The aim of this investigation was to determine whether there is a significant difference in the academic achievement of sixth grade Science students when teaching styles are matched to their learning styles. The research problem is encompassed in the following question: "Is there a relationship between matching teaching and learning styles and the academic success in Science?" A quantitative approach was undertaken, specifically, the pretest-posttest control group experimental design. The population comprised of sixth grade students selected according to a non-probability sampling method of convenience. The sample comprised of two class units randomly selected. The dependent sample t-test inferential statistic was used to analyze the data collected. The results indicated a statistically significant difference between the pretest and posttest scores of the experimental group. The conclusion reached is that matching teaching styles to learning styles improves the academic success of sixth grade learners in Science. / Educational Studies / M.Ed. (Educational Psychology)

The research problem reflected a lower number of female postgraduate students and academics as compared to their male counterparts within the Faculty of Engineering at the University of KwaZulu-Natal. A descriptive survey was disseminated to a stratified sample of undergraduate final year students in the disciplines of Chemical, Civil, Mechanical, Electrical, Electronic, Computer and Bioresources Engineering. An online survey was also sent to the nine female academics within the Faculty. The study indicates that the social and academic environment within the Faculty of Engineering at the University of KwaZulu-Natal was not a deterrent to female graduates studying further and entering academia. The exam performance of both male and female students was similar and neither the drop-out rate nor failure was due to gender but rather to the choice of degree. An issue of concern to both the student and the academic group was the low numbers of female academics. / Development Studies / M.A. (Development Studies)

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)

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)

The integration of modern science and indigenous knowledge systems in the science education curriculum for South African schools represents social justice for the majority of South Africans as they determine the knowledge necessary for themselves and for future generations in the new South Africa. An exploratory research reveals tension and a dichotomous relationship between modern science and IKS, caused by false hierarchies that are influenced by factors such as colonialism, capitalism and modernisation to the exclusion of the core values held by indigenous people in their relationship with nature. The thesis demonstrates that the integration requires an epistemology that puts humanity first and a framework that accommodates both ways of knowing. This should allow for the best in the two systems of knowing to serve humanity in a dialogical manner. / Educational Studies / M. Ed. (Philosophy of Education)

In the majority of schools gifted learners are given the same quantity and quality of academic work as their non-gifted classmates. In some cases gifted learners are left to look after themselves when they are done with class work or worse still, asked to teach their non-gifted classmates. Some educationists advocate for a differentiated curriculum between gifted and non-gifted learners. This study sought to establish the impact of enrichment programs to gifted Science learners. Forty gifted learners were identified and drawn equally into one of the two groups — experimental or control. These learners wrote a pre-test after which the twenty learners in the experimental group received enrichment. The forty learners then wrote the same post-test to assess their understanding of the concepts learnt. The cycle was repeated but with a different topic. Learners’ marks were compared and it emerged all twenty learners in the experimental group performed better than those in the control group. Gifted learners should therefore be given enrichment as it deepens, broadens, and sharpens their understanding of concepts. / Science and Technology Education / M. Ed. (Natural Science Education)

The purpose of this research was to investigate the role that science education can play both in facilitating and in enhancing the delivery of environmental education at South African schools. The theoretical links between science education and environmental education were examined. This was followed by a practical investigation which involves the researcher conducting interviews with educators of natural science in order to determine their perspectives on the relationship between science education and environmental education. The results of the research indicate that science education has tremendous potential for incorporating and enhancing the delivery of environmental education. However, this potential is not being fuIly realised due to a number of limiting factors. It is, therefore, imperative that the education authorities take immediate action to rectify this situation so that the synergy between science education and environmental education comes to fruition. / Science and Technology Education / M. Ed. (Natural Science Education)

A growing body of research has emphasised the social processes by which teachers – who are curriculum policy implementing agents – are trained and supported on how to practically implement policies in the classroom. Yet, little attention has been paid to the factors that influence teachers’ interpretation of curriculum policy and how their understanding of policy implementation influences the ways in which they respond to policies. Some research has already been done on the implementation of curriculum policies in schools, with findings centred largely on the disjuncture between policy and practice. Research has also established that much of what teachers are doing in the classroom does not reflect policy. Although teachers have opportunities to enhance the implementation of policy, there are also factors that negatively influence their implementation of educational policy. This is basically because of the gap between the policy makers and the implementing agents. The lack of a shared understanding between these two stakeholders’ results in a perception of policy as a set of strict rules and procedures meant to be followed by teachers. This study aims to develop an understanding of what influences teachers in their attempts to implement the curriculum policy on environmental education in the classroom. The study further aims to gain an understanding, from the practitioners’ perspectives, of how policy implementation challenges their habitual patterns of teaching and schooling and whether, to them, this implementation seems to threaten the conventional disciplinary curricular structures of fixed timetables and depending on textbooks, and leaves little room for outdoor or hands-on activities. The focus on teachers is motivated by the fact that they are the primary curriculum implementers in schools and as such, are expected to play a significant role in implementing the curriculum according to policy. This study advocates an interdisciplinary approach to implementing environmental education policy in teaching and learning in the Natural Sciences. This entails environmental education becoming part of the curriculum, and being taught as a cross-curricula component. In this context, environmental education will form part of teaching and learning in every learning area of the curriculum for the General Education and Training band of the South African education system. What this means for teachers is that they have to integrate environmental concepts or topics within their respective learning areas, and that they have to follow a learner-centred approach that allows learners the opportunity to become active participants, responsible for their own learning. This implies that, for learners to develop knowledge, skills, and correct attitudes regarding the environment, teachers have to use available, local teaching materials or resources. As the classroom becomes free from traditional teaching styles, learners become active and take responsibility for their own learning. They discuss and share ideas with one another, and the teacher becomes the facilitator of the teaching and learning process. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Several studies and reports have indicated that grade 09 learners are underperforming in science. The underperformance of learners in science is very concerning and has evoked research interests into teaching strategies that can be used to improve the performance of learners in science. This study investigated the impact of student teams achievement divisions (STAD) cooperative instructional strategy on the performance of grade 09 learners in science. A mixed method approach specifically quasi-experimental design and interviews were used to collect data. The population for the study composed of grade 09 learners from Baltimore circuit in Limpopo. The sample consisted of sixty learners from two purposively selected secondary schools. The dependent samples t-test was used to analyze the data collected. The results revealed that student teams achievement divisions (STAD) cooperative instructional strategy resulted in better performance of learners in science than traditional teaching method. In addition, learners expressed an increased interest, motivation and self-efficacy after exposure to cooperative learning. / 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)