Magister Educationis - MEd (Mathematics and Science Education)

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An investigation into some causes of cognitive deficiencies among high school pupils in the learning of differential calculus and implications for further study
(University of the Western Cape, 1994) Matsela, Simon; Rhodes, J.S.
Little attention is usually given to the disadvantaged pupils' lack of problem solving skills and thinking skills needed for successful learning of differential calculus. Factors like what makes (disadvantaged) pupils not function (cognitively) very well are usually overlooked. The only factor considered by (some) teachers being only to comment on the impairments that already exists. That is for example labelling students as unintelliqent "foolish" or "dull". In some cases the blame is placed fully on the system (Government and its hidden agenda). While others blame the environment in which the pupils live without finding what impact the situations have on the learners' cognition. There is a need to know where and what causes cognitive impairment in general. This study looks at the domain of differential calculus. This research therefore sets out to find what the causes of cognitive deficiencies are in the learning of differential calculus. To find out some of the causes 67 High School pupils and 40 first year University students completed the questionnaires, 34 pupils wrote the differential calculus test, 10 final year matric teachers ,also contributed some information about some causes of cognitive deficiencies and how they could possibly be remedied. 4 first-year university mathematics students and 7 high school pupils were involved in the thinking - aloud interviews. The interviews were audio-taped and then subjected to a protocol analysis. Special references to this study were made to the works of Feuerstein, Perkins and Sternberg Thus in general the research set out to answer the following questions: 1. Which problems do pupils think they have with regard to learning differential calculus? 2. Which cognitive deficiencies or difficulties do pupils have in the learning of differential calculus? 3. What role do motivation and affective processes and other non-cognitive processes have in the learning of differential calculus? 4. Is there any relationship between the pupils' cognitive deficiencies, motivation and affective processes as well as the problems they think they have with regard to learning differential calculus? 5. What perception do practising teaching have on the above? 6. Is there any change or changes for first year university mathematics students? 7. Which instructional strategies can be used to rectify such deficiencies? 8. What are the implications and recommendations for further study? .... It was found that there are many cases of deficiencies among high' school pupils. These can briefly be summarised as follows: lack of effective institutional processes, poor socio-economic and political climate for blacks, inadequate research (thinking aloud) among the pupils. Finally the list of 28 recommendations and implementation for further study were suggested. These 28 recommendations were further divided into 5 general headings that teachers could experiment with in the classroom and school.
Mediation and a Problem Solving Approach to Junior Primary Mathematics
(University of the Western Cape, 1996) Dirks, Denise; Rhodes, J.S.
This study argues that not all children in the Junior Primary phase benefit from the Problem Centred Approach in mathematics that was adapted by the Research, Unit for Mathematics at the University of Stellenbosch (RUMEUS). \One of the reasons could be that not all pupils can construct their own knowledge and methods. There are the highly capable pupils who cope well with this approach. These pupils are able to solve mathematical problems with little or no teacher interaction. Then there are the average and weaker pupils who cannot solve a mathematical problem on their own. These pupils need strategies and skills to solve problems and they need the teacher to mediate these strategies and skills to them, which will help these pupils to become autonomous problem solvers. ,Working in groups can, to some extent, supplement mediation or teacher interaction. Peer group teaching can be effective, whereby pupils are placed in groups so that the more capable pupils can teach concepts or make concepts clearer to the average or weaker pupils). There is, however, the possibility that when pupils of mixed abilities are placed in groups of four there might be one pupil who might refuse to work with the group. This pupil will work on her own and will not share ideas with the other members of the group. If this happens, mediation is necessary for those pupils who cannot solve a mathematical problem on their own. The purpose of this study is to investigate how exposure to mediation can improve pupils' problem solving abilities. As directions for my research I've chosen the first six criteria of Feuerstein's Mediated Learning Experiences (MLE). The first three parameters: intentionality and reciprocity, mediation of transcendence and mediation of meaning _are conditions for an interaction to qualify as MLE. Mediation of competence and regulation of behaviour are functions of specific experiences that combine with the first three to make an adult-child interaction one of mediated learning. Mediation of sharing behaviour . can be added. Here the child and the mediator are engaged in a shared quest for structural change in the child. In addition to this, the five mechanisms of mediational teaching, i.e. process questioning; challenging or asking reasons; bridging; teaching about rules; and emphasising order, predictability, system, sequence and strategy are also used in the implementation of mediation as described by Haywood. Two methods of investigation were chosen. The pupils' problem solving abilities were studied by means of eight word sums, of which the first four word sums were done in the pre-test and the other four word sums in the post-test. After the pre-test and before the