Masters Degrees (Curriculum Studies)

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Browsing Masters Degrees (Curriculum Studies) by browse.metadata.advisor "Botha, Marie Louise"

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    Environmental education in Namibia : a case study of the biology teachers
    (Stellenbosch : Stellenbosch University, 2013-03) Haindongo, Nyeuvo-Saima; Reddy, C. P. S.; Botha, Marie Louise; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The focus of this study is on Biology teachers in selected Namibian schools. The researcher seeks to understand how Biology teachers implement Environmental Education (EE) as part of the Biology curriculum as is mandated in the curriculum policy. Literature indicates that the EE curriculum and the science curriculum are underpinned by different philosophical and pedagogical perspectives. This prompts the research questions, and the subsequent research reported on in this thesis. During a case study guided by a qualitative interpretive paradigm, Biology teachers and Biology advisory teachers are interviewed about their experiences and actions and invited to make suggestions. In addition curriculum document analysis and observation are used. The data point to the aspects that can facilitate the implementation of EE in the curriculum, However the implementation of EE is associated with many obstacles and challenges. Teachers struggle to implement EE because of an inadequate understanding of EE and its underlying philosophy. Further enhancement of EE will also require the reduction of tensions between policy and practice, logistic barriers, and the gap between EE and science, while increasing the involvement of teachers in curriculum development, collegiality among teachers and principals, teachers and advisory teachers’ knowledge of EE, teachers and advisory teachers’ curriculum understanding and professional support. Teachers cannot achieve the objectives of EE unaided; therefore the establishment of EE co-coordinators in schools is suggested, since schools have failed to implement EE without such support. In addition, it is suggested that activity systems be studied in totality and that boundaries be crossed to enrich the outcome of EE. . Subject advisors are mandated by the government to support teachers experiencing problems, and it is suggested that ideas linked to the activity systems and activity theory be investigated and implemented to solve the problems. This should improve the implementation of EE as part of science teaching in the schools where the study was conducted and in other schools.
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    iGenerasie : die gepastheid van die natuurwetenskaponderrig-en-leeromgewing binne 'n tersiere instelling
    (Stellenbosch : Stellenbosch University, 2020-03) Nel, Tarina; Botha, Marie Louise; Stellenbosch University. Faculty of Education. Curriculum Studies.
    ENGLISH ABSTRACT : According to Fataar (2017), we “fail to teach effectively because we don’t understand the group that we teach”. The current research aims to address the question whether we understand Generation Z enough to teach them effectively, to meet their teaching and learning needs? GenZ is referred to as digital natives, they were born in a time where technology was readily available. To them, it is as common as pen and paper are to those generations which preceded them. They do not know a world without it. This research reveals that as educators, we fail to consider the impact of exactly that. There is a continually growing divide between us and those we teach. This research is an attempt to seek knowledge to communicate, connect and teach this generation better. The exponential growth of technology and the reality of the Fourth Industrial Revolution (4IR) will start to shape the world with or without our input. This research, however, suggests that if we as teachers are willing to consider our practices and have a mindset of understanding GenZ and creating an environment in which they thrive, we will be able to teach them the skills they need to deal with 4IR, and create their own future. During the literature review of this study the researcher considered who GenZ is and what this generation’s perspectives on life are and what formed these perspectives, and considered the future of the generation. The perspectives are further discussed with reference to those aspects relevant to education. Natural science and the nature of science are further considered. A short discussion on the sustainable development goals of the United Nations and 4IR follows. The literature review is concluded by contextualising the research within Stellenbosch University as a higher educational environment. The research design is a collective case study, conveyed in an interpretive approach and is analysed qualitatively through a triangular, constant comparative method. Participatory, formal observations were completed by the researcher by attending first-year lectures, semi-structured questionnaires were completed online by students of the relevant modules and semi-structured interviews were held with relevant lecturers. This research ultimately leads to an attempt by the researcher to communicate an urgency that more research on this topic is needed. Suggestions are made and although this research was concluded within the environments of natural science and higher education, the findings of the research lead to conclusions and suggestions not limited to these environments. In fact, the researcher suggests that the answer to meeting the educational and learning needs of this generation might effectively lie outside the traditional classroom.
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    Science teachers' experience of the transition process from general education and training to further education and training : a multiple case study
    (Stellenbosch : Stellenbosch University, 2014-04) Mettler, Edwina Michelle; Botha, Marie Louise; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: This qualitative multiple case study explored the subjective experiences of four science teachers during the transition process from Natural Sciences in the General Education and Training (GET) band to Life Sciences in the Further Education and Training (FET) band. The study was guided by one main research question and four sub-questions. Data were collected using simple observation, an open-ended questionnaire, semi-structured interviews and photographic evidence. The study revealed that the experiences of the teachers are dependent upon their years of teaching experience, the quality of in-service training and workshops, available resources, the support the teacher receives from the school and the Department of Education and how each school is individually managed. The findings in this study further revealed that teachers feel alone and abandoned by the Department of Education, as there is very little to no support and communication between the teachers and the Department. The teachers reported that there is a misalignment between the content and assessment requirements in Grade 9 and Grade 10, which causes learners to struggle to adapt in Grade 10. Teachers then resort to measures such as structuring the GET more like the FET and reorganising and modifying the content of Natural Sciences across grades 8 and 9 in an effort to better prepare learners for Grade 10 Life Sciences. All the teachers who participated in the study revealed that they did not receive sufficient training to assist them with the transition process from GET to FET. Reasons offered included that in-service training and workshops focused more on administration instead of providing teachers with the necessary context-specific training required to implement the National Curriculum Statement. It is therefore evident that highly skilled teachers are needed to ensure a smooth transition from GET to FET. Teachers need to participate in curriculum initiatives, as it is the teachers who are ultimately responsible for implementing new curriculum initiatives.