3. Electronic Theses and Dissertations (ETDs) - All submissions
Permanent URI for this communityhttps://wiredspace.wits.ac.za/handle/10539/45
Browse
3 results
Search Results
Item A content analysis of how astronomy is framed in selected South African online newspapers(2016) Sondlo, Aviwe AbilityThe aims of the study were to provide an overview of how online newspapers portray astronomy news in terms of framing and tone. The “tone” is used as a way to analyse and reflect on the mood of the article, whether the journalist reports about positive or negative news. The study sought to understand what aspects of astronomy news are covered by South African online newspapers because using real world examples and stories as a way of learning has a magnetic attractiveness to the majority of students. This is one of the reasons why a newspaper is the perfect teaching and learning tool because it is regarded as a medium that can heighten students’ knowledge, enhance students’ vocabulary skills, conceptual understanding and encourage a positive attitude towards learning. The study was underpinned by framing theory which suggests that presentation can influence the choices people make; it is a procedure where people improve a specific conceptualisation and change their perception about it. A mixed method was used since it combines both qualitative methods and quantitative methods to deal with different questions of the research study. A data collecting instrument was not required to conduct the study because the data was already available on the internet, however, the researcher developed and modified an instrument to analyse the available data. The Nisbet framework and a modified story analysis form were used as coding instruments. Newspapers articles were retrieved from the internet using search terms such as “SKA, astronomy, planets”. The samples were two online newspapers, the Mail & Guardian and News24 from 1st January 2012 to 31st July 2015. The quantitative results were divided into two, firstly for the Mail & Guardian and secondly for News24. Items that were analysed for each online newspaper were: news origin, news treatment, geographical focus, photos and graphics, framing techniques, the Nisbet framework, word average, and general reaction. The Mail & Guardian has longer news article lengths than News24. This might suggest that New24’s news articles are better to use since they are shorter and the aim of using newspapers is to make teaching and learning science fun and productive. The qualitative results indicated that astronomy articles in newspapers are flooded with scientific terms that are not explained. Teachers need to assess and make students think about the content from the newspaper story and to recognise that stories in the newspaper are written differently from school textbooks. The research study indicated that newspapers can be used and are useful in science class if they are used correctly and, at the same time, textbooks and other teaching materials are also used. The use of newspaper when teaching science is undoubtedly one of the effective ways of teaching science whether in an informal or formal learning context. Using newspapers increases students’ knowledge and improves students’ vocabulary skills to enhance conceptual understanding. Key words Astronomy, Mail & Guardian, News24, Story Analysis Form, Nisbet Framework, Informal Learning, formal learning and Science.Item Introducing the moon to South African natural science classrooms(2009-04-08T11:36:42Z) Kelfkens, LesleyThis dissertation concerns the the problem that natural science teachers with limited astronomy backgrounds have to teach new curriculum content about lunar motion, phases and eclipses. My study aims to establish: 60 teachers’ knowledge of lunar phenomena through surveys; whether an intervention incorporating models and activities is effective at improving a case study group’s understandings; how the case study teachers use these activities and models in the classroom. My results indicate that the majority of natural science teachers have little formal astronomy education. Only two teachers held a scientific understanding of lunar phenomena. The intervention led towards a more scientific understanding amongst the case study group. Scale is essential for developing an understanding of lunar phenomena and models are extremely beneficial, but participants experience spatial problems when viewing models from an external perspective. I propose in-service training in small groups for building knowledge and increasing confidence for teaching this content.Item Learning about astronomy : a case study exploring how grade 7 and 8 students experience sites of informal learning in South Africa(2008-02-20T11:59:16Z) Lelliott, Anthony DouglasAbstract All students are able to learn something about astronomy when they participate in a school visit to a site of informal learning such as a science centre. I examined how children from four schools experienced presentations and participated in activities about astronomy during a two to four hour visit to either the Hartebeesthoek Radio Astronomy Observatory or the Johannesburg Planetarium in South Africa. The case study involved observing thirty-four 12- to 14-year-old students at the science centre and interviewing them about astronomy concepts including those based on personal meaning maps they drew prior to and after their visit. The data were analysed using a human constructivist framework to determine both what and how students learnt during their visit. Despite a lack of teacher involvement I show how students collectively and individually learnt about concepts in astronomy, which I categorised into a set of seven Big Ideas: gravity, stars and the Sun, size and scale, the Solar System, day and night, Moon phases and parabolic dishes. Collectively, there was an improvement in their knowledge of Big Ideas dealt with at the study sites, including gravity, stars, the Sun, size and scale, and parabolic dishes. The students showed little change in their knowledge of day and night or the phases of the Moon. Individually, all students learnt principally by incremental addition of knowledge, while some students also demonstrated greater knowledge restructuring. Students with the least prior knowledge added additional basic facts to their repertoire, while those with greater prior knowledge were able to reorganise their knowledge and achieve greater understanding. All students also showed that the affective domain (for example enjoyment and wonder) contributed to their learning by encouraging interest in astronomy. Some students demonstrated examples of conative learning in which their experiences prompted them to further action after their visit. While the visit changed the misconceptions of some students, it made little difference to others, and promoted misconceptions in a few. Methodological findings included the value of using personal meaning maps, the importance of using models during the interview process and observations of how students used language in their description of astronomical processes. The study suggests that students learn best from a range of activities clustered around a central theme, and that enjoyable activities appear to enhance learning. I recommend that the astronomy presented at the centres focus on a limited number of concepts in astronomy, and that presentations and activities be structured around those Big Ideas. Science centresshould provide teachers with guidelines for their visit. I also propose that activities aim to recall students’ prior knowledge and provide situational interest to encourage motivation in the topic of astronomy and the subject of science. Finally I suggest that science centres should combine cognitive learning with affective fun, as recommended by students participating in the study. Keywords Astronomy, Astronomy Education, Constructivism, Human Constructivism, Informal Learning, Museum, Planetarium, Science Centre.