Thèses sur le sujet « Grade 11 Physics »

Magister Educationis - MEd (Mathematics and Science Education)
The study was conducted at a senior secondary school situated in a deep rural area of the district of Cofimvaba in the Eastern Cape Province. It was motivated by academically struggling grade 12 learners in my school who were experiencing problems in mastering the electrostatics concept which is introduced in grade 10. The aim was to come up with alternative teaching strategies that can assist learners in grasping the concept. This study employed the conceptual change framework as a teaching strategy to improve learners' understanding of electrostatics. Theories that underpin this study are constructivism and conceptual change. The sample for this study was a Grade11 physical science class with a total sample size of fortyfive learners. It was a case study as the researcher focused on a single class in a school. This study employed a mixed approach as both qualitative and quantitative instruments were used in the data collection process. Learners wrote the pre-test that served as a baseline evaluation. An intervention in the form of a lesson presentation followed, addressing the four stages of conceptual change. A post-test followed immediately after the presentation to assess the results of the conceptual change approach. Five learners were randomly selected from the total population for interviewing. The study found that learners understanding of electrostatics improved after the conceptual change lesson and learners indicated that they found the lessons much more interesting. The study provided insight into the use of the conceptual change framework as a teaching strategy and contributed to the limited baseline data available on the teaching of electrostatics in rural schools in South Africa.

Magister Educationis - MEd (Mathematics and Science Education)
The purpose of this study was to investigate the value of teaching Ohm's law in Grade 11 using a Multiple Representations Approach (MRA). The need to promote knowledge and skills in problem solving in Physical Sciences together with the use of technology is important. This study explored techniques of improving learner attainment thus ensuring that they achieve the minimum entry requirements for science related fields at university. Methodology A case study approach was used. The context is a rural high school in the Eastern Cape. The theoretical framework is constructivism and pedagogical content knowledge. It was a mixed method study with a sample of 48 Grade 11 Physical Sciences learners. Data was collected through a pre-test, an intervention and a post-test. The intervention lessons on Ohm's law were video-taped. A control group was taught using traditional teaching methods and the experimental group was taught using the Multiple Representations Approach. Post-test scores compared the achievement in the two groups. It was followed by focus group interviews with the learners in the two groups. Findings The study found that MRA improved learner attainment and assisted in overcoming learning difficulties. It assessed and developed a variety of learners' skills in different forms at different stages of the lesson. The study found that the MRA aroused learners' interest in science and assisted them to visualise the abstract concepts and this led to an understanding of difficult concepts. Recommendations The study recommends the use of MRA's by science teachers to increase learners' understanding of Ohm's law. It is recommended that teachers develop fun and interesting science activities to encourage the love of science among learners.

The performance of mathematics and physical science students are very low in South Africa. These students lack algebraic knowledge and skills in physics education. They tend to treat mathematics and science as separate entities; to them the two subjects are not related. Even the teachers seem not to realise the interrelationship of the two subjects, because according to the research, they perpetuate this attitude. A possible reason could be that they are unfamiliar with common objectives and applications. Knowledge of science is enhanced by the application of mathematics, but the role of mathematical knowledge and skills in the understanding of physical science is uncertain. Even in the new National Curriculum Statement (NCS) of South Africa the relationship between mathematics and physical science is not clearly indicated. Algebraic language is a main tool used in physics, but students still display a lack of understanding of mathematical concepts and problem solving skills. The study was aimed at identifying the mathematical knowledge and skills that would enable students to solve physics problems in grades 11 and 12. The aim was also to identify the specific problems experienced by students in applying these skills and knowledge in physics at grades 11 and 12 level. The empirical study was conducted amongst a group of 120 students in four schools in the Rustenburg Region, North- West Province, South Africa and 28 teachers of which 10 were from these schools and 18 were teachers participating in the Sediba project of the North-West University. The investigation was done by means of a self constructed test and questionnaires. The results indicate that the biggest problem lies with a lack of conceptual knowledge, especially with a basic understanding of proportional reasoning. Other problems were identified and possible remedies proposed.
Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Magister Educationis - MEd (Mathematics and Science Education)
The purpose of this study was to investigate how the use of a conceptual change approach could contribute to enhance the teaching and learning of Newton's second law of motion in Grade 11 Physical Sciences. More specifically, the study attempted to answer the main research question namely, How can teaching using a conceptual change approach improve the learners' achievement in Newton's laws of motion? This study was underpinned by the theories of constructivism and conceptual change. The concept of effective teaching practice is based on approaches that promote conceptual change and provides learners with skills on learning how to learn and make meaning out of their learning - which is part of the constructivist view of learning. The sample of this research consisted of a single class in a school where the researcher is teaching. The class has 33 learners of mixed gender. The study adopted a single case study approach and was designed to allow for the use of multiple data collection methods. Data was collected through a pre- and post-tests, intervention lessons as well as semi-structured focus group interviews. The use of qualitative and quantitative methods of data collection provided useful and in-depth data and allowed for triangulation. The data was analysed both quantitatively and qualitatively. The results of the research showed that learners performed better in the post-test than in the pre-test. The learners mentioned the fact that the intervention lesson played an important role in making them understand the concepts better. The results also showed that, while the majority of the learners seemed to have made some progress in their conceptual development as a result of their exposure to conceptual change method of teaching, others struggled with the approach.

The National Curriculum of Education was implemented with the broad view of including all learners as laid out in the document Toward Education for All. The curriculum emphasised that the topic distillation should be studied. According to the Examiners Reports, the topic distillation is one of the topics where learners face difficulties in the Namibian Senior Secondary Certificate Ordinary (NSSCO) examination Grade 12. This led me to do research on understanding how Physical Science teachers mediate the topic distillation in Namibia specifically in the Kavango region. The study was carried out at two rural schools with two teachers teaching Grade 11. The community member who I asked to demonstrate the making of Kashipembe was also a participant during this study. Kashipembe is a local cultural brew alcohol beverage commonly made in the Kavango East and West Regions of Namibia, which was used as a learning context in this research study. The study used a qualitative case study underpinned by an interpretive paradigm. Data was generated through the use of document analysis, semi-structured interviews, stimulated recall interviews, lesson observations, brainstorming and practical demonstration of making Kashipembe. These different methods of data gathering were used with the aim of triangulating and validating the data. Therefore, my theoretical framework adopted Vygotsky’s (1986) mediation of learning, social constructivism and pedagogical content knowledge according to Shulman’s (1986) theory. The emergent themes were identified inductively and they were colour coded. These themes were later developed into analytic statements which were used in the study. The findings indicate that the use of community knowledge and experience during the teaching of scientific concepts like distillation is important. These findings can also be used by the practising teachers to make their teaching more effective in the curriculums where distillation is included. Therefore, the Namibian curriculum developers need to include this community knowledge in the curriculum to make it easier for the learners to make sense of the topic distillation.

