Masters Degrees (School of Mathematics, Natural Sciences and Technology Education)

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Browsing Masters Degrees (School of Mathematics, Natural Sciences and Technology Education) by Advisor "Tsakeni, M."

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    Case studies of inquiry-based instruction in life sciences classrooms of selected high schools in Standerton
    (University of the Free State, 2020) Ncala, Lucky Ernest; Tsakeni, M.; Jita, T.
    Amidst calls for teachers to incorporate inquiry-based instruction in the teaching of science subjects, this study sought to explore how inquiry-based science education is practiced in life sciences classrooms, since there is uncertainty about the efficacy of the professional development of life sciences teachers to practice inquiry-based instruction. Utilising a social constructivist lens, a case study research design and a qualitative research approach, the study explored inquiry-based learning (IBL) practices in life sciences classes. Purposive sampling was utilised to select participants, to ensure that only life sciences teachers who practice inquiry-based instruction participated. Data collection was done with semi-structured interviews that were audio-recorded, and non-participant lesson observations. Data that were generated were analysed with thematic data analysis. Findings were categorised into three themes that had been predetermined according to the three secondary research questions of the study. The themes are teacher perceptions of IBL, strands of IBL used by teachers, and contextual factors that influence the implementation of IBL in life sciences classrooms. Though life sciences teachers have different perceptions of IBL, four overarching perceptions were identified: IBL allows for creative thinking; generates interest in life sciences; ensures active involvement by learners in lessons and promotes interactive learning. Furthermore, findings reveal that the participant teachers practised IBL according to the principles of structured inquiry. Lastly, various contextual factors were identified as having an impact on the participant teachers‟ practices of IBL in their life sciences lessons. During data generation, the factors were classified as school settings, policies and professional development.
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    Teachers’ perceptions and practices of science, technology, engineering and mathematics Education Life sciences classrooms
    (University of the Free State, 2023) Nzimande, Enosancia Morongwenyane; Mafugu, T.; Tsakeni, M.
    This study was motivated by an observed need for more comprehension of the integration of science, technology, engineering and mathematics education by teachers. To gain more insights into the research problem, this study explored teachers’ perceptions and practices of science, technology, engineering and mathematics education in life sciences classrooms. A conceptual framework of Constructivism and STEM education was used to guide the study. The study was conducted using a qualitative research approach, an interpretive paradigm and an exploratory case study design. Purposive sampling techniques were used to select three life science teachers who taught Grades 10-12 in different schools from Thabo Mofutsanyana District of the Free State Province of South Africa. Data were gathered by means of semi-structured interviews with the teachers, lesson observations, and document analysis to elicit teachers’ perceptions and practices of STEM education integration in life sciences. The data generated from the three instruments were triangulated and analysed thematically as guided by the subsidiary questions. Four themes were identified as teachers’ perceptions of STEM education, the practice of STEM education in life sciences classrooms, challenges encountered during STEM integration, and opportunities provided by proper instruction of STEM education. Four significant findings emerged. First, teachers were aware of STEM education and the integrative nature of the STEM disciplines. However, the second finding showed that they were inadequately prepared to incorporate STEM integration approaches in their teaching lessons. The teachers struggled to integrate STEM disciplines into their classroom practices. Regardless of their comprehension of STEM education, their classroom practices were divorced from what STEM integration demands. Thirdly, it emerged that teachers encountered many challenges regarding STEM education. Other than individual challenges experienced by teachers, such as a lack of pedagogical strategies and being under-prepared to implement STEM education integration, there were also contextual factors which inhibited proper instruction of STEM education. The contextual factors included a lack of resources to carry out successful experiments and design projects, frequent power outages in the area, and overcrowding of learners. The study recommends the provision of sufficient support through conducting relevant workshops.