post-test there was a period of mediational teaching for the experimental group. During this period and during the post-test the control group was denied mediation. After this research, mediation was also available for the control group. Two pupils from the experimental group were then chosen for further in-depth, think-aloud, person-to-person interviews. The aim of the interviews was to determine why these pupils could not solve the problem in the pre-test, but could successfully solve the post-test question. The results of the word sums in the pre-test and the post-test were compared. The role of strategies and thinking skills is concentrated on in the results. Mediation was not equally successful in all of the four different types of problem sums. Questions one and five contained two or more numbers and here pupils tended to either plus or minus these numbers. Questions two and six also contained numbers, but this is a problem situated in a real life situation. Questions three and seven contained no numbers and questions four and eight compelled pupils to first work out a plan. Mediation was most successful in problem sums situated in a real life situation, followed by problem sums which compelled pupils to first work out a plan, and then by problem sums where there were no numbers. Mediation was least; successful in problem sums that contained two or more numbers. Analysis of these results shows that with mediation there is an improvement in the pupils' problem solving abilities; Mediation can be viewed as S-H-O-H-R, in which the human mediator (H) is interposed between the stimulus (S) and the organism (0), and between the organism and the response (R). We can argue that the Problem Centred Approach without mediation can produce individuals who are little, if at all, affected by their encounter and interaction with new situations. Due to the lack of support in the Problem Centred Approach to Mathematics, it is the aim of this mini-thesis to propose mediation as an essential component in the Problem Centred Approach to Mathematics in the Junior Primary phase.
A description of entry level tertiary students' mathematical achievement: Towards an analysis of student texts
(University of the Western Cape, 2006) Jacobs, Mark Solomon; Breiteig, Trygve; Torkildsen, Ole Einar; Julie, Cyril
A DESCRIPTION OF ENTRY LEVEL TERTIARY STUDENTS' MATHEMATICAL ACHIEVEMENT (Towards an analysis of student texts) M.S. Jacobs PhD Thesis, School of Mathematics and Science Education, University of the Western Cape. This research provides insights into the mathematical achievement of a cohort of tertiary mathematics students. The context for the study is an entry level mathematics course, set in an engineering programme at a tertiary institution, the Cape Peninsula University of Technology (CPUT). The participant members are first year, first semester students. The materials for the inquiry are student produced test scores and examination scripts taken from their entry level course. The characteristics of the mathematical achievement of the cohort concern the understanding of procedural and conceptual knowledge and problem solving abilities in mathematics. The facility with mathematics is another central concern of this study as it forms the dominant aspect of mathematical achievement which is accessible to research in the materials employed for the study. This research also develops a mathematical achievement profile for individual members of the cohort. The methodology makes use of content - and textual analytic methods for profiling the students. When viewed across the different kinds of profiling techniques adopted, this study suggests that these techniques complement one another: the profiles developed provide a cohesive and complementary overview of the achievement of the cohort. 111 This study challenges perceptions that responses to constructed response questions offer little information about the mathematical knowledge of students. This study investigates the possibilities of providing a bridge between the assessment of students by means of tests scores and a taxonomy of mathematical objectives, on the one hand, and the critical analysis of student produced texts, on the other. Findings suggest that diagnostic uses of paper and pencil tests can be revealing about the achievement of students. The wide range of responses to test items revealed a distribution of incompleteness in terms of employing algorithmic techniques. This research revealed that even in cases of wrong solutions, participant members' responses were reasonable, meaningful, clear and logical. The participants responded in many ways as predicted by the research literature. Evidence could be found for the use of child methods; poor use of reflective abstraction for coordination; accessing the wrong cognitive frames; not seeing the underlying structure of the mathematics and treating letters as objects. Findings suggest that the use of a textual analytic method, which led to the creation of critical indicators as a way of sign-posting events, enhanced the achievement profile of the students.
A comparison between the contexts grades 10 learners prefer for mathematical literacy and those reflected in the PISA survey
(University of the Western Cape, 2008) Hartzenberg, Louis Reginald; Julie, Cyril; Mbekwa, Monde
The study focuses on the contexts grade 10 learners prefer to deal with in Mathematical Literacy. These preferred contexts of the leamers were then compared with the contextual situations found in the Organization for Economic Cooperation and Development's (0ECD) Programme for International Student Assessment (PISA). The most important findings of the study are that the grade l0 leamers from low socioeconomic environments regard the intra-mathematical clusters as the most favoured items. In the extra-mathematical cluster learners favoured technology and health. PISA designers favoured the mathematical cluster followed by physical science and the finance cluster. The context preferred by learners may differ from what designers of tests may perceive to be relevant or interesting and vice versa.
