M.Ed. / The teaching of writing skills applicable to the content subjects in the English second language classroom is a recent concern. The concern is raised by the emphasis which the communicative approach places on the integration of skills (Kilfoil and Van der Walt, 1997:263), which many teachers seem to ignore. This neglect is seen in the leaners' poor essays which they write both in the English second language classroom and in their content subjects. It should be emphasised that teaching writing skills does not only mean teaching learners how to write compositions and letters, as is usually done in the language classroom, but also implies teaching them how to write expository texts in other subjects. The focus of this research is a group of learners from historically black secondary schools in this Province who had failed matric several times and were admitted to various Colleges of Education in the Northern Province to be offered a Finishing Programme. These learners seem to be `underprepared' in as far as expository writing is concerned. Miller (1989:158) defines the concept of `underpreparedness' in educational terms as the gaps that the learners have in their knowledge which require help in filling in blank spaces. The finishing learners at the Colleges in the Province constitute a small group among thousands of matric pupils who are underprepared for matric.

D.Ed. / This research study focusses on assessment in the Natural Sciences learning area in grades 8 and 9. The aspect under focus is the extent to which educators can apply assessment methods, tools and techniques in this learning area. Outcomes-based education makes use of outcomes-based assessment which incorporates different methods of assessing learners. This study is concerned with the assessment practices of educators in the classroom. The literature examined looks at what is science?, what is assessment?, assessment in outcomes-based education and outcomes-based assessment in the Natural Science learning area. Both quantitative and qualitative methods of data collection were used in this study. The research instruments used were questionnaires, lessons observations, interviews and analysis of learner portfolios. As a research strategy, questionnaires were administered and analysed; assessment lessons were observed and analysed against principles for outcomes-based assessment; interviews were held with educators, subject advisor and OBE facilitator and learner portfolios were analysed in order to validate data gathered. The findings of the study revealed that educators have begun assessing using the outcomes-based assessment model, however, they are assessing on a very superficial level. The assessment tools, techniques and methods available to educators are not being used properly. It was found that the reason for this was that educators do not fully understand how to assess outcomes and they are not familiar with the assessment criteria. Certain assessment methods like self - and peer - assessment were totally neglected. Educators did not know how to use rubrics and rating scales when assessing learners. From the evidence in the learners’ portfolios, it was found that there is still an over-reliance on tests and that teacher assessment is the dominant assessment method. From the lesson observations it was found that content of the Natural Science learning area was not being adequately covered. In addition, Physical Science sections of the curriculum were deliberately not taught due to inexperience by educators in this field. The lesson observations also revealed that practical work in the form of experiments, observations and investigations was limited and in many cases not done at all. Educators cited lack of experience and resources. It was found that educators over-used textbooks and relied on them as the only source of scientific information. Planning of assessment was also another key area that needed attention.

This research report is based on the Qualitative Research Study conducted at the Masakhane and Madadeni Circuits in Northern KwaZulu Natal. The purpose of this production is to have a frame of reference for currently practising educators in the main stream and the orientation of the newcomers in the field of primary School Science Education. The report will assist educators to develop their skills, confidence and enthusiasm towards promoting learner-centred and activity-based teaching and learning. I believe that learners learn best when their minds are actively manipulating ideas and their hands are actively manipulating material. I also value the participation of educators to, in a collaborative way, effectively utilise the ideas reflected in this research report. South Africa desperately needs to achieve equitable development, in an ever more competitive world economy. Learners therefore, must be prepared to enter a job market where an increasing number of jobs require scientific understanding. Science education must also ensure scientific literacy, so that every learner is prepared to participate in a democracy where an increasing number of issues have a scientific dimension. Because of poor basic Science Education, most Black learners are already effectively eliminated from a pathway leading to careers in Science and Technology, before they have even reach Secondary School. The legacy of unequal access to quality education cannot be wished away over night. For this reason, this research maintains its focus on historically Black schools. Poor teaching strategies can be traced back to the escalating crisis in Black Education in the 1960s and 1970s. In the absence of a legitimate and caring Government, it was left to interested people in civil society to address the problem. It is for this reason that I became interested in investing in the development of Black primary School Science educators in particular. I presume that the exposure to my findings will propose a broader view of educator development, taking into account the wider range of skills that educators need to implement, and to improve teaching methods in the classroom which include among others: • Subject knowledge • Practical competence with experiments • Classroom management skills • Apparatus management skills • Pedagogical skills • Language skills However, because of our unparalleled and hard won experience in the field, I believe my research will be of interest to all primary School Science educators to enhance their knowledge in the field of primary School Science Education. Apart from the findings that will be discussed in one of the chapters, this report recognises the necessity of: • An activity-based approach to Science teaching and learning underpinned by critical reflection. • The empowerment of educators for self-development and professional growth within a collaborative learning environment. • The institutionalisation of sustainable teaching, learning and management processes driven by self-reliant educators. • Acknowledging the rights of participation of relevant stakeholders in decision-making and corresponding accountability. • The development of a socially responsible, scientific and technological culture that enhances life-skills, vocational opportunities and public commitment to economic development in a healthy environment. Vaughn’s (1976:24) opinion is still relevant when he says: “All individuals have a role in developing and sharing accountability for the effective implementation of the educational goals developed. The result will enhance the process and lead to the ultimate goal of quality education for all children.” / Dr. M.C van Loggerenberg

