. Amacala amathathu axoxwa futhi ahlonishwa ngokwehlukana. Lesi sifundo sasiqondiswa umbuzo oyinhloko wocwaningo: Abafundisi abangayifaneleki bangabafundi abayisikhombisa besayensi yemvelo benza kanjani umsebenzi osebenzayo esigabeni esiphakeme? Yikuphi okwakungeniswa phakathi kwemibuzo emithathu engaphansi: Abafundisi abangaqiniseki NS bachaza kanjani umsebenzi osebenzayo? Yiziphi imibono, izinhloso kanye nezinhloso ze-NS abangaqeqeshiwe mayelana nomsebenzi osebenzayo? Ngabe uthisha we-NS ongagunyaziwe uqhuba kanjani umsebenzi osebenzayo? Ucwaningo luveze ukuthi kuzo zonke izimo ezintathu, umsebenzi osebenzayo wenziwa ngokulandelana, ngokungafani, nangokugqamile. Ngaphezu kwalokho, ukuthuthukiswa okujulile kwezobuchwepheshe kunconywa othisha bezesayensi yemvelo. / Science and Technology Education / M. Ed. (Natural Sciences)

Using a mixed-methods approach, the current study examined the relationship between early childhood preservice teachers' cultural awareness and their self-efficacy in equitable science education. It further aimed to determine if the relationship between these two constructs was moderated by their race/ethnicity or the number of languages they speak. Finally, it sought to identify preservice teachers' understanding of equity in science education, as well as how they planned to incorporate the equity concept into their future science teaching practices for diverse learners in early childhood classrooms. Data for this study were drawn from 380 preservice teachers who self-enrolled in a science methods course as part of a teacher preparation program. To measure the preservice teachers' cultural awareness and self-efficacy in equitable science education, two Likert-scale instruments, Cultural Diversity Awareness Inventory (CDAI) and Self-Efficacy Beliefs about Equitable Science Teaching and Learning (SEBEST), were employed. Qualitative data were collected by administering six open-ended questions. For quantitative results, statistically significant findings indicated that when the participants were more aware of creating a multicultural environment and instruction and/or when they were less biased and were more sensitive/knowledgeable about diversity of students and families, their expectations about science learning of students from diverse backgrounds would be higher. Furthermore, when the participants were more aware of creating a multicultural environment and instruction and/or when they felt more comfortable about confronting students or parents whose cultures and languages were different from their own, they tended to have a stronger sense of efficacy in teaching science to those students. In addition, when the participants were less biased and were also sensitive and knowledgeable about students' and families' diverse backgrounds, they were more likely to have a strong sense of science teaching efficacy. Along with these findings, participants' race/ethnicity was a statistically significant moderator affecting the relationship between their sense of science teaching outcome expectancy and awareness of creating a multicultural environment and instruction. When the awareness of creating a multicultural environment and instruction of both White and non-White participants were increased at an equal level, White participants' expectations for science learning of students from diverse backgrounds were higher than those of non-White participants. Measurement challenges were identified through the analysis process that compromised the validity of the quantitative findings. Thus, they should be interpreted with caution. For qualitative results, three predominant themes related to the participants' conceptualization of equity in science education were identified. First, the participants harbored alternative understandings of the definitions of equity in science education. One third of the participants understood equity as providing appropriate access and support based on the levels of students' needs whereas another one third defined equity as providing identical teaching services and resources to all students regardless of their backgrounds. They also conceptualized equity in science education as an issue independent of their future students' racial/ethnic backgrounds; instead, they regarded it as a subject associated with their students' English proficiency.

