Identifying and finding the impact of Grade 8 learners' alternative conceptions of lightning

DSpace/Manakin Repository

Show simple item record

dc.contributor.author Nkopane, Freddy Lehlohonolo
dc.date.accessioned 2007-03-12T14:29:29Z
dc.date.available 2007-03-12T14:29:29Z
dc.date.issued 2007-03-12T14:29:29Z
dc.identifier.uri http://hdl.handle.net/10539/2254
dc.description Nkopane, Freddy Lehlohonolo, Student no 0215898Y, MSc, Science Education, Faculty of Science. 2006. en
dc.description.abstract The National Curriculum Statement (NCS) highlights the extensive need for developing insights and respect for different scientific perspectives and a sensitivity to cultural beliefs, prejudices and practice in society. The study wais prompted by the fact that most learners have an African conception of lightning which in most cases is not in agreement with the conventional definition of lightning. The focus of this study was to identify the learners’ conceptions of lightning. Secondly it attempted to elicit, describe and assess the learners’ process of learning Western conception of lightning. And finally, it developed a model of teaching that can be used to help African learners accommodate the two conceptions without contradiction or hindrance. This research utilized qualitative research design to a large extent. A total of 33 participants responded to a questionnaire and 16 were interviewed. In response to question 1, learner’s mentioned that they believe that lightning is a result of witchcraft, it demonstrates the anger of ancestors or it is used by god to demonstrate his existence. These findings suggest that the learner’s African conception is a hindrance to the learning of science because learners’ cultural identity is often very different from the culture of conventional science. Learners experience a type of cultural clash whenever they attempt to learn science meaningfully. A substantial number of learners indicated that the African conception prohibits them from learning the western conception. Further findings suggest that learners do not challenge the validity of the conventional explanation of the origins of lightning. But they believe it is different to the African conception. In summary this research revealed that there is a strong need for educators to be sensitive and knowledgeable about the African learners’ way of thinking. It suggests a teaching model that is aimed at helping educators to deal with misconceptions instead of attempting to change a belief system. en
dc.format.extent 14762 bytes
dc.format.extent 9625 bytes
dc.format.extent 65815 bytes
dc.format.extent 126864 bytes
dc.format.extent 19240 bytes
dc.format.extent 14414 bytes
dc.format.extent 13266 bytes
dc.format.extent 9637 bytes
dc.format.extent 41637 bytes
dc.format.extent 56465 bytes
dc.format.extent 27124 bytes
dc.format.extent 26175 bytes
dc.format.extent 9289 bytes
dc.format.extent 12211 bytes
dc.format.extent 10728 bytes
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.format.mimetype application/pdf
dc.language.iso en en
dc.subject western modern science en
dc.subject indigenous science en
dc.subject African traditional worldview en
dc.subject worldview en
dc.title Identifying and finding the impact of Grade 8 learners' alternative conceptions of lightning en
dc.type Thesis en


Files in this item

This item appears in the following Collection(s)

  • ETD Collection
    Thesis (Ph.D.)--University of the Witwatersrand, 1972.

Show simple item record

Search WIReDSpace


Browse

My Account

Statistics