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Classroom practices of some natural sciences teachers of the Vhembe District, Limpopo ProvinceNetshivhumbe, Ndivhuwo Prudence 07 1900 (has links)
Abstracts in English, Sotho and Afrikaans / The purpose of this study was to explore the classroom practices of Senior Phase
Natural Sciences teachers in some of the schools of the Vhembe District. Qualitative
case study approach was employed and three teachers participated. The following
research questions were explored: What is the level of the teacher’s subject-matter
knowledge in the teaching of Natural Sciences (NS)? What is the nature of the
teacher’s instructional strategies in the teaching of NS? How does the teacher’s
subject-matter knowledge and instructional strategies shape the teachers’
classroom interaction and discourse in the teaching of NS? Interviews, observations
and a questionnaire have been used for data collection. Teachers used their
teaching experiences to teach NS. Results indicated lack of teachers, facilities and
resources. It is recommended that the Department of Education as an arm of
government should see that schools have the facilities, resources and teachers they
need for proper teaching and learning as well as providing sufficient workshops to
improve teachers’ classroom practices. / Sepheo sa thuto ena e ne e le ho hlahloba mekhoa ea litlelase tsa matichere a
Phahameng ea Setsebi sa Tlhaho ea Setsebi tse ling tsa sekolo sa Vhembe. Ho ne
ho sebelisoa mokhoa o nepahetseng oa ho ithuta litsebo le matichere a mararo.
Lipotso tse latelang tsa lipatlisiso li ile tsa hlahlojoa: Mokhoa oa mosuoe oa mosuoe
ke oa mofuta ofe thutong ea Saense ea tlhaho? Mokhoa oa mekhoa ea koetliso ea
tichere ke efe tabeng ea thuto ea saense ea tlhaho? Mosuoe oa mosuoe o tseba
joang le mekhoa ea ho ruta e amanang le ho sebelisana ha tichere le ho bua ka
thutho ea saense ea tlhaho? Lipuisano, litlhaloso le lipotso. E sebeliselitsoe ho
bokella data. Barupeluao ba ile ba sebelisa liphihlelo tsa bona tsa thutho ho ruta
saense ea tlhaho. Liphello li bonst’a ho haelloa ke matichere a saense ea tlhaho,
mehaho le thepa. Ho khothalletsoa hore Muso le Lefapha la Thuto lo bone hore
likolo li na le mehaho, lisebelisoa le matichere bakeng sa thuto le thutho e
nepahetseng hammoho le ho fana ka lithupelo tse lekaneng bakeng sa ho ntlafatsa
mekhoa ea matichere ea tlelase. / Die doel van die studie was om die klaskamerpraktyke van senior Fase
Natuurwetenskappe-onderwysers in sommige skole van skole in die Vhembe-distrik
te ondersoek. Kwantitatiewe gevallestudie-benadering was in diens en drie
onderwysers het deelgeneem. Die volgende navorsingsvrae is ondersoek: Wat is
die aard van die onderwyser se onderwyser kennis in die onderrig van
Natuurwetenskappe? Wat is die aard van onderwyser se onderrigstrategiee in die
onderrig van Natuurwetenskappe? Hoe vorm die onderwyser se kennis en
onderrigstrategiee die onderwyser se klasinteraksie en-diskoers in die onderrig van
Natuurwetenskappe? Onderhoude, waarnemings en vraelys wat gebruik word vir
data-insameling. Deelnemers het hul onderrigervarings gebruik om
Natuurwetenskappe te onderrig. Resultate dui op gebrek aan Natuurwetenskappeonderwysers,
fasiliteite en-bronne. Dit word aanbeveel dat die regering en die
Departement van Onderwys moet sien dat skole fasiliteite, hulpbronne en
onderwysers het vir behoorlike onderrig en leer, asook voldoende werkwinkels om
onderwysers se klaskamerpraktyke te verbeter. / Science and Technology Education / M. Ed. (Natural Science Education)
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Exploring the classroom practices of natural sciences teachers when teaching matter and material in some of the schools in the Siyabuswa CircuitNtuli, Thuli Gladys 10 1900 (has links)
The study explored the classroom practices of Natural Sciences teachers when
teaching the Matter and Material strand in senior phase schools in the Siyabuswa
circuit. The following research questions were explored: What is the nature of the
teacher’s teacher knowledge when teaching Matter and Material strand in the senior
phase schools? What is the nature of the teacher’s instructional strategies when
teaching the Matter and Material strand in the senior phase schools? How does the
teacher’s teacher knowledge and instructional strategies shape the classroom
interactions and discourse? The qualitative case study approach was employed,
wherein three teachers participated. Interviews and observation were used for data
collection. The findings revealed that Natural Science teachers lack content
knowledge and inadequate Subject Matter Knowledge which influences their
instructional strategies, hence their classroom interactions and discourses.
