Using the indigenous technology of making oshikundu to mediate learning of the topic diffusion in Namibia
- Authors: Endjala, Alma Panduleni
- Date: 2023-10-13
- Subjects: Culturally relevant pedagogy Namibia , Diffusion Study and teaching (Secondary) Activity programs Namibia , Ethnoscience Namibia , Pedagogical content knowledge , Social learning , Science teachers Education (Continuing education) , Oshikundu
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419726 , vital:71670
- Description: The Namibian Science curriculum acknowledges that indigenous knowledge (IK) is an important basis for learning science. Among the shared reasons is that it provides learners with access to abstract scientific concepts. As a result, teachers are encouraged to integrate IK into the teaching and learning of science. However, it seems that there are no explicit guidelines on how IK should be integrated into science classrooms. It is against this backdrop that this study sought to explore how the indigenous technology of making oshikundu (a non-alcoholic beverage) can be mobilised by Grade 8 Life Science teachers to mediate learning of diffusion in their classrooms. The study was underpinned by interpretive and indigenous research paradigms. Within these paradigms, a qualitative case study approach was employed. Four Grade 8 Life Science teachers from four different schools in Okahandja town, Otjozondjupa Region, Namibia, participated in this study. Additionally, an expert community member who was knowledgeable about the indigenous technology of making oshikundu was requested to demonstrate how to make it. In this event, the Life Science teachers had to identify the science concepts embedded in the practice. To gather data, this study made use of semi-structured interviews, workshop discussions, observations and journal reflections. Vygotsky’s sociocultural theory was used as a theoretical framework and Mavhunga and Rollnick’s topic-specific pedagogical content knowledge (TSPCK) was used as an analytical framework. The findings of this study revealed that the teachers’ understanding was positively influenced by the integration of IK which certainly assisted them to relate better to the concept of diffusion. This was validated when teachers extracted emerging science concepts from the indigenous technology of making oshikundu. The implication of this study is that expert community member presentations can greatly enhance sense making of science concepts. The study thus recommends that school-based teachers’ continuing professional development in collaboration with expert community members should be carried out to enhance both the teachers’ subject content knowledge and pedagogical content knowledge on IK integration. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
- Authors: Endjala, Alma Panduleni
- Date: 2023-10-13
- Subjects: Culturally relevant pedagogy Namibia , Diffusion Study and teaching (Secondary) Activity programs Namibia , Ethnoscience Namibia , Pedagogical content knowledge , Social learning , Science teachers Education (Continuing education) , Oshikundu
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/419726 , vital:71670
- Description: The Namibian Science curriculum acknowledges that indigenous knowledge (IK) is an important basis for learning science. Among the shared reasons is that it provides learners with access to abstract scientific concepts. As a result, teachers are encouraged to integrate IK into the teaching and learning of science. However, it seems that there are no explicit guidelines on how IK should be integrated into science classrooms. It is against this backdrop that this study sought to explore how the indigenous technology of making oshikundu (a non-alcoholic beverage) can be mobilised by Grade 8 Life Science teachers to mediate learning of diffusion in their classrooms. The study was underpinned by interpretive and indigenous research paradigms. Within these paradigms, a qualitative case study approach was employed. Four Grade 8 Life Science teachers from four different schools in Okahandja town, Otjozondjupa Region, Namibia, participated in this study. Additionally, an expert community member who was knowledgeable about the indigenous technology of making oshikundu was requested to demonstrate how to make it. In this event, the Life Science teachers had to identify the science concepts embedded in the practice. To gather data, this study made use of semi-structured interviews, workshop discussions, observations and journal reflections. Vygotsky’s sociocultural theory was used as a theoretical framework and Mavhunga and Rollnick’s topic-specific pedagogical content knowledge (TSPCK) was used as an analytical framework. The findings of this study revealed that the teachers’ understanding was positively influenced by the integration of IK which certainly assisted them to relate better to the concept of diffusion. This was validated when teachers extracted emerging science concepts from the indigenous technology of making oshikundu. The implication of this study is that expert community member presentations can greatly enhance sense making of science concepts. The study thus recommends that school-based teachers’ continuing professional development in collaboration with expert community members should be carried out to enhance both the teachers’ subject content knowledge and pedagogical content knowledge on IK integration. , Thesis (MEd) -- Faculty of Education, Secondary and Post-School Education, 2023
