Wits School of Education (ETDs)

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Browsing Wits School of Education (ETDs) by Department "Department of Science education"

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    An assessment of online learning materials on cumulative knowledge building in chemical reactions at Grade 10 through the lens of Legitimation Code Theory (LCT): A case study of Mindset videos
    (University of the Witwatersrand, Johannesburg, 2023-08) Jambaya, Tenson; Radebe, Nomfundo; Mushayikwa, Emmanuel
    The Professional Teaching Standards (PTS) in South African schools have established cumulative knowledge building as the core of teachers’ work. However, cumulative knowledge building is still an understudied field. The main aim of this research is to explore the effectiveness of Mindset videos as a teaching intervention to assist learners in grade 10, in order to develop adequate understanding of the concepts found in the topic of chemical reactions in Chemistry. Legitimation Code Theory (LCT) was used as a conceptual framework, with a specific focus on Semantic Density (SD) and Semantic Gravity (SG). The study employed a qualitative case study approach as this study used non-numerical data of the Mindset videos on chemical reactions which was interpreted and analysed in terms of how some chemical reactions concepts were taught. It also adopted a case study exploratory research design, a method established to explore a phenomenon that has not been researched or adequately explained before like the LCT and Mindset videos. Pre-recorded Mindset video observations served as the primary data collection method whereby two Mindset videos were observed and transcribed. The research sampling used in this study is a purposive sampling method. This is because the researcher understands the case explored in this study and therefore it is crucial to handpick the sample matching characteristics required for this research topic. The researcher had to pick two Mindset videos on chemical reactions purposively as the aim was to study the Mindset (and not any other types of videos) on chemical reactions to study them and make conclusions about the findings. In this study, data analysis involved observing two electronic documents, the two Mindset videos and interpreting them to answer the three research questions. Thus, document analysis, a form of qualitative research that uses a systematic procedure to analyse documentary evidence and answer specific research questions, was the approach to data analysis. The study’s main findings revealed that Mindset videos are presented in a way that is accessible to learners and may reduce abstractness of concepts especially in the topic of chemical reactions. In this way, the Mindset videos are as good as conventional teaching, but they have the advantage of being supplementary to classroom teaching. After a grade 10 learner has been taught chemical reactions at school, s/he can supplement this with a Mindset video on the same topic. The Mindset videos are also helpful during learner non-contact times such as the COVID 19 lockdowns where learners were supposed to learn at home thereby contributing significantly to cumulative knowledge building. Possible future studies on this study could include studying the effect of Mindset on learners who watch them as supplementary to the contact lessons on using performance tests. The other possible future study may include comparison of Mindset on chemical reactions as online methods in comparison to contact lessons on the same topic of chemical reactions. Can also compare effectiveness of Mindset videos and other companies produced videos on chemical reactions.
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    An investigation of how a lecturer uses discussion to promote meaning making during the teaching of the topic of Excretion to 3rd year preservice Life Sciences teachers
    (University of the Witwatersrand, Johannesburg, 2023-10) Nyaloku, Malebo; Mandikonza, Caleb
    This study seeks to investigate how a lecturer uses discussion to promote meaning making during the teaching of the topic of Excretion to 3rd year preservice Life Sciences teacher. The process of meaning making includes how people understand and make sense of the content. Qualitative research was conducted to investigate how a lecturer uses discussion to promote meaning making. In this study, I used an interview and observations of video-recorded lectures on Excretion. The participant in this study is a Life Sciences lecturer at the university of the Witwatersrand. Data analysis involved watching the video-recorded lectures, transcribing them and coding transcripts to identify how discussion was used to promote meaning making and having a semi-structured interview with the lecturer responsible for teaching Excretion to 3rd year preservice teachers. The findings from this study shows that discussion promotes meaning making when students engage with the lecturer, the teaching and learning materials and with other students, which allows them to share ideas and make meaning of the intended knowledge.
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    Rethinking Physical Science Practical Work in the remote teaching and learning context: A case of a South African University
    (University of the Witwatersrand, Johannesburg, 2023-10) Mashaphu, Tshegofatso; Zulu, Sphamandla I.; Mushayikwa, Emmanuel
    This study focuses on exploring pedagogical and learning practices and approaches to practical work in the remote teaching and learning context. The aim was to investigate the physics practical work under remote teaching and learning conditions given that the practical work is traditionally laboratory based. The study used Technological Pedagogical Content Knowledge (TPCK) and Vygotsky’s concept of Zone of Proximal Development (ZPD). This case study generated its data through the analysis of practical work manual documents and individual semi-structured interviews with participants. The participants included a physics education lecturer, a physics education specialist who was the consultant in charge of creating practical work manuals for remote practical work, 3 laboratory demonstrators, and 3 pre-service teachers. The findings of this study revealed that physics practical work was conducted in the form of kitchen-table experiments to give a sense of hands-on practical work to pre-service teachers. Also, in the remote teaching and learning context, the designed practical work presented some Challenges for teaching and learning, even though opportunities were also imminent with this approach. Moreover, the findings indicate that several factors influenced the design, implementation and learning of the practical work. Such factors included network connectivity, limited availability/access of the recommended simple materials, and the preservice teachers’ willingness to actively participate in the practical work sessions on the WhatsApp platform and lastly the findings suggested that the use of digital technologies was central to both teaching and learning practical work under the remote context.