Comparative & Science Education
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Browsing Comparative & Science Education by Author "Magi, N.V."
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- ItemConceptual understanding of genetics among student teachers(1999) Dlamini, Eunice Tressa; Magi, N.V.This study sought to determine the level of competency in the knowledge, understanding and problem-solving skills in genetics by student teachers. The study also explored the student teachers' awareness of the application of genetics technology in their communities. The method adopted for the study was an integration of both quantitative and qualitative approaches in a way that the two approaches complemented each other. As a result of this approach, in some cases actual statements from the student teachers were used and exhibits of models they made were included to give a more concrete presentation of the student's levels of achievement in the areas of genetics tested. The student teachers of the classes of 1995, 1996 and 1997, were used as guinea pigs in the validation and reliability testing of the instruments. A class of 1998 consisting of twenty five students were used for the actual experiment. Through the three years when the instruments were being refined, they were kept securely so that subsequent groups never got access to the instrument, except during the test period. After test sessions, the instruments were locked away. The test instruments included a written theoretical test, a practical test, and questions on the sexual harassment of girls by male teachers. There was also a non-scheduled interview with six subjects who were rich sources of misconceptions. The findings of the study suggest that the overall performance of subjects in tasks that tested higher order learning in genetics was poor. The subjects did better in probes that tested lower order cognitive levels such as recall. The subjects showed difficulty particularly in understanding the process of meiosis but were quite comfortable with questions on mitosis. There was a significant positive correlation between the subjects' knowledge and understanding of meiosis and ability to find solutions to genetic problems. The understanding of genetics was found to be critical in the successful solution of genetics problems. The subjects displayed a very high proficiency level in the knowledge of heuristics for solving genetic problems. However, their procedural knowledge did not translate into abilities to solve genetics problems. There was a very low positive correlation between knowing heuristics and ability to solve genetics problems. No significant positive correlation between knowing genetics heuristics and the subjects' abilities to solve genetics problems was found. The study found no significant, difference between male and female subjects' achievement scores with respect to the selected concepts tested in the theory and practical tests. The theory, practical test and the questions on sexual harassment revealed that subjects had misconceptions with reference to understanding certain concepts in genetics. During practical work, student teachers showed a lack of interpretive and analytical skills. This was evident in that some models which were supposed to show a pair of homologous chromosomes showed more than one pair. The instructions in the practical directed subjects to use alleles A and a, but some subjects used A, B and Rr. This lack of ability to interpret simple instructions tended to point to poor language facility. While the majority of subjects rejected outrightly, the sexual harassment of school girls, other subjects thought some girls court rape by the way they dress. The subjects in the research viewed rape as: ♦ a violation of human rights of another person; ♦ as a traumatic experience for the victim; ♦ as an act that has a life-time stigma attached to it for the victim. During the writing of a plan for solving genetic problems (heuristics) the cooperative pairs that discussed their plans in English, finally gave a more coherent and logical presentation than those pairs who first discussed in Zulu followed by a translation. Most of the subjects who translated their responses tended to give direct translations which did not always convey accurately what they meant. The subjects were found to be aware of genetic fingerprinting technology and its use in convicting rapists. This study showed that subjects had been exposed to biosocial issues related to technology in genetics.
- ItemThe role of the University of Zululand Science Development Centre on pupils' perception of science(1999) Mfusi, Leonard Velenkosini Mbhekeni; Magi, N.V.This study is an investigation into the significant role of the University of Zululand Science Development Centre on pupils' perception of Science. It attempts to establish whether the Science Development Centre is effective in achieving its objectives, namely to: i. Investigate the perceptions of science held by pupils who visit the University of Zululand Science Development Centre (UZSDC). ii. Determine whether specific difficulties or problems experienced by pupils in learning science were alleviated after attending the University of Zululand Science Development Centre (UZSDC). iii. Determine whether the University of Zululand Science Development Centre(UZSDC) helps create a more positive attitude towards science and science careers. The sample was drawn from four schools in the Empangeni-Richards Bay and Babanango area. Questionnaires were administered to Secondary school pupils who were doing science (N=88) from two different grades, that is, grade 10 and 11. Data were statistically analysed to establish frequencies and percentages. The major findings of the study are: (1) that the University of Zululand Science Development Centre does play a significant role in promoting positive perceptions of science in secondary school pupils. Perceptions of learners showed that: i. The majority of learners perceived science as valuable knowledge in solving daily problems in society and worth while careers. ii. An interest in science and positive feelings towards learning science were expressed iii. Predominant view of learners indicated that the time spent at the centre was limited for them to gain enough knowledge and skills to solve individual problems in science. Recommendations of this study are based on pupils' perception of the value of science and interest in pursuing of science careers.
- ItemTeacher evaluation and professional development : a comparative analysis of the perceptions of teachers, principals and inspectors of education(1997) Ndlovu, Stephen Khehla; Magi, N.V.This study was designed to investigate different perceptions held by respondents about the quality and impact of evaluation on teachers' work, behaviour and attitude to their work. The second aim was to examine different perceptions of respondents to factors of teacher evaluation that promote positive, meaningful and successful teacher evaluation. Lastly, the study aimed to determine whether personal variables such as gender, race, age, teaching experience and qualification have influence on perceptions of teacher evaluation. These perception are important in designing an evaluation system because they indicate teachers' willingness to participate and be evaluated. The data was gathered by means of a questionnaire from teachers, principals and inspectors of education in KwaZulu-Natal north coast. The researcher divided the sample into three groups, that is, teachers, principals and inspectors of education. The researcher used a cluster or multistage sampling design to select the sample of teachers, principals and inspectors of education. Three questionnaires were administered to the respondents. To achieve the above, the researcher used a causal-comparative research design. The One-Way Analysis of Variance (ANOVA) and the Scheffe Test of Multiple Comparison were utilised to determine statistical significant differences among the three groups The major findings of the study are the following: - teachers, principals and inspectors of education differ in their perception of the overall quality of teacher evaluation. - teachers viewed the evaluation process as having a positive impact towards teachers' attitude about their work, behaviour, teaching strategies, and their understanding of teaching and learning, while principals and inspectors of education saw the evaluation process as having little impact. - gender and age have no influence on perceptions of evaluation, while racial group, teaching experience and qualification have a significant influence in the way teachers, principals and inspectors of education perceive teacher evaluation factors. - the respondents not involved in the evaluation process differed significantly in their perception than those involved. However, there were no differences with regard to evaluator perception; information gathered; feedback from evaluation and context of evaluation in relation to the respondents' involvement. The recommendations of this study are: - it is necessary to consider the performance management system in order to achieve maximum results to improve teachers' performance: appropriate selection of teachers for specific tasks, their induction and probation, on the-job-training, supervision and management, performance evaluation, incentives and rewards, and management of under-performance. - that the role of teachers, principals and inspectors of education in the evaluation process needs to be restructured and clarified in such a way that teachers understand the purpose of evaluation and the criteria for evaluation. Teachers' views and concerns should be sought during the development of evaluation instruments. Finally, a training programme for evaluators should be developed so as to equip them with evaluation skills necessary to conduct effective evaluations. The programme has to involve teachers, heads of departments, deputy or vice principals, subject advisors and inspectors of education so that all concerned are aware of what is expected of them.