The central focus of this study was to determine the extent to which identity formation influenced Zimbabwean A-level female students’ perceptions of and participation in physics. The themes from the sub-problems included the influence of contextual factors on identity formation in relation to physics as a subject at Advanced Level (A-level), facets of identity formation considered to be of significance by female students in relation to physics, the way in which female students’ perceptions of physics influenced their participation in the subject as well as the factors of identity formation considered as contributing to developing an orientation towards physics by female students. A qualitative approach grounded in an interpretivist paradigm was used. A tri-hybrid theoretical lens comprising of Wenger’s (1998) Social Learning Theory featuring CoP, the Feminist Stand point Theory and Sfard and Prusak’s (2005) notion of ‘telling’ identities or stories, enabled a rich understanding of the influences of identity formation on female students’ perceptions of and participation in physics. The data generating methods used were classroom observation, Draw-A-Scientist Test and semi-structured interviews conducted with nine participants. The data were collated to generate narratives. Key findings: The contextual factors that influenced the identity formation of female students and subsequently their participation in physics at A-level included: Parental and siblings influence; cultural perceptions; impact of the O-level experience; A-level physics teachers’ attitudes; classroom and laboratory experience; male peer influence and other factors such as an understanding of the relevance of physics in daily life. Facets of identity formation considered to be of significance by female students in relation to physics included: being confident, fearless, intelligent, and courageous, liking physics and being determined. These facets motivated them to develop an identity in favour of physics. The female participants studying only mathematics perceived themselves as very intelligent but with a fear of failing physics, lacking confidence and courage. Female students who held negative perceptions towards physics chose to do only mathematics at A-level while those with positive perceptions which influenced the formation of a positive physics identity displayed enthusiasm and commitment to achieve high levels of performance in the subject. Factors of identity formation considered as contributing positively to the development of an orientation towards physics by female students included the importance of v female physics teachers as role models, motivation from O-level science teachers, high self-confidence, high self-esteem, parental support and encouragement, and aspirations towards a physics related career. Gender insensitivity displayed by male teachers, male peer harassment and gender stereotyping are factors in identity formation considered as inhibiting the development of an orientation towards physics by female students. This study provides physics educators, physics planners and the government with detailed information on the role identity formation plays on the participation of Zimbabwean female adolescent students in A-level physics. The findings may be used by heads of schools to sensitise academic staff on the gender dimensions of teaching and learning as well as by counsellors and parents to encourage females to enrol for physics and mathematics as their subjects of choice. This study also contributes to the strengthening of educational research in Zimbabwe, especially research aimed at emancipation of female students in Zimbabwe.

In this study I investigated the effect of a science literacy strategy on the development of grade six and seven second-language learners’ general literacy skills in both their home language (isiXhosa) and language of instruction (English). The scientific literacy strategy used focuses on reading to learn science, writing to learn science, classroom discussion and argumentation. A mixed method design was used. Quantitative data were collected from baseline and post-testing of language skills of learners. Qualitative measures were generated through interviews of learners and teachers and classroom observations. The sample comprised of seven grades six and seven (multigrade classrooms) classes in seven primary schools situated in the rural areas near Hogsback in the Eastern Cape (five experimental schools and two control schools). Mean differences between the experimental and control groups for the reading, listening, writing and speaking aspects of the literacy tests were computed and the data generated were treated statistically using Analysis of Variance. The qualitative data were used to gain deeper insights into the quantitative results. The data suggest that the science literacy strategy statistically significantly improved the learners reading skills in English, their listening skills in both English and isiXhosa, and their writing skills in isiXhosa over a six-month period. Possible explanations for these results are that the reading material was in English only, extensive use of code-switching from English to Xhosa was made by the teachers while teaching, and that learner classroom discussion and writing in isiXhosa was encouraged.