- Full Text:
- Date Issued: 2023-10-13
Leveraging a peer-learning community and expert community members in the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions
- Authors: Simasiku, Fredrick Simataa
- Date: 2023-03-29
- Subjects: Chemical kinetics Study and teaching (Secondary) Namibia , Ethnoscience Namibia , Scientific knowledge , Peer teaching Namibia , Pedagogical content knowledge , Culturally relevant pedagogy Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366211 , vital:65843 , DOI https://doi.org/10.21504/10962/366211
- Description: The integration of indigenous knowledge (IK) in science teaching in Namibia is part of the transformation agenda that hopes to revitalise and make science accessible and relevant to learners’ everyday life experiences. However, there seems to be contradictions between the intended curriculum, the enacted curriculum and the attained curriculum. This disjuncture is exacerbated in part by the fact that science teachers seem to be struggling to be cultural knowledge brokers. It is against this backdrop that this formative interventionist study sought to leverage a peer-learning community and expert community members in the integration of IK into the learning and teaching of Grade 10 Chemistry on the rate of reactions. To achieve this, we mobilised the indigenous technologies of preserving and pounding Mahangu and making Oshikundu to mediate learning of the rate of reactions. The study was guided by the broad overarching research question: How does a peer-learning community and expert community members leverage the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions? In this study, I used two complementary paradigms, viz. the transformative research paradigm and the indigenous research paradigm. Within these paradigms, I employed a qualitative case study research design using the community of practice and participatory action research as research approaches. Five Grade 10 Chemistry teachers from three schools in the Ohangwena region were involved in this study. Data were generated through semi-structured interviews, co-analysis of curriculum documents, workshop presentations and discussions, practical demonstrations, participatory observation, lesson observation, stimulated recall interviews, and participants’ reflections. Vygotsky’s sociocultural theory and Shulman’s Pedagogical Content Knowledge (PCK) were employed as theoretical frameworks in this study. Additionally, within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge components were used as an analytical framework. I used an inductive-deductive approach to data analysis to come up with sub-themes and themes. The main finding of this study revealed that leveraging a peer-learning community and the expert community members (ECMs) empowered the Chemistry teachers involved in this study to be cultural knowledge brokers and their understanding of how to integrate IK in their teaching improved. Both their subject matter knowledge and pedagogical content knowledge improved through co-developing and enacting exemplar lessons that integrated IK from the expert community members as well as from their own environments. A main insight of this study is that Chemistry teachers should seek opportunities to create peer-learning communities that engage with expert community members who are the custodians of the cultural heritage. The study also shows that this approach will support them to become better cultural knowledge brokers and help their learners bridge the divide between school science and what they have learnt in their homes or community. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
- Authors: Simasiku, Fredrick Simataa
- Date: 2023-03-29
- Subjects: Chemical kinetics Study and teaching (Secondary) Namibia , Ethnoscience Namibia , Scientific knowledge , Peer teaching Namibia , Pedagogical content knowledge , Culturally relevant pedagogy Namibia
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/366211 , vital:65843 , DOI https://doi.org/10.21504/10962/366211
