Pub Date : 2022-11-30DOI: 10.15700/saje.v42n4a2094
Tilla Olifant, MP Cekiso, Naomi Boakye
Educators’ reading comprehension instructional practices have been identified as 1 of the factors that contribute to learners’ poor reading comprehension performance. To this end, several studies were conducted to identify and analyse educators’ practices while teaching reading comprehension. As a result, the aim of the study reported on here was to investigate educators’ teaching practices when teaching reading comprehension in order to diagnose challenges and then make recommendations. The study was qualitative in nature with a case study design. For the purpose of data collection, 3 Grade 9 English First Additional Language (FAL) educators were purposively chosen. The observation data collection method was followed and content analysis was used to analyse data. With regard to the choice of reading comprehension strategies, the findings reveal that the educators did not appear to have a thorough knowledge of reading comprehension strategies. In the observed lessons, the reading comprehension strategies were neither applied explicitly nor implicitly. Educators tended to change the reading lessons into vocabulary lessons. The findings further reveal that the educators relied on traditional questioning techniques that did not engage learners with the text. Thus, the reading comprehension support, motivation and feedback from educators were limited. The main recommendation is for teacher training institutions and universities to play a more active role in developing both pre-service and in-service educators’ reading comprehension instructional practices.
{"title":"Investigating English First Additional Language educators’ reading comprehension practices in selected schools in Gauteng, South Africa","authors":"Tilla Olifant, MP Cekiso, Naomi Boakye","doi":"10.15700/saje.v42n4a2094","DOIUrl":"https://doi.org/10.15700/saje.v42n4a2094","url":null,"abstract":"Educators’ reading comprehension instructional practices have been identified as 1 of the factors that contribute to learners’ poor reading comprehension performance. To this end, several studies were conducted to identify and analyse educators’ practices while teaching reading comprehension. As a result, the aim of the study reported on here was to investigate educators’ teaching practices when teaching reading comprehension in order to diagnose challenges and then make recommendations. The study was qualitative in nature with a case study design. For the purpose of data collection, 3 Grade 9 English First Additional Language (FAL) educators were purposively chosen. The observation data collection method was followed and content analysis was used to analyse data. With regard to the choice of reading comprehension strategies, the findings reveal that the educators did not appear to have a thorough knowledge of reading comprehension strategies. In the observed lessons, the reading comprehension strategies were neither applied explicitly nor implicitly. Educators tended to change the reading lessons into vocabulary lessons. The findings further reveal that the educators relied on traditional questioning techniques that did not engage learners with the text. Thus, the reading comprehension support, motivation and feedback from educators were limited. The main recommendation is for teacher training institutions and universities to play a more active role in developing both pre-service and in-service educators’ reading comprehension instructional practices.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44822949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.15700/saje.v42n4a2294
Vanitha Govindasamy, R. Mestry
Drawing mainly on Lewin’s 3-Phase Process of Change framework, in the study reported on here we explored the role of principals in facilitating curriculum reforms. A case study design within an interpretivist paradigm was employed to determine the experiences and perceptions of principals, school management teams (SMTs) and teachers of how principals managed curriculum changes in their schools. Change is deemed a necessary and significant component of educational praxis. Principals, as instructional leaders, are compelled to be the driving force in managing curriculum reforms, ensuring that changes are conscientiously aligned to high learner achievement. Data were gathered through personal and focus-group interviews using a purposeful sample comprising of 4 principals, 13 SMT members and 9 teachers. Findings reveal that principals were not directly involved in the facilitation of curriculum changes but delegated this to deputy principals and heads of departments. For SMTs and principals to effectively manage curriculum changes, a collaborative culture must exist in schools. It is recommended that principals should make a paradigm shift by placing high priority to the procurement of adequate resources, providing support and development to teachers, and keeping abreast with latest trends in teaching. This approach will result in high learner achievement and educational standards.