Content and Language Integrated Learning (CLIL) is an innovative educational approach in which an additional language is used for the learning and teaching of both language and subject content. Content and Language Integrated Learning is not commonly used in South African classrooms, but its application internationally has been shown by empirical research to significantly improve overall language competence in the target language. Reports indicate increased learner motivation and support for the learning of the content subject. This study sought to consider whether CLIL intervention would improve both language and science skills amongst Grade 8 learners in a Natural Sciences classroom. The researcher used a concurrent embedded mixed method design, including both quantitative and qualitative methodologies to gather data. An experimental test design with English Home Language classes and Afrikaans Home Language classes was employed. Hypothesis Testing was used as a statistical analysis to compare the pre-test and post-test results in order to ascertain the impact of CLIL intervention. In addition, the poster-activity and an open-ended questionnaire was used to qualitatively ascertain the impact of CLIL on learner literacy skills. The results showed that CLIL intervention improved learner performance significantly when compared to learners who were not exposed to CLIL. In addition, CLIL lessons were perceived as effective and learners verified that the approach was beneficial to their learning process.

In this study toys were used as educative curriculum material in an intervention on the topic of energy aimed at Intermediate Phase pre-service science teachers (n= 87) registered for a BEd degree at the Nelson Mandela Metropolitan University, South Africa. The intervention consisted of, amongst other elements, lectures, assignments and toy workshops, with the latter being a key driver in the process. The choice of toys as the educative curriculum material was informed by the fact that there is a huge variety of simple, reasonably priced and easily procured toys that are suitable to demonstrate the concept of energy from both theoretical and practical perspectives. The conclusions that can be drawn from the study are that the use of toys in the preparation of pre-service primary school teachers has the potential to substantially improve their subject content knowledge (SCK), pedagogical content knowledge (PCK), and their confidence related to these two constructs with respect to their understandings of energy. The data generated also suggest that when appropriate educative curriculum materials are integrated into a topic in science-teacher education, there may be a substantial positive impact on pre-service teachers‘ confidence in both their understanding of the science content and their perceptions of their ability to teach this content. An additional finding of the study was that, despite its popularity, status and usefulness over many years, the Science Teacher Efficacy Belief Instrument (STEBI-B) shows low sensitivity to measuring changes in efficacy as a consequence of the so-called ‗ceiling effect‘. The ceiling effect is a result of initial high scores which provide little opportunity to show iii substantial positive change as a result of an appropriate intervention that is designed to improve efficacy. While this study did not directly address this lacuna in STEBI-B, it made use of an innovative descriptive statistic, ‗percentage gain of potential‘, in an attempt to describe and interpret even small changes in efficacy as measured by STEBI-B.

