11613 research outputs found
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A collaborative exploration of pedagogical refrain within science education
No full textThesis (Ph.D.(Curriculum Studies))--University of the Free State, 2023As a science educator becoming an educational researcher, I share this personal narrative hoping to encourage a deepened awareness about everyday experiences and how my integrating of memory and imagination helped me to explore disregarded complexities of life-living. Such intensified awareness could subtly influence the field of science education and remains a topic for future exploration. In this study, characterised as a post qualitative inquiry and a creative experiment folding interchangeable beginnings and endings, I have chosen the concept of refrain to help me understand how I put memory and imagination together during my lived interactions with humans and the more-than-human. Early in my childhood, I discovered that my perception of human and more-than-human relationships differed from that of others and during this study I enhanced my understanding of such relationships by engaging with artistic materials.
During this inquiry I have followed William Pinar's interpretation of to narrate my educational journey, highlighting how my curiosity led me to pursue the study of sciences. Throughout various stages of I moved from a quantitative perspective in the sciences to creatively experiment with interchangeable beginnings and endings during art making. Over decades, I delved into conscious modes of knowing and became deeply immersed in Western epistemology. However, I faced increasing frustration in my attempts to convey my perceptions about the complexities of human and more-than-human relationships to others. During my PhD journey, I discovered the transformative potential of artistic expression, specifically through mediums such as drawing, drumming, painting, and poetry. By responding to personal multifaceted, sensory perceptions through artistic means, I experienced a co-existence of actual and virtual encounters and theory collapsed into practice for me.
My refrain allowed me to figure out my recurrent inclination to imaginatively undertake unfamiliar tasks and grapple with the challenge of communicating my actions and insights to others. Metaphorically speaking, it felt as though I was weaving a tapestry from behind, resulting in a somewhat chaotic process. However, through collaboration with others and further engagement with artistic practices during this study, I gradually realised that by concurrently performing familiar tasks alongside unfamiliar ones, I could metaphorically, flip the canvas and work on the forefront as well. Thus, my understanding of the transversal connections among information deepened, and likewise, my interaction with artistic materials provided me with the conditions to establish such connections. Consequently, I recognised that, through attentive interaction with artistic materials, educators and educational researchers in science education may attend to disregarded complexities during ordinary life-living and possibly, by way of integrating memory and imagination, acknowledge pedagogical refrains informing their becoming
Potential distribution of selected invasive alien plants under current and future climate change scenarios in South Africa
No full textInvasive alien plants are one of the main causes for the decline of native biodiversity worldwide. Hence, it is crucial to understand the dynamics of invasive plants in the context of a changing climate. The main aim of this study was to evaluate the potential distribution of two major invasive alien plants, Prosopis spp and Acacia mearnsii, under current and future climate change scenarios across South Africa. The maximum entropy (MaxEnt) model was used with species occurrence data and bioclimatic variables. The Species occurrence data was obtained from the Global Biodiversity Information Facility (GBIF), while the bioclimatic variables were downloaded from the WorldClim database. The model evaluation metrics for training and test samples were the area under curve (AUC) of 0.76 and 0.77 for Prosopis spp, and 0.91 and 0.89 for A. mearnsii, respectively. It showed that MaxEnt performed well in mapping the distribution of both species. Model results indicated that the near-current potential distribution of Prosopis spp and A. mearnsii in South Africa is significant (93.8% and 9.7% of the total land area, respectively). With the projected climate, Prosopis spp showed an inconsistent result across the General Circulation Models (GCMs), projection times and climate change scenarios. However, with respect to the current potential distribution, the geographical ranges of A. mearnsii will significantly contract (by about 75%) due to climate change. Therefore, it is imperative that policy makers, environmental managers and other stakeholders implement integrated management and control strategies to restrict the distribution of Prosopis spp.Publisher's versio
Evaluating the constitutionality of the National School Nutrition Programme guideline for Secondary Schools during breaks