The purpose of the study was to explore teachers’ views on using mobile laboratories when teaching Integrated Science during science practical lessons; to assess the teachers’ competencies in using the mobile laboratories and the challenges they face in this practice. The research used a survey as a research design. The target population was all teachers teaching Integrated Science. The sample comprised of forty-five (45) respondents from Northern and Eastern provinces of Zambia. Purposive sampling was used to pick the participants of the study. In collecting data, questionnaires, interview schedules and observation checklist were used to collect data needed for this study. The instruments were piloted before they were used in the study. The findings from the study revealed that the quality of material in these laboratories are quite good but their numbers are not in line with the size of the classes, which negatively affects the teaching and learning process of practical lessons in science. Additionally, the teachers’ qualification, was found to be associated with their competence in the use of mobile laboratories; that is, the higher the qualification, the more the competence in the use of mobile laboratories apparatus. Furthermore, the study established the following challenges on the use of the mobile laboratories: inadequate materials in the mobile laboratories, schools are not financially strong to replenish them after they are used up, some teachers find it timeconsuming to prepare and set up the apparatus for experiments and orientation is needed for some teachers on how to use these laboratories. In view of the findings, it is recommended that the government should provide more laboratory materials and monitor the level of usage of these materials. Additionally, short courses should be organised aiming at improving science teachers’ knowledge and skills of the use of mobile laboratory facilities. Moreover, Continuous Professional Development (CPD) must be enhanced in schools with an emphasis on the orientation of mobile laboratories usage by all science teachers. / Science and Technology Education / M. Ed. (Natural Sciences)

The study investigated the Impact of Activity-Based Teaching Method (ABTM) on students’ academic performance in basic science at Junior Secondary Schools in Katsina Metropolis, Nigeria. Three research questions and three research hypotheses were formulated to guide the researcher in the conduct of the research. The study randomly sampled three hundred and thirty (330) out of nine thousand and six (9,006) Junior III Basic Science Students. Three of the randomly selected schools were placed as experimental control groups. A total of one hundred and sixty five (165) students were randomly sorted out, each way, to constitute the experimental and control groups. A quasi-experimental pre-test-post-test research design was used for the study. A pre-test was administered to ascertain the equivalence of the two groups. The study subjects in the experimental group were taught a number of concepts enshrined in environmental management for sustainability using the assets in activity-based teaching method; the control group was taught the same content using the lecture method for eight weeks. The students were subjected to “Basic Science Achievement Test” (BSAT); this instrument provided data for addressing the research questions and hypotheses raised in the study; the hypotheses were tested using SPSS version 20.0 packaged at 0.05 level of significance; t-test for independent samples was used to test the hypotheses. The study revealed that basic science students taught using activity-based teaching strategy performed significantly higher than their counterparts who were only taught using lecture method; similarly, there was significant difference in the academic performance of males, as compared to female students; similarly the students exposed to activity-based teaching strategy demonstrated a higher retention ability indices in the learning of basic science concepts, as compared to their colleagues who were exposed only to the lecture method. The study recommended that teachers should employ activity-based teaching methodology (ABTM) in teaching concepts in basic science at Junior Secondary Schools in order to enhance academic performance and retention of the content that was taught. The study further recommended that there should be provisions in schools of facilities, provisions and equipment which are vital for effective implementation of activity-based teaching method (ABTM). / Curriculum and Instructional Studies / D. Ed. (Didactics)

Managers of public libraries have been presented with a new set of challenges in the day-to-day operations of public libraries. These include their ability to serve as change agents as they manage the use of continuing online distance learning (CODL) for staff. This online tool may provide staff opportunities for on-the-job learning, yet for managers and managerial staff little is known about how the tool impacts their role in light of the changes. This research investigates the perceptions of 103 Northeast Texas Library System managers and managerial staff about their role as a change agent in the use of CODL using an exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to determine the outcome. Administrators from urban, suburban, and rural public libraries were surveyed using a General Training Climate Scale to explore three constructs: extent of the manager role, manager role, and use of CODL. Data analysis was performed using exploratory and confirmatory analysis to support the theoretical model. An altered model was tested and confirmed through model fit indices.

This study explores the challenges faced by high school science learners when they use English language as a medium of instruction in a South African context. Questionnaires were administered and focus group interviews were conducted with both science learners and science educators. Results indicated that learners are challenged in a number of ways when English is used to teach science especially if English is not their home language. Both learners and educators prefer to be taught and teach science respectively in English though ideally learners would like to be taught in their home languages. To overcome these challenges a home language scientific register should be drawn to cater for all learners’ home language, learners should also be proficient in English or language of science instruction. / Science and Technology Education / M. Ed. (Natural Science Education)