Electronic Theses and Dissertations (Masters)

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Browsing Electronic Theses and Dissertations (Masters) by Keyword "Bloom's taxonomy"

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    An investigation of Grade 6 learners’ conceptual understanding of task words and subject terminology in Natural Science and Technology formative assessments on the topic ‘Electric circuits’
    (University of the Witwatersrand, Johannesburg, 2023-09) Soloman, Bridgette; Padayachee, Kershree; Mandikonza, Caleb
    The purpose of this study was to gain insights into grade 6 learners conceptual understanding of the task words (used in Bloom’s taxonomy) and key words (subject terminology) in the subject Natural Science and Technology (NST). This study was motivated by wanting to understand whether the possible cause of learners’ poor performance in assessments was due to their lack of understanding of assessment questions. This was investigated through a case study conducted on 101 grade six learners at a South African primary school. Learners wrote a written test on the topic: electric circuits which was subsequently marked using a memo. Based on their scores obtained 14 learners were selected and grouped into 4 focus groups based on high, average, low scores, and a mixed group. The focus group discussions explore what were learners interpretations of the task words and subject terminology used in formative assessments. The transcripts were analysed both deductively and inductively. The data analysis revealed that grade 6 learners do not conceptually understand the task words and subject terminology used in NST formative assessments. The findings revealed that learners’ interpretations depended on their understanding of either the task word or subject terminology, that the different meanings of words in colloquial English compared to academic language influenced their understanding of words, and that learners did not know how to approach assessment questions. The implication of this study is that NST teachers need to both tap into learner prior knowledge and collaborate with English teachers to assist learners understand assessment questions. The recommendation is that more time needs to be allocated for teaching task words and subject terminologies.
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    Applying critical literacy theory to examine English Further Education and Training short story textbooks
    (University of the Witwatersrand, Johannesburg, 2023-08) Sekgobela, Adolph; Nkealah, Naomi
    Textbook authors have worked hard over the years to produce quality work. However, it has been a challenge in South African basic education to use these textbooks to train learners to be critical thinkers, which means that learners struggle to cope when they reach higher education. Basic education assesses basic knowledge, without learners themselves being challenged to engage creatively with content and interpret it through a critical lens. This study researched on three short story textbooks, namely Fabulous, Short Story Anthology and Changes using the qualitative method. These are short story textbooks used in public schools in South Africa, as part of English First Additional Language subject content. Purposive sampling was used to make selection of short stories. Within each book, the Department of Basic Education prescribed eight stories for learning. This study selected two of the eight prescribed stories from each book, making six short stories selected for the research. These stories were analysed with their activities against critical literacy theory. It was found that short story activities, especially those studied in Grade 11 and 12, do not assist learners to develop skills such as problem-solving, creative writing, and critical literacy, and that the Grade 10 stories do in some instances promote critical literacy skills development. On the whole, it was found that all short stories limit learners from being creative beings who are able to rewrite, rethink and reconstruct the world around them.