No full textDissertation (M.Ed. (Education Law))--University of the Free State, 2023This study aims to evaluate the constitutionality of the National School Nutrition Programme (NSNP) guideline, which does not make provision for food for learners during school closures. Good health and nutrition are essential for a learner’s development and growth; thus, it is the government’s responsibility to participate in that development and growth. The government and the NSNP play a vital role in ensuring that learners in schools are provided with proper nutrition, enabling them to live healthy lifestyles and prevent non-communicable diseases. Section 27((b) of the Constitution of South Africa of 1996 provides everyone with the right to access sufficient food and water. Furthermore, the Constitution of South Africa stipulates that every child has the right to basic nutrition (1996a: 28 (1)(b))). The study is hinged on the Interest Theory of Rights (IToR), which seeks to safeguard a person’s rights, especially those of children, against the violation of their rights, by other individuals or the government (Anyadike, Nwachukwu &Wogu, 2021). The study utilises the interpretive paradigm as it relies on secondary qualitative data. The interpretive paradigm allows the researcher to interpret the truth and reality of individuals by making sense rather than creating a hypothesis (Romani, Barmeyer, Primecz & Pilhofer, 2018). A qualitative approach was undertaken to evaluate the constitutionality of the NSNP’s guideline on the non-provision of food during school breaks. The study utilises a literature study which relies on a thorough discussion of the existing knowledge from academic resources such as books, journals, articles, publications, and legal documents such as the Constitution, legislation, case law and international instruments, dissertations, and theses (Nayak & Singh, 2021). A single technique that requires perusing documents and records, known as secondary data collection, was used to collect data. The study’s sampling involves systematic sampling/review, as it requires me to only select documents that respond to constitutional imperatives and the provisions of the NSNP guideline and where applicable implementation practices that falls within the current five (5) years of publication (Ibid). To analyse the data, I used both document and thematic analysis. Document analysis relies on readily available data, enabling me to analyse data from secondary sources such as books, documents, policies, publications, and legal documents such as the Constitution, legislation, case law and international instruments, (Myers, 2019). Additionally, the study utilises thematic analysis, which involves reading over a data set and looking for meaningful patterns to identify themes (Lochmiller, 2021). The findings of this study were centred on themes regarding the research questions. The main finding for the study reveals that the NSNP guideline for secondary schools is not constitutional during school breaks. The study reveals that the NSNP plays an important role in preventing malnutrition by ensuring that it provides meals for learners while at school. But the meals or diet provided by the NSNP lacks adequate variety, which can contribute to Non-Communicable Diseases (NCDs). The study further reveals that a diet that is heavily reliant on carbohydrates does not prevent NCDs. Additionally, the NSNP aims to at least fulfil 30% of learners’ dietary needs. The NSNP meals do provide calories, but the nutritional value is questionable and can be improved. Nevertheless, the NSNP in most schools provides learners with only one meal for many learners. Furthermore, when learners are at home, the NSNP guideline does not offer guidance on how qualifying learners of the NSNP should continue to receive daily nutritional needs, which prevents them from malnutrition and NCDs, resulting in death. I, therefore, recommend that feeding of learners should be extended to all quantiles and all deserving learners should be fed. Learners who are already sick and have to exclude other food groups should be offered alternative diets. The study recommends that all qualifying learners, in all quantiles, should be provided with meals. Copying from the Western Cape and Gauteng provinces, it is advised that learners receive two meals per day during school hours. Furthermore, the study recommends that schools provide food parcels. Additionally, schools are encouraged to provide qualifying learners with food vouchers that will sustain them on days off or during school breaks. Learners who are already sick and have to exclude other food groups should be offered alternative diets
Portrayal of witchcraft in selected IsiZulu novels
No full textThesis(Ph.D. (IsiZulu))--University of the Free State, 2023This study investigates the various depictions of witchcraft in selected IsiZulu novels from South Africa. The objective is to investigate witchcraft techniques in each novel by thematically classifying the different and dominant types of witchcraft portrayed. A thematic approach to literary analysis is employed. This study is prompted by the lack of scholarly works that have focused on the practices of witchcraft in Zulu culture. Focus has been placed on the novels from the years 1935 up to 2014. The novels analysed were divided into two (2) categories of eras, namely; the colonial period and post-colonial period. IsiZulu novels written during the South African colonial-era such as Noma Nini (1935), Nje Nempela (1943), Amalutha Emalutheni (1960), Ikusasa Alaziwa (1969), Shumpu (1974), Abafana Boqunga (1977), Umbuso KaShaka (1987) and Ulaka LwabeNguni (1988) chronicle the use of witchcraft practices during the period of white-domination. IsiZulu fiction written in South Africa’s post-colonial period includes texts such as Ithemba Lami (1993), Kungasa Ngifile (2002), Kuyoqhuma Nhlamvana (2004), Ngacishe Ngazibambezela (2006), Akuyiwe Emhlahlweni (2007), Imiyalezo (2008), Kunjalo-ke (2008) and Bakithi! Impi Yothando Iyimpi Yegazi (2014). The study reveals how representations of sorcery, occult practices and witchcraft as portrayed in the chosen IsiZulu novels highlight witchcraft beliefs that are systematically related to specific cultural, political, socio-economic and psychological institutions. The study also thematically retraces how witchcraft practices such as otikoloshe (a mischievous and evil spirit), ukudlisa (poisoning) and izulu (lightning) form part of what Niehaus (2001) considers to be elaborate social dramas which reflect how beliefs about at communal and personal level witchcraft are organised.