{"title":"The principal’s role in managing curriculum change: Implications for the provision of quality education","authors":"Vanitha Govindasamy, R. Mestry","doi":"10.15700/saje.v42n4a2294","DOIUrl":"https://doi.org/10.15700/saje.v42n4a2294","url":null,"abstract":"Drawing mainly on Lewin’s 3-Phase Process of Change framework, in the study reported on here we explored the role of principals in facilitating curriculum reforms. A case study design within an interpretivist paradigm was employed to determine the experiences and perceptions of principals, school management teams (SMTs) and teachers of how principals managed curriculum changes in their schools. Change is deemed a necessary and significant component of educational praxis. Principals, as instructional leaders, are compelled to be the driving force in managing curriculum reforms, ensuring that changes are conscientiously aligned to high learner achievement. Data were gathered through personal and focus-group interviews using a purposeful sample comprising of 4 principals, 13 SMT members and 9 teachers. Findings reveal that principals were not directly involved in the facilitation of curriculum changes but delegated this to deputy principals and heads of departments. For SMTs and principals to effectively manage curriculum changes, a collaborative culture must exist in schools. It is recommended that principals should make a paradigm shift by placing high priority to the procurement of adequate resources, providing support and development to teachers, and keeping abreast with latest trends in teaching. This approach will result in high learner achievement and educational standards.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43895945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.15700/saje.v42n4a2077
RB Mabasa-Manganyi, JM Mamabolo, M. Sepadi, F. Kgopa, SM Ndlhovu, M. Themane
With this article, we investigate how primary school teachers create enabling environments to accommodate diversity in their classrooms. In the study reported on here, we used the qualitative research approach and a case study research design was adopted. Five primary school teachers were recruited through purposive sampling to participate in the study. Data were collected through an open-ended questionnaire. We employed pedagogical content knowledge (PCK) (Shulman,1986) as a theoretical lens to make sense of the findings. Four findings emerged from the analysis of the data. Firstly, teachers were knowledgeable about the legislation, policies and guidelines about inclusive education to leverage their efforts to create enabling environments to accommodate diversity in their classrooms. Secondly, teachers’ understanding of inclusive education was still entrapped in the medical model, and not in the social model. According to the medical model of disability people are regarded as disabled by their impairments or differences while according to the social model disability is caused by the way in which society is organised. Thirdly, teachers showed an understanding on how to use the principle of differentiation to accommodate diversity in their classrooms. Fourthly, teachers used their social capital to manage diversity in their classrooms. These findings have at least 3 implications. One, policymakers need to take teachers into consideration when they develop policies for inclusive education. Two, there is a need to empower teachers with a better understanding of what inclusive education is. Three, there is a need for parents, teachers and other stakeholders to collaborate in accommodating diversity in schools.
{"title":"Enabling environments that South African teachers create to accommodate diversity in their classrooms: A case study on the Limpopo Province","authors":"RB Mabasa-Manganyi, JM Mamabolo, M. Sepadi, F. Kgopa, SM Ndlhovu, M. Themane","doi":"10.15700/saje.v42n4a2077","DOIUrl":"https://doi.org/10.15700/saje.v42n4a2077","url":null,"abstract":"With this article, we investigate how primary school teachers create enabling environments to accommodate diversity in their classrooms. In the study reported on here, we used the qualitative research approach and a case study research design was adopted. Five primary school teachers were recruited through purposive sampling to participate in the study. Data were collected through an open-ended questionnaire. We employed pedagogical content knowledge (PCK) (Shulman,1986) as a theoretical lens to make sense of the findings. Four findings emerged from the analysis of the data. Firstly, teachers were knowledgeable about the legislation, policies and guidelines about inclusive education to leverage their efforts to create enabling environments to accommodate diversity in their classrooms. Secondly, teachers’ understanding of inclusive education was still entrapped in the medical model, and not in the social model. According to the medical model of disability people are regarded as disabled by their impairments or differences while according to the social model disability is caused by the way in which society is organised. Thirdly, teachers showed an understanding on how to use the principle of differentiation to accommodate diversity in their classrooms. Fourthly, teachers used their social capital to manage diversity in their classrooms. These findings have at least 3 implications. One, policymakers need to take teachers into consideration when they develop policies for inclusive education. Two, there is a need to empower teachers with a better understanding of what inclusive education is. Three, there is a need for parents, teachers and other stakeholders to collaborate in accommodating diversity in schools.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43303048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.15700/saje.v42n4a1981
Sora Lee, Robert Rudolf
Children in sub-Saharan African countries face higher exposure to gender-based violence (GBV) compared to their counterparts in other world regions (United Nations Children’s Fund [UNICEF], 2014). When GBV occurs in schools, it severely endangers access to education. Using the third round of data of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) from over 60,000 Grade 6 learners across 14 countries, we examined the relationship between GBV in primary schools and learners’ absenteeism. Findings indicate that sexual harassment perpetrated by teachers significantly increases learners’ absenteeism. In contrast, effects were less clear when the perpetrator was a fellow learner. Effects found are similar in magnitude for girls and boys. Violence prevention education programmes and stricter punishment for offenders are needed to establish a safer school environment and overcome harassment-related barriers to learning.
