Implementation of social constructivist learning environments in grade 9 natural science in the Western Cape Province, South Africa

Includes bibliographical references (leaves 199-222).This study monitored the transformation of Grade 9 Natural Science classrooms toward social constructivist learning environments in three contexts described by socio-economic status (SES) (i.e., high, medium and low SES). The study further assessed the influence of social constructivist learning environments on three key student outcomes, namely, students' attitude toward science, achievement and gender equity. The present study employed a mixed-method approach, which took place in two main sequential data collection phases, namely, the quantitative data collection phase (QUAN) and the qualitative data collection phase (qual). This contemporary approach was employed to triangulate the quantitative data with the qualitative data, in order to provide credible and trustworthy answers to the following research questions, namely, 1) To what extent do teachers implement social constructivist-based learning environments, required by the revised National Curriculum Statement, in Grade 9 Natural Science classes? 2) Do different levels of congruence of students' experienced (i.e., actual) and preferred learning environments in selected Grade 9 classrooms occur and, if so, why? 3) Does the students' background, described in terms of their socio-economic status, influence their perceptions of their learning environment? 4) What is the influence of social constructivist-based learning environments in promoting student outcomes of attitude toward science, achievement, and gender equity in three socio-economic contexts? For the QUAN phase, a newly developed instrument, the'Social Constructivist Learning Environment Survey (SCLES)'was developed. The questionnaire assessed students' perceptions of six aspects of the learning environment. Four of the aspects were assessed using dimensions that were adopted and adapted from past learning environment questionnaires (namely, Scientific Investigations, Personal Relevance, Collaboration, Critical Voice and Uncertainty in Science). Two dimensions were developed specifically for the present study in order to contextualize the questionnaire to the requirements of the new curriculum (namely, Metacognition and Respect for Difference). The student outcome, Attitude toward Science, was taken directly from one of the Test of Science-Related Attitudes (TOSRA), and an achievement test was developed to assess the skills related to the drawing of straight line graphs, as well as predicting from and interpreting information from a straight line graph. iii After the pilot study of the questionnaire and subsequent modifications to it, data were collected from a random sample meticulously chosen to reflect the heterogenous nature of schools in the Western Cape Province. The sample was stratified according to the education districts that the schools were located in, and the SES of the schools. This method of selecting the sample'as recommended by Creswell (2003)'ensured a total random stratified sample of 1955 Grade 9 Natural Science students in one class in 52 schools representative of urban and public schools in the Western Cape Province, South Africa. The results show, first, that SCLES and the Attitude toward Science scale were valid and reliable, suggesting that SCLES can be used with confidence in Grade 9 Natural Science classes. Second, in order to describe the 52 classes using SCLES, a one-way MANOVA and effect sizes showed that students preferred a more positive learning environment than the one that they presently perceived on all six SCLES scales. These results highlight educationally important differences between students' perceptions of the actual and preferred learning environments in classrooms. Third, students' perceptions were compared by SES using a one-way MANOVA, as well as a Tukey HSD post hoc test. These results highlight that SES is a factor that is influential in describing differences between students' actual and preferred learning environment, as well as Attitude toward Science and achievement. Fourth, associations between SCLES, and the three student outcomes were examined. The scale Attitudes toward Science and the achievement test were examined using simple correlation and multiple regression analyses, while gender equity was examined using one-way MANOVA for repeated measures. These results crucially suggest that in order for teachers to maximize the student outcomes, they should be sensitive to dimensions perceived as important by students in different SES contexts, as there is no 'one size fits all' approach to teaching in a social constructivist learning environment. The study offers important implications and recommendations to teachers and policy-makers regarding social constructivist learning environments, as well as fruitful avenues for further research

The re-design of a fourth year Bachelor of Education programme using the constructive alignment approach

The focus of this article is on the re-design of a fourth year Bachelor of Education (B.Ed) programme at the University of the Western Cape (UWC). Due to the changes in teacher qualifications, as outlined in the 2015 Minimum Requirements for Teacher Education Qualification (MRTEQ) policy document, Higher Education Institutions were required to adapt their Initial Teaching Education (ITE) programmes to meet the requirements of the new policy document. This article describes the use of a backward mapping approach, in conjunction with the application of a constructive alignment framework, used by the education faculty at UWC to adjust the teaching and learning in the B.Ed programme to address the outcomes and standards required by the MRTEQ policy document. Given the type of student enrolled at UWC, the article provides a discussion on the challenges involved in developing a programme for students who might not have been adequately prepared for their tertiary studies due to the disadvantaged school contexts they come from

