Development of a framework of factors essential to the optimal implementation of the coding and robotics subject in South African schools

Simple item page
dc.contributor.advisorVan Eeden, Jen_ZA
dc.contributor.advisorVan Rooyen, GJen_ZA
dc.contributor.authorHeyns, Janaen_ZA
dc.contributor.otherStellenbosch University. Faculty of Engineering. Dept. of Industrial Engineering. Engineering Management (MEM).en_ZA
dc.date.accessioned2023-11-14T09:10:12Zen_ZA
dc.date.accessioned2024-01-08T14:36:56Zen_ZA
dc.date.available2023-11-14T09:10:12Zen_ZA
dc.date.available2024-01-08T14:36:56Zen_ZA
dc.date.issued2023-11en_ZA
dc.descriptionThesis (MEng)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH ABSTRACT: The development of the Fourth Industrial Revolution (4IR) introduced technological innovation, which led to digital transformation in the workplace. This transformation demands that employees be equipped with 21st-century skills to keep up with the fast-paced development. The Department of Basic Education South Africa plans to prepare students for these demands by introducing the subject of Coding and Robotics from grades R to 9 to the national school curriculum. However, there is a lack of research available on the practical aspects that a school should consider in the unique South African school context. This study contributed to the research by developing a framework of factors that a school should consider when implementing the subject of Coding and Robotics in SA primary schools. The context of the study was provided by investigating the benefits of Coding and Robotics as part of STEM education in the context of the 4IR. The framework was developed by first reviewing relevant literature and policy statements from countries that already teach the subject in their schools. This information was used to identify draft factors that impact the successful implementation of the subject. The draft factors were used as input in the data collection process. Eleven Subject Matter Experts (SMEs) were curated to participate in the study. The SMEs include teachers with Coding and Robotics teaching experience, teaching experts related to the development of computational thinking skills and owners or employees of private robotics education providers. Following a snowball method, interviews were conducted with the SMEs to provide practical insights into the considerations of the implementation in the SA context. Their suggestions and experiences were analysed to populate the framework of factors. The six factors included in the framework are the teacher, infrastructure, artefacts, curriculum, support network, and budget. Each factor was expanded into attributes that provided more detailed considerations and suggestions. A synthesis of the interviews revealed the existence of specific challenges faced by the participants in the SA context. The possibility of certain relationships existing among the factors was discovered. These hierarchies and influences were explored, although conclusive results could not be drawn due to the limited dataset. Nonetheless, the limited observations suggested that the teacher factor is considered the most influential in the process of successfully implementing the subject of Coding and Robotics, which could suggest prioritising it during the implementation process. The research was carefully evaluated to ensure the soundness of the findings. The continuous verification and validation strategy confirmed the reliability of the developed framework. The expanded factors present a practical overview of the considerations that will influence the success of the implementation of Coding and Robotics in SA primary schools.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die ontwikkeling van die Vierde Industri¨ele Revolusie (4IR) het tegnologiese deurbrake teweeg gebring wat gelei het tot digitale transformasie in die werksplek. Hierdie transformasie vereis van werknemers om toegerus te wees met 21ste-eeu-vaardighede ten einde by te bly met die vinnige ontwikkeling. Die Departement van Basiese Onderwys Suid-Afrika beplan om studente voor te berei vir hierdie vereistes deur die vak Kodering en Robotika van Graad R tot 9 in die nasionale skoolkurrikulum in te sluit. Daar is egter beperkte navorsing beskikbaar oor die praktiese aspekte wat ’n skool in die unieke Suid- Afrikaanse skoolkonteks moet oorweeg om hiervoor voorsiening te maak. Hierdie studie het tot die navorsing bygedra deur ’n raamwerk van faktore te ontwikkel wat ’n skool moet oorweeg wanneer die vak Kodering en Robotika in SA laerskole ge¨ımplementeer word. Die konteks van die studie is van stapel gestuur deur die voordele van die vak Kodering en Robotika as deel van STEM-onderrig in die konteks van die 4IR te ondersoek. Die ontwikkeling van die raamw- erk het ‘n aanvang geneem deur relevante literatuur en beleidsverklarings van lande te ondersoek wat reeds die vak in hul skole aanbied. Hierdie inligting is gebruik om konsepfaktore te identi- fiseer wat die suksesvolle implementering van die vak be¨ınvloed. Die konsepfaktore is as insette in die data-insamelingsproses gebruik. Elf vakkundiges is geselekteer om aan die studie deel te neem. Die vakkundiges sluit onderwysers met Kodering en Robotika-onderrigervaring, onderrigkundiges wat betrokke is by die ontwikkeling van rekenaardenkvaardighede en eienaars of werknemers van pri- vate robotika-onderwysverskaffers in. Na aanleiding van ’n sneeubalmetodiek is onderhoude met die vakkundiges gevoer om praktiese insigte te verskaf in verband met die oorwegings ter sprake by im- plementering in die SA konteks. Hulle voorstelle en ervarings is ontleed om die raamwerk van faktore te ontwikkel. Die ses faktore wat in die raamwerk ingesluit is, is die onderwyser, infrastruktuur, arte- fakte, kurrikulum, ondersteuningsnetwerk en begroting. Elke faktor is uitgebrei met betrekking tot eienskappe wat meer gedetailleerde oorwegings en voorstelle verskaf. Die interpretasie van die onderhoude het spesifieke uitdagings wat die deelnemers in die SA konteks in die gesig gestaar het, aan die lig gebring. Moontlike verwantskappe tussen die faktore is ontdek. Hierdie hi¨erargie¨e en invloede is ondersoek, alhoewel konkrete gevolgtrekkings nie gemaak kon word nie as gevolg van die beperkte datastel. Nietemin het die beperkte waarnemings aangetoon dat die onderwyserfaktor as die mees invloedryk beskou word in die proses om Kodering en Robotika suksesvol te implementeer wat daarop dui dat dit tydens die implementeringsproses geprioritiseer moet word. Die navorsing is noukeurig ge¨evalueer om die betroubaarheid van die bevindinge te verseker. Die deurlopende verifikasie- en valideringstrategie¨e het die betroubaarheid van die ontwikkelde raamwerk bevestig. Die uitgebreide faktore bied ’n praktiese oorsig van die oorwegings wat die implementering- sukses van Kodering en Robotika as vak in SA laerskole sal be¨ınvloed.af_ZA
dc.description.versionMastersen_ZA
dc.format.extentxx, 133 pages : illustrationsen_ZA
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/128886en_ZA
dc.language.isoen_ZAen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshEducational innovations -- South Africaen_ZA
dc.subject.lcshIndustry 4.0 -- South Africaen_ZA
dc.subject.lcshCoding theory -- South Africaen_ZA
dc.subject.lcshRobotics in education -- South Africaen_ZA
dc.subject.lcshSTEM educationen_ZA
dc.titleDevelopment of a framework of factors essential to the optimal implementation of the coding and robotics subject in South African schoolsen_ZA
dc.typeThesisen_ZA
Files
Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
heyns_development_2023.pdf
Size:
11.15 MB
Format:
Adobe Portable Document Format
Description:
Download
Collections
Masters Degrees (Industrial Engineering)