___________________________________________________________________Lolu cwaningo lucubungula izindlela ezahlukahlukene zobuthakathi ezivela emanovelini esizulu ambalwa aseNingizimu Afrika. Inhlosonqangi ukucubungula imikhuba yokuthakatha enovelini ngayinye ngokuhlukanisa izinhlobo zobuthakathi ezidlangile nezivelele. Lolu cwaningo lusebenzisa indlela yokuhlaziya imibhalo ngokwezindikimba. Lolu cwaningo lugqugquzelwe ukugqama kokushoda kwemisebenzi yocwaningo egxile emikhubeni yokuthathakatha esikweni lwesizulu. Kugxilwe kakhulu emanovelini ashicilelwe kukusa kunyaka we-1935 kuya kowezi-2014. Amanoveli ahlaziyiwe ahlukaniswe ngokwezigaba zombuso ezimbili, neziziwa ngokuthi; isikhathi sombuso wamakoloni nobandlululo, kanye nesikhathi senkululeko yabamnyama. Amanoveli esizulu abhalwe ngesikhathi sombuso wamakoloni eNingizimu Afrika njengalawa; Noma Nini (1935), Nje Nempela (1943), Amalutha Emalutheni (1960), Ikusasa Alaziwa (1969), Shumpu (1974), Abafana Boqunga (1977), Umbuso KaShaka (1987) kanye no-Ulaka LwabeNguni (1988) agqamisa izenzo zobuthakathi ezahlabahlosa ngezikhathi sokubusa kwabamhlophe. Imibhalo yesizulu ebhalwe ngesikhathi senkululeko ihlanganisa imibhalo efana nalena: Ithemba Lami (1993), Kungasa Ngifile (2002), Kuyoqhuma Nhlamvana (2004), Ngacishe Ngazibambezela (2006), Akuyiwe Emhlahlweni (2007), Imiyalezo (2008), Kunjalo-ke (2008) ) Bakithi! Impi Yothando Iyimpi Yegazi (2014). Ucwaningo luphinde lukhiphe ngokwezifundo ukuthi imikhuba yobuthakathi efana ne-otikoloshe [umoya omubi nobubi], i-ukudlisa [ubuthi] kanye ne-izulu [umbani] iyingxenye yalokho uNiehaus (2001) akubheka njengamadrama omphakathi ayinkimbinkimbi abonisa ukuthi izinkolelo mayelana ne-at communal and personal level witchcraft zihlelwe kanjani.