Magister Educationis - MEd (Mathematics and Science Education)
There is a history of poor results in grade 12 physical sciences in South Africa. This underperformance is particularly evident in the Eastern Cape's rural areas generally and in previously disadvantaged schools in specific. There are several factors that lead to this problem. One factor that has been identified is the lack of practical work in science teaching due to lack of resources for practical work. This study investigated the effectiveness of the use of practical work to teach electric circuits in grade 11. The researcher was prompted by the National Diagnostic Report for grade 12 for the past four years which showed that learners were not doing well on practical-based questions on electric circuits. The case study was conducted in a rural school where the researcher is employed in Dutywa district in the Eastern Cape Province. Two grade 11 classes participated in the research; one as a control group consisting of 60 learners and the other as an experimental group with a total of 65 learners. This study is underpinned by the theory of constructivism. Data was collected using qualitative and quantitative research methods. Two instruments, questionnaires and interviews, were used in the research. The study found the practical approach to teaching electric circuits resulted in learners achieving higher marks in tests compared to the class where purely theoretical approach was adopted. The study also highlighted that learners expressed a greater appreciation for being hands-on in the physical sciences classroom as they perceived that this activity improved their understanding and achievement in physical sciences tests and examinations. The study proposes a greater integration of practical work during teaching which could lead to a positive effect on physical sciences results in the Eastern Cape. Greater involvement of learners through practical work could help learners to understand better practical-based questions on electric circuits and could also serve as a teaching strategy to improve learning in other areas of the curriculum.

Stoichiometry is proven to be one of the difficult topics for learners in the NSSC Physical Science syllabus due to its abstract nature. Over the years the Examiner’s reports reveal that learners' performance is very poor in this topic. In addition, learners fear the topic and have developed a negative attitude toward it. It is against this background that I decided to carry out a qualitative case study; investigating how teachers mediate the learning of stoichiometry. The study was conducted at two schools in the Oshikoto Region, Namibia and it involved two grade 11 Physical Science teachers. The study is located within the interpretive paradigm and made use of interviews, document analysis and lesson observations (which were video-taped and transcribed) followed by stimulated recall interviews to generate data. The generated data were analyzed using the inductive approach whereby themes were identified. The themes were later used to develop analytical statements in relation to my research questions and these were used to interpret the data. Moreover, the study adopted the notion of pedagogical content knowledge (PCK) proposed by Shulman (1986, 1987) as well as Vygotsky's (1978) mediation of learning and social constructivism as the theoretical frameworks. The data were validated by triangulation, member checking as well as using the stimulated recall interviews while watching the videos with each participant. The findings of the study show that teachers use several tools to mediate the learning process and this includes the use of language, learners' prior knowledge and analogies. In addition, it emerged in this study that teachers are faced with a number of challenges when mediating learning of this topic. Hence, the study recommends that teachers should develop their pedagogical content knowledge for them to effectively eliminate the challenges faced as well as to come up with the best teaching strategies which they can use to mediate learning and help learners make sense of the topic stoichiometry.

The Namibian Physical Science Higher Level Syllabus requires students to study the topic on chemical equilibrium. This section has proven to be one of the most difficult for Namibian learners as reflected by their poor responses to questions in the Grade 12 NSSC ‘H’ examinations. Triggered by these discoveries, I decided to conduct a research on how teachers mediate learning of the topic on chemical equilibrium in a Namibian context. Conducted at a private school in Windhoek, the study involved two experienced Grade 11 Physical Science teachers renowned for good results. I adopted a qualitative case study underpinned by an interpretive paradigm. Sense making of concepts on chemical equilibrium was my unit of analysis. To generate data, I used document analysis, semi-structured interviews, lesson observations, which were videotaped as well as stimulated recall interviews. Vygotsky’s mediation of learning and social constructivism blended with Shulman’s pedagogical content knowledge (PCK) were the theoretical frameworks adopted in the study. During the analysis process, there was grouping of data into categories. These included teacher-learner interactions as emphasized by Vygotsky’s mediation of learning and learners’ challenges according to PCK. I used an inductive approach to identify emerging themes from my data. The themes were colour coded and the developed into analytical statements. Data triangulation, member checking, and peer review ensured data validity and trustworthiness. Stimulated recall interviews conducted while watching the videos with the two teachers, complemented these approaches. My findings were that teachers extensively used various meditational tools such as prior knowledge, language, analogies and an equilibrium game to mediate learning. The teachers experienced numerous challenges during mediation of learning, including language difficulties and learners’ failure to comprehend complex chemical equilibrium concepts. Notwithstanding, the teachers in this study managed to some extent to overcome the challenges by exhibiting facets of advanced PCK.

Namibian students perform poorly in Physical Sciences and the Physics component in particular (DNEA, 2013). The Namibian Senior Secondary Certificate (NSSC) Examiner's report (DNEA, 2014) also reveals that many Physical Science learners have difficulties demonstrating an understanding of basic physics required for working with kinematic graphs (graphical representation of motion). Kinematics is an important tool in understanding the motion of objects - whether translational, oscillatory or circular. In kinematics, the relationships between distance, displacement, speed, velocity or acceleration and time are represented in graphs of motion. In teaching the topic, using graphs can be an alternative to the use of abstract formulas, or formulas can be used along with graphical representations to facilitate student understanding (Behzak, 2006). This study explored the influence of the multiliteracies approach on grade 11 Physical Science learners' dispositions and sense making towards graphs of motion. The intervention being investigated is informed by the Pedagogy of Multiliteracies (PoM) framework by Cazden et al., (1996) with the focus on overt instruction, situated practice, critical framing and transformed practice using semiotic patterns of meaning, in conjunction with Vygotsky's (1978) social constructivism theory - particularly, its notion of mediation. This action research study employed the interpretive paradigm. Data were collected using a pre-test, stimulated recall interviews, lesson observations, a post-test and learners' reflections. Data were coded and the codes then categorized into different themes in order to answer the research questions. The findings of this study were that learners are better able to make sense of graphs of motions when a PoM approach is employed. Their dispositions towards graphs of motion also improved as a result of the PoM intervention, due to it enabling a better understanding of kinematics concepts. This study also contributed to the professional development of the researcher, particularly in terms of it contributing to a broader understanding of the research and possible usefulness of semiotic mediation in science education. Implications of the study include the possibility of including the PoM approach in science teacher education and training programme curricula.