Recommendations were made to the Department of Education and government to
look into the factors that influence the teaching of Natural Sciences as far as teacher’s
knowledge and contextual factors are concerned. / Irhubhululo leli liphathelene nomfundisi nakafundisa ngekumbeni isifundo se Natural
Sciences khulu khulu sitjheje amakghono kunye nobukgwari I Matter and Material
strand emabangeni aphakathi (Senior Phase) isiyingi sange Siyabuswa. Imibuzo
erhujululiweko netsengiweko ngelandelako: inzindzolwazi lomfundisi lingangani lokha
nakafundisa isifundo se Matter and Material strand emabangeni aphakathi (Senior
Phase)? Anjani amakgono womfundisi nakafundisa / nokwethula isifundo se Matter
and Material strand emabangeni aphakathi (Senior Phase)? Ingabe ilwazi neendlela
zokufundisa zomfundisi ziletha njani ukuzwisisa nokuragela phambili kwesifundo
ngekumbeni? Irhubhululo elingeneleleko mayelana nokufuna ilwazi ngesihloko
esingehla lisetjenzisiswe. Kusetjenziswe abafundisi abathathu kulelirhubhulo.
Ukuhlolwa kwelwazi babuzwe imibuzo begodu baphoswa ilihlo elibukhali ukubuthelela
inzinzolwazi. Imiphumela iveze pepeneneni bona abafundisi be Natural Sciences
bayatlhayela ngelwazi kunye nelwazi elingeneleleko mayelana nesifundo, lokho
kunomthelela omumbi ngendlela abathula ngayo ilwazi kunye nendlela yokuzwisisa
kwabafundi. UMnyango wezeFundo kunye norhulumende bayelelisiwe bona batjheje
amaphuzu anemithelela emimbi lokha nakufundiswa isifundo se Natural Sciences
khulu khulu inzinzo lwazi lomfundisi kunye neenqabo zokufunda. / Die studie is die ondersoek na klaskamer praktyke van Natuurwetenskaponderwysers
wanneer onderrig gegee word in Materie-en Materiale vesel in senior fase skole, in
die Siyabuswa omgewing. Die volgende navorsingsvrae was ondersoek: Wat is die
aard van die onderwyser se onderrigkennis wanneer Materie-en Materiale vesel in
senior fase skole onderrig word? Wat is die aard van die onderwyser se
onderrigstrategie wanneer Materie-en Materiale vesel in senior fase skole onderrig
word? Hoe vorm die onderwyser se kennis-en onderrigstrategieë die klas se
interaksies en diskoers? Die kwalititatiewe gevallestudie benadering was toegepas
waartydens drie onderwysers deelgeneem het en die versamelde data gebruik was.
Die bevindinge het die Natuurwetenskaponderwysers se gebrek aan inhoudskennis
en onvoldoende Vakkennis, wat hul onderrigstrategieë nadelig beïnvloed uitgewys,
vandaar hul klaskamer en interaksie diskoerse. Aanbevelings is gemaak aan die
Departement van Opvoeding en die Regering om ondersoek in te stel na wat die
onderrig van Natuurwetenskappe benadeel in so verre dit die kennis van die
onderwysers betref. / Science and Technology Education / M. Ed. (Specialisation in Natural Science Education)
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Exploring the nature of teacher’s classroom practices when teaching electric circuits in a grade 12 classroom : a case in the Tshwane West DistrictRamashia, Vonani Japhta 11 1900 (has links)
The purpose of the study is to explore teacher’s classroom practices when teaching
electric circuits in a grade 12 classroom. This qualitative interpretive study involves
three participants who perceive electric circuits to be a difficult topic to teach in the
Tshwane west district, Gauteng Province. The study uses the Classroom Practice
Diagnostic framework to present and analyse results. Pseudonyms are used to protect
the identities of the participants. The study reveals that teachers’ classroom practices
differ from one participant to the other, despite the same perception that electric
circuits is a difficult topic to teach. / Ndivho khulwane ya ngundo/Tsedzusulo iyi ndi u bveledza na u tandavhudza
mugudisi kha ngudo dza kilaŝini musi a tshi gudisa sekhethe dza mudagasi kha gireidi
ya 12(ya vhufumbili) kilasini. Nyangaredzo ya thaluso ya ngudo I katela
vhashelamulenzhe vhararu vhane vha vhona sekhete dza mudagasi dzi tshi konda
kha Tshitiriki tsha Tswane Vhubhaduvha; na kha vunda la Gauteng. Ngudo iyi I shuma
u ita tsedzuluso u itela u netshedza na u ita tsedzuluso yo dzhenelelaho ya mvelelo.
