Doctoral Dissertations

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Browsing Doctoral Dissertations by Author "Dr Dube, Mbusiseni Celimpilo"

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    Use of excursions as a pedagogic praxis for social sciences: the case of secondary schools in the Pinetown District
    2022
    The aim of this study was to explore the use of excursions as a pedagogic praxis for Social Sciences. This study was framed qualitatively because qualitative studies aim to make sense of issues through in-depth descriptions and explanations. So, the qualitative approach helped me to understand how excursions can be used as a pedagogic praxis for Social Sciences in secondary schools. I used a case study research design because I wanted to examine a single subject of analysis, namely the use of excursions in secondary schools. For data generation, I purposively sampled seven Social Sciences (SS) teachers for Grades 8 and 9, and five School Based Heads of Departments (HoDs) for Humanities from each Circuit Management Centre (CMC). This study adopted semi-structured interviews for data generation because they allowed me to reach in-depth information about the use of excursions as a pedagogic praxis for Social Sciences from the teachers themselves. The data were analysed using thematic analysis. For the purpose of this study, I adopted Kolb’s (1984) conceptual model of the learning process which discloses how learners’ practical experience, having studied the theories and notions of textbooks, enable learning. In terms of experiences on organising excursions, this study found that preparing for excursions is time consuming. Excursion organisers should be aware that they are accountable for everything that takes place during the excursion and parents are concerned about the safety of their children. Excursions help develop learners’ skills and they promote better understanding of the subject content. With regard to the usefulness of excursions, the findings revealed that excursions develop interest in the subject, they expand learners’ worldviews, they serve as a team building mechanism, they are part of teaching and learning activities and they promote experiential learning beyond the confines of the classroom. This study revealed some difficulties in organising excursions which include turn-around time for approval of excursions, lack of support within the school, financial constraints on the part of parents and unruly learner behaviour. The findings revealed that SS teachers perceive excursions as demanding extra time for planning and requiring organisers to undertake their responsibilities accordingly. Organisers should ensure safety for learners, serving as skills developing mechanism, exposing learners to different contexts which enhance understanding of subject knowledge, being useful and requiring collaborative planning and support. This study concludes that excursions are important since learners are exposed to the outside world which enables them to master the content of the subject. However, organisers should ensure that they plan accordingly and ensure that learners are safe during excursions. Therefore, the study recommends that excursion programs be designed at the beginning of the year to allow teachers to engage in proper planning. Furthermore, this study recommends that excursions be made compulsory for each school since they are useful in promoting deep learning beyond the confines of the classroom. Also, the Department of Basic Education (DBE) should promote the use of excursions and emphasise the importance of excursions and should also expedite the approval process so that organisers can have ample time to plan
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