The research study was conducted at Ixopo High School, an English medium, former model-C, co-educational school in Kwazulu-Natal. The research is located within an interpretive paradigm and is informed by the constructivism theoretical framework. The learners and educators who participated in this research study did so voluntarily. The principal objective of this case study was to investigate the challenges faced by 30 Grade 10 Science learners in understanding the problems posed in the mechanics section of the Physics syllabus. This investigation was carried out using two learning strategies: problem solving and practical work. Various authors have noted some sections in the Physics syllabus are often misunderstood by the learners, for different reasons. From the literature and from the author’s personal experience it was found that mechanics is a topic that the learners of different races and age groups find difficult to conceptualise. In general, learners have misconceptions and make errors in Physical Sciences. Often educators view children’s errors and misconceptions in terms of low intelligence, low mathematical aptitude, perceptual difficulties or learning disabilities instead of attempting to discover the real causes of the errors. Educators need to find out why the learners make these mistakes, in order to help them. In most cases Mathematics forms a basic common element in scientific study. Hence, science learners need to be able to deal with numbers, operations, symbols and mathematical formulae. The term “science” embraces a very wide area of subject matter. Different learners will have widely differing interests within the many subdivisions of this field. This presents a problem when preparing learners for the scientific language they will need to study different branches of science. This implies that failure to understand the meaning of words or symbols inevitably impairs communication. The data analysed was collected using a variety of data collection tools. The main data generation tools were science tasks, structured interviews and group interviews and questionnaires. The analysis revealed that learners were lacking in mathematical skills and science register (terminology). Both first and second language English speakers encountered problems in science register but the study found that the problem was more pronounced in the latter. The findings of this study also highlighted that learners understand how to think mathematically when they are resourceful, flexible, and efficient in their dealing with new mathematical problems in mechanics. However, mathematical problem solving performance is built on the foundation of basic mathematical knowledge. The study suggested that even when the challenges of a general understanding of English as the medium of instruction and scientific language (register) are overcome, learners are still challenged by mathematical problem solving strategies; reading and writing of science; making meanings of symbols and signs; graphs and scientific mathematical equations in sense making of mechanics problems.

One of the purposes of the Namibian curriculum is to ensure cultural inclusivity. That is, it recognises the inclusion of traditional cultural practices and experiences in science lessons where appropriate. Based on my experiences both as a learner and a science teacher, I have noted there is a rapid decline and loss of values in most of our cultural practices and heritages. This triggered my interests to do a study on an Oshiwambo traditional beverage known as Ombike. This study is therefore aimed at enhancing conceptual development, meaning making and understanding of concepts in fermentation and distillation. This study was conducted with my grade 9 learners at a school where I was teaching in Omusati region of Namibia. A community member who served as an expert was also a participant. She was involved more in discussions, interviews and most importantly in showing and demonstrating to the learners how Ombike is made practically. Essentially, the goal of this study was to investigate how the indigenous practice associated with the making of Ombike can be used to support meaning making of fermentation and distillation processes. This research is located within an interpretive paradigm where a qualitative case study was adopted. I consider this methodological framework appropriate in this study because it allowed me to use the following data gathering methods: brainstorming and discussion, observation, semi-structured and focus group interviews, and practical activities worksheet. Multiple methods were used for the purpose of triangulation and validation. An inductive analysis was used to discover data patterns and themes from the data. Moreover, ethical considerations were also taken seriously and all the participants gave informed consent. The findings of the study revealed that brainstorming and discussions were an appropriate strategy in eliciting learners’ prior everyday knowledge and experiences on, in particular, the making of Ombike. Furthermore, learner engagement and conceptual development were enhanced. This suggests that contextualisation of knowledge can enhance meaningful learning if it is properly planned. It was also found that practical activities in conjunction with mind maps helped learners to make meanings of scientific concepts. Based on my research findings, I therefore recommend the following three aspects: the consideration of learners` prior knowledge and experiences; contextualising knowledge through use of indigenous knowledge; and the learners’ active involvement in practical activities with an emphasis on key scientific concepts to be developed. That is, there is a need to teach for conceptual understanding.

The main goal of this study was to investigate how grade 9 learners make sense of prior everyday knowledge and practical learning through exploring tooth decay problems in their local context. The study was conducted at a deep rural Junior Secondary School situated in Onangalo Village, Tsandi constituency in Omusati political region, northern part of Namibia. My research was triggered by the transformation in the Namibian curriculum, which now recognizes a need to contextualize science and make it relevant to the learners’ everyday life experiences. An interpretivist paradigm informed this study. Within this paradigm, a qualitative case study approach was employed. The unit of analysis was the various activities undertaken by my grade 9 learners with a view to make meaning of prior everyday knowledge and practical investigations in chemistry. A variety of data generating techniques were used in this study, namely, brainstorming and discussion sessions, questionnaires, practical activities with worksheets and semi-structured interviews. A video recorder was used to capture events throughout. Analytical categories emerged as a result of a coding system called pawing. From the analytical categories, analytical statements were formulated. The generated data was validated by a critical friend who was a Life Science teacher at the same school at which I did this study. Further validation was done through learners watching the video recordings and through focus group interviews. Methodological triangulation was also used to validate the data. The study revealed that the use of learners’ prior everyday knowledge and experiences in teaching and learning promoted active learners’ participation and enhanced meaning making. Thus, the study recommends the adoption of well-structured science lessons which take into consideration learners’ prior everyday knowledge. The study recommends that these science lessons be used in conjunction with practical activities to promote active learner engagement and conceptual development. Despite the benefits of integrating learners’ prior everyday knowledge during teaching and learning, the study however also revealed some challenges such as limited time and difficulties of English language proficiency amongst learners.

