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Examining the development of topic specific PCK in stoichiometry of three practicing teachers through a lesson study
Examining the development of topic specific PCK in stoichiometry of three practicing teachers through a lesson study Mudzatsi, Tarisai Professional learning communities are generally regarded as having a positive impact in improving and developing teacher knowledge. Literature has shown that group planning and professional learning communities have an impact on the quality of teaching and subsequent improvement in learner performance. Practicing teachers, preservice teachers, education authorities, curriculum advisors and teacher educators all thrive to find out about the kind of teaching that brings about effective learning inside classrooms, the most appropriate approach to improve teaching and learning in class, and in particular, science classes, remains vague, though. This study examines how teacher knowledge is developed in the context of a lesson study within a specific concept of the topic stoichiometry: the ‘mole’. The case of three practicing science teachers is considered through the observation of their interactions with teacher educators during the five (5) weeks in which the participant teachers planned, taught and reflected on the mole concept together with science teacher educators and science teacher education specialists. A pretest is administered to the participant teachers at the beginning of the study; this is followed by intervention discussions based on the concept of the mole. Each of the participants then teaches the lesson to 11th grade learners in their school, each lesson is reflected upon and an iterative cycle of teaching and re-teaching the concept describes the lesson study approach used in this study. At the end of the intervention, a post-test is administered to the three participant teachers. The analysis and description of the teachers’ responses to structured test items before and after the topic specific intervention and verbal contributions during meetings are sources of qualitative data in this study. The qualitative data about topic specific pedagogy and the interaction of TSPCK components obtained in this study is used as evidence to show that topic-specific interventions assist teachers in developing pedagogical content knowledge in science education. A research report submitted to the Faculty of Science, School of Education, University of the Witwatersrand, Johannesburg, South Africa, in partial fulfillment of the award of Master of Science (MSc.) in Science Education
The effect of some physico-chemical parameters on the survival and toxigenicity of VIBRIO CHOLERAE Patel, Mrudula Chemical pollution of the environment is a major problem attracting justified concern world wide. To date, most of the focus has been on the impact of pollution on humans, animals and plants. It is however , necessary to look at its effects on pathogenic microorganisms many of which have very delicately balanced ecological relationships within their habitants. This study investigate the effect of one major industrial pollutant, iron, and pH on V. cholera in both natural and man-made aquatic habitats. A thesis submitted to the Faculty of Medicine, University of the Witwatersrand, Johannesburg, for the degree of Doctor of Philosophy ( Med )
The fragmented city. Wolters, M. J. Johannesburg, like many other major cities in Third World nations is facing major urban influx, This urban influx is causing extreme pressure on the existing social and economic fabric. This in tum has resulted in fragmentation on a number of different levels - social, political, economic and physical. The spatial organisation of the city appears to be incapable of coping with this fragmentation. The means or method needs to be discovered where the fragmented elements of the city can be reunited and absorbed into the city system. (Abbreviation abstract) A dissertation submitted to the Faculty of Architecture University of the Witwatersrand in fulfillment of the requirements for the Degree of Masters in Urban Design.
"My pen won't talk" : towards an understanding of creative writing experiences among primary school children.
"My pen won't talk" : towards an understanding of creative writing experiences among primary school children. Winkler, Gisela The work of Piaget and Vygotsky has formed the theoretical foundation for many research projects that investigate children's cognitive processes which are part of their learning experience, These investigations, however, do not address the affective aspects of the learning process. This study seeks to isolate and-explore the affective components of writing by conceptualizing a "creative writing experience" as a personal meaning making event which is simultaneously influenced by the children's cognitive development and their emotional development. The feelings experienced by the children while writing are a particular interest. Theories developed by Freud and Klein are used to investigate the children's emotions and to assess the impact these have on their writing process. The methods of investigation employ a detailed observation of external behaviour with the help of a video camera, a focus group interview, a reflective interview and a projective technique. The children's emotional experience of writing is deduced from the visual data as well as the interviews. It is concluded that the children's experience of writing is dominated by anxious emotions. As the medium of writing does not provide children with a communicative structure, it presents many children with an experience of isolation and meaninglessness. If the children fail to provide a purpose for their task, writing becomes an experience of insecurity and alienation. The role of children's talk during the writing process does not have a cognitive significance. On the contrary, its primary function seems to be to control affective forces and to maintain the personal purposefulness of the writing task. A Research Project submitted to the Faculty of Education University of the Witwatersrand in Partial Fulfilment of the Requirements for the Degree of Master of Education by Coursework and Research Report