- Description: The integration of indigenous knowledge (IK) in science teaching in Namibia is part of the transformation agenda that hopes to revitalise and make science accessible and relevant to learners’ everyday life experiences. However, there seems to be contradictions between the intended curriculum, the enacted curriculum and the attained curriculum. This disjuncture is exacerbated in part by the fact that science teachers seem to be struggling to be cultural knowledge brokers. It is against this backdrop that this formative interventionist study sought to leverage a peer-learning community and expert community members in the integration of IK into the learning and teaching of Grade 10 Chemistry on the rate of reactions. To achieve this, we mobilised the indigenous technologies of preserving and pounding Mahangu and making Oshikundu to mediate learning of the rate of reactions. The study was guided by the broad overarching research question: How does a peer-learning community and expert community members leverage the integration of indigenous knowledge into the learning and teaching of Grade 10 Chemistry on the rate of reactions? In this study, I used two complementary paradigms, viz. the transformative research paradigm and the indigenous research paradigm. Within these paradigms, I employed a qualitative case study research design using the community of practice and participatory action research as research approaches. Five Grade 10 Chemistry teachers from three schools in the Ohangwena region were involved in this study. Data were generated through semi-structured interviews, co-analysis of curriculum documents, workshop presentations and discussions, practical demonstrations, participatory observation, lesson observation, stimulated recall interviews, and participants’ reflections. Vygotsky’s sociocultural theory and Shulman’s Pedagogical Content Knowledge (PCK) were employed as theoretical frameworks in this study. Additionally, within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge components were used as an analytical framework. I used an inductive-deductive approach to data analysis to come up with sub-themes and themes. The main finding of this study revealed that leveraging a peer-learning community and the expert community members (ECMs) empowered the Chemistry teachers involved in this study to be cultural knowledge brokers and their understanding of how to integrate IK in their teaching improved. Both their subject matter knowledge and pedagogical content knowledge improved through co-developing and enacting exemplar lessons that integrated IK from the expert community members as well as from their own environments. A main insight of this study is that Chemistry teachers should seek opportunities to create peer-learning communities that engage with expert community members who are the custodians of the cultural heritage. The study also shows that this approach will support them to become better cultural knowledge brokers and help their learners bridge the divide between school science and what they have learnt in their homes or community. , Thesis (PhD) -- Faculty of Education, Education, 2023
- Full Text:
- Date Issued: 2023-03-29
Mobilising indigenous technologies of making oshikundu and uumboloto to motivate and enable sense making of the topic carbon dioxide by grade 8 rural school learners
- Nandjedi, Fredinard Nghinaounditala
- Authors: Nandjedi, Fredinard Nghinaounditala
- Date: 2022-10-14
- Subjects: Science Study and teaching (Secondary) Social aspects Namibia , Culturally relevant pedagogy Namibia , Ethnoscience Namibia , Carbon dioxide
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405357 , vital:70164
- Description: Poor performance in Science has been noted in most rural schools and this has become a concern to education planners and implementers. Part of the failure is said to be caused by inadequate school resources, under-preparedness of teachers to teach Science, poor command of the Language of Learning and Teaching, negative attitudes that are accompanied by lack of insights into the value of Science, low self-efficacy, and poor-quality environments for learning Science. In this regard, literature has revealed that many Science teachers in Namibia do not consider learners’ local indigenous knowledge (IK) also known as indigenous technology to mediate learning. Yet, it is a requirement of the Namibian Science curriculum. I assume that this could be due in part to the fact that the Science curriculum is not explicit on how IK should be integrated into Science teaching. It is against this backdrop that this study sought to explore the opportunities IK integration into Science may offer in mediating learning and sense-making on the topic of carbon dioxide (CO2). Learners’ indigenous technological practices of making oshikundu and uumboloto were used as vehicles of learning. This qualitative case study is underpinned by the interpretive and indigenous research paradigms. Within the indigenous research paradigm, I focused on the Ubuntu perspective. This study was conducted at a rural under-resourced school in the Ohangwena region in Namibia. Thirty Grade 8 learners, one science teacher and two expert community members were involved as participants. Data were gathered using focus group interviews (sharing circles), group activities, participatory observations, and journal reflections. Data interpretation and analysis were done using Vygotsky’s sociocultural theory and Ogunniyi’s contiguity argumentative theory. A thematic approach