21st Annual Meeting of the Southern African Association for Research in Mathematics, Science and ... more 21st Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education
Stellenbosch : Stellenbosch University, Dec 1, 2019
By submitting this dissertation electronically, I declare that the entirety of the work contained... more By submitting this dissertation electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.
This thesis explores the possibility of developing a mentorship programme for teachers through a ... more This thesis explores the possibility of developing a mentorship programme for teachers through a reflexive democratic practice in order to support student teachers at the Cape Peninsula University of Technology (Bellville Campus), when they do their internship in the host schools. It argues that critical dialogue and reflection are at the core of practices that are more democratic and that the development of a mentorship programme within the context of a community of practice holds transformative possibilities for teaching and learning. Aspects of current practice at the schools and at the academy, which may enhance or hinder the development of a reflexive democratic practice, are identified. It is hoped that a critical analysis and reflection of the research findings will contribute to the improvement of the practice teaching experience of the student teachers as well as contribute to the development of an effective mentorship programme.
This article contrasts two types of argumentation lessons, one dealing with a socio-scientific to... more This article contrasts two types of argumentation lessons, one dealing with a socio-scientific topic and another with a pure scientific topic in the same school in Cape Town, South Africa. For each lesson we identify critical incidences – key moments in teaching either supporting or hindering successful argumentation among students. The analysis of dialogue sequences shows that there are common lesson features improving the level of argumentation. Differences emerge for both lessons in terms of the nature of argumentation that results. There is room for both types of argumentation task in science lessons. The features of teaching that might lead to successes in using both types are discussed. When a new curriculum was introduced in grades 10–12 (typically students aged 14–16) in South African schools in 2006, considerable emphasis was laid on developing students’ abilities as critical and creative thinkers. In biology, for example, they are required to ‘understand the nature of scie...
By submitting this dissertation electronically, I declare that the entirety of the work contained... more By submitting this dissertation electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.
African Journal of Research in Mathematics, Science and Technology Education
Abstract: The research reported here is the first stage of monitoring the sustainability of the&a... more Abstract: The research reported here is the first stage of monitoring the sustainability of the'Teaching Science to Large Classes Project'. This project has been introducing teachers, in the Western Cape, South Africa, to paper and pencil'Translation Activities'(TAs) as a ...
Teachers working in under resourced and overcrowded classrooms in the historically disadvantaged ... more Teachers working in under resourced and overcrowded classrooms in the historically disadvantaged schools of South Africa have traditionally used the blackboard as the main means for transmission of knowledge and also for control. The introduction of a new outcomes-based Curriculum 2005, emphasising active learning, and the integration of teaching and assessment, requires a big change in such teachers classroom practice.
This thesis explores the possibility of developing a mentorship programme for teachers through a ... more This thesis explores the possibility of developing a mentorship programme for teachers through a reflexive democratic practice in order to support student teachers at the Cape Peninsula University of Technology (Bellville Campus), when they do their internship in the host schools. It argues that critical dialogue and reflection are at the core of practices that are more democratic and that the development of a mentorship programme within the context of a community of practice holds transformative possibilities for teaching and learning. Aspects of current practice at the schools and at the academy, which may enhance or hinder the development of a reflexive democratic practice, are identified. It is hoped that a critical analysis and reflection of the research findings will contribute to the improvement of the practice teaching experience of the student teachers as well as contribute to the development of an effective mentorship programme. Thesis (MEd (Education Policy Studies))--Uni...
International Journal of Educational Development, 2008
This paper explores the argumentation ability of ten science teachers in two South African school... more This paper explores the argumentation ability of ten science teachers in two South African schools on opposite ends of the resource spectrum. Toulmin's model is used to analyse individual contributions in six group discussions. The findings show that levels of argumentation improve with teachers' involvement in the development of teaching resources and the closeness of the argumentation task. The nature of the arguments is permeated by inclusiveness, thus precluding the use of rebuttals, traditionally a requirement for high-quality arguments. Based on the ubuntu worldview, a model of inclusive argumentation is proposed with implication for teaching and a scheme of assessable levels of argumentation. r
Abstract Teachers working in under resourced and overcrowded classrooms in the historically disad... more Abstract Teachers working in under resourced and overcrowded classrooms in the historically disadvantaged schools of South Africa have traditionally used the blackboard as the main means for transmission of knowledge and also for control. The introduction of a ...
... Four of the authors of this article have been involved in argumentation research and in-servi... more ... Four of the authors of this article have been involved in argumentation research and in-service training (INSET) for practising ... the student teachers) engage their prior conceptions about the session's teaching–learning outcome, in this case learning to teach argumentation. ...
This article contrasts two types of argumentation lessons, one dealing with a socio-scientific to... more This article contrasts two types of argumentation lessons, one dealing with a socio-scientific topic and another with a pure scientific topic in the same school in Cape Town, South Africa. For each lesson we identify critical incidences – key moments in teaching either supporting or hindering successful argumentation among students. The analysis of dialogue sequences shows that there are common lesson features improving the level of argumentation. Differences emerge for both lessons in terms of the nature of argumentation that results. There is room for both types of argumentation task in science lessons. The features of teaching that might lead to successes in using both types are discussed.
Abstract Teachers working in under resourced and overcrowded classrooms in the historically disad... more Abstract Teachers working in under resourced and overcrowded classrooms in the historically disadvantaged schools of South Africa have traditionally used the blackboard as the main means for transmission of knowledge and also for control. The introduction of a ...
