Magister Educationis - MEd (Mathematics and Science Education)

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A comparative study of the use of isiXhosa and English as media of instruction in the teaching and learning of static electricity in Physical Sciences
(University of the Western Cape, 2018) Diko, Monwabisi; Hartley, M.S.
This research focused on the use of isiXhosa and English in the teaching of static electricity in a grade 10 science class. This study took place in a rural school of the Queenstown district of the Eastern Cape. This sample for the study were learners that were coming from a background where English is less spoken compared to isiXhosa. They were learning all their school subjects in English as a second language and sometimes even a third language. With this study the researcher sought to establish how learners would achieve in static electricity - an area of the Physical sciences curriculum - when they are taught in isiXhosa compared to English as a medium of instruction. This study was motivated by the poor performance of learners in Physical Sciences. The researcher wanted to establish whether the use of a second language, English, as a medium of instruction when static electricity was taught at school has an influence on the acquisition of knowledge. The researcher took one grade 10 class of Physical Sciences that was not taught by the researcher as sample (whole population). The study found that learners who were taught in isiXhosa performed better in the study of static electricity. The study found out that engaging learners in their mother tongue enhances participation and facilitating learners' understanding of the natural phenomenon of lightning. They were contributing actively in lesson as they were allowed to interact in their mother- tongue. These leaners were able to bring forth their background and myths. This was shown by the participants' responses when they were asked about lightning strikes. They also projected their enthusiasm in their results, as they performed better than those learners who were taught in English. This study has implications for fellow science teachers who are struggling with teaching science in the English medium only as many learners fail not due to their limited knowledge but that they are unable to explain fully what they mean in the English language.
An Investigation into time allocation in the curriculum and assessment policy statements (CAPS) for grade 10 physical sciences
(University of the Western Cape, 2018) Sibam, Zanoxolo; Hartley, M.S.
This study investigated the suitability of the prescribed and recommended time allocations for Physical Science in Grade 10 CAPS curriculum. More specifically, the study explored how different teachers in the rural part of a district in the Eastern Cape utilized the prescribed and recommended time allocations to cover certain topics in Physical Sciences in Grade 10. Since the introduction of CAPS, many physical science teachers complain that the prescribed and recommended time allocation have not afforded the teachers enough flexibility to explore different teaching strategies, especially for teachers in the rural district in the Eastern Cape. The aim of the study was to investigate how the teachers are able to adhere to the prescribed and recommended time allocation and the extent to which the prescribed and recommended time allocations allow for the application of different teaching strategies recommended by the Department of Basic Education. The study is underpinned by the reflective theory, pedagogical content knowledge and curriculum reform theory.
Application of a conceptual change approach to teach the Quantitative aspects of chemical change
(University of the Western Cape, 2018) Ginyigazi, Zanele; Hartley, M.S.
The purpose of this study was to investigate the use of a conceptual change approach to improve learners" understanding of the quantitative aspects of chemical change. The poor performance in physical science in the National Senior Certificate examination in the Eastern Cape was the catalyst for the study. This study is underpinned by the theories of constructivism and conceptual change. A purposive sample of a Grade 11 physical science class of 50 learners was selected. Twelve learners from the class were selected to be interviewed. A case study and mixed approach with qualitative and quantitative instruments were used in the data collection process. A pre-test was used as a baseline evaluation of the misconceptions. Intervention in the form of a lesson presentation was administered to address the four stages of the conceptual change approach. A post-test was given immediately after the lesson presentation to evaluate whether conceptual change had occurred. Analysis of the pre-test and post-test results showed an improvement on learners" scientific understanding of the concept quantitative aspect of chemical change. This study provided evidence that a Conceptual Change Framework was effective in changing learners" misconceptions and facilitated greater conceptual understanding. Thus, syllabi should be developed and implemented to ensure that all learners have the opportunity to learn and understand difficult concepts using the conceptual change framework. This key recommendation promotes the use of a well-designed Conceptual Change instructional approach that leads to significantly better acquisition of scientific concepts.
Comparing the teaching and learning of Ohm's law in Grade 10 Physical Sciences in resourced and underresourced schools
(University of the Western Cape, 2018) Mngonyama, Nomawethu Thelma; Hartley, M.S.