The re-design of a fourth year Bachelor of Education programme using the Constructive Alignment Approach

The focus of this article is on the re-design of a fourth year Bachelor of Education (B.Ed) programme at the University of the Western Cape (UWC). Due to the changes in teacher qualifications, as outlined in the 2015 Minimum Requirements for Teacher Education Qualification (MRTEQ) policy document, Higher Education Institutions were required to adapt their Initial Teaching Education (ITE) programmes to meet the requirements of the new policy document. This article describes the use of a backward mapping approach, in conjunction with the application of a constructive alignment framework, used by the education faculty at UWC to adjust the teaching and learning in the B.Ed programme to address the outcomes and standards required by the MRTEQ policy document. Given the type of student enrolled at UWC, the article provides a discussion on the challenges involved in developing a programme for students who might not have been adequately prepared for their tertiary studies due to the disadvantaged school contexts they come from. The article thus provides a reflective discussion on the challenges involved in the re-design process that used the pre-service teacher competencies expected at the end of the B.Ed programme at UWC, to develop the teaching and learning programme and assessment tasks for the fourth year B.Ed course.Received: 02 August 2018Accepted: 31 October 2018Published online: 29 November 2018</p

Trends and challenges of higher education in Nigeria: Fine and applied arts technological literacy

This study explores the trends and challenges of teacher educators in the Fine and Applied Arts (FAA) and the impact on technological literacy. In Nigeria, internet facilities and digital technologies have changed the method of instruction and levels of student involvement in art education. &nbsp;Visual art educators use multimedia software in Nigeria to provide challenging and authentic learning materials that develop the student’s potential and creativity through exploration, discovery and creativity. This study investigates the availability, accessibility and usability of ICT technological tools. Furthermore, it explores the strengths and challenges of pedagogical approaches used in the context of two higher education institutions in Nigeria. In this regard, the study focuses on the trends and challenges of higher education in Nigeria: art, design and technological literacy in perspective. A fundamental technology-based theoretical framework, namely, van Dijk’s (2005) resource and appropriation theory (RAT) formed this study's theoretical framework. The study was conducted at two higher education institutions considered to be the oldest tertiary institutions in Lagos State, Nigeria. It adopts a qualitative research approach, using a multiple case study, purposively selecting participants, comprising twenty student teachers and four lecturers. Data were collected using semi-structured interviews, focus group discussions and classroom observations. The data collected were transcribed, coded and analysed using content analysis to generate relevant themes for discussion. The findings of this research can inform curriculum planners, improve the models for advancing the technological literacy of FAA lecturers and students and can equip lecturers and students to meet the present and future needs of art education in a global society. Keywords: Fine and Applied Arts (FAA), Technological Literacy, Higher Education Art Education Trends in Art Teacher Education

Comparing the technological literacy of pre-service teachers and secondary school students in South Africa

Technology education was introduced for the first time after the abolition of Apartheid in South Africa in 1994. The technology curriculum required that students become technologically literate. However, in order for students to become technologically literate, teachers need to be technologically literate. In this study we explore pre-service teachers’ levels of technological literacy. The study will draw on an instrument to determine both the pre-service teachers’ (n = 12) and secondary school students’ (n = 179) levels of technological literacy. The instrument was developed and found to be reliable and valid in previous pilot studies. The instrument was based on a rigorous qualitative analysis of interview data which was in turn informed by categories that emerged from a phenomenographic analysis. Data were collected from the university graduated pre-service teachers, and from a unique group of secondary school students who are academically strong as they were selected to enter the Exposition for Science. Profiles of teachers’ and students’ scores were generated in two categories, namely how they conceive technology (Conception of Technology) and how they interact with technology (Interaction with technology). The category Conception of Technology, are described by two dimensions, namely Artefact and Process. The category Interaction with Technology, are described by four dimensions, namely, Direction, Instruction, Tinkering and Engaging. The outcome of the analysis suggests that pre-service teachers appear to place primacy on technology being associated with an artefact rather than a process. It is thus likely that the pre-service teachers in the present sample teachers will struggle to help school students develop a level of technological literacy that encompasses technology as being more than simply an artefact.Web of Scienc

Validating an instrument for use in assessing the technological literacy of upper secondary school students

