Kenneth Mlungisi Ngcoza

South Africa has seen a rise in technology integration in teaching over the past few years. This was partly caused by recent modifications to teaching and learning processes, which necessitated the inclusion of technological support in teacher education. However, one of the main issues raised in the research was that pre-service teachers seem to lack the technological knowledge necessary to teach and present content in science education with technologies. It is against this backdrop that this chapter presents an intervention study that uses qualitative and interpretive paradigms to investigate pre-service teachers’ TPACK development in a science course in a compulsory undergraduate science module. Ten participants were purposively selected based on the criteria that they attend all lessons in the course, respond to all questions in the pre-semi-structured questionnaire, and are willing and available to participate in focus group interviews session. Data were gathered using semi-structured questionnaires and focus-group interviews. The findings showed that the use of technologies in teaching and learning in the course was effective in influencing TPACK development. From the narrations given by the pre-service teachers, the use of technologies in the teaching offered different perspectives of their progress in developing TPACK.

Information about the paper titled "EXPLORING HOW A GAME ANALOGY ENABLES AND/OR CONSTRAINS SENSE MAKING OF CHEMICAL EQUILIBRIUM CONCEPTS" at IATED Digital Library

Research findings show that inquiry-based science education has positive effects in improving learning of both science content knowledge and scientific inquiry (SI) skills. As a result, various science curricula, including that of Namibia, recommend the use of an inquiry-based approach in science teaching. However, the implementation of an inquiry-based teaching approach remains a concern in Namibian science classrooms, particularly in poorly resourced schools. This paper reports the outcome of a small-scale interventionist research project which involved three experienced Life Science teachers. The teachers were exposed to an intervention that explicitly focused on supporting them with the pedagogical content knowledge (PCK) needed to facilitate inquiry-based learning in their classrooms. An indigenous technology, the production of a traditional non-alcoholic beverage (oshikundu) was used in the intervention. The Topic-Specific PCK model by Mavhunga and Rollnick provided the analytical framework for this study. Additionally, the principles of classroom inquiry together with the model of inquiry-based science instruction predict–explain–explore–observe–explain were used to scaffold teachers towards the PCK for inquiry-based teaching. Findings from the study revealed that prior to the intervention workshop some science teachers had inadequate PCK for inquiry-based approach. Except for concern over time constraints, the study established that all five components of teachers’ PCK of an inquiry-based approach improved after the intervention. Furthermore, teachers recognised and recommended the use of the PEEOE model for inquiry-based science teaching. The process of making oshikundu was established as a suitable resource to conduct practical investigation in poorly resourced schools. This study thus recommends more interventions based on locally available indigenous technology to improve science teachers’ PCK for inquiry-based science teaching.

This article is the result of a professional collaboration between two educationists (working originally in the fields of mathematics and science education), who share a passion for exploring collaborative approaches to the professional development of educators. It extends ideas explored in earlier work by focusing on the concept of professional networks as ‘webs of development’, and identifying fundamental ‘threads’ holding a range of different professionals working together in complex spaces of development. The article offers a framework juxtaposing aspects emerging from different research projects, which attempts to hold the complexity around engagement in spaces of development. The framework acknowledges and attempts to capture a sense of the joint responsibility of different professionals involved in the arena of education while conceptual threads of engagement are regarded as weaving through: connectivity, collaboration, negotiation, dialogue and appreciation. Such ideas are presented as a stellar framework for potential research in the future, offering an holistic, learning-focused approach to the concept of professional networks as ‘webs of development’. We offer this theoretical article as an invitation for collegial engagement and dialogue – a potential space for learning.

Chemical equilibrium is one of the most important yet difficult topics to teach. The purpose of this study was to examine how two science teachers experienced the mediation of and how they mediated learning of this topic, chemical equilibrium, to high-achieving students. Data were collected using semi-structured interviews, lesson observations and stimulated recall interviews. The five topic-specific pedagogical content knowledge (TSPCK) components, namely, teacher knowledge of student prior knowledge, curricular saliency, what is difficult to understand, representations and conceptual teaching strategies, were used as conceptual tools to analyse the data. The findings revealed that the two science teachers struggled to mediate learning of chemical equilibrium concepts to high-achieving students and therefore the approaches used to teach them should not necessarily be any different from those used for average-ability students. Similarly, the teacher’s role as a mediator of meaningful learning is equally important for high-achieving students. We thus recommend that there is a need for continuing professional development for science teachers focussing on the development of materials and strengthening of their TSPCK components.

Information about the paper titled "NEGOTIATING BOUNDARY CROSSING FROM TRADITIONAL OR INDIGENOUS KNOWLEDGE TO MODERN WESTERN SCIENCE: A SOUTH AFRICAN XHOSA PERSPECTIVE" at IATED Digital Library

Science Expos are intended to develop and empower learners to identify local problems and hence find solutions thereof using scientific processes. Science Expos are perceived as spaces for sharing experiences of science which engender love for science so that learners may ultimately pursue science-related careers. Despite these ideals, there is still poor participation in Science Expos by teachers and learners alike, especially from historically disadvantaged schools in South Africa. A qualitative case study underpinned by a community of practice theory was conducted in four disadvantaged schools in the Eastern Cape, South Africa. The purpose of the study was to understand stakeholders’ perceptions of participation in Science Expos. The data were generated using individual semi-structured interviews with two Expo organisers, three teachers and five learners from disadvantaged schools. Additionally, two focus group interviews were conducted with learners. The data were analysed inductively. The findings of the study revealed that following their participation in the Science Expo, learners were more motivated to study science at school. Although teachers with Science Expo experience encouraged their learners to participate, the support provided by several other teachers was seen as inadequate. It emerged that there were some challenges encountered such as lack of resources and travel opportunities.