Research Articles (DAES)

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Browsing Research Articles (DAES) by Author "!Gaoseb, Noah"

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    The impact of Mastep on the use of practical work in Namibian science classes
    (University of Namibia and University of York, 2006) Kandjeo-Marenga, Hedwig U.; Kapenda, Hileni M.; Lubben, Fred; Campbell, Bob; !Gaoseb, Noah; Kasanda, Choshi D.
    This article presents an investigation into the changes in the Teaching practices of practical work in senior science classes in Namibia. The teachers in this study are involved in training Programme, the Mathematics and Science Teacher Extension Programme (MASTEP). Pre- and post-intervention data were Collected from eight Biology teachers and four Physical Science teachers Lesson plans, worksheets and other documentation were Used to characterise practical activities using m1 established Taxonomy classroom interactions were audio-taped and Transcribed verbatim the findings i11dicate an increased focus on Practical activities aimed more at qualitative rather than Quantitative understanding of science concepts. In addition, the Post-MASTEP teachers favoured small group work and demonstrations. The changes in teaching practices arc attributed To the improved PCK that has enabled teachers to align their Practice with the assessment system
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    The role of everyday contexts in Learner-centered teaching
    (Routledge Publisher, 2005) Kasanda, Choshi D.; Lubben, Fred; !Gaoseb, Noah; Kandjeo-Marenga, Utji; Kapenda, Hileni M.; Campbell, Bob
    This paper reports on the usc of out-of-school everyday contexts in Namibian science classrooms. This usc is portrayed against the backdrop of an explicit educational philosophy of learner centred teaching. Data were collt:cted through audio-taped teacher-learner interactions and non-participant field notes in 29 junior and senior science classes taught by 12 teachers in six schools. An existing typology was applied to classify episodes of use of everyday contexts and identify teachers' pedagogic strategies for their use. The results show that more everyday contexts are used in junior secondary than in senior secondary classes, that only a limited range of types of everyday contexts are used at both levels, and that their usc often follows theoretical exposition or teacher questioning. These findings are related to three interpretations of learner centered teaching. Recommendations for a fuller implementation of learner-centred teaching are made.
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    Teachers' Use of textbooks: Practice in Namibian science classrooms
    (Carfax Publishing, 2003) Kasanda, Choshi D.; Kapenda, Hileni M.; !Gaoseb, Noah; Kandjeo-Marenga, Utji
    Incidences of prescribed textbook usage in science classrooms in Namibia have been analysed using an approach adapted from linguistic analysis. Aspects of pedagogic purpose, text genre, and the social interactions between teachers and learners were used to characterise teacher and learner engagement with textbooks, and thus categorise their usage in relation to a national policy of learner-centred education. Results indicate a reacher dominated textbook use and a low frequency and restricted range of texrbook references per lesson with some 40% of the Senior Secondary classes observed making no use of their textbooks in class. The major uses of textbooks in class were for diagrams and data, and to verify factual information Occasionally, questions in textbooks were used as homework to test and/or consolidate knowledge. Pupils rarely initiated a reference to a textbook. It is suggested that if learners are to benefit fully from the investment in textbooks then their teachers need to be helped to use the resource in more constructive ways.