21st Annual Meeting of the Southern African Association for Research in Mathematics, Science and ... more 21st Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education
Stellenbosch : Stellenbosch University, Dec 1, 2019
By submitting this dissertation electronically, I declare that the entirety of the work contained... more By submitting this dissertation electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.
This thesis explores the possibility of developing a mentorship programme for teachers through a ... more This thesis explores the possibility of developing a mentorship programme for teachers through a reflexive democratic practice in order to support student teachers at the Cape Peninsula University of Technology (Bellville Campus), when they do their internship in the host schools. It argues that critical dialogue and reflection are at the core of practices that are more democratic and that the development of a mentorship programme within the context of a community of practice holds transformative possibilities for teaching and learning. Aspects of current practice at the schools and at the academy, which may enhance or hinder the development of a reflexive democratic practice, are identified. It is hoped that a critical analysis and reflection of the research findings will contribute to the improvement of the practice teaching experience of the student teachers as well as contribute to the development of an effective mentorship programme.
This article contrasts two types of argumentation lessons, one dealing with a socio-scientific to... more This article contrasts two types of argumentation lessons, one dealing with a socio-scientific topic and another with a pure scientific topic in the same school in Cape Town, South Africa. For each lesson we identify critical incidences – key moments in teaching either supporting or hindering successful argumentation among students. The analysis of dialogue sequences shows that there are common lesson features improving the level of argumentation. Differences emerge for both lessons in terms of the nature of argumentation that results. There is room for both types of argumentation task in science lessons. The features of teaching that might lead to successes in using both types are discussed. When a new curriculum was introduced in grades 10–12 (typically students aged 14–16) in South African schools in 2006, considerable emphasis was laid on developing students’ abilities as critical and creative thinkers. In biology, for example, they are required to ‘understand the nature of scie...
By submitting this dissertation electronically, I declare that the entirety of the work contained... more By submitting this dissertation electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and that I have not previously in its entirety or in part submitted it for obtaining any qualification.
African Journal of Research in Mathematics, Science and Technology Education
Abstract: The research reported here is the first stage of monitoring the sustainability of the&a... more Abstract: The research reported here is the first stage of monitoring the sustainability of the'Teaching Science to Large Classes Project'. This project has been introducing teachers, in the Western Cape, South Africa, to paper and pencil'Translation Activities'(TAs) as a ...
Teachers working in under resourced and overcrowded classrooms in the historically disadvantaged ... more Teachers working in under resourced and overcrowded classrooms in the historically disadvantaged schools of South Africa have traditionally used the blackboard as the main means for transmission of knowledge and also for control. The introduction of a new outcomes-based Curriculum 2005, emphasising active learning, and the integration of teaching and assessment, requires a big change in such teachers classroom practice.
This thesis explores the possibility of developing a mentorship programme for teachers through a ... more This thesis explores the possibility of developing a mentorship programme for teachers through a reflexive democratic practice in order to support student teachers at the Cape Peninsula University of Technology (Bellville Campus), when they do their internship in the host schools. It argues that critical dialogue and reflection are at the core of practices that are more democratic and that the development of a mentorship programme within the context of a community of practice holds transformative possibilities for teaching and learning. Aspects of current practice at the schools and at the academy, which may enhance or hinder the development of a reflexive democratic practice, are identified. It is hoped that a critical analysis and reflection of the research findings will contribute to the improvement of the practice teaching experience of the student teachers as well as contribute to the development of an effective mentorship programme. Thesis (MEd (Education Policy Studies))--Uni...
International Journal of Educational Development, 2008
This paper explores the argumentation ability of ten science teachers in two South African school... more This paper explores the argumentation ability of ten science teachers in two South African schools on opposite ends of the resource spectrum. Toulmin's model is used to analyse individual contributions in six group discussions. The findings show that levels of argumentation improve with teachers' involvement in the development of teaching resources and the closeness of the argumentation task. The nature of the arguments is permeated by inclusiveness, thus precluding the use of rebuttals, traditionally a requirement for high-quality arguments. Based on the ubuntu worldview, a model of inclusive argumentation is proposed with implication for teaching and a scheme of assessable levels of argumentation. r
Abstract Teachers working in under resourced and overcrowded classrooms in the historically disad... more Abstract Teachers working in under resourced and overcrowded classrooms in the historically disadvantaged schools of South Africa have traditionally used the blackboard as the main means for transmission of knowledge and also for control. The introduction of a ...
... Four of the authors of this article have been involved in argumentation research and in-servi... more ... Four of the authors of this article have been involved in argumentation research and in-service training (INSET) for practising ... the student teachers) engage their prior conceptions about the session's teaching–learning outcome, in this case learning to teach argumentation. ...
This article contrasts two types of argumentation lessons, one dealing with a socio-scientific to... more This article contrasts two types of argumentation lessons, one dealing with a socio-scientific topic and another with a pure scientific topic in the same school in Cape Town, South Africa. For each lesson we identify critical incidences – key moments in teaching either supporting or hindering successful argumentation among students. The analysis of dialogue sequences shows that there are common lesson features improving the level of argumentation. Differences emerge for both lessons in terms of the nature of argumentation that results. There is room for both types of argumentation task in science lessons. The features of teaching that might lead to successes in using both types are discussed.
Abstract Teachers working in under resourced and overcrowded classrooms in the historically disad... more Abstract Teachers working in under resourced and overcrowded classrooms in the historically disadvantaged schools of South Africa have traditionally used the blackboard as the main means for transmission of knowledge and also for control. The introduction of a ...
Uploads
Papers by zena scholtz