Madzina o dzumbamiswaho o shumisa u nwala muvhigo u tsereledza
vhashelamuledhe vha ngudo iyi. Tsedzuluso yo dzumbulula uri zwine vhagudisi vha
ita kilasini zwi fhambana u bva kha munwe mudededzi uya kha munwe; nga nnda ha
ndavhelelo ya uri ngudo ya sekethe ya mudagasi I a konda u funza. / Maikaelelo a serutwa se ke go katisa morutabana gore a nne le bokgone jwa go ruta
sekete ya motlakase ka mo phaposing ya gagwe ya materiki.
Ka kakaretso tlhaloso ya serutwa se sa sekete ya motlakase se akaretsa batsaya
karolo ba ba raro ba ba reng serutwa se se thata, mme ba tswa kwa Tshwane West
le kwa Porofenseng ya Gauteng. Serutwa se se dirisiwa go dira dipatlisiso le go neela
dipatlisiso tse di tseneletseng tsa dipholo tsa batsaya karolo. Mo dipatlisisong tse go
dirisitswe maina a a bofitlha go sireletsa batsaya karolo ba patlisiso e.
Serutwa se kgotsa patliso e,e re lemosa gore se barutabana ba se dirang mo
phaposing se a farologana go tswa go morutabana mongwe le mongwe, ka ntlha ya
gore serutwa sa sekete ya motlase se thata. / Science and Technology Education / M. Ed. (Specialisation in Natural Science Education)
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Teachers' perceptions and enactment of inquiry- based teaching to stimulate learner interest in scienceMkandla, Justice 22 February 2021 (has links)
Abstracts in English, Afrikaans and Zulu / This qualitative, single high school case-study conveniently sampled eight natural
sciences teachers and, after conducting lesson observations and document analysis,
interviewed all participants to obtain their perceptions about the effectiveness of inquirybased
teaching in motivating learners to specialise in sciences. The major finding was
that most participants were sceptical about inquiry-based teaching. Participants from a
behaviourist epistemology did not believe that learner motivation resulted from inquirybased
teaching while those from an eclectic epistemology preferred a complementary
use of both approaches. The few participants oriented towards inquiry acknowledged the
link between learner motivation and inquiry-based teaching but faced the challenge of
limited time to prepare all the apparatus and procedures required for inquiry-based
teaching. This researcher recommends employing laboratory assistants to assist
teachers with setting up apparatus for inquiry-based lessons, trimming some content to
reduce overload in the Annual Teaching Plans (ATP), and in-service training on inquirybased
teaching to develop learner interest in sciences. / Hierdie kwalitatiewe gevallestudie het agt natuurwetenskap onderwysers betrek en na
leswaarnemings en dokumentanalise, is onderhoude met die deelnemers gevoer om hul
sienings te bekom oor die bydrae van die ondersoek-gebaseerde konstruktivistiese
benadering as ’n strategie om leerders te motiveer om in wetenskap-verwante vakke te
spesialiseer. Die belangrikste bevindings was dat die deelnemers logiese positivistiese
en eklektiese benaderings verkies; dat hulle skepties is oor ondersoek-gebaseerde
onderrig en dat hulle nie leerder motivering aan onderwysbenaderings koppel nie. Daar
was egter enkele deelnemers wat wel ondersoekend onderrig het en wat leerder
belangstelling in wetenskap aan ondersoek-gebaseerde onderrig gekoppel het. Op
grond van die data wat verkry is, beveel hierdie navorser aan dat laboratoriumassistente
aangestel moet word om onderwysers by te staan met die opstel van apparaat vir
ondersoek-gebaseerde lesse; dat spesifieke modelle van ondersoek in die “CAPS”-
dokument ingesluit word; dat inhoud afgeskaal moet word om oorlading in die jaarlikse onderrigplanne (ATP) te verminder, en dat voor- en indiensopleiding aan onderwysers oor ondersoek-gebaseerde onderrig verskaf word as ‘n manier om die belangstelling van