This study investigated factors that cause the poor performance of learners in the science subjects at the Ingwavuma Circuit. Using a mixed method design, samples were chosen purposefully in four high schools in the Ingwavuma Circuit. The schools identified were schools that underperformed in the science subjects in the year 2014. Grade 12 science teachers and Grade 12 science learners participated in this study. The data were collected by means of two closed-ended questionnaires. One of the questionnaires was designed for completion by the teachers (3) and one by the learners (98). In addition, structured interviews were conducted with eight teachers and eight learners. The data were analysed using SPSS and manual analysis. The data were recorded and summarized by means of descriptive statistics and was interpreted using literature review. The results of this study indicate that factors that contribute to poor performance are, namely a change in the curriculum, the time allocated for each science topic, the teachers’ teaching load, resources, the educators’ lack of specialized content knowledge, the medium of instruction, the involvement of the parents, poverty, and motivation. From these results recommendations for policy were suggested. / Science and Technology Education / M. Ed. (Natural Science Education)

This qualitative study explores the factors related to learner performance in Natural Science and to propose remedial measures to improve such performance. The purpose of this research is to deepen and widen understanding of scientific literacy, science concepts, practical work, graphic organisers and visual representations, incorporated into the classroom as instructional strategies to increase learners’ motivation and their learning of science concepts. The natural-science curriculum aims to provide learners with opportunities to make sense of ideas they have about nature. It also encourages learners to ask questions that could lead to further research and investigation. A case study method was used at the research site (school). The Natural science educators’ experiences in teaching science concepts, science literacy, science language and compliance with the requirements of Curriculum Assessment Policy Statements were identified by means of document analysis, focus group interviews and completion of a questionnaire. Results indicated several factors that could affect learners’ performance in Natural Science including inappropriate teaching strategies, overcrowded classrooms, lack of discipline, inadequate conceptual comprehension, lack of laboratory equipment and resources, non-compliance with Curriculum Assessment Policy Statements, and incomplete or unsatisfactory preparation of teachers’ lesson plans. Recommendations and suggestions for further research aimed at addressing the identified factors are indicated. The study concludes with recommendations to improve senior-phase learners’ Natural science performance. / Science and Technology Education / M. Ed. (Natural Science Education)

Empirical research evidences have confirmed the pedagogical power of formative assessment to improve students‟ learning, particularly in science education. Thus, this study investigated science teachers‟ practice of assessment for learning in second cycle secondary schools at East Gojjam Zone, Amhara Regional State. To meet this objective mixed method research design, particularly concurrent mixed method was used. The subjects of the study were all of science teachers in the randomly selected schools. Questionnaire, semi-structured interview, and observation were used to collect the data. From 186 science teachers, 153 teachers properly filled and returned the questionnaire. Moreover, 8 purposively selected teachers were included in the interview and observation sessions. To analyze the quantitative data, frequency, percentage, mean, standard deviation, one-sample t-test, multiple regression, MANOVA, and ANOVA were used. For the qualitative data content analysis was used. The results of the quantitative and qualitative data showed that the practice of assessment for learning in the selected schools was very low. Most science teachers administered tests, home works, assignments, and class works at the end of the lesson to consolidate what they taught and to collect marks, but they did not integrate different assessment for learning methods throughout their instruction for the sake of learning. Teachers mentioned lack of science resources, large class size, shortage of instructional time, inadequate school support, lack of appropriate professional development activities, lack of instructional materials, students‟ and teachers‟ negative perception on formative assessment, teachers‟ lack of knowledge and skill about formative assessment, and large content of courses as major factors for not implementing assessment for learning. Besides, this study revealed a significant relationship between teachers‟ perception and school supports with teachers‟ overall practice of assessment for learning. Teaching experience has also significant effect on the combined practice of assessment for learning, particularly teaching experience significantly affects the collection of learning evidences than other factors. However, class size, subject taught, and teaching load per week have no significant effect on the combined practice of assessment for learning. Moreover, the pre-service and in-service assessment trainings have no significant contributions to the practice of assessment for learning. Therefore, comprehensive and relevant assessment trainings should be given for science teachers on a regular basis to integrate assessment with daily instruction to improve learning. / Curriculum and Instructional Studies / D. Ed. (Didactics)

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

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)

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)

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)