{"title":"The relationship between school-related gender-based violence and absenteeism: Evidence from 14 Southern and Eastern African countries","authors":"Sora Lee, Robert Rudolf","doi":"10.15700/saje.v42n4a1981","DOIUrl":"https://doi.org/10.15700/saje.v42n4a1981","url":null,"abstract":"Children in sub-Saharan African countries face higher exposure to gender-based violence (GBV) compared to their counterparts in other world regions (United Nations Children’s Fund [UNICEF], 2014). When GBV occurs in schools, it severely endangers access to education. Using the third round of data of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) from over 60,000 Grade 6 learners across 14 countries, we examined the relationship between GBV in primary schools and learners’ absenteeism. Findings indicate that sexual harassment perpetrated by teachers significantly increases learners’ absenteeism. In contrast, effects were less clear when the perpetrator was a fellow learner. Effects found are similar in magnitude for girls and boys. Violence prevention education programmes and stricter punishment for offenders are needed to establish a safer school environment and overcome harassment-related barriers to learning.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49249813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.15700/saje.v42n4a2145
M. Taole
Multi-grade teaching is a widely accepted phenomenon in both developing and developed countries. In this article I report on a phenomenological inquiry into written feedback practices of teachers in multi-grade classrooms and how they described and interpreted their feedback practices pertaining to learners’ writing activities in English First Additional Language. Written feedback is widely believed to be central to learners’ learning and achievement. Feedback is assumed to change learners’ thinking or behaviour towards their work and is regarded as a tool to focus their attention on improving their learning. Despite the benefits of written feedback, however, there is a widespread belief that many learners are disengaged from the feedback they receive. The population in this study comprised 4 English First Additional Language teachers from 4 multi-grade primary schools. Content analysis was used to analyse the data collected from the participants through semi-structured interviews. The findings indicate that participants differed in their understanding of what was involved in feedback, and that there was a shared view that feedback was a product and not viewed as a process that could be used towards developing learners’ learning. It was also shown that feedback practices used by the teachers of multi-grade classes included providing correct answers and providing delayed feedback to learners. This study adds to the ongoing debates on multi-grade teaching and attempts to shed some light on the nature and the type of feedback that could motivate and enhance learners’ learning in multi-grade classrooms.
