scholarly journals Actual and Ideal Assessment Practices in South African Natural Sciences Classrooms

Author(s):  
Israel Kibirige
2014 ◽  
Vol 4 (2) ◽  
pp. 22 ◽  
Author(s):  
Lucy Sibanda

This paper, deriving from a larger study, evaluates the readability of two Grade 4 natural sciences textbooks used by learners who speak English as an additional language in two South African schools. The study is set within the context of the reading-related transitional challenges faced by English second language learners when they move from the foundation phase to the intermediate phase. Text readability is critical for educational achievement during this transition. The case study was conducted by means of a qualitative content analysis of factors that are not accommodated in the readability formulae which were used to investigate the textbooks. While the findings from the two instruments were ambivalent for Book 1, with the content analysis showing the book to be largely readable, but the readability calculator indicating it to be beyond the learners’ reading level, both instruments indicated poor readability for Book 2. The study recommends a close consideration of text readability by both authors and teachers.


Author(s):  
T. Dhurumraj ◽  
Sam Mabune Ramaila ◽  
Ferhana Raban

Assessment plays a critical role in teaching and learning. Continuous assessment advocates for a sustainable learner engagement in a cyclical manner that provides information on performance, feedback, as well as critical support that serves to engender mastery of skills. Continuous assessment encapsulates the use of both formative and summative assessment. COVID-19 compelled teachers as agents of educational change to fundamentally rethink the enactment of assessment within the context of remote teaching and learning. This chapter reflects the transformation of assessment practices adopted by purposively selected teachers at South African schools in response to formidable instructional challenges induced by COVID-19. The empirical inquiry is underpinned by the technological pedagogical content knowledge (TPACK) framework. While teachers expressed fundamental appreciation of the key pedagogical affordances of technology integration in remote teaching and learning, they bemoaned the lack of professional capacity required for a meaningful enactment of technology-mediated assessment.


Author(s):  
Elize M. Harris ◽  
Leila Goosen

The purpose of the study reported on here was the curriculum development of suitable natural sciences and technology education modules, including practical investigations to complement the theoretical content of these for open and distance e-learning (ODeL) in the 21st century. In light of this purpose, the chapter will especially mention assessment practices and tools, curriculum development, multimedia use, student engagement, learning management systems, and multiculturalism and diversity in the online classroom. The objectives were related to establishing the aspects that must be considered during the curriculum development of well-designed natural sciences and technology education modules, which will include practical investigations, and that students should be able to have opportunities to reflect on their engagement with practical investigations to complement the theoretical content of the modules for ODeL purposes in the 21st century and demonstrate their pedagogical content knowledge after having successfully completed natural sciences and technology education modules.


Literator ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Dianne Shober

The global challenges of environmental devastation and gender-based injustice require a multifocal approach in appropriating effective solutions. While acknowledging the effectual endeavours initiated through the social and natural sciences to counteract these areas of degradation, this paper offers another field of potential mediation: ecofeminist literary criticism. Through its interrogation of selected works by the black South African writer, Sindiwe Magona, it seeks to reveal the value of literature as a tool to counteract destructive political and patriarchal rhetorical paradigms, which have served to oppress nature and women and, through ecofeminist discourse, mitigate lasting global change.


Author(s):  
Sam Ramaila ◽  

This study examined technology integration in Natural Sciences teaching and learning in South African township schools. A mixed method approach was adopted as part of an exploratory descriptive survey design. Data was collected through semi-structured interviews, classroom observations as well as administration of open-ended survey questionnaire. The study involved purposively selected grade 9 Natural Sciences teachers and learners as participants. The empirical investigation is underpinned by technological pedagogical content knowledge (TPACK) as the underlying theoretical framework. The participants demonstrated a positive disposition about technology integration in Natural Sciences teaching and learning. In particular, technology integration was perceived to provide opportunities for the enhancement of meaningful Natural Sciences teaching and learning in township schools. Digital resources were largely viewed as essential educational tools that can be deployed to demystify abstract scientific concepts with a view to enhance scientific literacy. Theoretical implications for technology-enhanced teaching and learning are discussed.


2002 ◽  
Vol 25 (2) ◽  
pp. 49-58
Author(s):  
Zannie Bock ◽  
David H. Gough

Abstract In this article we explore the consequences of the social literacies model of understanding students’ academic literacy practices at a South African University. We highlight some of the paradoxes of this model in South Africa in terms of the particular demands of dominant literacy practices and past discriminatory policies which denied access to such practices and which created alternative practices. We include some observations we have made about including alternative literacies in assessment practices in tertiary classrooms.


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