Conference Proceedings (DAES)

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Browsing Conference Proceedings (DAES) by Author "Kapenda, Hileni M."

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    Learner-Centred Approaches In Math Classes In Khomas Region
    (SAARMSTE, 2007) Kapenda, Hileni M.
    This paper reports on learner-centred approaches used by three mathematics teachers in Khomas region in Namibia. Although learner-centred teaching is the officially adopted and promoted mode of transacting the curriculum in Namibia, many serving teachers appear to have problems in implementing learner-centred education. Verbatim transcribed video lessons were used to highlight signs of learner-centred approached in three mathematics classrooms at senior secondary level. Teachers' lessons show some traces of learnercentred approaches.
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    The need for research in Mathematics education in Namibia
    (University of Namibia, 2008) Kapenda, Hileni M.; Kasanda, Choshi D.
    A number of definitions of the term 'research' abound. Hitchcock & Hughes, (1995, p.S) define research to 'systematic inquiry'. This inquiry is characterized by sets of principles, guidelines for procedures and is subject to evaluation in terms of criteria such as validity, reliability and representativeness. According to Cohen, Manion & Morrison (2000, p.3 ), "research is concerned with understanding the world" (in which we live) and "is informed by how we view our world(s), what we take LUlderstanding to be and what we see as the purposes of understanding". It should be pointed out further that research might be viewed as a science requiring logical steps to achieve the goal or as a subject of study whereby individuals teach, the concepts related to research as a subject in its own right. That is as a product or the process or as a subject.
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    Proceedings of the 14th Annual SAARMSTE Conference. University of Pretoria , 2006
    (University of Pretoria, 2006) !Gaoseb, Noah; Campbell, Bob; Kasanda, Choshi D.; Kapenda, Hileni M.; Lubben, Fred; Kandjeo-Marenga, Hedwig U.
    The MASTEP professional development intervention programme set out to improve the teaching of science and mathemancs in senior secondary schools Namibia. This paper demonstrates that teachen who participated in MASTEP (science, i.e. biology and physical science) changed their practice in ways that embraced the use of everyday contexts and reflected a more learner centred approach to science education The nature of the change and the stimulus for change are discuss
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    Proceedings of the 1Oth annual conference of the Southern African Association for Research in Mathematics, Science and Technology Education
    (SAARMSTE, 2002) Lubben, Fred; Campbell, Bob; Kasanda, Choshi D.; Kapenda, Hileni M.; Kandjeo-Marenga, Utji
    This paper surveys the ways Namibtan science teachers use prescnbed textbooks. Instances of textbook use are identified in 29 lessons through non-participant observation and verbatim records of class interactions. Using a classification scheme from linguistics, these instances are grouped according to their filed (pedagogic purpose). mode (textbook genre) and the tenor (nature of the accompanying social interactions). Findtngs show that in a large percentage of (particular senior) classes the book is not used. If used, the focus is on diagrams and tables. and on the book's role as authority of knowledge. Whole-group usage of the book in class predominates. followed by indtvidual usc for homework. Explanations of the findings are sought in teachers' perceptions of the nature of science. their role as providers of learning. and their confidence as science content experts. Suggestions for teacher training programmes are provided.
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    Promoting regional collaboration in research in Mathematics, Science and Technology in education Southern Africa
    (SAARMSTE, 2001) Kapenda, Hileni M.
    The Ministry of Basic Education and Culture in conjunction with the University of Namibia and the European Union introduced the Mathematics and Science Teacher Extension Programme (MASTEP) at the University of Namibia in 1999. This programme recruits qualified junior secondary mathematics and science teachers. The focus of the programme is among other things, on strengthening content knowledge of MASTEP teachers, in order to enable them to teach effectively at the senior secondary level. According to a needs assessment that was carried out prior to the implementation of the programme, subject content should take high priority. Some of the major concerns for emphasizing the improvement of teachers· understanding of content included the lack of discussion and identification of common student misconceptions or mistakes, and content misunderstanding on the part of the teacher.
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    The role of practical work in science teaching in Namibia
    (SAARMSTE, 2001) Kapenda, Hileni M.; Kandjeo-Marenga, Hedwig U.; !Gaoseb, Noah; Kasanda, Choshi D.
    This paper presents a study into science practical work conducted in Namibian classrooms. Lesson plans, task sheets and student work are used to identify the intended learning outcomes. In addition, aspects of task design (inductive-deductive; open-closed,· nature of student involvement) and the context of the practical task (duration; interaction patterns; types of task information and apparatus; nature of the student record) are explored. Millar's Profile Form is used to analyse twelve practical tasks. Findings show an emphasis on conceptual instead of procedural objectives, and a frequent change from an inductive to a deductive approach during the execution of the tasks. The practical activity is rarely consolidated in a laboratmy report but functions as an enjoyable introduction to a set of unrelated consolidation questions. Suggestions are made for the modification of the analysis scheme, and for in-service activities to support teachers to use practical work more effectively.