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Still breathing: the reinvention of [Green]market Square for the year 2100 into a pneumatic capsule and oxygen production plant in the Cape of Good Hope
No full textDissertation (M.Arch.(Architecture))--University of the Free State, 2023This dissertation reinvents the famous Greenmarket Square in Cape Town, to adapt to a dystopian future ridden with pollution in the year 2100. It is in essence an urban ‘green lung’ that provides a sanctuary to users through the architectural practice of escapism. It is due to mankind’s need for overconsumption and unsustainable environmental practices that this future bares many troubles, most importantly, the cloud of pollution that has engulfed the city and stripped the immediate atmosphere of oxygen and safe breathable air. This dire situation calls upon architecture to respond empathetically to unexplored spatial experiences to resemble mankind’s basic constituent of care. The aim of this dissertation begs the question of whether architecture can act as a catalyst for escapism in a future juxtaposed by the present, to create a warning against environmental injustices? Furthermore, can existing architectural techniques and materials be translated into a futuristic urban green lung? It is challenging to conceptualize what the future might be, however, this future may not be too far-fetched. It is thus paramount that architecture can identify current issues that will have future consequences to create proactive solutions and not reactive ones. I therefore believe that my dissertation adds value to the world of architecture as it challenges existing architectural techniques to adapt to a dystopian future. This intervention is further supported through theoretical concepts of escapism, satire, the relevance of memory, the uncanny and the relationship between technology and temporality. As this building is the first of its kind, similar precedent studies are not available, however, the precedents analysed, contains ideas that are similar to that of the oasis at greenmarket square in 2100. A new architectural typology rooted in present practices is developed to solve future problem. This building ensures the continuity of mankind and restores dignity to the beloved Greenmarket Square
Building state capacity in service delivery through public private partnerships: the case of the health sector in Lesotho
No full textDissertation(M.A.(Governance and Political Transformation))--University of the Free State, 2023State capacity is mostly measured through the way services are rendered to a country’s citizens. Hence, Public Private Partnerships (PPPs) in the health sector have gained popularity and they are seen by many democracies as strategic approaches to managing and governing service delivery to citizens and, therefore, are considered a policy tool for enhancing governance. However, in many developing countries PPPs have not received enough attention; this has aggravated the healthcare systems’ challenges and development. Therefore, the purpose of this study was to emphasise the importance of building state capacity in service delivery through PPPs within the health sector in Lesotho and to provide information on the role of the government in ensuring effective collaborations or interactions between the public sector and the private sector. A descriptive qualitative method was used in this research to investigate, through desktop research of various resources, how the Government of Lesotho could build state capacity through the implementation of PPPs in the health sector. The focus of the study was on the Queen ‘Mamohato Memorial Hospital PPP project. It was found in this study that building state capacity through PPPs in Lesotho’s health sector is in its initial stages and it faces many challenges. This was evident in the recently failed Queen ‘Mamohato Hospital PPP project due to the absence of PPP legislation, public sector capacity, a detailed implementation framework, risk sharing procurement, and many other factors. A well-balanced incorporation of such key factors would be essential for the successful and sustainable implementation of PPPs in the health sector in Lesotho. The study answered the research questions on how state capacity towards service delivery could be enhanced using PPPs within the health sector in Lesotho
Enhancing economics curriculum implementation in selected schools in the Northern Cape
No full textThesis (Ph.D.(Higher Education Studies))--University of the Free State, 2023Economics, as a high school elective subject, helps learners to understand the operations of the economy and equips learners with critical thinking, analytical, problem solving and decision-making skills. It empowers learners with the skills required to confront 21st-century challenges. This qualitative study aimed to explore how Economics curriculum implementation can be enhanced in selected schools in the Northern Cape Province through article publications. This study is vital because Economics academic achievement has been reported to be poor in the province and country at large. There has also been literature which documents that Economics teachers face challenges in implementing the Economics curriculum. This qualitative study explores how Economics curriculum implementation can be enhanced in the selected schools in the Northern Cape Province. Mediated Learning Experience (MLE) theory was chosen to theorise the study while adopting case study research for the design and interpretive paradigm as the lens for the study. Data were collected using semi-structured interviews, classroom observations and document analysis and analysed using thematic analysis. The study findings revealed that although there are pockets of good practices in Economics curriculum implementation, more still needs to be done in terms of the provision of teaching and learning resources, equipping teachers with proper Pedagogical Content Knowledge (PCK) and improving the support provided to Economics teachers by various stakeholders including departmental heads. The study recommends more meaningful use of current and relevant educational resources and that teachers should undergo continuous teacher-initiated empowerment workshops to enhance their Economics curriculum implementation practices
Exploring online teaching strategies used by high school teachers in teaching Sesotho during Covid-19
