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
| dc.contributor.author | Jambaya, Tenson | |
| dc.contributor.co-supervisor | Radebe, Nomfundo | |
| dc.contributor.supervisor | Mushayikwa, Emmanuel | |
| dc.date.accessioned | 2024-09-18T15:27:10Z | |
| dc.date.available | 2024-09-18T15:27:10Z | |
| dc.date.issued | 2023-08 | |
| dc.department | Department of Science education | |
| dc.description | A research project submitted in partial fulfillment of the requirement for the degree of Masters in Education by combination of coursework and research report, to the Faculty of Humanities, Wits School of Education, University of the Witwatersrand, Johannesburg, 2023. | |
| dc.description.abstract | 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. | |
| dc.description.submitter | MM2024 | |
| dc.faculty | Faculty of Humanities | |
| dc.identifier.citation | Jambaya, Tenson. (2023). 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. [Master's dissertation, University of the Witwatersrand, Johannesburg]. WIReDSpace. https://hdl.handle.net/10539/40963 | |
| dc.identifier.uri | https://hdl.handle.net/10539/40963 | |
| dc.language.iso | en | |
| dc.publisher | University of the Witwatersrand, Johannesburg | |
| dc.rights | ©2023 University of the Witwatersrand, Johannesburg. All rights reserved. The copyright in this work vests in the University of the Witwatersrand, Johannesburg. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of University of the Witwatersrand, Johannesburg. | |
| dc.rights.holder | University of the Witwatersrand, Johannesburg | |
| dc.school | Wits School of Education | |
| dc.subject | Professional Teaching Standards | |
| dc.subject | Cumulative knowledge building | |
| dc.subject | Legitimation code theory | |
| dc.subject | Semantic gravity (SG) | |
| dc.subject | Semantic density (SD) | |
| dc.subject | Semantic ranges | |
| dc.subject | COVID 19 | |
| dc.subject | Online sessions | |
| dc.subject | UCTD | |
| dc.subject.other | SDG-4: Quality education | |
| dc.title | 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 | |
| dc.type | Dissertation |