{"title":"English First Additional Language: Teachers’ written feedback practices in multi-grade classrooms in rural South African primary schools","authors":"M. Taole","doi":"10.15700/saje.v42n4a2145","DOIUrl":"https://doi.org/10.15700/saje.v42n4a2145","url":null,"abstract":"Multi-grade teaching is a widely accepted phenomenon in both developing and developed countries. In this article I report on a phenomenological inquiry into written feedback practices of teachers in multi-grade classrooms and how they described and interpreted their feedback practices pertaining to learners’ writing activities in English First Additional Language. Written feedback is widely believed to be central to learners’ learning and achievement. Feedback is assumed to change learners’ thinking or behaviour towards their work and is regarded as a tool to focus their attention on improving their learning. Despite the benefits of written feedback, however, there is a widespread belief that many learners are disengaged from the feedback they receive. The population in this study comprised 4 English First Additional Language teachers from 4 multi-grade primary schools. Content analysis was used to analyse the data collected from the participants through semi-structured interviews. The findings indicate that participants differed in their understanding of what was involved in feedback, and that there was a shared view that feedback was a product and not viewed as a process that could be used towards developing learners’ learning. It was also shown that feedback practices used by the teachers of multi-grade classes included providing correct answers and providing delayed feedback to learners. This study adds to the ongoing debates on multi-grade teaching and attempts to shed some light on the nature and the type of feedback that could motivate and enhance learners’ learning in multi-grade classrooms.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44577506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.15700/saje.v42n4a2062
S. Ntshangase, Z. Nkosi
The purpose with this article is to amplify the significance of effective mentoring of pre-service teachers in order to address classroom matters and situational issues associated with teaching practice. Open-ended interviews were conducted with 10 pre-service teachers about the ways in which they experienced mentoring during their teaching practice. The majority of pre-service teachers have raised concerns that once they were dispatched to schools, they found themselves without adequate mentorship from in-service mentors and mentor lecturers. The study was contextualised in less-privileged South African schools and involved fourth-year Bachelor of Education and Postgraduate Certificate in Education pre-service teachers as participants. Findings suggest that the common denominator among the documented lived experiences of the interviewed pre-service teachers was a lack of information about the difficulties that in-service teachers in less-privileged schools faced on a daily basis, especially in townships or rural areas where facilities such as computer rooms, smart boards and data projectors are not available. The Situativity theory was used to frame the argument that the lack of effective mentoring that pre-service teachers received resulted in them not successfully adapting to the situation in less-privileged schools during teaching practice.
{"title":"Effective mentoring: Understanding factors affecting the holistic development of pre-service teachers during teaching practice","authors":"S. Ntshangase, Z. Nkosi","doi":"10.15700/saje.v42n4a2062","DOIUrl":"https://doi.org/10.15700/saje.v42n4a2062","url":null,"abstract":"The purpose with this article is to amplify the significance of effective mentoring of pre-service teachers in order to address classroom matters and situational issues associated with teaching practice. Open-ended interviews were conducted with 10 pre-service teachers about the ways in which they experienced mentoring during their teaching practice. The majority of pre-service teachers have raised concerns that once they were dispatched to schools, they found themselves without adequate mentorship from in-service mentors and mentor lecturers. The study was contextualised in less-privileged South African schools and involved fourth-year Bachelor of Education and Postgraduate Certificate in Education pre-service teachers as participants. Findings suggest that the common denominator among the documented lived experiences of the interviewed pre-service teachers was a lack of information about the difficulties that in-service teachers in less-privileged schools faced on a daily basis, especially in townships or rural areas where facilities such as computer rooms, smart boards and data projectors are not available. The Situativity theory was used to frame the argument that the lack of effective mentoring that pre-service teachers received resulted in them not successfully adapting to the situation in less-privileged schools during teaching practice.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":"88 ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41283818","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.15700/saje.v42n4a2126
Tongtong Zhao, Yuwei Xu
In this article we examine students’ attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire survey of 1,860 final-year secondary school students from Yaoundé, Cameroon, as well as supplementary interviews with 16 students. The findings show that the majority of respondents indicated a preference to continue their education after the end of secondary school and participate in some form of higher education. However, contrary to previous studies that identify gender or SES segregation in higher education participation, the findings in this study suggest that the influence of SES and gender on students’ attitudes was minimised in the later stage of secondary schooling. Among the relatively minor external influences, institutional factors surpass family influence, and fathers’ influence is stronger than that of mothers, echoing the patriarchal cultural background in Cameroon. Considering the positive attitudes revealed in this study, it is suggested that more external efforts could be made to respond to students’ optimistic attitudes and smooth their transition processes. Higher education institutions should improve their capability to enrol and accommodate more students and patriarchal culture should also be challenged to boost women’s educational opportunities.