In the Namibian education curriculum the topic light is offered in Grade 7 Natural Science and Health Education (NSHE) and in Grades 10, 11 and 12 Physical Science. The Namibian junior secondary certificate (JSC) Examiners’ reports for 2011 to 2013 indicate that more than 50% of learners have been performing poorly on questions on the topic light particularly on the questions related to the properties of light. Similarly, the Namibian senior secondary certificate ordinary (NSSCO) level Examiners’ reports for2011 to 2013indicate that many learners struggled to answer questions related to reflection and refraction of light. These results triggered my interest to investigate how Grade 11Physical Science learners make sense of the topic light based on their conceptions, experiences, prior knowledge as well as looking into factors that enable or constrain them in making sense of the topic light. This research was a case study of one secondary school in Namibian urban area. It was carried out with 22 Grade 11 Physical Science learners through a designed ASEI-PDSI (Activities, Students, Experiment, Improvisation-Plan, Do, See, Improve) teaching intervention to explore how they make sense of the topic light. Underpinned by an interpretive paradigm, the study tried to explore how learners make sense of the topic light through ASEI-PDSI teaching approach. Within the interpretive paradigm, a mixed method case study approach was adopted. In the context of this study the quan→QUAL design was applied. The study was informed by constructivism consisting of both cognitive and social constructivism as a theoretical framework looking into learners’ sense making, prior knowledge and social interaction as well as knowledge construction. Convenience and purposive sampling were used to select those 22 grade 11 Physical Science learners. The data were generated using tests (pre-test and post-test), questionnaires, stimulated recall interviews, lesson observations and video-stimulated recall interviews. Triangulation of data was employed to ensure validity and trustworthiness of the research findings. Prior the commencement of the study, informed consents were obtained in writing from the Director of Ohangwena Directorate of Education, school principal, Grade 11Physical Science teacher, learners as well as from the parents of the learners involved in the study. The findings of the study revealed that there was a positive shift in learners’ sense making as it was reflected by the learners’ post-test scores in comparison to the pre-test scores. The post test scores were higher than the pre-test scores. The study thus recommends for the adoption of an ASEI teaching approach to be used during science lessons in schools in Namibia for better academic improvement.

Thesis (MEd)--Stellenbosch University, 2013.
ENGLISH ABSTRACT: This research study investigated the use of a practical activities-based approach to Physical Sciences teaching using TRAC equipment to address learner conceptual difficulties in Electricity and Magnetism (E&M). TRAC uses practical activities based on the school curriculum to complement the theory through the utilisation of data logging equipment linked to a computer. The participants in this study were a group of black Grade 11 learners (n=47) from a township school in the province of the Western Cape, South Africa. Their ages range from 16 to 21, with isiXhosa the home language of most of them. A mixed methods approach was utilized to gather the research data. Quantitative data was collected, using pre- and post-testing of learners to determine their conceptual difficulties in E&M, as well as to measure the effect of the practical activities-based approach in addressing learner conceptual difficulties in E&M. Null hypotheses were formulated for the six concepts and t-tests were used to find any statistically significant difference between the pre- and post-test. Qualitative data was obtained from the learner transcripts, as well as from the questionnaires and observation schedules. The results indicated significant improvements in learner understanding of the concepts in five out of the six tests as well as reducing commonly held misconceptions in E&M. It is recommended that careful scaffolding should be done during a practical activity in order for learners to make the connection between the domains of observables and ideas.
AFRIKAANSE OPSOMMING: Hierdie navorsingstudie het die gebruik van ‘n praktiese aktiwiteitsgebaseerde benadering tot Fisiese Wetenskappe onderrig met behulp van TRAC apparaat ondersoek. Die doel was om leerders se konseptuele haakplekke in Elektrisiteit en Magnitisme (E&M) aan te spreek. TRAC maak gebruik van ‘data logging’ apparaat om die teorie deur middel van praktiese aktiwiteite wat op die skoolkurriulum gebaseer is, te komplementeer. Die deelnemers in die studie was ‘n groep swart Graad-11 leerders (n=47) uit ‘n swart woongebied in die Westelike Provinsie, Suid Afrika. Hulle ouderdomme strek van 16 tot 21 met isiXhosa as die huistaal vir die meerderheid van hulle. ‘n Gemengde metode benadering was gebruik om die navorsingsdata te versamel. Kwantitatiewe data was deur ‘n voor- en natoets van die leerders versamel om hulle konseptuele haakplekke in E&M te bepaal. Die effek van die praktiese aktiwiteitsgebaseerde benadering om die leerders se konseptuele haakplekke in E&M aan te spreek was ook gemeet. Nul hipotese was vir die ses konsepte geformuleer en t-toetse was gebruik om statisties-beduidende verskille tussen die voor- en natoets te bepaal. Kwalitatiewe data was van die leerders se oorgeskryfde onderhoude sowel as vraelyste en observasieskedules verkry. Die resultate toon ‘n beduidende verbetering in leerders se begrip van die konsepte in vyf van die ses toetse sowel as ‘n afname in algemene wanbegrippe in E&M. Dit word aanbeveel dat versigtige opbouing gedurende die praktiese aktiwiteit gedoen moet word sodat die leerders ‘n verband tussen die domein van waarneembares en idees kan maak.

In most South African schools Grade 12 Physical Sciences learners are generally not performing well. As Examiners’ Reports reveal, they are particularly weak on the topic of electrical circuits. Because of this, the Examiners recommended that conventional practical activities and revision should be implemented to improve learners’ performance whilst they are in Grade 11. These factors contributed to the rationale of this study in using the ‘straw electricity’ analogy in conjunction with a conventional practical activity to mediate learners’ sense making of Ohm’s law. The study falls within the interpretive paradigm, whose focus is on the understanding of human world-views. Within the interpretive paradigm a qualitative case study approach was employed. It is a case study because it aimed to investigate a group of learners in a given context. This qualitative case study used purposive sampling to select participants. Various data gathering techniques were employed, namely, documents, observations and stimulated recall interviews. The gathered data was analysed so as to determine the indicators of how learners made sense of Ohm’s law. The findings of this study are that learners were able to construct new knowledge within a social context where the ‘straw electricity’ analogy, using easily accessible resources, was incorporated in tandem with a conventional practical classroom task. Moreover, the ‘straw electricity’ analogy enabled a better understanding of science concepts as it tested and supported different learning skills.