Problem-solving in geometry in collaborative small group Settings: how learner’s appropriate mathematical tools while working in small groups.
(University of the Western Cape, 2011) Cooper, P; Mbekwa, M.; Julie, C.
Problem-solving in Mathematics is an important skill. The poor perforrnance of South African learners in international tests such as the Trends in Intemational Mathematics and Science Study (TIMSS) and in schools in general indicates that emphasis should be placed on problem-solving in the teaching and leaming of Mathematics. The new national senior certificate curriculum in South Africa encourages Soup work amongst learners. The thesis proposes that learning is enhanced in a small-goup setting, since learners actively engage with the problems. Furthermore, Euclidean Geometry is perceived by learners to be a 'diffrcult' section of Mathematics. However, Geometry is important since the skills acquired while doing Geometry can be applied to various fields of study.
Pre-service science teachers’ conceptual and procedural difficulties in solving mathematical problems in physical science
(University of the Western Cape, 2014) Iwuanyanwu, Paul Nnanyereugo; Ogunniyi, Meshach
Students frequently leave first-year physical science classes with a dual set of physical laws in mind- the equations to be applied to qualitative problems and the entrenched set of concepts, many erroneous, to be applied to qualitative, descriptive, or explanatory problems. It is in this sense that the emphasis of this study is on ‘change’ rather than acquisition. Thus, a blend of theoretical framework was considered according to the aim of the study. Of immediate relevance in this regard within the “constructivist paradigm” are: Posner, Strike, Hewson and Gertzog’s (1982) conceptual change theory and the revised Bloom’s Taxonomy.
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.
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.
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.
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.
Western Cape Senior Phase Learners' Conceptions of Magnetism, Chemical Change of substances and the Environment
(University of the Western Cape, 2018) Ayano, Elizabeth Idowu; Fakudze, Cynthia
A large percentage of South African learners held inadequate or alternative conceptions that might hinder them from developing a valid understanding of various scientific concepts and generalizations. This study explored the conceptions of Senior Phase learners on magnetism, chemical change of substances and the environment. More explicitly, the study attempted to investigate the influence of the learners" age, language and gender issues on their understanding of these scientific concepts. The study is underpinned by socio-cultural constructivism as espoused by Vygotsky (1978). The research sample comprised 250 Senior Phase learners (grades eight and nine) from secondary schools in the Metro Central District in the Western Cape. The study used the following six research instruments for data collection: Science Achievement Test (SAT), Context Test, Cloze Test, Picture Test, Science Vocabulary Test and an interview schedule. The tests were administered to all the participants while the interview was conducted with six participants.This study was a descriptive research of a survey type and data was collected and analyzed using both quantitative and qualitative methods.The data collected was analyzed quantitatively using the Statistical Package for Sciences (SPSS) in order to obtain descriptive statistics that were used to explore the conceptions of senior phase learners in magnetism, chemical change substances and the environment in the Metro Central district while data from the tape recorder and notes taken during the interview, were analyzed qualitatively.
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 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.
Teaching electrical circuits in grade 10 physical science using a conceptual change approach
(University of the Western Cape, 2018) Fuzani, Nomfundo Cynthea; Hartley, M S
The purpose of this paper is to investigate whether the teaching of electric circuits in Grade 10 Physical Sciences using a conceptual change approach would enhance learners' understanding of the concept. The conceptual change approach is a process whereby concepts and relationships between concepts change over the course of an individual's lifetime. The process whereby conceptual change occurs is of central interest in helping to understand the process of learning, and is also important when considering the design of instruction. The study was conducted at a secondary school in a small town in the Karoo. Purposive sampling was used to select the sample of a Physical Science Grade 10 class. A mixed method approach was used to observe the effectiveness of the conceptual change approach - four conditions must exist before a conceptual change is likely to occur: (1) assess learners' dissatisfaction with their existing concepts; (2) the new concept must become intelligible; (3) the new concept must appear plausible; and (4) the new concept must be fruitful. All learners' total scores for the pre-test and post-test were calculated and recorded and total scores were statistically analyzed. This study could provide means to improve science teaching and learning. The learners were assisted to discover what was not clear to them, they were encouraged towards deeper understanding and to use their own knowledge to make sense of new concepts. The conceptual change approach could be used effectively by the teachers as it will assist to remove misconceptions learners have prior to the learning of new science concepts.
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.
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.
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.
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.
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.

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