to data analysis was adopted. That is, an inductive approach was employed whereby sub-themes were identified, and thereafter common sub-themes were combined into themes. The findings of this study revealed that the process of making oshikundu and uumboloto can be used to enable learners to make sense of the topic of CO2 and other related concepts. Furthermore, the study revealed that hands-on practical activities done with easily accessible resources which are related to learners’ indigenous technologies help learners learn Science easily. The study thus recommends that educators should use oshikundu and/or uumboloto to mediate learning of topics such as CO2. Science teachers should always try to tap into learners’ socio-cultural backgrounds in their lessons to enhance better understanding of Science concepts. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Nandjedi, Fredinard Nghinaounditala
- Date: 2022-10-14
- Subjects: Science Study and teaching (Secondary) Social aspects Namibia , Culturally relevant pedagogy Namibia , Ethnoscience Namibia , Carbon dioxide
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405357 , vital:70164
- Description: Poor performance in Science has been noted in most rural schools and this has become a concern to education planners and implementers. Part of the failure is said to be caused by inadequate school resources, under-preparedness of teachers to teach Science, poor command of the Language of Learning and Teaching, negative attitudes that are accompanied by lack of insights into the value of Science, low self-efficacy, and poor-quality environments for learning Science. In this regard, literature has revealed that many Science teachers in Namibia do not consider learners’ local indigenous knowledge (IK) also known as indigenous technology to mediate learning. Yet, it is a requirement of the Namibian Science curriculum. I assume that this could be due in part to the fact that the Science curriculum is not explicit on how IK should be integrated into Science teaching. It is against this backdrop that this study sought to explore the opportunities IK integration into Science may offer in mediating learning and sense-making on the topic of carbon dioxide (CO2). Learners’ indigenous technological practices of making oshikundu and uumboloto were used as vehicles of learning. This qualitative case study is underpinned by the interpretive and indigenous research paradigms. Within the indigenous research paradigm, I focused on the Ubuntu perspective. This study was conducted at a rural under-resourced school in the Ohangwena region in Namibia. Thirty Grade 8 learners, one science teacher and two expert community members were involved as participants. Data were gathered using focus group interviews (sharing circles), group activities, participatory observations, and journal reflections. Data interpretation and analysis were done using Vygotsky’s sociocultural theory and Ogunniyi’s contiguity argumentative theory. A thematic approach to data analysis was adopted. That is, an inductive approach was employed whereby sub-themes were identified, and thereafter common sub-themes were combined into themes. The findings of this study revealed that the process of making oshikundu and uumboloto can be used to enable learners to make sense of the topic of CO2 and other related concepts. Furthermore, the study revealed that hands-on practical activities done with easily accessible resources which are related to learners’ indigenous technologies help learners learn Science easily. The study thus recommends that educators should use oshikundu and/or uumboloto to mediate learning of topics such as CO2. Science teachers should always try to tap into learners’ socio-cultural backgrounds in their lessons to enhance better understanding of Science concepts. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
Mobilising the indigenous technology of making soap to mediate learning of saponification in organic chemistry
- Authors: Neporo, Johannes Kanyetu
- Date: 2022-10-14
- Subjects: Chemistry Study and teaching (Secondary) Social aspects Namibia , Culturally relevant pedagogy Namibia , Ethnoscience Namibia , Saponification , Ubuntu (Philosophy) , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405368 , vital:70165