The purpose of this research was to determine whether adolescents who participate in sport perform better academically in comparison to their non–participating counterparts. An availability sample of 210 learners between 14 and 24 years from a secondary school in the Dr Kenneth Kaunda District took part in this research. The participants were assessed by a Biographical Questionnaire adapted from Mpshe (1996); an adapted version of The Physical Activity Index of Sharkey (1979); the General Scholastic and Aptitude Test (GSAT)(Claassen, De Beer, Hugo & Meyer,1998); The revised two–factor Study Process Questionnaire: R–SPQ–2F of Biggs (1987a, 1987b); The Rosenberg Self–Esteem Scale (RSES), Rosenberg (1965); an adapted version of The Self–concept and Motivation Questionnaire of Bester (2003), and The Psychological Wellbeing (PWB) Scales of Ryff (1989). To obtain an overview of the participants’ academic performance, averages obtained in the June 2010 examinations in the four compulsory learning areas, i.e. Setswana First Language, English First Additional Language, Life Orientation and either Mathematics or Mathematical Literacy, were calculated. A significant relationship between sport participation and academic performance was yielded by a cross–tabulation with a practical significance of 0.09. Univariate regression models with academic performance as dependent variable and the following variables as independent variables were calculated as separate models, namely: IQ, Deep approach and Surface Approach as dimensions of the R–SPQ–2F, Motivation, Self–esteem and Psychological well–being. Only self–esteem was found to significantly predict academic performance. A further analysis using an interaction between sport participation and self–esteem did not yield a significant finding. It was concluded that it is important that Educational planners should take cognisance of the literature and research findings of this study. In future studies bigger samples can be used and the interaction between cognitive, non–cognitive and sociodemographic variables in the prediction of academic performance can be studied.
Thesis (M.A. (Research Psychology))--North-West University, Potchefstroom Campus, 2011.

It has been observed that the teaching and learning of the concept of rates of reactions is seen as being difficult for most Namibian learners. Concerns have been expressed in Examiners’ Reports about candidates showing little knowledge of the topic ‘rates of reactions’. Hence, this study sought to explore how indigenous knowledge and practices through a practical activity of making oshikundu, enabled or constrained learner-engagement and sense-making of the concept of rates of reactions in Namibian schools. Underpinned by an interpretive paradigm, the study tried to describe and understand how learners make sense of their world. Within the interpretive paradigm, a mixed-method case study approach was adopted. It is informed by Vygotsky’s socio-cultural theory, which recognises that learning and meaning-making are represented as originating from social interactions among individuals. The research study was conducted in a rural secondary school in the northern part of Namibia with Grade 11 Physical Science learners. Purposive sampling techniques were used to select three learners from the class, as the interview sample. A pre-test was used to gather data on the type of prior knowledge that Grade 11 Physical Science learners had of concepts related to rates of reactions. The pre-test’s content was validated by two Physical Science specialists. Observations were used to explore how learners make sense of rates of reactions during lessons. In addition to observations, interviews and a post-test were used in order to gather data on how the practical activity of making oshikundu enabled or constrained Grade 11 Physical Science: (a) learner engagement and (b) sense-making of the concept of rates of reactions. The findings of the study found that learners were more engaged and participated more fully in class than in previous year when the indigenous practice of making oshikundu was incorporated during the science lessons. The study thus recommends that indigenous knowledge and practices be integrated into Physical Science classrooms for effective teaching and learning and sense making of science concepts.

O solo é um importante sumidouro de carbono (C) atmosférico, uma vez que concentrações de CO2 da atmosfera podem ser atenuadas através de mecanismos de sequestro de C no solo. Nesse contexto, solos sob clima semi-árido estão sendo atualmente avaliados como potenciais sequestradores de C, sobretudo no processo de recuperação de áreas degradadas. No entanto, ainda há carência de informações referentes aos mecanismos envolvidos no sequestro de C. Adicionalmente, há incertezas nas estimativas dos estoques de C pela falta de conhecimento sobre sua variabilidade espacial devido à complexidade dos processos físicos, químicos e biológicos que influenciam o ciclo do referido elemento. As variações espaciais do C no solo estão relacionadas a fatores naturais e induzidos pelo homem e essas variações apresentam-se em diferentes escalas espaciais. Por tais motivos a presente pesquisa teve como objetivo avaliar a variabilidade espacial do C e de outros atributos físicos, químicos e biológicos do solo numa área de 100 ha destinada ao reflorestamento na região semi-árida do Rio Grande do Norte. Para tanto, foi estabelecida uma grade regular de 644 pontos amostrais espaçados de 40 m numa área localizada no município de Angicos (RN), pertencente à Universidade Federal Rural do SemiÁrido. Foram coletadas 1932 amostras de solo nas profundidades 0-0,1; 0,1-0,2; e 0,2-0,3 m para determinações de C, areia, silte, argila, pH, Na, P, Ca, Mg e K. Para determinar o C da biomassa microbiana (Cmic) foram utilizadas 156 amostras referentes à camada 0-0,1m. Com relação à densidade do solo (Ds) foram coletadas 246 amostras nas três profundidades mencionadas anteriormente. Adicionalmente, foram efetuados os seguintes cálculos: estoques de C, saturação por bases (V %), CTC (CTC(T)), saturação por Al (m) e soma de bases (SB). Os resultados foram submetidos à análise estatística descritiva clássica, seguida de análise geoestatística. O solo da área apresenta predominância de textura muito arenosa, baixa CTC e teores de C e Cmic; altos valores de Ds, acidez elevada e médios teores P e bases disponíveis. Estes resultados são comuns em solos de região semi-árida sob Caatinga em decorrência das condições climáticas desfavoráveis. Na análise descritiva a maioria dos atributos avaliados apresentou normalidade na sua distribuição. Os coeficientes de variação (CV) foram classificados como médios para a maioria dos atributos, a dependência espacial foi moderada com média geral dos alcances de 135 m. A maioria dos atributos ajustou-se ao modelo esférico. Na avaliação da eficiência dos modelos ajustados, tanto a validação interna como a externa apresentaram comportamentos semelhantes. A modelagem aplicada permitiu estimar o alcance e a magnitude das dependências espaciais. Por meio da krigagem foi efetuada a interpolação dos dados e gerados os mapas de variabilidade espacial para os atributos físicos, químicos e biológicos estudados. Os resultados obtidos nesta pesquisa ressaltam a importância do entendimento da variabilidade espacial do C e outras propriedades do solo, informações que servem como ponto de referência inicial (linha de base) e tem implicações importantes para futuras avaliações do impacto no sequestro de C e do potencial produtivo de Jatrofa na região semi-árida do Nordeste Brasileiro.
Soil is an important carbon (C) sink, since atmospheric CO2 concentrations can be attenuated by soil C sequestration. In this context, soils under semi-arid conditions are being evaluated as potential soil C sinks, mainly considering the process of rehabilitation of degraded areas. However, little information is available on the mechanisms associated with soil C sequestration. Moreover, there are uncertainties on soil C stocks estimates because of the lack of knowledge about its spatial variability due to the complexity of physical, chemical and biological processes that directly influence soil C cycle. Soil C spatial variability is associated with a series of natural and human-induced factors and those variations can be expressed in different spatial scales. Therefore, the main objective of the present study was to evaluate the spatial variability of C and soil physical, chemical and biological attributes in a 100 ha area destined to reforestation in the semi-arid region of Rio Grande do Norte (RN), Brazil. In order to do that, a regular grid (40 x 40 m) of 644 sampling points was defined in an area located in the city of Angicos (RN) that belongs to the Universidade Federal Rural do Semi-Árido. Samples from the 0-0,1; 0,1-0,2; e 0,2- 0,3 m soil layers were collected in each sampling point totalizing 1932 soil cores that were used for the following analyses: C, sand, silt, clay, pH, Na, P, Ca, Mg and K. For microbial biomass C, 156 samples were used from the 0-0,1 m soil depth. Samples for soil bulk density (total of 246 samples) were collected in the three mentioned soil layers. Additionally, the following calculations were performed: soil C stocks, base saturations, cation exchange capacity and aluminum saturation. The results were analyzed using classical descriptive statistics and geostatistics. The soil at the studied area is very sandy and presented low values of cation exchange capacity, C content and microbial biomass; high values of bulk density and soil acidity and medium values of P content and available bases. Those results are typical for soils under native vegetation at the semi-arid region due to unfavorable climatic conditions. From the descriptive analyses, the majority of the studied attributes presented normal distribution. The coefficients of variation (CV) for the majority of the studied attributes presented medium values; the spatial dependence was moderated with mean range value of 135 m. The majority of the attributes were fitted by the spherical model. Assessment of model adjustment efficiency was performed through internal and external validations and both presented similar trends. The application of modeling technique provides estimations of the range and the spatial dependence magnitude of the evaluated soil attributes. Using kriging techniques, analytical results were interpolated and maps were generated to show the spatial variability of the soil physical, chemical and biological properties. The results from the present study stressed the importance of adequately understand C and other soil properties spatial variability. Such information has important implications for future assessments of soil C sequestration and is useful for potential production of Jatropha in the semi-arid condition of the Brazilian northeast region.