The research study was conducted in two rural schools in the same district that served as the sample .One school is a well- resourced Dinaledi school and the other one is an under- resourced school. According to the National Diagnostic reports of the last few years, the performance of learners in the National Senior Certificate examination in Physical Sciences was poor especially in those questions that require learners' higher order thinking skills. It appeared that educators found it difficult to teach some of the topics that were based on practical work because the majority of the rural schools were underresourced. Due to the disparities and poor performance in the achievement of learners in the districts, the researcher decided to conduct this research study in an attempt to compare the teaching and learning of Ohm's law in Physical Sciences in resourced and under-resourced schools in the district. The theoretical framework that underpins this research is constructivism, as the focus is on constructing meaning and knowledge gained by the learners using apparatus such as electric circuit boards. Two classes of Grade 10 learners, one each from a resourced school and under-resourced school, were selected purposively. The classes were observed whilst being taught Ohm's law. All the learners wrote the same test and their performance was compared. The two Physical Sciences educators who taught the classes were interviewed after the lessons. The study found that in the resourced school learners were exposed to hands-on activities as part of a practical-oriented class. Their interaction with the apparatus while learning about Ohm's law put them in a much better position to answer questions, especially higher order questions. On the other hand in the under-resourced school learners were exposed to a theoretical-based teaching method which placed them at a severe disadvantage in answering questions during assessments. This study has implications for fellow science teachers, curriculum advisors and other education department officials as it describes actual practices of educators in two schools and examines the influence that resources have on learners' performances.
Examining the influence of co-curricular activities on learner attitudes and achievement in physical sciences
(University of the Western Cape, 2018) Juta, Zukiswa; Hartley, M.S.
This study seeks to examine the influence of co-curricular activities on learner attitudes in Further Education and Training (FET) Physical Sciences. Butterworth FET school in the Eastern Cape Province, South Africa was used as a case example, where Grade 10 and Grade 11 learners were exposed to various Science related activities that allowed them to have a direct interaction and hands-on experience with curriculum and co-curricular Science activities. The case study was conducted at the researcher's school.When benchmarked against various international and national tests, the level of general performance of South African learners in Science and mathematics are lagging behind the rest of the world. In cluster meetings, many science education colleagues hypothesized that the poor achievement of leaners in the NSC (National Senior Certificate) and equivalent qualifications could possibly be attributed to learners' attitudes towards the subject. The purpose of this study was therefore to expose learners to various co-curricular Science activities and used this as a basis to examine learners' attitudes towards Physical Sciences. Learners were encouraged to actively engage in Science activities, investigations and projects, to explore if their attitude towards the subject could be influenced by these experiences. The study was underpinned by Constructivism, which helped learners to extract scientific meaning from what they already know, thus strengthening learners' cognition. A mixed method approach was used, using interviews and questionnaires as instruments for data collection. A sample of 35 learners and 3 teachers, was used. This research study found that context teaching through co-curricular activities helped learners to comprehend Physical Sciences better and gave them a chance to indulge with their science rich environment. They constructed scientific meaning from their experiences in the co-curricular science activities and appreciated this exposure as it assisted them to better understand science curriculum concepts. They related Physical Sciences to the context of their surroundings, which helped them to holistically grasp principles and laws used in the subject. This research study can add scientific value locally and nationally, as it provided a means to improve learners' attitudes towards Science in general, and Physical Sciences in particular. The research study further added to baseline data on limited South African studies and on learners' attitudes towards gateway subjects like Physical Sciences. This study recommended that the co-curricular activities should be merged with both GET and FET curricula.
Teaching Electrostatics in Grade 11 Physical Sciences using a Conceptual Change Approach
(University of the Western Cape, 2018) Ndeleni, Zingiswa; Hartley, M.S.
The study was conducted at a senior secondary school situated in a deep rural area of the district of Cofimvaba in the Eastern Cape Province. It was motivated by academically struggling grade 12 learners in my school who were experiencing problems in mastering the electrostatics concept which is introduced in grade 10. The aim was to come up with alternative teaching strategies that can assist learners in grasping the concept. This study employed the conceptual change framework as a teaching strategy to improve learners' understanding of electrostatics. Theories that underpin this study are constructivism and conceptual change. The sample for this study was a Grade11 physical science class with a total sample size of fortyfive learners. It was a case study as the researcher focused on a single class in a school. This study employed a mixed approach as both qualitative and quantitative instruments were used in the data collection process. Learners wrote the pre-test that served as a baseline evaluation. An intervention in the form of a lesson presentation followed, addressing the four stages of conceptual change. A post-test followed immediately after the presentation to assess the results of the conceptual change approach. Five learners were randomly selected from the total population for interviewing. The study found that learners understanding of electrostatics improved after the conceptual change lesson and learners indicated that they found the lessons much more interesting. The study provided insight into the use of the conceptual change framework as a teaching strategy and contributed to the limited baseline data available on the teaching of electrostatics in rural schools in South Africa.
Teaching Newton's Second Law of Motion in Grade 11 Physical Sciences using a Conceptual Change Approach
(University of the Western Cape, 2018) Tembani, Neliswa; Hartley, M.S.
