ETD Collection

Permanent URI for this collectionhttps://wiredspace.wits.ac.za/handle/10539/104


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    The effectiveness of practical work done by pre service teachers
    (2017) Mkalipi, Thabo
    The study investigated the effectiveness of practical work done by pre-service teachers in preparing to be science teachers. For this paper the phrase ‘pre-service teachers’ is replaced with the phrase ‘science student teachers’ sometimes used interchangeably. The study was guided by the following research questions: • What type of practical work do science preservice teachers do? • How do science student teachers relate practical work to the concepts being taught in lectures? • To what extent do the practical tasks enable the science student teachers to do/ learn the things the lecturer intended them to do/learn? • To what extent do the practical tasks done by science student teachers align with practical work specified in the CAPS document? This is a case study employing both qualitative and quantitative research. The researcher interviewed participants in order to obtain qualitative data. He used a questionnaire to obtain quantitative data. The type of sampling employed in this study is called comprehensive sampling because the participants were chosen based on a set of criteria. This study uses the constructivism theory as a conceptual framework. The study provided evidence that the type of practical work done by science student teachers is limited to rediscovering what is already known. It was shown that the other types of practical work (investigate phenomena, solve problems etc.) were not entirely covered by science student teachers. The study provided evidence that practical work done by science student teachers is related to the content taught in lecturers. It shows that practicals done at the university relates to what CAPS advocates; however not all the aspects that the CAPS document advocates are covered by science student teachers during practical tasks. The study recommends that practical work done by science student teachers should be designed to cater for specific aims. Also, institutions should provide more resources and support for science student teachers. Key words: Pre-service teachers, inquiry based practical work, nature of scientific inquiry.
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    Exploring the relationship between language experience and the cognitive functions: divergent thinking and working memory in linguistically diverse adoleecents
    (2018) Anthony, Kirstin
    This study aimed to contribute to understanding the association between language experience and the cognitive functions, working memory and divergent thinking. There is a gap in literature when it comes to these cognitive constructs even though there is extensive evidence for language acquisition as an influential factor in other cognitive functions. As bi/multilingualism is a South African norm it is significant to explore the effect it has on working memory and divergent thinking constructs that are needed to successfully function in life. The sample consisted of 69 learners aged between 12 and 14 years of age from a private and government school in the Johannesburg area. The learners between spoke two and five languages determined by the selective questions of the Language Experience and Proficiency Questionnaire. (LEAP-Q). Language experience was measured according to the number of acquired languages and the reported proficiency of each language. These were correlated with the scores from the following instruments: the Working Memory Inventory (WMI) from the Wechsler Intelligence Scale for Children – Fifth Edition, and the Alternate User Test (AUT). The study concluded that language experience (both acquired language and language proficiency) did not correlate with any of the working memory subtests or total working memory, yet there was a negative association between language acquisition and the AUT scores for the government school. The government school respondents also demonstrated a positive correlation between their Alternate User Test (AUT) scores and the picture span subtest and total working memory. The study also found that the demographic variable age is significant when it comes to the total working memory and the AUT task. As a means of confirming the validity of the selective questions of the LEAP-Q, it was correlated against a benchmark test, the Oral Expression of the WIAT-III, which indicated that the test might not be a reliable measure of language proficiency. The possibility of these results was discussed as well as the limitations of the study as a means to improve future research in this area.