Thesis ((M.Ed. (Science Education)) -- University of Limpopo, 2018
The new curriculum introduced in the Further Education and Training phase has had a great impact on the teaching and learning of Physical Sciences in the classrooms. The policy documents for Physical Sciences emphasis that practical work to be integrated with the teaching of Science. However, much remains desired on how teachers use their Pedagogical Content Knowledge (PCK) to conduct practical work in their classrooms. This study explored teachers’ perceptions of practical work in the context of the Curriculum Assessment Policy Statement. PCK was used as the theoretical framelens to understand teachers’ perceptions of practical work. Data in the study were collected through interviews and observations from four Grade 11 teachers. It was also collected by scrutinising teachers’ portfolios. Observations were used to discover the teachers’ actual classroom conduct of practical work. The sample of the study was drawn from Mankweng Circuit, in the Limpopo province. The findings of the study revealed that teachers conduct demonstrations which were structured and inquiry based practical work was not conducted. It was also found that they conduct practical work for promotional marks only. Furthermore, it was revealed that teachers appreciate the value of practical work in the teaching and learning of Physical Sciences but lack of resources and time constraints hinder them from conducting good practical work. It was also found that teachers do not have practical work lesson plans in their portfolios except those for reporting. However, apparatus in some instances were limiting teachers to conduct good practical work. Large classes, lack of time table for practical work and pressure to complete the curriculum were also mentioned by the teachers as limitations. It is recommended that subject specialists should help in developing teachers’ knowledge to conduct inquiry based practical work.

This study investigated the attitudes of grade 11 female students towards the study of Physical Science in Mafikeng. Attitudinal measures, such as levels of student's interest and the perceived utility of science, were examined. The subjects of the study included grade 11 female students from selected high schools in the Mafikeng District. A total of 300 female students participated in the study. A survey method was used in this study. A questionnaire was administered to examine the perceptions and attitudes of female students towards the study of Physical Science. A three-point positive/neutral/negative scale was utilized in sections B. C. and Din order to encourage students to make an attitude choice. The research findings showed that the attitudes of grade 11 female students in the selected high schools were affected by parents, teachers, peers, classroom environment, personal perceptions and aspirations.
M. Ed. (Science Education) North-West University, Mafikeng Campus, 2006

The study investigated the impact of computer simulations on the teaching and learning of electromagnetism in grade 11. Electromagnetism is a section of the Physical Science curriculum. Two grade 11 classes in the Mgwenya circuit in Mpumalanga province of South Africa were used as a case study. Using a pre-test, post-test non-equivalent control group design, it was found that learners in the experimental group (n = 30) who were taught using the simulations achieved significantly higher scores on the post-test than learners in the control group (n = 35) who were taught using traditional teacher-centred teaching method; (t statistic = 3.582, df = 56, p<0.05). Learners were more active during the lessons, predicting, observing, discussing and explaining concepts. The use of simulations also provided support (scaffolding) that the learners need to enhance learning. The Hake’s normalized gain for the experimental group = 0.32 compared to = 0.18 for the control group confirmed conceptual improvement. Both teachers and learners indicated that they accept the use of computer simulations in teaching and learning of electromagnetism.
Science and Technology Education
M. Sc. (Mathematics, Science and Technology Education)

The purpose of this study is to investigate physics teachers’ (TPCK) and their learners’ achievement in electricity. A purposive sample of 42 Grade 11 physics teachers and 1423 learners participated in the study. An explanatory mixed method research design was employed in the study to collect data. A survey questionnaire (PTTPCKQ), consisting of six-point Likert scale questions, was answered by participating teachers. Similarly, their learners responded to a confirmatory questionnaire (LCPTTPCKQ). The learners also responded to the Electricity Learning Confirmatory Questionnaire (LELCQ) and wrote an achievement test called Learner Electricity Achievement Test (LEAT). The data collected was analysed both quantitatively and qualitatively. Quantitatively, it was found that a positive, statistically significant relationship existed between physics teachers’ experience and their learners’ achievement [Spearman’s rho (42) = .39, p = .011] as well as physics teachers’ TPCK and their qualifications [Spearman’s rho (42) = .33, p = .003]. There was also a positive statistical relationship between physics teachers’ TPCK and learner achievement, yet this was not statistically significant. There were positive, statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK from the analysis of the PTTPCKQ. There were positive statistically significant relationships between all the constructs of the physics teachers’ TPCK and their TPCK, according to the analysis of the LCPTTPCKQ. Furthermore, comparing the learners’ responses on the LCTTPCKQ and their teachers’ responses on the PTTPCKQ, it was found that both learners and teachers provided similar responses for all the constructs of TPCK except TCK. Qualitative data analysis further revealed that the technologies used by these teachers were PhET Simulations, YouTube Videos, Power Point Presentations, Interactive White Boards, and Mindset Videos. Finally, between 12.9% and 5.2% of the learners reported that their teachers had neglected to teach some sections of the electricity in the curriculum.
Mathematical Sciences
Ph. D. (Mathematics, Science and Technology Education)

