Thesis (MEd)--Stellenbosch University, 2013. / ENGLISH ABSTRACT: This research study investigated the use of a practical activities-based approach to
Physical Sciences teaching using TRAC equipment to address learner conceptual
difficulties in Electricity and Magnetism (E&M). TRAC uses practical activities based on
the school curriculum to complement the theory through the utilisation of data logging
equipment linked to a computer. The participants in this study were a group of black Grade
11 learners (n=47) from a township school in the province of the Western Cape, South
Africa. Their ages range from 16 to 21, with isiXhosa the home language of most of them.
A mixed methods approach was utilized to gather the research data. Quantitative data was
collected, using pre- and post-testing of learners to determine their conceptual difficulties
in E&M, as well as to measure the effect of the practical activities-based approach in
addressing learner conceptual difficulties in E&M. Null hypotheses were formulated for the
six concepts and t-tests were used to find any statistically significant difference between
the pre- and post-test. Qualitative data was obtained from the learner transcripts, as well
as from the questionnaires and observation schedules. The results indicated significant
improvements in learner understanding of the concepts in five out of the six tests as well
as reducing commonly held misconceptions in E&M. It is recommended that careful
scaffolding should be done during a practical activity in order for learners to make the
connection between the domains of observables and ideas. / AFRIKAANSE OPSOMMING: Hierdie navorsingstudie het die gebruik van ‘n praktiese aktiwiteitsgebaseerde benadering
tot Fisiese Wetenskappe onderrig met behulp van TRAC apparaat ondersoek. Die doel
was om leerders se konseptuele haakplekke in Elektrisiteit en Magnitisme (E&M) aan te
spreek. TRAC maak gebruik van ‘data logging’ apparaat om die teorie deur middel van
praktiese aktiwiteite wat op die skoolkurriulum gebaseer is, te komplementeer. Die
deelnemers in die studie was ‘n groep swart Graad-11 leerders (n=47) uit ‘n swart
woongebied in die Westelike Provinsie, Suid Afrika. Hulle ouderdomme strek van 16 tot
21 met isiXhosa as die huistaal vir die meerderheid van hulle.
‘n Gemengde metode benadering was gebruik om die navorsingsdata te versamel.
Kwantitatiewe data was deur ‘n voor- en natoets van die leerders versamel om hulle
konseptuele haakplekke in E&M te bepaal. Die effek van die praktiese
aktiwiteitsgebaseerde benadering om die leerders se konseptuele haakplekke in E&M aan
te spreek was ook gemeet. Nul hipotese was vir die ses konsepte geformuleer en t-toetse
was gebruik om statisties-beduidende verskille tussen die voor- en natoets te bepaal.
Kwalitatiewe data was van die leerders se oorgeskryfde onderhoude sowel as vraelyste en
observasieskedules verkry. Die resultate toon ‘n beduidende verbetering in leerders se
begrip van die konsepte in vyf van die ses toetse sowel as ‘n afname in algemene
wanbegrippe in E&M. Dit word aanbeveel dat versigtige opbouing gedurende die
praktiese aktiwiteit gedoen moet word sodat die leerders ‘n verband tussen die domein
van waarneembares en idees kan maak.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/85788 |
| Date | 12 1900 |
| Creators | Kotela, Beauty |
| Contributors | Edwards, N., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | x, 164 p. : col. ill. |
| Rights | Stellenbosch University |
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