Nadaraj Govender

Rural Basotho preservice students’ cultural and indigenous experiences of astronomy (ethnoastronomy) and implications for science education

This paper is a case study of rural Basotho preservice students’ cultural and indigenous experiences of astronomy (ethnoastronomy) explored through focus group interviews conducted at the University of KwaZulu-Natal. The study uses a Vygotskian social-cultural lens in viewing how the different ways that astronomical phenomena, namely, events linked to the moon, sun, stars and season are woven into students’ cultural and indigenous beliefs arising from their daily practices. The data obtained is qualitatively analysed using the phenomenographic research approach-a perspective based on different ways of experiencing phenomena. This study reveals that Basotho rural students have experiences that are embedded in meaningful contact with their natural surroundings and through social interactions with their peers and elders, ethnoastronomical knowledge is shared and transmitted. Their experiences of ethnoastronomy are holistic and are linked and integrated with their daily practices of agriculture, religion and ...

Change of Science Teachers' Use of Information and Communication Technology (ICT) Media Resources and its Pedagogical Use in Science Classrooms in a Developing Country

Using quantitative and qualitative research, the present study explores and compares the variety of information and communication technology (ICT) resources in use by high school Science teachers, and how their pedagogical and technological use of ICT in Science classrooms have changed over the years. The initial quantitative study confirmed that only a few Science teachers used ICT multimedia, but more now use PowerPoint and internet searches for procuring data as well as more regularly for teaching. The initial qualitative study suggested that Science teachers are keen to use ICT, but some lack specialized ICT technological skills and pedagogical content knowledge skills, and this was not found to have changed in the final qualitative study. The study also suggested that teachers are keen to encourage learners to engage in constructivist learning, but are constrained by the ICT infrastructure prevalent in their schools. Where software media, internet and computers are accessible, they are not pedagogically and technologically easily integrated in classroom teaching due to limited time and accessibility of computer rooms. The present study has implications for the successful integration of ICT in Science classrooms for both Science teachers and ICT management at schools.

Assessment of students' scientific and alternative conceptions of energy and momentum using concentration analysis

This study compares the scientific and alternative conceptions of energy and momentum of university first-year science students in Ethiopia and the US. Written data were collected using the Energy and Momentum Conceptual Survey developed by Singh and Rosengrant. The Concentration Analysis statistical method was used for analysing the Ethiopian data from 72 students and extending the analysis of the American data from 352 students in the Singh and Rosengrant study. Low levels of scientific conceptions of students’ responses were identified for both groups of respondents. A three-level categorisation of students’ responses showed that the distribution of responses to 80% (ETH) and 52% (US) of the items represented the null-model or random state. The distribution of responses to 20% (ETH) and 48% (US) of the items represented the bi-model state and none of the items was responded to in a purely correct or alternative conception one-model state. The analysis of the data revealed a variety of students’ alternative conceptions and phenomenological primitives (p-prims) regarding energy and momentum. The findings imply that teachers should explore the use of the Concentration Analysis method in identifying alternative conceptions and p-prims in physics to support their students’ learning.

Developing Pre-service Teachers’ Subject Matter Knowledge of Electromagnetism by Integrating Concept Maps and Collaborative Learning

This case study explored the development of two pre-service teachers’ subject matter knowledge (SMK) of electromagnetism while integrating the use of concept maps (CM) and collaborative learning (CL) strategies. The study aimed at capturing how these pre-service teachers’ SMK in electromagnetism was enhanced after having been taught SMK in a university module on electromagnetism via a lecture mode. The participants’ progress in acquiring SMK was monitored when they engaged in individual-constructivist learning and socio-constructivist learning when working in pairs. Data were collected from concept maps on electromagnetism and from individual interviews. This interpretive case study suggests that the participants benefitted in several ways in consolidating their SMK of electromagnetism through integrating CM activities and engaging in CL. These benefits included the revision of previous work; the reflection on choices of the big conceptual ideas in electromagnetism; making appropriate conceptual connections supported by experiments; using new terminology in conceptual linkages; sharing ideas via arguing and explaining to each other; and consolidating learning by drawing and extending concept maps over time. The study suggests that the pre-service teachers did benefit from both the individual constructivist and socio-constructivist approaches in consolidating their SMK through the integrated CL and CM activities.