The purpose of this study was to investigate how the use of a conceptual change approach could contribute to enhance the teaching and learning of Newton's second law of motion in Grade 11 Physical Sciences. More specifically, the study attempted to answer the main research question namely, How can teaching using a conceptual change approach improve the learners' achievement in Newton's laws of motion? This study was underpinned by the theories of constructivism and conceptual change. The concept of effective teaching practice is based on approaches that promote conceptual change and provides learners with skills on learning how to learn and make meaning out of their learning - which is part of the constructivist view of learning. The sample of this research consisted of a single class in a school where the researcher is teaching. The class has 33 learners of mixed gender. The study adopted a single case study approach and was designed to allow for the use of multiple data collection methods. Data was collected through a pre- and post-tests, intervention lessons as well as semi-structured focus group interviews. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The results of the research showed that learners performed better in the post-test than in the pre-test. The learners mentioned the fact that the intervention lesson played an important role in making them understand the concepts better. The results also showed that, while the majority of the learners seemed to have made some progress in their conceptual development as a result of their exposure to conceptual change method of teaching, others struggled with the approach.
Teaching Ohm's law in Grade 11 Physical Sciences using a Multiple Representations Approach
(University of the Western Cape, 2018) Magadla, Anadin Zakhele; Hartley, M.S.
The purpose of this study was to investigate the value of teaching Ohm's law in Grade 11 using a Multiple Representations Approach (MRA). The need to promote knowledge and skills in problem solving in Physical Sciences together with the use of technology is important. This study explored techniques of improving learner attainment thus ensuring that they achieve the minimum entry requirements for science related fields at university. Methodology A case study approach was used. The context is a rural high school in the Eastern Cape. The theoretical framework is constructivism and pedagogical content knowledge. It was a mixed method study with a sample of 48 Grade 11 Physical Sciences learners. Data was collected through a pre-test, an intervention and a post-test. The intervention lessons on Ohm's law were video-taped. A control group was taught using traditional teaching methods and the experimental group was taught using the Multiple Representations Approach. Post-test scores compared the achievement in the two groups. It was followed by focus group interviews with the learners in the two groups. Findings The study found that MRA improved learner attainment and assisted in overcoming learning difficulties. It assessed and developed a variety of learners' skills in different forms at different stages of the lesson. The study found that the MRA aroused learners' interest in science and assisted them to visualise the abstract concepts and this led to an understanding of difficult concepts. Recommendations The study recommends the use of MRA's by science teachers to increase learners' understanding of Ohm's law. It is recommended that teachers develop fun and interesting science activities to encourage the love of science among learners.
The Effectiveness of the Use of Practical Work in Teaching Electric Circuits in Grade 11 Physical Sciences
(University of the Western Cape, 2018) Xongwana, Busiswa; Hartley, M.S.
There is a history of poor results in grade 12 physical sciences in South Africa. This underperformance is particularly evident in the Eastern Cape's rural areas generally and in previously disadvantaged schools in specific. There are several factors that lead to this problem. One factor that has been identified is the lack of practical work in science teaching due to lack of resources for practical work. This study investigated the effectiveness of the use of practical work to teach electric circuits in grade 11. The researcher was prompted by the National Diagnostic Report for grade 12 for the past four years which showed that learners were not doing well on practical-based questions on electric circuits. The case study was conducted in a rural school where the researcher is employed in Dutywa district in the Eastern Cape Province. Two grade 11 classes participated in the research; one as a control group consisting of 60 learners and the other as an experimental group with a total of 65 learners. This study is underpinned by the theory of constructivism. Data was collected using qualitative and quantitative research methods. Two instruments, questionnaires and interviews, were used in the research. The study found the practical approach to teaching electric circuits resulted in learners achieving higher marks in tests compared to the class where purely theoretical approach was adopted. The study also highlighted that learners expressed a greater appreciation for being hands-on in the physical sciences classroom as they perceived that this activity improved their understanding and achievement in physical sciences tests and examinations. The study proposes a greater integration of practical work during teaching which could lead to a positive effect on physical sciences results in the Eastern Cape. Greater involvement of learners through practical work could help learners to understand better practical-based questions on electric circuits and could also serve as a teaching strategy to improve learning in other areas of the curriculum.
The influence of language on the teaching and learning of Natural Sciences in Grade 7
(University of the Western Cape, 2017) Gudula, Zongezile; Hartley, M.S.
