Browsing by Author "Mushelenga, Jona Pohamba Shiwomwenyo"

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    Physical science teachers’ experiences of the junior secondary revised curriculum for grades 8 and 9, Oshikoto Region, Nambia
    (Stellenbosch : Stellenbosch University, 2020-12) Mushelenga, Jona Pohamba Shiwomwenyo; Van Wyk, B.; Stellenbosch University. Faculty of Education. Dept. of Educational Policy Studies.
    ENGLISH ABSTRACT: This study is interpretive, and it employs a hermeneutic method of inquiry that draws on the work of Gadamer’s theory of understanding and interpretation. It chronicles Physical Science teachers’ experiences on the implementation of the Revised Physical Science curriculum for grades eight and nine in both public and private schools in Namibia for the academic years 2017 and 2018. The study is guided by an interpretive theory, driven uniquely by a hermeneutic concept that advocates for the establishment of the understanding by interpreting written or interview texts, or otherwise from various literature, in order to obtain the meaning of the whole. I employed a conceptual analysis a research method. It is particularly important to explain concepts to obtain a better understanding, as this could result in an acceptable analysis and a meaningful conclusion on the basis of the data. Conceptual analysis is about showing the meanings of terms and is often linked to justification. The study employed document analysis and semi-structured interviews to collect data. The old and new Physical Science curriculum for the Junior Secondary phase (grades eight and nine), the National Subject Policy guidelines for Physical Science grades eight to twelve, and documents and policies relating to Physical Science Junior Secondary phase grades eight and nine were also analysed in order to understand and develop meanings of how the revised curriculum of Physical Science in Namibia was implemented. The findings of this study reveal that teachers are positive about the new curriculum, and they appreciate advanced information. Also, if implemented thoroughly, most of the learners should be well equipped at the end of Junior Secondary level. The study further discloses factors that hampered curriculum implementation, such as a shortage of textbooks, a lack of extensive teacher training or capacity building, a lack of materials and equipment to conduct practicals, overcrowded classes, and inadequate time allocated to cover all specific objectives in the Physical Science lessons for grades eight and nine. Based on the findings this study recommends that, the Ministry of Education consider offering extensive teacher training, order the equipment and materials needed for practical investigations, and distribute them to schools through the Chief Education Officers of the regions. Learners can only acquire scientific literacy by understanding scientific processes, their nature, and by acquiring the ability to apply such scientific thinking and skills through experimental work, which is a prerequisite of education today.