This study, the effects of computer simulations on the teaching and learning of Atomic Combinations was carried out in the Tshwane North District of Gauteng Province in South Africa. The study employed a non-randomized control-group pre-test and post-test quasi-experimental design involving two grade 11 Physical Science classes; one as an experimental (52) and the other as a control group (53). An Achievement Test consisting of 30 multiple-choice questions and a Structured Questionnaire designed for teacher and learner participants were the principal data collection tools used. The questionnaire was developed to answer research questions two and three that guided this study. The questionnaire tested how much learners and teachers were familiar with the use of computers and if there were any hindrances to computer usage. The achievement test instrument was administered as a pre-test and post-test to answer research question one. The experimental group received computer-assisted teaching and the control group was taught using traditional teaching method (lecture) on the same topics. The intervention took two and a half weeks for each of the schools involved in the study. Analyses of scores of the two groups in post-test were compared using Statistical Package for the Social Sciences (SPSS) independent t-test version 16.0. The results showed that t = 0.467, df = 103, p = 0.048 and the Sig. (2-tailed) value is 0.641. Since sig. (2-tailed) value is greater than 0.05, it can be concluded that there is no statistical significant difference between the experimental group and the control group.
Science and Technology Education
M. Sc. (Mathematics, Science & Technology Education)

This exploratory, descriptive and interpretive study investigated the interactions among learners’ conceptions of the nature of scientific inquiry (NOSI), teachers’ conceptions of NOSI and teacher instructional practices when teaching investigations in Physical Science. The participants were South Africa, Grade 11 learners (n= 167) and teachers (n=5), from five schools in the Johannesburg region of South Africa. The schools were conveniently and purposefully sampled. Learners’ and teachers’ conceptions on six NOSI tenets were investigated. These tenets are: difference between laws and theories; difference between observation and interpretation; there is no one method in science; accurate record keeping, peer review and replicability in science; socially and culturally embeddedness nature of scientific knowledge; and the role of human creativity and imagination in the development of scientific knowledge. Data on learners’ and teachers’ conceptions of the NOSI was obtained through; questionnaires, probes and interviews. Teacher instructional practices were determined using laboratory class observations, questionnaires, teacher and learner interviews, and analysis of instructional materials. The data was quantitatively analyzed using mainly, descriptive statistics, correlations, Regression Analysis and Multivariate Analysis of Variance (MANOVA). Qualitative data was analyzed using a combination of analytic induction and interpretive analysis. The results show that learners’ NOSI conceptions were inconsistent, fragmented and fluid, with the majority of the learners displaying naïve conceptions. Teachers were found to hold mixed NOSI conceptions ranging from static, empiricist-aligned to dynamic, constructivist-oriented. Teacher instructional practices were found to be a repertoire of contrasting methodological approaches lying along a continuum ranging from close-ended inquiry to open-ended inquiry. The study found the interactions between and among the investigated variables to be weak and not direct and simple, but complex and under the governance of a variety of factors in the instructional milieu. Curriculum and assessment demands were found to be major factors possibly responsible for weakening the interactions. For the investigated variables, it is posited that the interaction between variables is under the governance of both the context in which the instruction takes place and some factors already embedded in the teacher’s or learner’s conceptual ecology. Recommendations and implications for the practice of science education and future research are raised and discussed.

There is universal agreement that school physical education (PE) and school-community sports participation (SCSP) enhance adolescent health and well-being. However, virtually no study has objectively evaluated the effects for grade 11 and 12 high school students. The primary aim of this study was to assess the impact of a newly implemented PE curriculum on health-related fitness, psychological well-being and academic performance for grade 11 and 12 students (n=101). Secondary aim was to evaluate the influence of students involved in SCSP (n=44) with those not involved in SCSP (non-SCSP) (n=57). In-school PE (IN, n=22); out-of-school PE (OUT, n=65); and no-PE (CONTROL, n=14) were assessed with the following tests [20-meter shuttle run (20MSR), push-ups (PU), sit-ups (SU), and modified pull-ups (MPU), body fat percent (BF%), body mass index (BMI), waist circumference (WC), Physical Self-Description Questionnaire (PSDQ) and grade point average (GPA). Testing was conducted in September and again in December of 2008. Repeated measures ANOVA controlling for sex for IN revealed significant increases for 20MSR (p<0.001), PU (p=0.033), MPU (p=0.004), aggregate strength (AS) (p=0.017), and height (p<0.001); in addition to significant decreases for GPA (p=0.001) and BF% (p=0.003). OUT reported significant increases for 20MSR (p=0.002), PU (p<0.001), AS (p<0.001), height (p<0.001); and PSDQ variables of coordination (CO) (p=0.038), strength (ST) (p=0.043) and flexibility (FL) (p=0.013). CONTROL reported significant decreases in PA (p=0.006), WC (p=0.05), MPU (p=0.034) and GPA (p=0.028); and significant increases in PU (p=0.039) and height (0.039). The IN group scored significantly higher than both OUT (p=0.019) and CONTROL (p=0.019) groups with respect to the mean (95% CI) change in maxVO2. For testing in September, SCSP scored significantly higher (p<0.001) for the fitness variables of CVF, PU, SU, MPU and AS; and the PSDQ variables of CO, PA, BF, SP, GP, ST, EN and SE. PSDQ variable of appearance was also significantly higher (p=0.003) for SCSP. In addition, SCSP scored significantly lower for BF% (p<0.001) and WC (p=0.013). Follow up testing in December between SCSP and non-SCSP produced identical results except for WC becoming insignificant (p=0.058). Significant improvements in health-related fitness and psychological well-being warrant continued efforts to provide quality PE and SCSP programming for all high school students.