{"title":"Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon","authors":"Tongtong Zhao, Yuwei Xu","doi":"10.15700/saje.v42n4a2126","DOIUrl":"https://doi.org/10.15700/saje.v42n4a2126","url":null,"abstract":"In this article we examine students’ attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire survey of 1,860 final-year secondary school students from Yaoundé, Cameroon, as well as supplementary interviews with 16 students. The findings show that the majority of respondents indicated a preference to continue their education after the end of secondary school and participate in some form of higher education. However, contrary to previous studies that identify gender or SES segregation in higher education participation, the findings in this study suggest that the influence of SES and gender on students’ attitudes was minimised in the later stage of secondary schooling. Among the relatively minor external influences, institutional factors surpass family influence, and fathers’ influence is stronger than that of mothers, echoing the patriarchal cultural background in Cameroon. Considering the positive attitudes revealed in this study, it is suggested that more external efforts could be made to respond to students’ optimistic attitudes and smooth their transition processes. Higher education institutions should improve their capability to enrol and accommodate more students and patriarchal culture should also be challenged to boost women’s educational opportunities.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41932177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.15700/saje.v42n4a1992
Salome Geertsema, M. L. Roux, Azima Bhorat, A. A. Carrim, Mishkaah Valley
In South Africa, as is globally, many people struggle with the challenges which emanate from developmental dyslexia (DD). It is thus important for educators to have adequate knowledge and a positive mindset regarding DD and the management thereof in the school context. One such important method of management is the accommodation of these learners in mainstream class. The quantitative survey study reported on here was aimed at determining the perspectives of educators in 2 private schools in the Tshwane South District, Gauteng, South Africa, regarding the knowledge of, attitude towards, and management of accommodations for learners with DD. We implemented a quantitative descriptive cross-sectional survey research approach where a self-administered questionnaire was administered after purposive sampling. Results indicate that the respondents, regardless of their qualifications, gender, or years of teaching experience, had limited knowledge of DD, but with a generally positive attitude towards inclusion and management of these learners. Furthermore, it was found that educators had an awareness of the terminology related to the accommodations that the education department granted these learners with DD. However, they were uncertain about the perceived path and nature of accommodations provided to learners. Specific details and related recommendations were explored.
{"title":"Developmental dyslexia in private schools in South Africa: Educators’ perspectives","authors":"Salome Geertsema, M. L. Roux, Azima Bhorat, A. A. Carrim, Mishkaah Valley","doi":"10.15700/saje.v42n4a1992","DOIUrl":"https://doi.org/10.15700/saje.v42n4a1992","url":null,"abstract":"In South Africa, as is globally, many people struggle with the challenges which emanate from developmental dyslexia (DD). It is thus important for educators to have adequate knowledge and a positive mindset regarding DD and the management thereof in the school context. One such important method of management is the accommodation of these learners in mainstream class. The quantitative survey study reported on here was aimed at determining the perspectives of educators in 2 private schools in the Tshwane South District, Gauteng, South Africa, regarding the knowledge of, attitude towards, and management of accommodations for learners with DD. We implemented a quantitative descriptive cross-sectional survey research approach where a self-administered questionnaire was administered after purposive sampling. Results indicate that the respondents, regardless of their qualifications, gender, or years of teaching experience, had limited knowledge of DD, but with a generally positive attitude towards inclusion and management of these learners. Furthermore, it was found that educators had an awareness of the terminology related to the accommodations that the education department granted these learners with DD. However, they were uncertain about the perceived path and nature of accommodations provided to learners. Specific details and related recommendations were explored.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42633873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-30DOI: 10.15700/saje.v42n4a2096
Ivana Z. Bogdanović, Jelena D. Stanisavljević, Dušica D. Rodić, Tamara N. Rončević, Zekri A. M. Zouhor
To make it easier for students to learn the contents of physics and increase their motivation to learn, physics teachers need to apply different teaching strategies. With this study we aimed to examine the impact of the modified Know-Want-Learn (mKWL) strategy in physics teaching on elementary school students’ metacognition. The pedagogical experiment with parallel groups was applied to determine whether the mKWL strategy affected students’ metacognition. The students in the experimental group were taught by applying the mKWL strategy with a specific chart. The chart consisted of columns: T – What I think and what I know, Q – What questions I have, H – How can I find out, L – What I Learned (TQHL chart). The students in the control group were taught (the same physics curriculum) by using the traditional teaching model, without this TQHL chart. A questionnaire on metacognition was used for the evaluation of sixth-grade students’ metacognition. The statistical analysis of data included descriptive statistics, as well as paired sample t-tests and independent sample t-tests. Research results, based on the scores obtained using the questionnaire on metacognition, imply that the use of the proposed mKWL strategy increases students’ metacognition. Considering the positive effect of this teaching strategy on students’ metacognition, its further application in other teaching subjects is planned as well as the training of a large number of elementary school teachers for its application.
