Browsing by Author "Mchunu, Stephan Paraffin"

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    Alleviation of conceptual difficulties in grade 12 mechanics by addressing the challenges emanating from alternative conceptions
    (University of Zululand, 2012) Mchunu, Stephan Paraffin; Imenda, S.N.
    This study sought to determine the conceptual difficulties experienced by grade 12 physical science learners with regard to mechanics. It also sought to identify the most prevalent alternative conceptions among grade 12 physical science learners in the area of mechanics, and develop interventions to alleviate the identified conceptual difficulties and alternative conceptions. In this regard, the study compared the effectiveness of a traditional lecture, outcomes-based education (OBE) and blended instructional approaches in alleviating or overcoming the identified conceptual difficulties and alternative conceptions concerning mechanics. The aspects of Mechanics dealt with in this study were: work and energy, motion on the inclined surfaces, projectile motion, force concept, static objects and Newton’s Third Law of Motion. In addressing the above research problem, the study developed and presented a theoretical and conceptual framework derived from the review of relevant literature, in line with the research questions of the study. The conceptual framework developed was based on the constructivist views of learning. A total of one hundred and forty (140) grade 12 physical science learners from Empangeni Education District were involved in this study. The study followed the quasi-experimental non-equivalent comparison-group research design. Though quantitative in design, the study also used qualitative research methods. Thus, both quantitative and qualitative data were collected. From the quantitative data, the findings showed highly statistically significant gains between pre- and post-test scores of OBE and blended approaches in particular. The average normalised gain score concept was also used determine the most effective instructional approach. Convenience sampling was used to select participating schools. A Test in Basic Mechanics (TBM) was designed to assess the learners’ understanding of the most basic concepts in mechanics. The TBM was administered both as a pre- and post-test to the three groups (traditional, OBE and blended groups) to determine the level of experience, knowledge, pre-existing alternative conceptions, level of understanding of basic concepts and principles on mechanics topics identified at the start of the investigation. As a pre-test, the TBM was also used to identify the specific conceptual difficulties and alternative conceptions in mechanics. The identification of the conceptual difficulties and alternative conceptions after the pre-test was followed by three instructional interventions (the traditional, OBE and the blended approach). The three interventions addressed the same mechanics topics mentioned above. These interventions were then followed by post-tests to ascertain the effectiveness of the interventions in addressing the identified conceptual difficulties and alternative conceptions, as well as any conceptual difficulties and alternative conceptions which were resistant to change even after the interventions. The results revealed that the learners experienced conceptual difficulties with regard to (a) resolving the components of the weight; (b) work concept; (c) work-energy theorem application; (d) kinetic energy concept; and (e) principle of conservation of mechanical energy application. Regarding the most prevalent alternative conceptions in mechanics, learners held eight alternative conceptions related to kinematical and dynamical concepts. Alternative conceptions held by the learners in mechanics concerned the following: (a) the acceleration and velocity of projectile motion; (b) weight/mass of an object as related to Newton’s Third Law of motion; (c) force concept; (d) objects in motion; (e) static objects; (f) Newton’s Third Law of motion; (g) acceleration of projectiles; and (h) active force. The average normalised gains for the traditional, OBE and blended instructional approaches were (g) = 0,20; (g) = 0,30; and (g) = 0,60, respectively. This confirmed the statistical analysis computed using One Way Analysis of Variance (ANOVA), that the blended instructional approach was the most effective instructional approach in alleviating the conceptual difficulties and alternative conceptions in mechanics. Qualitative data showed that most of the pre-existing conceptual difficulties and alternative conceptions appeared to have been alleviated, although not completely overcome by the interventions. There were statistically significant differences that were found among the traditional, OBE and blended instructional interventions. It is therefore noted that the blended instructional approach to teaching and learning can have a significant contribution to overcoming conceptual difficulties and alternative conceptions in mechanics, and the improvement of efficiency of learning. The study concluded that conceptual difficulties and alternative conceptions in mechanics could best be alleviated using the blended approach to teaching and learning. A number of recommendations were also made. Some alternative conceptions were resistant to change in the face of the traditional lecture based teaching. This meant that a more powerful teaching technique had to be devised. Thus, physical science educators should be encouraged to use the blended approach to teaching and learning in order to accommodate all learners in a class. Blended teaching and learning is mixing of different teaching and learning environments – mainly manifested in combining face-to-face instruction with the computer mediated-instruction. In one class of learners there are different learner characteristics. Learners learn in different ways like learning through lecture (telling), discussion, problem solving, practical work, discovering, experimenting, using pictures and diagrams, videos and demonstrations.
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    Challenges facing physical science educators in the implementation of the National Curriculum statement: the case of the Empangeni Education District
    (2009) Mchunu, Stephan Paraffin; Imenda, S.N.; Ntuli, M.S.
    This study looked at the implementation of the NCS physical science as a major curriculum change. As Imenda (2002:4) states "curriculum change entails that educators, learners, administrators, and all those with a part to play in the actualisation of the new curriculum have to see and do things differently". He further asserts that "this invariably means embracing a new system of doing things in terms of a sound philosophical basis, curriculum content description, beliefs, values, convictions and practices". He further posits that "the transition from an 'old' curriculum to a new one could therefore present difficult challenges and problems". According to Imenda (2002:4), "the espousal of OBE by South Africa's Ministry of Education to apply to all levels of the education system has presented a number of major challenges". Indeed, there are many challenges facing physical science educators in the implementation of OBE, including overcrowding, language mismatching, teacher unpreparedness, non-delivery of OBE resources, inadequate facilities and resources (Adler & Reed, 2002:60-65; Jacobs, Gawe & Vakalisa, 2002:106-107 & De Waal, 2004:63-66). In particular, student assessment is an integral part of the outcome-based approach to curriculum design and implementation. Accordingly, the implementation of valid and reliab!e assessment procedures is a centre piece 1 of outcomes-based education (OBE). The paradigm shift from the traditional curriculum to an OBE curriculum requires changes to be reflected in assessment practices. Thus, unless assessment is properly aligned with the curriculum reform and teaching, the desired changes in education will be extremely difficult, if not impossible, to realise. The current reform initiative in science education emphasizes the importance of teaching learners to be critical thinkers and problem solvers. Assessing whether learners understand basic science concepts and can use them to solve problems requires an approach very different from traditional tests that primarily measure the recall of isolated facts. As Rasool (1999: 177) points out: The traditional educational paradigm prevalent in schools is characterized by a heavily content-driven, teacher centered approach. Subjects are broken down in terms of rigidly defined syllabuses and tend to be knowledge focused rather than performance focused. While methodologies vary, the role of the teacher as a subject matter expert is largely that of provider of content. The following points are noted from the traditional curriculum: • Learners are often passive recipients of knowledge. • Emphasis is on memory, practice and rote learning. • Promotion of learners is based mainly on pencil and paper examinations. • Little or no emphasis is on creativity and the curriculum is overloaded with content; no attention is given to skill. • No emphasis on co-operative learning and discovery learning. • Competencies, knowledge and skills are not improved. 2 • Skills acquired outside school are regarded as inferior and largely not recognized (Department of Education, 1997: 27). In the new curriculum, the full scientific power of pupils is assessed. Students' performance is compared with established criteria"; students are viewed as active participants in the assessment process; assessment is regarded as continual and recursive. Overall, outcome-based assessment focuses on work done, assesses understanding and is motivational in nature (Lorraine, 1998: 58).