The major purpose of the study was to determine whether science process achievement tests could be developed for administration to groups of primary grade students. Six Basic Science Process Tests (BSPT) were constructed as samples of the format proposed. Each BSPT was designed to assess one of the basic science processes taught in the first three parts of the 1967 edition of Science--A Process Approach (Sci-APA). The test items were projected 35 mm color slides with a tape recording which asked questions and controlled slide advancement. Pilot studies in kindergarten, and first and second grades with 320 students in Corvallis and Portland, Oregon during the spring of 1968 contributed to the development of general testing procedures and directions for training students to use BSPTs. Preliminary indications of item performance and time requirements were determined from administrations of groups of validated items to students just completing a year of Sci-APA study at the minimum expected grade levels. The sample BSPTs were assembled and synchronized for automatic administrations to students who had studied the 1967 edition of Sci-APA. Measuring and Classifying BSPTs were administered twice to classes of first, second and third graders in Park Falls, Phillips and Rhinelander, Wisconsin during September, 1968. The 850 students yielded more than 100 students who took each BSPT at the minimum expected grade level who had Sci-APA the previous year, and more than 100 students in the same grades who had no Sci-APA experience. Test-retest score pairs were correlated for each experience group to give reliability estimates for each BSPT. The major question was whether groups of primary grade students could be assessed with the tests developed concerning their science process achievements. The administrations of the standardized, synchronized BSPTs seemed acceptable with student groups. Two of the six BSPTs were accepted as reliable on the basis of test-retest correlations. Thus, it was concluded that successful educational measurement instruments can be constructed to assess science process achievement using this format. A second question considered whether there was a difference in BSPT results between students who had studied Sci.-APA for a year and those who had not. Three of the six BSPTs yielded significantly higher means for the Sci-APA trained groups. Both of the reliable BSPTs which assessed process achievements taught in Part A of Sci-APA produced significantly higher means for Sci-APA students. / Graduation date: 1970 / Supplemental material (tests, slides and audio tapes) can be accessed and used on-site at the Valley Library.

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Research indicates that conceptual knowledge and abstract thinking was deficient in South African learners (TIMMS, 1999, 2003; Gower 2008). The general poor performance of learners in Reading, Mathematics and Science has spurred the Department of Education to conduct a campaign to boost learner performances in these learning areas. / Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2009.

A thesis submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Doctor of Philosophy. Johannesburg, 2014. / Outcomes-based education was introduced into South Africa almost 20 years ago amidst much controversy. During the period of my study, a modified version of the outcomes-based curriculum was in use, i.e. the Revised National Curriculum Statement Grades R-9. In this curriculum, critical and learning outcomes were described and a learner-centred approach advocated which would enable learners to achieve the outcomes. Human reproduction was introduced as one of the content areas in the senior phase of the Natural Sciences. Human reproduction is a sensitive but very relevant topic in South Africa where HIV/AIDS, teenage pregnancy and child abuse are prevalent and so was selected as a Grade 7 topic in one educational district of Gauteng. In my study, I was interested in finding out what factors influenced Grade 7 teachers' implementation of outcomes-based approaches when teaching Human Reproduction. I explored the use of learner-centred approaches and the extent to which the critical and Natural Sciences learning outcomes could be achieved through these approaches. Firstly I wanted to know to what extent Grade 7 teachers used outcomes-based and learner-centred approaches when teaching human reproduction. Secondly I was interested in the factors that influenced the teaching of human reproduction. Thirdly I set out to find which factors affected the use of outcomes-based and learner-centred approaches during the teaching of human reproduction. Lastly the influence of teachers' behavioural, normative and control beliefs on their teaching of human reproduction in outcomes-based and learner-centred ways were of interest. My theoretical framework took into account the above-mentioned factors and beliefs about the influence of these factors and their possible impact on teaching human reproduction in outcomes-based and learner-centred ways. My research involved a workshop for Natural Sciences teachers on the teaching of human reproduction to Grade 7's, followed by a survey. Forty teachers completed the survey questionnaire in which they recorded their perceptions of the expected influence of the learners, the learning environment and support structures, as well as teachers' beliefs, on the teaching of human reproduction. Ten of these teachers participated as the case studies in my multiple case study, forming a convenience sample. I used a mixed methods approach in my investigation, starting with the survey questionnaire and then narrowing my focus to the ten case study teachers and becoming a participant observer in their classes. I recorded my data in field notes and as digital recordings of class discussions and when teachers had completed teaching human reproduction, I interviewed them. The data from the questionnaires, interview and lesson transcripts and field notes were analysed and conclusions drawn. I used profiles to assess the achievement of the critical and learning outcomes by each teacher and to assess the extent to which each teacher used learner-centred approaches when teaching human reproduction. A cross case analysis enabled me to compare the teachers with regard to each outcome and learner-centred feature. Some quantitative data from my surveys and mostly qualitative data from my observations and interviews were used to explore the influence of factors internal to the teacher, i.e. personal and professional factors, and those external to the teacher such as the learners, the iii learning environment and support structures. I also used the qualitative data to identify the influence of behavioural, normative and control beliefs about teaching human reproduction in outcomes-based ways on practice. My findings were that all teachers taught towards some outcomes and used some learner-centred approaches and these differed amongst teachers. The profiles enabled me to identify overall strengths of each teacher as an outcomes-based and learner-centred teacher, and the cross-case analysis indicated which outcomes were being met by learners through the teaching and learning approaches used. I found that the learning environment, and in particular the provision of or lack of learning support materials and other resources, impacted on the achievement of the outcomes. The school principals, colleagues, parents and friends proved to be mostly very supportive of the teaching of human reproduction and the need for strong communities of practice became evident. The choice of language was seen as a dilemma but my findings pointed to the use of home language or preferably code-switching to promote conceptual development and the development of English language skills. Cultural beliefs of learners contributed to their prior knowledge, and religious beliefs influenced some teachers who promoted more conservative values amongst their learners regarding sexuality. The need for clear boundaries on what could be discussed in class became evident, to protect both the teacher and learner from intrusion into their personal lives. Group work was seen as an important approach for this sensitive topic, and the need for workshops to strengthen teacher's subject content knowledge and thus their self efficacy when teaching human reproduction and to build strong communities of practice in which ideas and experiences could be shared amongst teachers, was a finding of this study. In conclusion, some teachers were more outcomes-based and learner-centred than others. Subject content knowledge, choice of an appropriate language or language mix for teaching and learning, suitable learning environments with adequate learning support materials, school, district and parental support for the teaching of human reproduction all promoted a teachers sense of self-efficacy and made a difference to their teaching of human reproduction using outcomes-based approaches.

The study rests on the assumption that teachers of Natural Sciences apply various assessment strategies in their interaction with learners. Among the strategies that are proposed by the National Department of Education is the use of formative assessment. Due to the challenges that face teachers of this learning area, the researcher opted to explore the implementation of formative assessment, especially because there is vast lack of implementation of various departmental programmes and initiatives that are aimed at the betterment of our education system during this transformation period. To engage in this study, the researcher purposively selected three primary schools with Grade Seven classes in Umlazi District. Three research methods are employed to investigate the implementation of formative assessment in Grade Seven Natural Science classes, namely, semi-structured interviews, semi-structured observations and document analysis. Purposive, criterion-based selection was used to select participants to the study. Participants involve teachers of Natural Sciences at Grade Seven level. Data were collected using the afore-mentioned methods, and were analysed using Vygotsky’s theory constructivism and his concept of the Zone of Proximal Development (ZPD). Data were presented narratively, graphically and in tabular forms. The data are extensively discussed with reference to literature on formative assessment. The discussion is aimed at responding to the three research questions that drive the entire investigation. Findings thereof are presented in narrative form. The data collected helped the researcher to make sound conclusions about the implementation of formative assessment in the three sampled primary schools. Recommendations are made concerning the implementation of formative assessment in respect of what could help teachers achieve the prescribed learning outcomes and assessment standards through the use of formative assessment. Though the findings presented indicate the contextual factors typical to the three sampled schools, particularly the Grade Seven classes, they could be transferred to other institutions with similar settings because this is a case study research. This means that what happens in the three selected schools could be common to other schools as well regarding the use of formative assessment during teacher-learner interactions. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Thesis (Ed. D.)--University of Hawaii at Manoa, 1996. / Includes bibliographical references (leaves 237-246). / Microfiche. / xvii, 246 leaves, bound ill. 29 cm

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

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.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Science in Information Technology in Education