Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion

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...

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Main Author: Mwiiyale, Laina Natangwe
Format: Others
Language:English
Published: Rhodes University 2017
Online Access:http://hdl.handle.net/10962/17605
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spelling ndltd-netd.ac.za-oai-union.ndltd.org-rhodes-vital-222642017-09-29T16:01:35ZExploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motionMwiiyale, Laina NatangweNamibian 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.Rhodes UniversityFaculty of Education, Education2017ThesisMastersMEd137 leavespdfhttp://hdl.handle.net/10962/17605vital:22264EnglishMwiiyale, Laina Natangwe
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language English
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description 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.
author Mwiiyale, Laina Natangwe
spellingShingle Mwiiyale, Laina Natangwe
Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
author_facet Mwiiyale, Laina Natangwe
author_sort Mwiiyale, Laina Natangwe
title Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
title_short Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
title_full Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
title_fullStr Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
title_full_unstemmed Exploring the influence of a multiliteracies approach on Grade 11 Physical Sciences learners' sense making and dispositions towards graphs of motion
title_sort exploring the influence of a multiliteracies approach on grade 11 physical sciences learners' sense making and dispositions towards graphs of motion
publisher Rhodes University
publishDate 2017
url http://hdl.handle.net/10962/17605
work_keys_str_mv AT mwiiyalelainanatangwe exploringtheinfluenceofamultiliteraciesapproachongrade11physicalscienceslearnerssensemakinganddispositionstowardsgraphsofmotion
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