Conference Proceedings (DAES)

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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.
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.
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.
Teacher education in Africa
(University of Namibia, 2004) Kasanda, Choshi D.
In the majority of African countries on attainment of political independence after decades of colonialism found themselves with few (if any) adequately educated and prepared persons to carry on the task of developing their new state economically. Namibia was no exception. Indeed at independence in 1990, Namibia found herself in the same position as other African countries, with a poorly trained or untrained cadre of schoolteachers in almost all subject areas. The building of more schools and the training of more schoolteachers for the majority of the previously colonized people was a must for these African countries. The general population saw education as a passport for a better life and their right. Therefore teacher education had to be emphasized to cope with the increased demand for education. Accordingly, teacher education was one of the priority areas of these independent countries in order to develop the necessary human resources and to develop economically. Education brought about a higher personal status and quality of life.
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
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.
Use of Nonstandardised Measurements To Enhance Student Learning of Units
(University of Namibia, 2007) !Gaoseb, Noah; Kasanda, Choshi D.
Measurement is described in the directives of the National Council of Teachers of Mathematics (NCTM, 1989: 51) as "of central importance to the curriculum because of its power to help children see that mathematics is useful in everyday life and to help them develop many mathematical concepts and skills." At primary level, the instruction emphasized the importance of establishing a firm foundation in the basic concepts and skills of measurement. For example, understand the attributes of length, capacity, mass, weight, area, volume, time, temperature, and angle. However, when learners reach secondary level, still many do not have the sense of estimating one centimeter, one centimeter square, or hectare. This can be attributed to the way measurements are introduced and used in the schools. In fact metric units are just taken for granted. We need to inculcate into our learners the sense of ownership of the units of measurements, even the metric units. This is only possible if we revisit the nonstandard units our ancestors used to measure objects as the basis of known (contextualizing) and move to the unknown, the metric units. The metric systems of units have evolved since the adoption of the first well-defined system in France in 1791 (Wikipedia, 2007). Learners need to see the necessity of using the metric systems and this can only be done if they work with nonstandard units and see the inconsistency in their measurements.
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.
The use of constructivism in teaching Mathematics for understanding
(University of Namibia, 2009) Amoonga, Tobias; Kasanda, Choshi D.
Like many other post-independent African countries, Namibia went through many changes after independence, politically, socially and educationally to determine its own destiny. The Ministry of Education and Culture (MEC)(1993) articulated the four major goals of education as access, equity, quality and democracy. MEC ( 1993, 74) noted, "As we make transition from educating the elite to education for all we also make a shift from teacher centred to constructivism." For the Ministry to achieve these goals, several strategic initiatives were launched. Amongst others, a new Senior Secondary School Programme leading to the International General Certificate of Secondary Education (IGCSE) and its variant the Higher International General Certificate of Secondary Education (HIGCSE) were introduced in 1994 to replace the South African Cape Education System. The new programmes (HIGCSE and IGCSE) were launched to prepare students for entry to the University of Namibia and other tertiary institutions (MEC, 1993).
An analysis of relationship between research, innovation, and teaching in higher education in readiness for the 4IR
(University of Namibia, 2023) Mbangula, Daniel K.
The presentation is about the relationship between research, innovation, and teaching in higher education in preparation for the Fourth Industrial Revolution (4IR).
Modelling school principals’ soft skills with sustainable administrative effectiveness
(7th Africa Education Leadership Round Table, 2023) Katjiteo, Ancia; Awodiji, Omotayo Adewale
This study explores the relationship between principals' soft skills and sustainable administrative effectiveness. The study identified a comprehensive set of soft skills essential for sustainable educational leadership, including communication, emotional intelligence, empathy, adaptability, problem-solving, and conflict resolution

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