die leerders in die wetenskappe te prikkel. / Lesisifundo socwaningo esenziwe esikoleni esisodwa samabanga aphakeme lwakhetha
othisha beSayensi Yemvelo (NS) abayisishiyagalombili ukuze kwazakale ukuthi
bayibona kanjani indlela yokufundisa iSayensi ngophenyo (inquiry-based teaching)
ehlose ukukhuphula intshisekelo yabafundi kwiSayensi. Ngemuva kokubona othisha
beSayensi befundisa, lomcwaningi wahlaziya incwadi eziphathelene nokufundiswa
kohlelo lwe CAPS, waphinde wenza izingxoxo nabothisha. Okumqoka okutholakale
kuloluphenyo kube ukuthi iningi lababambe iqhaza, abakhuthalela ukufundisa ngendlela
egxile kuthisha (logical positivism) bangabaza ukuthi abafundi bafunde bephenya njalo
abakubonanga ukuxhumana kwenzindlela zokufundisa nokunyuka kwentshiseko yabafundi ezifundweni ze Sayensi. Ababambiqhaza abahlanganisa indlela yokufundisa
egxile kuthisha ne ndlela yokufundisa ngophenyo (eclectic) bakholelwa ukuthi indlela
yokufundisa egxile kuthisa nendlela yokuthi abafundi bafunde bephenya, kuyomela
zisetshenziswe zombili. Kwatholakala ingcosana yabothisha eyenelisa ukufundisa
isayensi ngendlela yophenyo eyayisezingeni eliphansi njalo yaqinisekisa ukuthi bukhona
ubudlelwano phakathi kwendlela zokufundisa nokunyusa intshiseko yabafundi kwi
Sayensi. Ngokolwazi olutholakele, lolucwaningo luncome ukusebenzisa abasizi
basemagunjini okusebenzela ososayensi ukusiza ukuhlela amalungiselelo okwenza
uphenyo lwezifundo, nokuhlinzekwa kwezindlela eziqondile zokuphenya izincwadi
zikaCAPS, kanye nokunciphisa okunye okuqukethwe, kwehliswe umthwalo kuhlelo
lokufundisa lonyaka (i-ATP), ukuqeqeshwa kothisha kwi ndlela yokufundisa iSayensi ngokuphenya ukuze kuthuthukiswe intshiseko yabafundi. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)
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Teaching difficulties of natural sciences educators in the planet, earth and beyond strand in the Sekgosese East Circuit of LimpopoNkanyani, Tebogo Edwin 12 1900 (has links)
This study aimed to explore teaching difficulties of Natural Sciences teachers
when offering lessons in the Planet, Earth and Beyond strand. The aim was to
understand their teacher knowledge, type of instructional strategies, and
classroom discourse and interactions in their Natural Science classroom. The
following question guided the study: What are the teaching difficulties of Planet,
Earth and Beyond strand? A qualitative case study design was used for the study.
The data was collected through semi-structured interviews and observations. The
study revealed that NS educators: carry misconceptions to class; show poor
knowledge of context in specific aims and assessment strategies while also
choosing poor and irrelevant instructional strategies and; still see themselves as
authority in class by applying a one- way approach. It is recommended that:
educators be trained on how to implement active and critical learning, while
empowering them with knowledge on NS specific aims and assessment
strategies; departmental heads, SMTs, and subject advisor should engage in
regular class visits in the NS educators` classes, reviewing lesson plans that
educators prepared; schools should provide educators with CAPS relevant
documents; the DoE should provide more education to educators on the
importance of following the curriculum as prescribed in the CAPS document; the
department should provide educators with relevant teaching aids and practical
apparatus and in the absence advice educators on how to improvise and; the
subject advisors should assist educators in identifying misconceptions. / Science and Technology Education / M. Ed. (Natural Sciences Education)
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