The introduction of the National Curriculum statement (NCS) in Further Education and Training (FET) phase in 2005 had a great impact on classroom practice, resulting in a shift to Outcomes Based Education (OBE). The Physical Sciences curriculum created challenges for Physical Science teachers. The Learning Outcome (LO)-1 recommends that scientific inquiry and inquiry based practical work be taught in Physical Sciences lessons. However, much remains to be understood regarding teachers’ pedagogical content knowledge (PCK) in inquiry based practical work. This study explored the conception of practical work by Grade 11 Physical Sciences teachers within the NCS curriculum. Using the PCK as a theoretical lens, the study explored how the Physical Sciences teachers used practical work in their teaching. Furthermore, the exploration sought to ascertain whether there was any relationship between teachers’ perceptions of the purpose of practical work and their use of practical work. The data was collected by interviewing two Grade 11 Physical Sciences teachers and also by conducting some classroom observations involving practical work to ascertain teachers’ actual practice. The sample was drawn from two high schools at Empangeni District, in Northern KwaZulu-Natal. The findings revealed that teachers value using practical work in teaching of Physical Sciences. Qualitative data analysis enables recommendation to be made for the improvement of the use of inquiry-based practical work in the teaching of Physical Sciences. Both teachers held the view that the most important aim of practical work was to promote conceptual understanding. During their teaching, both teachers use practical work to verify theory through non-inquiry practical instructional practices and strategies. However, there were limiting factors which do not provide opportunities for teachers to engage learners in inquirybased practical work. Amongst the factors that were reported by the teachers as limiting their use of inquiry-oriented practical work are limitations of resources, time constraints, large classes and pressure to complete the prescribed curriculum. It is recommended that curriculum developers through the use of subject education specialist (SES), facilitate teachers’ transformation from expository to inquiry instruction. More discussions on how to design and conduct inquiry-based practical work are recommended.
Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.

This research examines the impact of information and communications technology (ICT) in the teaching and learning of kinematics, a section of the high school Physical Science syllabus in Grade 11. The use of simulations in Physical Science teaching served as an intervention. These simulations were used to teach Newton‟s laws of motion. In this research, we make use of computer simulations to teach kinematics in Grade 11 in a South African high school. This research uses the constructivist theory of learning which is extended by Vygotsky‟s (1978) social-cultural theory of learning in which a child is helped to attain his level of potential development. The theoretical framework was formulated in accordance with the work of Vygotsky‟s (1978) zone of proximal development (ZPD). The simulation was used by the teacher to help a learner reach the level of potential development. The interaction that arises during the use of the simulations by the teacher can bring about some valuable input that other learners will benefit from when they listen to and contribute to the discussions. We use simulations to help the students reach their level of potential development since they are able to visualize the real world, hence making understanding of the concepts easier. The interaction resulting from the use of the simulations can create opportunities for the learner to transform what they can pick from the inter-psychological, which is between the learner, and the peers or the teacher, to the intra-psychological, which becomes a form of internalised learning (Vygotsky, 1978). A null hypothesis is formulated to help assess the impact on ICT on teaching and learning of kinematics. This is “the use of CAI (independent variable) does not impact on the teaching and learning (students’ achievement) of Physical Science concepts (kinematics)”. The work is guided by the following critical questions: (i) How does CAI influence the performance of Grade 11 learners in kinematics? (ii) How does a teacher embrace the use of ICT in the teaching of kinematics to create a pedagogical change from the traditional modes of instruction (teacher-talk method)? (iii) What are the factors hampering the use of ICT for instructions in Physical Science? The study used a quasi-experimental research design with a control and an experimental class (with 30 students in the experimental class and 26 in the control group) in one South African high school in the Gauteng province as a case. The two classes formed the groups of average ability in the set (Grade 11) and they were so distributed into the classes based on the previous academic performance in the school. Pretest and posttest were conducted to measure the impact of the simulation instruments developed by Interactive Physics and the one developed by the Physics Education Technology (PhET) project based at the University of Colorado at Boulder, Colorado, USA on the performance of the students after the intervention was used in teaching. Classroom observations and post-intervention interviews were conducted to be able to answer research questions 2 & 3. The impact of information and communications technology (ICT) in the teaching and learning of kinematics in Grade 11 Physical Science – Kayode Arowolo v The data collected from the follow-up interview and classroom observation were coded and analysed using atlas.ti scientific software for qualitative data analysis management and model building. Also, the results of the pretest and the posttest were analysed using t-test and statistical analysis tool available in Microsoft Excel. Analysis of the pre-test scores shows no statistically significant difference (p > 0.05) in the performance of the two groups. Also, the analysis of the posttest scores of the two groups show that there is no statistically significant difference in the performance of the two groups in the test (t = -0.53375, df = 54, p = 0.595699). The interpretation of this analysis is that since the p > 0.05, there is no statistically significant difference in the achievement of the experimental and the control groups in the post-test conducted; therefore the null hypothesis which states that “the use of CAI (independent variable) does not impact on the teaching and learning (students’ achievement) of Physical Science concepts (kinematics)” is upheld. Analysis of the interviews and classroom observation shows that teachers do not generally embrace the use of ICT in their teaching as a result of many factors one of which is the teacher‟s attitude and belief in the use of ICT. Teachers generally prefer to use the method they are accustomed to (teacher-talk) rather than learner-centred methods or exploring new grounds that ICT offers. Factors identified in the study as hampering the use of ICT by teachers are: Anxiety about the use of technology: Time factor Availability of technology Pre-service training The demand of the curriculum These factors are consistent with those identified by Stols (2008) and BECTA ICT Research (undated) in their review of what research says about barriers to the use of ICT in teaching.

There has been poor performance of learners doing Physical Sciences in Mpumalanga in the past 6 years. This was evident on the exam statistics provided by the National department of education. (DoBE, 2012). The statistics show that learners from previously disadvantaged schools obtained an average performance of between 20% and 40% in their end of year results. The topic on “Capacitance” was previously taught to first year university students but has now been included to grade 11 and grade 12 syllabi as a new topic. The teachers’ ability to construct effective lessons on “Capacitance” has been blamed by both circuit managers and subject advisors for Physical Sciences. This study has investigated the impact of teachers’ Pedagogical Content Knowledge (PCK) in teaching the topic on “Capacitance”. The investigation focused on the teaching strategies that teachers use to help learners address learning problems in Physical Sciences, in the topic on “Capacitance”. The choice of this topic followed an interview conducted with two teachers attached to a teacher development programme. “Capacitance” is one of the new topics in which learners performed poorly. The research was guided by the following two research questions: 1. How is the teachers’ pedagogical knowledge (PCK) portrayed in teaching Capacitance? 2. To what extent have teachers’ mastered the Content Knowledge about Capacitance? A case study involving two grade 11 Physical Sciences teachers was utilized to gain the understanding of the teaching strategies. Data was collected through interviews and classroom observations. The data was analyzed by first discussing the two teachers’ depth of PCK during their teaching of the lessons on “Capacitance”. The data analysis also focused on the two teachers’ integration of Content Knowledge (CK) in their teaching. In addition, the data analysis enquired the teachers’ extent of content mastery. This was achieved by discussing the teachers’ Subject Matter Knowledge (SMK) and curricular saliency based on the observed lessons and recorded interviews.

