Thesis (M. Ed. (Technology Education)) -- University of Limpopo, 2020 / This research focused on the effective use of simulation in the high school design
process. Technology develops learners’ simulation skills in the design process.
According to the CAPS document in technology, learners should be provided with the
opportunities to use a variety of life skills to solve technological problems. Solving
technological problems require learners to engage their simulation skills. This involves
learners identifying problems, formulating problems, collecting real data, formulating
and developing a model, validating the model, and documenting the model.
Technology as a subject considers simulation skills as important to learners in real
situations. It seems that teachers find it difficult to use simulation effectively in the
classroom. The literature also reports that technology teachers fail to develop learners’
opportunities to handle the problems in the way of the goals that they need to achieve.
This is a challenge in the teaching of technology. The study thus sought to investigate
this challenge.
This study used Maria’s (1997) simulation models: problem identifying, problem
formulating, collecting data, developing model, validate model and documenting
model. The study was also based on the design process, which includes: investigate
design, make, evaluate and communicate. Maria’s simulation models were used with
the design process to demonstrate the way in which simulation skills can be used to
solve technological problems using the design process. This study engaged qualitative
research using a multiple case study design and purposive sampling. Technology
teachers with less than five years and those with more than five years of experience
teaching technology were considered appropriate for this study. Data was collected by
means of observations and semi-structured interviews and was analysed using the
simulation models.
A major finding of the study was that the technology teachers had inadequate
knowledge of the use of simulation. The sampled technology teachers were unable to
provide learners with opportunities to use simulation effectively in their classrooms.
During the classroom observations, the participants did not engage the design process
in the teaching of simulation. It appeared that these teachers were not aware of the
requirements of CAPS. CAPS in technology stipulates that teachers should be aware
that learners need to have knowledge of the design process (DBE, 2011).
The major recommendation of this study is that technology teachers should have
adequate knowledge of the use of simulation, the skills to be used in the use of
simulation, and the steps to be used in gaining problem-solving skills. It is also
recommended that technology teachers should ensure that they use the design
process in the teaching of simulation. The use of the design process may provide
teachers with opportunities to use simulation effectively in the classroom.
Key words: Simulation, design process, problem solving skills, self-efficacy
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/3389 |
| Date | January 2020 |
| Creators | Mathabatha, Lekoba Noria |
| Contributors | Kola, M. I. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | ix, 114 leaves |
| Relation |
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