ETD Collection

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


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    Exploring career choice negotiation among psychology honours students.
    (2014-02-27) Isakow, Haley
    The primary aim of the research was to examine the ways in which Psychology Honours students interactionally made sense of their career choices. In addition, the research examined how these students interactionally made sense of psychology as a discipline and field of study, particularly in the context of discussions of career choices. The participants were selected for inclusion into the study (through purposive sampling) if they were currently in their psychology honours year. An interview schedule that contained open-ended questions and prompts was used to guide the focus groups. The findings showed that the participants were contextually creating meanings of career choice and psychology as seen by the acknowledged, additive or at times challenged responses, statements, descriptions etc. in the focus groups. Further research could be performed on students from other disciplines to see if the meanings of ‘psychology’ and ‘career choice’ vary or are similar across disciplines. This would provide the field of psychology with a better understanding of how it is perceived and might provide some constructs that have not been considered yet, with regards to career
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    Grade 11 learners' and teachers' conceptions of scientific inquiry in relation to instructional practices.
    (2013-09-30) Dudu, Washington Takawira
    This exploratory, descriptive and interpretive study investigated the interactions among learners’ conceptions of the nature of scientific inquiry (NOSI), teachers’ conceptions of NOSI and teacher instructional practices when teaching investigations in Physical Science. The participants were South Africa, Grade 11 learners (n= 167) and teachers (n=5), from five schools in the Johannesburg region of South Africa. The schools were conveniently and purposefully sampled. Learners’ and teachers’ conceptions on six NOSI tenets were investigated. These tenets are: difference between laws and theories; difference between observation and interpretation; there is no one method in science; accurate record keeping, peer review and replicability in science; socially and culturally embeddedness nature of scientific knowledge; and the role of human creativity and imagination in the development of scientific knowledge. Data on learners’ and teachers’ conceptions of the NOSI was obtained through; questionnaires, probes and interviews. Teacher instructional practices were determined using laboratory class observations, questionnaires, teacher and learner interviews, and analysis of instructional materials. The data was quantitatively analyzed using mainly, descriptive statistics, correlations, Regression Analysis and Multivariate Analysis of Variance (MANOVA). Qualitative data was analyzed using a combination of analytic induction and interpretive analysis. The results show that learners’ NOSI conceptions were inconsistent, fragmented and fluid, with the majority of the learners displaying naïve conceptions. Teachers were found to hold mixed NOSI conceptions ranging from static, empiricist-aligned to dynamic, constructivist-oriented. Teacher instructional practices were found to be a repertoire of contrasting methodological approaches lying along a continuum ranging from close-ended inquiry to open-ended inquiry. The study found the interactions between and among the investigated variables to be weak and not direct and simple, but complex and under the governance of a variety of factors in the instructional milieu. Curriculum and assessment demands were found to be major factors possibly responsible for weakening the interactions. For the investigated variables, it is posited that the interaction between variables is under the governance of both the context in which the instruction takes place and some factors already embedded in the teacher’s or learner’s conceptual ecology. Recommendations and implications for the practice of science education and future research are raised and discussed.
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    The Impact of Social Interactions on Ethnic Identity Perceptions: The Case of Shona and Ndebele Migrants Living in Johannesburg, South Africa
    (2006-10-27T07:38:54Z) Makaya, Takwana
    In Zimbabwe, interethnic relations led to animosities and divisions, between and among ethnic groups. Zimbabwe’s main ethnic groups fought interethnic wars in pre-colonial, colonial and post colonial Zimbabwe. Interethnic differences Between Shona and Ndebele people caused the massacres of Ndebele people from 1980 to 1987. This study aimed at determining the impact of social interactions on ethnic identity perceptions or prejudices Shona and Ndebele people of Zimbabwe have of each other within Johannesburg. To do so, I first understood respondents’ perceptions before leaving Zimbabwe and perceptions after social interactions in Johannesburg. The nature and extent of social interactions were surveyed. Sixteen participants from each group were interviewed. Collection of data was made through in depth face to face interviews. Literature was reviewed to construct a theoretical framework for the inquiry. The main finding in this work is that social interactions have helped in weakening negative ethnic identity perceptions Shona and Ndebele people have of each other. A larger number of respondents expressed views which showed support of weakening negative ethnic identity perceptions through social interactions such as intermarriages, street vending associations, church interactions and business sharing. The impact of that on the existing literature is that the findings support the argument that under certain conditions contact leads to the weakening of prejudices, perceptions or attitudes. But there are other minor findings that show that perceptions of few respondents have not changed. Basing on minor findings, I discovered that Shona and Ndebele people might have forgiven each other but that does not necessarily mean that the Shona and Ndebele people like each other as much.