A research project submitted in partial fulfilment of the requirements for the degree of Master of Science Education in the Faculty of Science. The University of the Witwatersrand. February 2016
In South Africa, the new Curriculum Statement and Policy Statement (CAPS) Grades 10- 12 for Physical Sciences emphasizes learners’ use of science process skills. The aim of this study was to evaluate the extent of the use of science process skills by Grade 11 Physical Science learners. It also sought to explore some of the factors associated with poor utilization of SPS by Grade 11 Physical Science learners. The participants were Grade 11 Physical Science learners (n=50) and teachers (n=4) from two schools in the Johannesburg area of the Gauteng Province, South Africa. Quantitative and qualitative data used to evaluate Grade 11 Physical Science learners’ use of science process skills was obtained through use of: a learner Likert questionnaire; teacher and learners’ interviews; and analysis of classroom lesson observations. Quantitative data was analyzed using both descriptive and inferential statistics. Qualitative data was analyzed using a combination of content and interpretive analysis. It was found that for both schools basic science process skills were relatively more frequently utilized compared to integrated skills; with the lower fee paying school showing a poorer utilization of both types of skills. The most utilized basic science process skills were found to be communication, observation, identification, classification, comparison, description and calculation. It was found that the following integrated process skills are poorly utilized by the Grade 11 Physical Science leaners- prediction, constructing hypothesis, relationship between variables, constructing diagrams, and experimentation. Some of the factors found to hamper utilization of science process skills were identified as teacher incompetency, lack of learner interest, poor availability of curriculum resources, and poor teaching practices and learning strategies. It was recommended that the South African CAPS curriculum needs to be revised to put greater emphasis on teaching and assessment of science process skill utilization. Furthermore, it was suggested that teachers need to be professional developed to enhance their capabilities of teaching science process skill utilization. Implications for further studies were fleshed out and discussed.

The Department of Education has introduced a policy of Continuous Assessment (CASS) in grades 11 and 12. This, however, does not mean that the current policies such as senior certificate examinations will immediately change. It appears that the old and the new practices will co-exist. This implementation of CASS took place in some environments characterised by enormous infra-structural backlogs, resource limitations, inadequate supply of quality learning support materials and absence of common national standards for learning and assessments. Consequently, the purpose of this interpretive research is to investigate how CASS has been implemented in grades 11 and 12 Physical Science classrooms in three disadvantaged secondary schools. This research study is a qualitative case study of three secondary schools in a school circuit. The three secondary schools were chosen on the basis of their varying socio-economic backgrounds and history related to quality of work and innovation. The research study examines the contexts and processes that took place during the implementation of CASS in these schools. The principal theories underpinning this study are those supporting educational change and curriculum innovation. The argument is that different understandings of the nature of the curriculum have important implications for the implementation of curriculum change. The literature was reviewed to expand the argument that curriculum change has different meanings and is dependent on the context. In this research study, curriculum changes in South Africa, the meaning of curriculum changes, CASS and CASS policy are discussed. The research methods used to gather data are semi-structured interviews, document analysis and questionnaires. The participants in this study were grade 11 and 12 Physical Science teachers, the Science Head of Departments (HOD) and grade 11 and 12 Physical Science learners from each school. The three schools were visited in the second half of 2002. This research study considered the roles and importance of learners, teachers, school management team, community and external inputs for the successful implementation of CASS. The feedback from teachers, HOD's, and learners were analysed and discussed. The schools were found to have profiles and strategies that were unique, but also some principles, practices and characteristics were common. The overall findings show that CASS has been implemented in these classrooms, but the strategies that are mostly used are those which were used in a content-based curriculum. For example, tests, classwork and homework were common in these schools. This study therefore suggests that more thorough and different support and developmental programmes be put in place so as to equip teachers with the skills necessary to implement CASS. This study also suggests that further research in schools be conducted, so that the best procedures are used to ensure the effective implementation of curriculum innovation in South Africa.
Theses (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

Relatório de Estágio do Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário apresentado à Faculdade de Ciências do Desporto e Educação Física
O Relatório de Estágio é o culminar de uma etapa de formação desenvolvida no âmbito do Estágio Pedagógico realizado numa turma do Secundário durante o ano letivo 2018/2019.Pretendemos, no presente documento descrever e refletir sobre cada uma das áreas constituintes do Estágio Pedagógico do Mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário (UC), realizado na Escola Secundária Engenheiro Acácio Calazans Duarte da Marinha Grande, junto da Turma G, do 11.º ano de escolaridade. A estrutura do relatório encontra-se dividida em quatro capítulos: Contextualização da prática desenvolvida; Análise reflexiva sobre a prática pedagógica; Aprofundamento do tema/problema sobre o ensino diferenciado e Considerações finais. O primeiro capítulo refere-se à Contextualização da prática desenvolvida no Estágio Pedagógico, onde apresentamos as expetativas iniciais, o projeto formativo e a caraterização do contexto. No capítulo dois, Análise reflexiva sobre a prática pedagógica, analisamos as práticas de ensino realizadas ao longo do ano letivo, onde refletimos acerca da nossa intervenção pedagógica e participação nas diferentes atividades de estágio. No terceiro capítulo, intitulado Aprofundamento do tema/problema, procuramos perceber a importância dada, na perspetiva dos alunos, às práticas de ensino diferenciado, na disciplina de Educação Física. Da análise dos resultados verificamos que os alunos percecionaram como positivas e motivadoras as situações de ensino diferenciado nas três Unidades Didáticas lecionadas. O quarto capítulo apresentamos as Reflexões finais sobre o trabalho realizado no Estágio Pedagógico, respondendo aos objetivos definidos e apresentando um balanço que resulta do nosso desempenho no Relatório e no Estágio Pedagógico.
The Internship Report is the culmination of a training stage developed within the Pedagogical Internship carried out in a Secondary class during the 2018/2019 school year.We intend, in this document, to describe and reflect on each of the constituent areas of the Pedagogical Internship of the Master's Degree in Physical Education Teaching in Basic and Secondary Education (UC), held at the Secondary School Engenheiro Acácio Calazans Duarte da Marinha Grande, with class G, of the 11th grade.The structure of the report is divided into four chapters: Contextualization of the practice developed; Reflective analysis on pedagogical practice; Deepening the theme / problem on differentiated teaching and Final considerations.The first chapter refers to the Contextualization of the practice developed in the Pedagogical Internship, where we present the initial expectations, the formative project and the characterization of the context.In chapter two, Reflective analysis on pedagogical practice, we analyze the teaching practices carried out throughout the school year, where we reflect on our pedagogical intervention and participation in the different internship activities.In the third chapter, entitled Deepening the theme / problem, we try to understand the importance given to the practices of differentiated teaching in the discipline of Physical Education. From the analysis of the results we verified that the students perceived as positive and motivating the situations of differentiated teaching in the three Teaching Units taught.The fourth chapter presents the final reflections on the work accomplished in the Pedagogical Internship, responding to the defined objectives and presenting a balance that results from our performance in the Report and in the Pedagogical Internship.