This is an extract, with permission, from the proceedings of the 2013 SAARMSTE Conference.In this paper an instrument for assessing upper secondary school students‘ levels of technological literacy is presented. The items making up the instrument emerged from a previous study that used a phenomenographic research approach to explore students‘ conceptions of technological literacy in terms of their understanding of the nature of technology and their interaction with technological artefacts. The instrument was validated through administration to 969 students on completion of their 12 years of formal schooling. A factor analysis and Cronbach alpha reliability co-efficient was conducted on the data and the results show that a four-dimension factor structure (namely, Artefact, Process, Direction/Instruction, and Tinkering) strongly supported the dimensions as developed during the original phenomenographic study. The Cronbach alpha reliability co-efficient of each dimension was satisfactory. Based on these findings, the instrument has been shown to be valid and reliable and can be used with confidence

The development and validation of an instrument — the Technological Profile Inventory — to determine students’ levels of technological literacy in South Africa

In this article we describe the development and validation of an instrument – the technological profile inventory (TPI). The instrument can be used to determine students’ level of technological literacy. The items used in the TPI were drawn from a previous study (Collier-Reed, 2006) and were based on a rigorous qualitative analysis of interview data which was in turn informed by categories that emerged from a phenomenographic analysis. Data were collected from four groups of students, three groups of first year students at university Engineering (167), Commerce (65), Arts (218), and one group of high school students (179). The students’ responses to the TPI were subjected to exploratory factor analysis and Cronbach alpha testing, as well as a one-way multivariate analysis of variance (MANOVA). The result of the analysis was a modified version of the TPI where the data were found to be reliable and valid. The significant factors that defined the ‘nature of technology’ were found to be the view of technology as either an Artefact or related to a Process, while those constituting ‘interaction with technological artefacts’ were Direction/Instruction and Tinkering. A cohort analysis suggests Engineering students are statistically more likely to view technology as a process and interact with technological artefacts with less fear and more likely through self-initiation (Tinkering) – a more advanced technologically literate position. On the other hand the Arts students are more likely to expect direction or instruction from an authority figure (Direction/Instruction) when interacting with a technological artefact - a less technologically literate position. Further work involves determining how to meaningfully combine the scores achieved by an individual completing the TPI to ultimately determine a score indicative of their applicable level of technological literacy

Admitting engineering students with the best chance of success: technological literacy and the Technological Profile Inventory (TPI)

This is an extract, with permission, from the proceedings of the 2011 SASEE Conference.In this article we describe the development and validation of an instrument – the Technological Profile Inventory (TPI). The instrument can be used to determine whether an applicant’s level of technological literacy is suitable for admission to an engineering programme. It might be argued that students entering an engineering programme should demonstrate a level of technological literacy, not sought during the admission process at most universities in South Africa, which rely primarily on the National Benchmark Testing instrument and the National Senior Certificate examination results. The items used in the TPI were drawn from a previous study (Collier-Reed, 2006) and were based on a rigorous qualitative analysis of interview data which was in turn informed by categories that emerged from a phenomenographic analysis. Data were collected from 198 Engineering and 237 Commerce students and the items subjected to exploratory factor analysis and Cronbach alpha testing. The result of the analysis was a modified version of the TPI where the data were found to be reliable and valid. The significant factors that defined the ‘nature of technology’ were found to be the view of technology as either an artefact or related to a process, while those constituting ‘interaction with technological artefacts’ were direction and tinkering. A cohort analysis suggests that the anecdotal view of the possible difference in technological literacy between Commerce and Engineering students is supported by the data – Commerce students are statistically more likely to view technology as an artefact and interact with technological artefacts only when directed to do so, a less technologically literate position. Further work involves determining how to meaningfully combine the scores achieved by an individual completing the TPI to ultimately determine a score indicative of their applicable level of technological literacy

An instrument to determine the technological literacy levels of upper secondary school students

In this article, an instrument for assessing upper secondary school students’ levels of technological literacy is presented. The items making up the instrument emerged from a previous study that employed a phenomenographic research approach to explore students’ conceptions of technology in terms of their understanding of the nature of technology and their interaction with technological artefacts. The instrument was validated through administration to 1,245 students on completion of their 12 years of formal schooling. A factor analysis was conducted on the data and Cronbach alpha reliability coefficients determined. The results show that a five-dimension factor structure (namely, artefact, process, direction/instruction, tinkering, and engagement) strongly supported the dimensions as developed during the original phenomenographic study. The Cronbach alpha reliability co-efficient of each dimension was satisfactory. Based on these findings, the instrument has been shown to be valid and reliable and can be used with confidence