- Description: Scholars across the world are advocating for culturally responsive pedagogies that allow for the integration of indigenous knowledge (IK) in science teaching. This is in the hope of making science accessibleand relevant to learners from different social, economic and cultural backgrounds. Although the Namibian curriculum welcomes the integration of IK in teaching, it, however, does not stipulate how it should be implemented. It is against this backdrop that this interventionist study aimed to mobilise the indigenous technology of making soap to mediate the learning of saponification in organic chemistry. This study is underpinned by the interpretive and indigenous research paradigms. Within these paradigms, it employed a qualitative case study research design. The study was conducted in Walvis Bay in Namibia with four Grade 11 chemistry teachers, two expert community members and a critical friend who were purposively and conveniently sampled. Data were gathered using semi-structured interviews, semi-structured questionnaires, workshop discussions, participatory observation, stimulated recall interviews and journal reflections. Vygotsky’s Socio-Cultural Theory (SCT) and Shulman’s Pedagogical Content Knowledge (PCK) were used as theoretical frameworks. Within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge (TSPCK) served as an analytical framework. A thematic approach to data analysis was employed. That is, data were analysed inductively to come up with sub-themes. Thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the Grade 11 chemistry teachers demonstrated positive attitudes toward the integration of IK in their teaching. However, they seemed not tohave pedagogical insights on how to do it. Despite this, they learnt, interacted and participated actively during the two expert community members’ presentation workshops on making soap. That subsequently enabled them to co-developan exemplar lesson plan on saponification that integrated IK. This study implies that there is a need for Chemistry teachers to be empowered on how to make science accessible and relevant to learners’ socio-cultural backgrounds. The study thus recommends that higher education institutions and educational authorities reform and amend the curriculum to cater for the integration of IK. The study further recommends that Chemistry teachers should tap into the cultural heritage of expert community members in mediating the learning of science concepts. Lastly, Chemistry teachers are encouraged to form professional learning communities to develop themselves professionally. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Neporo, Johannes Kanyetu
- Date: 2022-10-14
- Subjects: Chemistry Study and teaching (Secondary) Social aspects Namibia , Culturally relevant pedagogy Namibia , Ethnoscience Namibia , Saponification , Ubuntu (Philosophy) , Pedagogical content knowledge
- Language: English
- Type: Academic theses , Master's theses , text
- Identifier: http://hdl.handle.net/10962/405368 , vital:70165
- Description: Scholars across the world are advocating for culturally responsive pedagogies that allow for the integration of indigenous knowledge (IK) in science teaching. This is in the hope of making science accessibleand relevant to learners from different social, economic and cultural backgrounds. Although the Namibian curriculum welcomes the integration of IK in teaching, it, however, does not stipulate how it should be implemented. It is against this backdrop that this interventionist study aimed to mobilise the indigenous technology of making soap to mediate the learning of saponification in organic chemistry. This study is underpinned by the interpretive and indigenous research paradigms. Within these paradigms, it employed a qualitative case study research design. The study was conducted in Walvis Bay in Namibia with four Grade 11 chemistry teachers, two expert community members and a critical friend who were purposively and conveniently sampled. Data were gathered using semi-structured interviews, semi-structured questionnaires, workshop discussions, participatory observation, stimulated recall interviews and journal reflections. Vygotsky’s Socio-Cultural Theory (SCT) and Shulman’s Pedagogical Content Knowledge (PCK) were used as theoretical frameworks. Within PCK, Mavhunga and Rollnick’s Topic-Specific Pedagogical Content Knowledge (TSPCK) served as an analytical framework. A thematic approach to data analysis was employed. That is, data were analysed inductively to come up with sub-themes. Thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the Grade 11 chemistry teachers demonstrated positive attitudes toward the integration of IK in their teaching. However, they seemed not tohave pedagogical insights on how to do it. Despite this, they learnt, interacted and participated actively during the two expert community members’ presentation workshops on making soap. That subsequently enabled them to co-developan exemplar lesson plan on saponification that integrated IK. This study implies that there is a need for Chemistry teachers to be empowered on how to make science accessible and relevant to learners’ socio-cultural backgrounds. The study thus recommends that higher education institutions and educational authorities reform and amend the curriculum to cater for the integration of IK. The study further recommends that Chemistry teachers should tap into the cultural heritage of expert community members in mediating the learning of science concepts. Lastly, Chemistry teachers are encouraged to form professional learning communities to develop themselves professionally. , Thesis (MEd) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
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