It has been noticed in many schools that Grade 8 learners arrive in the secondary school with a big gap in their understanding of the meaning of science concepts. In science cluster meetings teachers identified science terminology of the Grade 8 learners as problematic because learners tend to ascribe different meanings to science concepts that were dealt with in previous grades. Research conducted at the Grade 7 level to investigate the use of science language and terminology seemed the best way to understand this predicament. This study was aimed at understanding the meaning, use and application of language dealing with concepts in the Natural Sciences classes at the end of primary school. This study was underpinned by the critical theories of critical pedagogy and critical literacy. The study took place in three schools in one of the townships in the Eastern Cape. The sample for this study was Grade 7 Natural Sciences class from selected primary schools. Natural Sciences lessons at three schools were observed, one class per school. The teachers from each of the observed classes were interviewed for their perception of issues around language and science in their classes. The study aimed at providing some insight into the use of language and terminology in Grade 7 Natural Sciences classes and add some answers to the concerns of secondary school teachers regarding Grade 8 learners' language and understanding of science concepts. The study found that educators would like to see Language Policies in the Education Department being changed to accommodate the African learners who are the majority in the country. As a result of LoLT being the second language, teaching and learning experiences a lot of misconceptions in Natural Sciences in Grade 7.
The influence of Practical Work in the teaching and learning of acids, bases and neutrals in Natural Sciences
(University of the Western Cape, 2017) Festile, Richman Mzwakhe; Hartley, M.S.
The purpose of this study was to determine the influence of practical work in the teaching and learning of acids, bases and neutrals, a section of the senior phase Natural Science curriculum. In regional meetings of science teachers, many teachers indicated that learners that proceed from the senior phase to the FET band have limited knowledge of science procedures, equipment and science practicals. This study takes cognisance of this dilemma highlighted by teachers and attempts to address some of the concerns raised. Three schools were purposively chosen from the same district. The sample included one class from each school. The class was taught a practical lesson in the form of collaborative teaching by the teacher, Science Centre facilitators and the researcher. A mixed method approach was used and it allowed for diverse instruments to ensure validity and reliability. Constructivism is the theoretical framework used to underpin the study. Other theories such as Pedagogical Content Knowledge (PCK) also impacted on the outcomes of this study. The findings indicated that practical work improved the results of learners and enhanced the teaching of acids, bases and neutrals. Practical work also engaged more learners even the passive ones. The key recommendation is for consistency in the practical approach to science teaching, greater emphasis on the role of practical work and the implementation of - as far as possible - a hands-on approach to science content. The study provided insights into the practical teaching of topics in natural sciences and the extent to which this approach can be used to improve learners' understanding of curriculum content.
Using a conceptual change approach as a teaching strategy for improving learners' understanding of Chemical Change in Physical Sciences.
(University of the Western Cape, 2018) Bidi, Mantua Mavis; Hartley, M.S.
The purpose of this study is to investigate the use of a Conceptual Change Approach as a teaching strategy to improve learners' understanding of Chemical Change in Physical Sciences. In addition, learners' attitudes toward chemistry as a school subject and toward Conceptual Change texts were investigated. Moreover, learners' science process skills were also investigated. The study was underpinned by Conceptual Change Theory and Constructivism. The sample included 34 Grade 11 learners doing Physical Sciences. The case study is a secondary school in the Eastern Cape. For the purposes of this study both quantitative and qualitative research methods were used. Learners were given a pre- test and a post-test and an intervention in the form of a Conceptual Change text lesson. Thereafter, focus group interviews were used to examine learners' understanding in greater detail. Findings revealed that learners have several misconceptions that hinder learning related to chemical change. It is therefore imperative to find ways for remediation of these misconceptions. The results also showed that instruction based on the Conceptual Change Approach in which Conceptual Change Texts were used, caused significantly better attainment of concepts on chemical change, better remediation of misconceptions and enhanced understanding of chemical change. This study provides insight into the use of Conceptual Change as a teaching strategy to improve learners' understanding of challenging areas in Physical Sciences.
Using a conceptual change approach to improve learners' understanding of ions in aqueous solutions in Physical Sciences.
(University of the Western Cape, 2018) Nomvuyo, Mboxwana; Hartley, M.S.
The purpose of this study was to investigate how the use of a conceptual change approach could contribute to enhancing the teaching and learning of ions in aqueous solutions in Grade 10 Physical Science. More specifically, the study attempted to answer the main research question, namely, How can the conceptual change approach be used to teach ions in aqueous solutions in Physical Sciences? This study was underpinned by the theories of constructivism and conceptual change. The concept of effective teaching practice is based on approaches that promote conceptual change and provides learners with skills on learning how to learn and making meaning out of their learning - which is part of the constructivist view of learning. The sample of this research consisted of a single class in a school where the researcher is teaching. The class has 26 learners of mixed gender. The study adopted a single case study approach and was designed to allow for the use of multiple data collection methods. Data was collected through a pre- and post-tests, intervention lessons, classroom observation as well as semi-structured focused group interviews. The use of qualitative and quantitative methods of data collection proved useful and provided in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The results of the research showed that learners performed better in the post-test than in the pre-test. The learners mentioned the fact that the intervention lesson played an important role in making them understand the concept better. The results also showed that, while the majority of the learners seemed to have made some progress in their conceptual development as a result of their exposure to the conceptual change method of teaching, others struggled with the approach.

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