No full textDissertation (M.Ed.(Education))--University of the Free State, 2023COVID-19 is a global crisis that has affected many aspects of society, including education. Due to the restrictions imposed by COVID-19, teachers had to reconsider their teaching strategies. Therefore, this study, aimed to explore online teaching strategies used by high school teachers to teach Sesotho during COVID-19 pandemic in Lesotho. This study used the interpretive paradigm. Through this paradigm, the researcher identified the online teaching strategies used by Sesotho teachers through the interpretations informed by the social constructivism theory and The Unified Theory of Acceptance and use of Technology (UTAUT). The qualitative research approach was used in this study. A case study research design was also employed. The case in this study was a group of Sesotho high school teachers in Qacha’s Nek district, Lesotho; teaching Sesotho during the COVID-19 pandemic using different online teaching strategies. This study employed purposive sampling to select the participants with requisite characteristics. Two Sesotho high school teachers were selected per school, in the three chosen high schools in Qacha’s Nek district, Lesotho. Two data collection methods were used in this study, individual semi-structured face-to-face interviews and document analysis. Following the collection of data, there was data transcription, presentation, analysis, and interpretation of the major findings. The findings revealed that the Sesotho teachers in the three high schools used traditional face-to-face teaching strategies such as discussions, question and answer, and group work to teach Sesotho before COVID-19. The researcher also found out that the Sesotho teachers used WhatsApp facilitated teaching strategies such as question-and-answer and discussions to teach Sesotho during COVID-19. Several challenges and opportunities posed by those WhatsApp facilitated teaching strategies were also found. This study recommended policies for application online teaching and learning, provision of full network connectivity and electricity coverage for teachers and learners and low data costs for learners, provision of workshops that equip teachers with knowledge about online teaching
Tribe of mothers: a ritualistic Basotho birth village
No full textDissertation (M.Arch.(Architecture))--University of the Free State, 2023Global maternal death rates continue to be an alarming issue. This thesis focuses on the reasons for death surrounding childbirth that relate to the lack of understanding of native Basotho beliefs. The proposed project aims to remove the boundaries between Western medicinal practices and traditional ways of childbearing as a means to transition the indigenous tribes of South Africa into the contemporary age without sacrificing their ancestral beliefs and by doing so creates an opportunity for the growth of African Identity. The research question is centred on how the rituals involved in Basotho cultural practices, specifically childbirth, can lead to an architectural design that amalgamates a relationship between site and building that emulates the phenomenon of mother and child that are two separate entities but also simultaneously one. The research will be based on studies of sacred sites used for various Basotho rituals, precedent studies of contemporary ritual buildings and architectural theories relating to ritual, hermeneutics and liminality. The result of the project will serve as inspiration for the incorporation of cultural practices in contemporary institutional buildings and how the architectural applications thereof can result in spaces that endorse spirituality. Through doing this the proposed project will aim to assist in the transition of indigenous beliefs and communities into the contemporary age, consisting of a maternity waiting village, a cultural clinic with a training centre and a visitors' centre accompanied by clay workshops for the accommodated mothers, and multifunctional spaces where rituals pertaining to Basotho cultural practices can take place
Balancing mathematics assessment tasks to accommodate problem-solving in Grade 7 classes
No full textDissertation (M.Ed.(Mathematics Education))--University of the Free State, 2023The present South African mathematics curriculum, The Curriculum and Assessment Policy Statement, requires that learners be given the opportunity to acquire the ability to be systematic, generalise, solve problems, and think critically. These goals necessitate the use of assessment tasks that encourage learners' engagement in the development of mathematical thinking and reasoning. This means that teachers must exercise caution while designing assessment tasks and developing assessment strategies. Teachers must also be aware of the cognitive demands and nature of tasks and should include all in their assessment tasks. This study focused on to exploring how teachers balance mathematics assessment tasks to accommodate problem-solving and high-order cognitive demand in Grade 7. The model of mathematical task progression was adopted as a conceptual framework of this study. The selection of the model of mathematical tasks progression provided a lens through which the researcher could analyse the data and generate the empirical findings.
The research followed a qualitative approach guided by a descriptive case study. The study was carried out in five schools, four township schools and a school in an urban area. Data were collected through semi-structured interviews, lesson observations document analysis. Social constructivism underpinned this study as it enabled the researcher to observe the participants in their own social settings. Through the use of thematic data analysis, the researcher was able identify themes. The findings revealed that teachers lack pedagogical content knowledge, that is, knowledge and skills in balancing their own assessments tasks; secondly, the study revealed that teachers excluded problem -solving in their assessment tasks as their understanding of problem-solving was limited; thirdly, teachers used textbooks as their source of assessment tasks and insufficient time was given to learners to work on tasks; fourthly, high-order questions were excluded during learning assessment and low-level cognitive demands were dominant in all the assessment tasks. Finally, teachers used only a teacher-centred approach and used teacher-learner dialogue as their teaching and assessment strategy. The challenges that emerged from the study had implications for assessment and thus required the assessment of mathematics in Grade 7 to be approached differently to enable learners to engage more in meaningful and balanced assessment tasks. Further training for teachers is needed in order to address the complexities that exist within the balancing of mathematics assessment tasks to include problem-solving