{"title":"The impact of using the modified Know-Want-Learn strategy in physics teaching on students’ metacognition","authors":"Ivana Z. Bogdanović, Jelena D. Stanisavljević, Dušica D. Rodić, Tamara N. Rončević, Zekri A. M. Zouhor","doi":"10.15700/saje.v42n4a2096","DOIUrl":"https://doi.org/10.15700/saje.v42n4a2096","url":null,"abstract":"To make it easier for students to learn the contents of physics and increase their motivation to learn, physics teachers need to apply different teaching strategies. With this study we aimed to examine the impact of the modified Know-Want-Learn (mKWL) strategy in physics teaching on elementary school students’ metacognition. The pedagogical experiment with parallel groups was applied to determine whether the mKWL strategy affected students’ metacognition. The students in the experimental group were taught by applying the mKWL strategy with a specific chart. The chart consisted of columns: T – What I think and what I know, Q – What questions I have, H – How can I find out, L – What I Learned (TQHL chart). The students in the control group were taught (the same physics curriculum) by using the traditional teaching model, without this TQHL chart. A questionnaire on metacognition was used for the evaluation of sixth-grade students’ metacognition. The statistical analysis of data included descriptive statistics, as well as paired sample t-tests and independent sample t-tests. Research results, based on the scores obtained using the questionnaire on metacognition, imply that the use of the proposed mKWL strategy increases students’ metacognition. Considering the positive effect of this teaching strategy on students’ metacognition, its further application in other teaching subjects is planned as well as the training of a large number of elementary school teachers for its application.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45741862","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-31DOI: 10.15700/saje.v42n3a2103
I. Kiliç, Mehtap Ozel
The aim with this study was to examine how, from the teachers’ and students’ perspectives, the project-based learning approach was applied in science and technology lessons. The research was conducted through a case study with qualitative research methods. The data of the study were obtained from semi-structured interviews with 38 students and 11 science and technology teachers. This data were analysed by descriptive analysis which is a qualitative data analysis method. The results of this study show that the teachers described the project-based learning approach as an inapplicable approach in schools. Teachers advised a reduction of curriculum content and a reduction in class sizes. We understood that the other phases of the project processes that started with the selection of project topics at school were done with the help of the students’ families at home. It also became clear that during the evaluation process, the teachers took the students’ own efforts into consideration. We determined that most of the students who participated in the projects in the science and technology course were free to choose their project subjects. It also became clear that students preferred to do projects in the science and technology course. At the end of the research report, suggestions based on the results of the research are made.
{"title":"Teachers’ and students’ views about the applicability of the project-based learning approach in science courses in Turkey","authors":"I. Kiliç, Mehtap Ozel","doi":"10.15700/saje.v42n3a2103","DOIUrl":"https://doi.org/10.15700/saje.v42n3a2103","url":null,"abstract":"The aim with this study was to examine how, from the teachers’ and students’ perspectives, the project-based learning approach was applied in science and technology lessons. The research was conducted through a case study with qualitative research methods. The data of the study were obtained from semi-structured interviews with 38 students and 11 science and technology teachers. This data were analysed by descriptive analysis which is a qualitative data analysis method. The results of this study show that the teachers described the project-based learning approach as an inapplicable approach in schools. Teachers advised a reduction of curriculum content and a reduction in class sizes. We understood that the other phases of the project processes that started with the selection of project topics at school were done with the help of the students’ families at home. It also became clear that during the evaluation process, the teachers took the students’ own efforts into consideration. We determined that most of the students who participated in the projects in the science and technology course were free to choose their project subjects. It also became clear that students preferred to do projects in the science and technology course. At the end of the research report, suggestions based on the results of the research are made.","PeriodicalId":47261,"journal":{"name":"South African Journal of Education","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47561790","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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