This study evaluated an experimental program in informal learning, “Light and Illusion,” developed by the Vancouver School Board in cooperation with the Arts and Sciences Centre of Vancouver. A mail questionnaire was developed based upon a review of the literature on informal learning . The questionnaire was distributed to the Vancouver School Board teachers who visited the workshop with their students. The study was conducted over a three month period; 94 of the 150 questionnaires sent out were returned (69% return ) . The questionnaire sought to determine which teachers (grade level and subject area) used the workshop, how teachers used the workshop, what teachers liked and disliked about the workshop, and what suggestions they had for future workshops. The results were reported as percentage responses to the questionnaire items. In addition , a series of observations and recommendations were made. In particular the study showed that 90% of the attending teachers were highly satisfied with the workshop as a learning experience for their students. They commented favorably on the quality of the exhibits , freedom of choice, and the noticeable increase in student interest in science. Elementary teachers rated the workshop more highly than did secondary teachers, although both indicated they benefited by seeing their students work in a novel environment. Teachers thought that further informal learning workshops should be offered to students through the cooperation of the Vancouver School Board and the Arts and Sciences Centre. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of this investigation was to answer two basic questions, namely, (1) Is the mental factor of Field Dependence a significant predictor of achievement of science process skills? and (2) To which of the three different levels of Field Dependence, Global, Middle or Analytic, are the two major methods of teaching Science 8 in British Columbia schools, (ISC, Labtext) best suited? This investigation grew out of the author's classroom teaching experience. It was observed that in classes of grade 8 students using "Labtext in Science, Book 1" [Cannon et al., 1968] as a guide, some students seemed to experience difficulty in performing the investigations, while certain other students found these investigations to be exciting and rewarding. Similar observations were made in classes using the text "Introducing Science Concepts in the Laboratory" [Schmid, 1971]. The different learning styles appeared to have no relation to the "intelligence" of students as measured by standard IQ tests. Some students in both classes who experienced difficulty possessed a relatively high IQ. The writer sensed that Witkin's concept of Field Dependence [Witkin et al., 1962] could be a useful way of explaining why one method of science instruction could suit the learning style of some students and not others. In order to investigate this notion more systematically, two methods of teaching embodied in the two different texts identified above were, first of all, carefully delineated. Briefly, the Labtext method was described as a learning situation which allowed much freedom of individual action during an investigation, while the ISC method was described as a structured learning situation in which specific instructions were given and guiding questions were asked. On the basis of Witkin's findings [Witkin, 1969] it was felt that field dependent (global) students would function better with the ISC method while field independent (analytic) students would be more successful with the Labtext approach. Cognitive style was assessed by means of the Hidden Figures Test, and achievement was measured by means of the Test of Science Processes. The experimental phase of this study took place over a period of one complete school semester. At the outset students were randomly assigned to six classes of which the author taught four, with two classes assigned randomly to each method. A second teacher taught two classes, randomly assigning one class to each method. The involvement of two different teachers allowed a study of the effect of teachers on achievement, and the fact that one teacher taught two classes with each method provided a situation in which the effect of one teacher using the same methods with different classes could be studied. The expected superior performance of analytical students compared to global students in terms of achievement in science process skills was confirmed. No evidence of overall superiority of one method of teaching over the other was found. There was no significant overall teacher effect, however, the three-way interaction effect showed that the effectiveness of a particular teaching method for a particular cognitive style varied according to the teacher. No firm conclusion regarding the interaction effects could be reached due to several intervening variables. The possibilities of interaction between test format and the cognitive style of students, and the interaction between the cognitive style of the student with that of the teacher were discussed. The implications of the construct of cognitive style for junior secondary science education were discussed in terms of methodological reform, and much needed research to determine the nature of the effect of a teacher's cognitive style on classroom learning situations was suggested. / Education, Faculty of / Graduate

The Surrey School District has sponsored a District elementary schools science fair (grades 4-7) for 21 years and voluntary participation has increased throughout this time. Despite this popularity, no studies have been conducted regarding the science fair. A survey of the elementary schools in the Surrey School District was conducted. The four areas identified for investigation were: (a) participation in school and district science fairs (b) organization of school science fairs (c) relationship between science instruction and science fair participation, (d) teacher participation in science fairs. Two questionnaires were developed. One was distributed to all elementary teachers in Surrey and the other was distributed to all elementary principals in Surrey. Response rates were 77% (teacher's questionnaire, n=346) and 88% (principal's questionnaire, n=59). Data analysis was in the form of frequencies of response expressed in percentages. Some crosstabulatons were calculated. The major findings of the study were: (a) most schools (95%) participate in the science fair, (b) most schools (85%) Include primary students in the science fair, (c) 4 827 Intermediate students (83%) completed a science fair project, (d) all schools encourage public viewing of their science fair, (e) teachers do not vary their science Instructional activities, lnstructonal materials, or their instructonal time, from the fall to the spring, (f) teachers provide extra instructional time and extra-curricular time to assist students with preparation of science fair projects, (g) teachers evaluate science fair product and not the process of completing a science fair project, (h) most teachers (75%) reported a willingness to attend science fair inservice, (i) teachers and principals have very similar attitudes toward science fair, (j) many teachers (n=89) and principals (n=39) made general comments about the science fair. The study recommends that the Surrey Elementary Schools Science Fair be continued and that further study be conducted regarding the type and amount of assistance that elementary students require to complete a science fair project satisfactorily. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate