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)

This study sought to explore the pedagogical practices of teachers in science classrooms. In this study, pedagogical practices are taken as interactions between teachers, learners and learning tasks which aim to promote and facilitate learning of their learners The study adopted an exploratory sequential mixed-methods design to collect both quantitative and qualitative data from the senior phase (i.e. grades 7-9) Science teachers. The teachers were purposively selected; two from rural schools and two from urban schools in the Limpopo Province of South Africa. Data on teachers’ pedagogical practices were collected using survey questionnaire, focus group interview and lesson observation. The main research question for the study is “what are teachers’ pedagogical practices when teaching science?” This overriding research question was addressed by exploring the specific research questions: 1) how do science teachers teach their lessons? And 2) what informs teachers’ pedagogical practice when teaching science? The null hypothesis for this study was “there is no significant difference between teachers’ qualification and their pedagogical practice when teaching science” while the alternative hypothesis was “there is significant difference between teachers’ qualification and their pedagogical practice when teaching science”. The quantitative data collected by means of structured questionnaires was analysed using a computer package (i.e. SPSS version 22) while the qualitative data collected by means of focus group interviews and lesson observation was analysed using content and thematic analysis. The findings from the study revealed that teachers in the study incorporate in varying degrees learner – centred; and teacher- centred pedagogies in their science lessons. Whilst majority of the teachers in the study expressed a behaviouristic view of learning, which indicates a predisposition to teacher – centred pedagogy in the classroom; however, other pedagogical practices indicated by the teachers and observed in the science lessons are consistent with constructivist or learner – centred pedagogy which suggests strategies that may be used to provide a meaningful learning experience in science. The study further found that there is a significant association between the educational qualification and their pedagogical practice when teaching science in the visited schools; therefore the alternative hypothesis is accepted and the null hypothesis is rejected. Based on the findings of the study, the following recommendations are made: i. In service training on subject content knowledge for natural science teachers, especially those without science qualifications so that they can grapple with the subject content knowledge. ii. Science workshops to be organized from time to time to train teachers on effective teaching practices in the classroom. iii. Outsourcing or involving more than one teacher in the teaching of natural science in schools. iv. Equipping of schools with science laboratories so that teachers can carry out science experiments with learners. v. The schools must ensure that only teachers with science qualifications are assigned to teach natural sciences in the senior phase. / Curriculum and Instructional Studies / Ph. D. (Education (Curriculum Studies))

The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations. / Teacher Education / D. Ed. (Didactics)

This study investigated the interactive use of computer simulations (CS) and videos on magnetism in Grade 10 at four high schools in the Mpumalanga province. Magnetism is one of the sections of the Physical Sciences CAPS curriculum. Four MST high schools in the Badplaas/Mashishila circuits of the Gert Sibande district in Mpumalanga were used as a case study. Three schools were used as experimental groups while the fourth school was used as control group. The first group was taught using computer simulations. The second group was taught using videos. The third group was taught using both computer simulations and videos, and the fourth group was taught using normal traditional methods. Using the pre-post test non-equivalent control group design, it was found that learners in all the experimental groups, who were taught using either computer simulations or videos or both, achieved significantly higher scores after being subjected to the post-test than learners in the control group, who were taught only by the normal traditional method. Furthermore, learners who were taught using a combination of CS and videos achieved significantly higher scores than learners who were exposed to only CS or only videos. Class observations conducted during the study reported that the use of information communication technology (ICT) tools with learners in the experimental groups proved to be informative, motivational and inspirational. This was evidenced by active learner participation, the learners being able to make predictions after observations and provide scientific explanations of concepts through discussions. The use of ICT tools in the form of CS and videos proved to be an effective instrument which can enhance learning. / Physics / M. Sc. (Physics Education)

Namibia is one of the countries with distinct historical education systems that shifted from the traditional teacher-centred approach to learner-centred approach to improve learning outcomes. Despite for the call upon secondary school teachers in Namibia to adopt the learner-centred approach, the pass rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very low with about 50% of the Grade 10 JSC learners failing to make it for senior secondary level. Therefore, this study sought to explore science teachers’ knowledge, practice and perception of learner-centred approach. This study employed a pragmatic approach using an explanatory sequential mixedmethods design to collect quantitative data first and then explaining the quantitative results with in-depth qualitative data. The structured questionnaire, interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis was used for the data collected by the questionnaire while qualitative data analysis was used for the data collected by interview and the observation protocols. The results showed an understanding of learner-centred approach and most teachers use a mixed approach to teaching that incorporates both learner-centred approach and teacher-centred approach. Furthermore, results showed that teachers view learner-centred approach as effective but its effectiveness is reduced by poor participation of learners, large class sizes and inadequate instructional materials. Following the results, it was recommended that the Ministry of Education and education policy makers must consider strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance. / Science and Technology Education / M. Ed. (Natural Science Education)

Communication seems to play a pivotal role in any high school classroom. But it was found those classes or certain individual students shy away from engaging in effective communication during natural science lessons in Swaziland. One of the directives in the Swaziland National Education Policy states that syllabuses for studies in Form 4 and 5 should enable learners to develop essential skills which include communication and language skills. This study then, on realising that there was a gap between what was stated in the Education Policy and what was actually the case in the natural science classrooms, sought for a solution that would encourage effective communication in natural sciences. Therefore, the main purpose of the study was to encourage active participation of high school students in natural science lessons. The main research question posed for this purpose was: Can student motivation enhance classroom discourse for the negotiation of science understanding? Five sub-questions emanated from the main research question: (a) How does classroom discourse relate to natural science understanding? (b) What effect does external motivation have on discourse during natural science lessons? (c) What is the effect of feedback during natural science learning? (d) How can feedback be enhanced in the natural science class? (e) Which teaching strategies improve interactions during natural science learning? The study is organised into five chapters. The first chapter summarises the whole study by giving the problem statement, research aim and objectives, definition of terms, as well as chapter divisions. Chapter two provides the background to the study through the discussion of education theories based on classroom discourse and motivation. The third chapter presents detailed information about the research design, methods of data collection and analysis, as well as a proposed method for motivating students. The fourth chapter presents the research results, analysis and discussion. The fifth and the final chapter presents research findings, concluding remarks drawn from the research findings, as well as recommendations for similar future research. The case study style uses a qualitative, descriptive and exploratory approach. The study concentrated on theories explaining learning and motivation. The sample comprised six purposefully selected students and their two physical science teachers. Data were collected using the standardised open-ended interview and non-participant lesson observation methods, and from documents. The data were collected in two phases, the pre-motivation phase and the motivation phase. The collected data was further categorised into two segments, with each segment being a unit of analysis. One of the segments was composed of oral interchanges, while the other was composed of students’ written work. The data was then transcribed, coded, analysed and discussed using the thematic discourse analysis approach. The principles of triangulation, reliability and validity ensured the credibility of the study remained intact. Research ethics were also observed by the researcher and there was trust, respect and autonomy during data collection. The ethics observed included informed consent, confidentiality, beneficence, anonymity and non-malificence. Permission to collect data was sought and obtained from all concerned. The motivation method helped the physics group improve more (55%) than the chemistry group (7%) in tests. In the overall performance the two groups improved more or less the same: the chemistry group improved by 4% while the physics group improved by 5%. There were three main findings for the study and they revolved around the purpose and the research question. The first major finding was that the motivation method used with the students instilled self-discipline in the students, resulting in self-regulated behaviour and better understanding of science concepts. The finding suggested that motivated students are self-disciplined and take ownership of their learning. The second major finding was that during the motivation phase of data collection interactions improved between the students and their science teachers. These interactions were in the form of classroom talk, submission of school work and feedback. It was inferred that motivated students communicate more effectively and with better understanding of the concepts taught. The third major revelation was that the students were motivated by learner-centred teaching strategies and the use of teaching aids in a science laboratory. A main finding for the first sub-question was that the more students interacted with each other, with their natural science teachers, and with their books the more they appreciated and understood science concepts. For the second sub-question the main finding was, the motivation method used with the students improved discourse during natural science lessons. The marks the students were awarded gave them the energy to engage more in science activities and to behave well. The main finding for the third sub-question was that prompt feedback and positive comments motivated students to engage more in science discourse and to understand science concepts better. An important finding from the fourth sub-question was that prompt and positive feedback enhanced feedback, as well as giving students tasks that were not too far above their abilities, enhanced feedback in the natural science class. For the fifth sub-question it was found that student-centred teaching methods as well as teaching aids and learning in science laboratories improved interactions during natural science learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

This study was motivated by the lack of in-service training in cooperative learning and science process skills whereas both are emphasized in the new natural sciences curriculum. The aims of the study were to determine the influence of cooperative learning on the development of science process skills. Two classes were selected from two rural schools for inclusion as case studies of this research. These classes were taught using the Jigsaw and Group Investigation methods of cooperative learning respectively. Pre- and post-tests were administered on the two classes and the influence of these methods on learners' achievement on four process skills were determined. Mixed results were found with regard to the influence of the two cooperative learning methods on the development of learners' process skills of observation, controlling variables, graphing and experimenting. / Educational Studies / M. Ed. (Natural Science Education)

This study aimed at determining whether participating in an environmental education programme (GLOBE) was positively reflected in participants' environmental perceptions, attitudes and level of environmentally responsible behaviour. An ecologically homogeneous sample consisting of 40 Grade 8 GLOBE participants and 40 non-GLOBE participants was selected. Pearson correlation coefficients, multiple regression analyses and t-tests were employed to compare the research groups. Results showed that GLOBE participants were more positive in their attitudes and actions toward the environment than non-GLOBE participants. GLOBE participants were however not environmentally more perceptive than non-GLOBE participants. Analysing responses of the GLOBE participants in terms of gender and place of residency was fruitless as the sample was too small to yield meaningful results. It was recommended that a more controlled and extended replication of this study, paying specific attention to initial motivations for participation/non-participation in the GLOBE programme, be considered. / Psychology / M.A.

This study was motivated by the lack of in-service training in cooperative learning and science process skills whereas both are emphasized in the new natural sciences curriculum. The aims of the study were to determine the influence of cooperative learning on the development of science process skills. Two classes were selected from two rural schools for inclusion as case studies of this research. These classes were taught using the Jigsaw and Group Investigation methods of cooperative learning respectively. Pre- and post-tests were administered on the two classes and the influence of these methods on learners' achievement on four process skills were determined. Mixed results were found with regard to the influence of the two cooperative learning methods on the development of learners' process skills of observation, controlling variables, graphing and experimenting. / Educational Studies / M. Ed. (Natural Science Education)

This study aimed at determining whether participating in an environmental education programme (GLOBE) was positively reflected in participants' environmental perceptions, attitudes and level of environmentally responsible behaviour. An ecologically homogeneous sample consisting of 40 Grade 8 GLOBE participants and 40 non-GLOBE participants was selected. Pearson correlation coefficients, multiple regression analyses and t-tests were employed to compare the research groups. Results showed that GLOBE participants were more positive in their attitudes and actions toward the environment than non-GLOBE participants. GLOBE participants were however not environmentally more perceptive than non-GLOBE participants. Analysing responses of the GLOBE participants in terms of gender and place of residency was fruitless as the sample was too small to yield meaningful results. It was recommended that a more controlled and extended replication of this study, paying specific attention to initial motivations for participation/non-participation in the GLOBE programme, be considered. / Psychology / M.A.