Proceedings of the 8th International Conference on Intellectual ...

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Shaheed Hartley useful direction and trends and adds great value in designing strategies that support education at both primary and secondary level. Much has been written <strong>of</strong> <strong>the</strong> political history <strong>of</strong> South Africa. Its impact on <strong>the</strong> education system and <strong>the</strong> generation <strong>of</strong> learners who have passed through this system has been a great cause for concern. The illiteracy rate <strong>of</strong> over 50 percent amongst marginalised communities bears testimony <strong>of</strong> this devastation. The impact <strong>of</strong> science and ma<strong>the</strong>matics outcomes in <strong>the</strong> TIMMS (Howie, 1997) and <strong>the</strong> TIMMS repeat (Howie, 2001) has brought <strong>the</strong> national spotlight to bear on <strong>the</strong> challenges facing <strong>the</strong> education system. South Africa is currently undergoing ano<strong>the</strong>r change in curriculum in education at both primary and secondary level. This is <strong>the</strong> second curriculum change since <strong>the</strong> dawn <strong>of</strong> democracy in 1994. These changes are effected over a number <strong>of</strong> years, implemented in a staggered approach to cover Grades 1 to 12 which is <strong>the</strong> extent <strong>of</strong> primary and secondary schooling in South Africa. The current sphere <strong>of</strong> curriculum change is introduced to teachers through a series <strong>of</strong> training sessions which are directed to support and equip teachers to deal effectively with <strong>the</strong> new curriculum content. Many teachers are already daunted by <strong>the</strong> task to teaching <strong>the</strong> current content and now have to face new content with new approaches and outcomes expected <strong>of</strong> <strong>the</strong>m and <strong>the</strong>ir learners. Two important areas that require support at primary and secondary level are science and ma<strong>the</strong>matics education and in South Africa have been declared national priority areas. Tertiary education institutions such as <strong>the</strong> University <strong>of</strong> <strong>the</strong> Western Cape (UWC) have been requested by <strong>the</strong> national government to provide support in <strong>the</strong> training and development <strong>of</strong> <strong>the</strong>se two critical areas. The Science Learning Centre for Africa <strong>of</strong> <strong>the</strong> University <strong>of</strong> <strong>the</strong> Western Cape (UWC-SLCA) has as its core business <strong>the</strong> training and support <strong>of</strong> practicing teachers in science and ma<strong>the</strong>matics at both primary and secondary level. To ensure that <strong>the</strong> support provided to schools is relevant, a systemic evaluation <strong>of</strong> <strong>the</strong> support required is central to this process, that is, a knowledge management exercise is required that will yield not just <strong>the</strong> challenges and needs <strong>of</strong> teachers but a blue print <strong>of</strong> <strong>the</strong> kind <strong>of</strong> support centres like <strong>the</strong> UWC-SLCA and o<strong>the</strong>rs have to provide. 2. Objectives <strong>of</strong> <strong>the</strong> study One <strong>of</strong> <strong>the</strong> key questions that need to be answered in <strong>the</strong> provision <strong>of</strong> <strong>the</strong> service by UWC-SLCA is: “What are <strong>the</strong> science and ma<strong>the</strong>matics education needs <strong>of</strong> teachers at <strong>the</strong> schools?” This paper describes a pilot investigation <strong>of</strong> five schools that forms part <strong>of</strong> a wider study to assess <strong>the</strong> needs <strong>of</strong> 45 secondary schools in <strong>the</strong> provision <strong>of</strong> quality science education in <strong>the</strong> Western Cape. The objectives <strong>of</strong> this investigation are two-fold: (1) to create a knowledge management platform that will capture <strong>the</strong> needs and challenges identified by science educators <strong>of</strong> <strong>the</strong> selected secondary schools; and (2) to develop a needs pr<strong>of</strong>ile for each <strong>of</strong> <strong>the</strong> participating secondary schools that will serve as a strategic asset to be shared with <strong>the</strong> various service providers as part <strong>of</strong> a community <strong>of</strong> practice whose core business is to support science educators and science education at schools. 3. Methodology The data collection procedures used both quantitative and qualitative approaches in its endeavour to gain <strong>the</strong> necessary information from science teachers in <strong>the</strong> selected district. A new instrument (see appendix A) called <strong>the</strong> Needs Assessment Questionnaires (NAQ) was developed and trial-tested with a group <strong>of</strong> teachers from a different district. The six scales and eight items <strong>of</strong> <strong>the</strong> questionnaire were selected after careful consideration and discussion with curriculum advisors, education department <strong>of</strong>ficials, principals, science teachers and UWC-SLCA colleagues (see Table 1). The following scales were decided upon namely (i) practical work, (ii) content knowledge, (iii) learning resources, (iv) training, (v) curriculum support and vi) information technology needs. The NAQ made use <strong>of</strong> a 5 point Likert scale that extended between practices occurring from Almost Never to Very Often. An openended questionnaire (OEQ) was developed for teachers to add to <strong>the</strong>ir responses and provided an opportunity for <strong>the</strong>ir opinions, comments and suggestions after completion <strong>of</strong> <strong>the</strong> NAQ. The areas teachers were requested to comment in <strong>the</strong> open-ended section <strong>of</strong> <strong>the</strong> questionnaire booklet handed to <strong>the</strong>m <strong>the</strong> researchers were (1) training, (2) curriculum, (3) Administrative issues, (4) Resources and learning material and (5) o<strong>the</strong>r areas. The NAQ responses were analysed to identify trends that were used as areas for probing and discussion during a follow-up round <strong>of</strong> group interviews with science and ma<strong>the</strong>matics teachers at each school. A group interview was held at each school where teachers were encouraged to explain some <strong>of</strong> <strong>the</strong>ir answers in <strong>the</strong> NAQ and <strong>the</strong> OEQ, and to get an assessment <strong>of</strong> <strong>the</strong> overall needs. These needs were prioritised by teachers based on <strong>the</strong>ir collective understanding and appreciation <strong>of</strong> <strong>the</strong> challenges faced in <strong>the</strong>ir classrooms. The principals <strong>of</strong> each school were also interviewed to obtain for <strong>the</strong>ir perceptions <strong>of</strong> <strong>the</strong> needs that teachers expressed and <strong>the</strong>ir perceptions <strong>of</strong> <strong>the</strong> shortcomings that needed fur<strong>the</strong>r support. 220
Table 1: List <strong>of</strong> NAQ scales and items Practical work I do all <strong>the</strong> practical/experimental work required by <strong>the</strong> syllabus. I develop my own worksheets for practical work I need support in doing some <strong>of</strong> <strong>the</strong> practical work I need fur<strong>the</strong>r training in conducting experiments in a classroom/laboratory I have access to <strong>the</strong> chemicals and apparatus required to do practical work My experiments never work. I have difficulty in getting <strong>the</strong> large numbers <strong>of</strong> learners involved in <strong>the</strong> practical work. I keep learners involved in my practical work Learning resources The textbooks is sufficient to teach in this learning area I need additional learning material as resource Not enough curriculum material is available to support me in this learning area I need a textbook that would assist me in presenting my lessons I develop my own resource material. I share <strong>the</strong> material that I develop with my colleagues at o<strong>the</strong>r schools I need support in developing resource material. I need a support group to develop resources in this learning area. Curriculum support I have <strong>the</strong> training to manage my laboratory. I have <strong>the</strong> assistance and support <strong>of</strong> my subject head I can count on <strong>the</strong> support and advice from management at <strong>the</strong> school. The curriculum advisors provide <strong>the</strong> support that I need to teach this learning area. I need fur<strong>the</strong>r support by subject specialists like curriculum advisors. I need guidance to management excursions and out<strong>of</strong>-school events. I am <strong>the</strong> subject but need fur<strong>the</strong>r training to support my colleagues. I need to attend a management course. 4. Findings 4.1 Need trends identified by <strong>the</strong> NAQ Shaheed Hartley Content knowledge I first learn <strong>the</strong> work before I teach it. I need support to teach some concepts I am comfortable with teaching all topics <strong>of</strong> <strong>the</strong> curriculum. I need assistance to structure my lessons for large classes I need to update my teaching methods I know how to integrate resource material in my teaching. I need to attend a course to improve my teaching I need support to teach large classes. Training I teach concepts that are not included as part <strong>of</strong> my level <strong>of</strong> training in this learning area. I need to go for regular training courses to help me understand some <strong>of</strong> <strong>the</strong> concepts that I teach I teach a subject that was not part <strong>of</strong> my teacher training I don’t have <strong>the</strong> <strong>of</strong>ficial qualifications and training I need to attend a training course to improve my conceptual knowledge for <strong>the</strong> learning area. I assist some <strong>of</strong> my colleagues to understand some concepts I need support in understanding some concepts that I teach I go for additional training courses to teach my subject IT Computers could assist me in my daily teaching I need support in computer-aided instruction. I don’t have access to computers and <strong>the</strong> relevant s<strong>of</strong>tware. There are not enough computers for learners to use The computer programs available enable me to make good use <strong>of</strong> my time in class. I would need training to include computers as a tool in my teaching. I would like to have computers to assist me to teach difficult concepts. Computers are not an option I would consider. The perceptions <strong>of</strong> science teachers at <strong>the</strong> five schools obtained from <strong>the</strong> Needs Assessment Questionnaire (NAQ) were analysed and is represented in Table 2 and illustrated by means <strong>of</strong> line graphs in Figure 1. As pointed previously, <strong>the</strong> NAQ had six scales, namely practical work, content knowledge, learning resources, training, curriculum support and information technology. These scales represent <strong>the</strong> six broad areas identified by various stakeholders that indicate areas <strong>of</strong> great need. In <strong>the</strong> practical work scale teachers had to indicate whe<strong>the</strong>r <strong>the</strong>y actually involve practical and experimental work as part <strong>of</strong> <strong>the</strong>ir daily teaching. Similarly teachers would through <strong>the</strong>ir answers to <strong>the</strong> o<strong>the</strong>r scales <strong>of</strong> <strong>the</strong> NAQ reveal areas <strong>of</strong> need by responding accurately to <strong>the</strong> items in each scale. The item’s means ranged from 1 to 5, with 1 for <strong>the</strong> most negative perception that represents almost never, 2 represents seldom, 3 represents sometimes, 4 represents <strong>of</strong>ten and 5 for <strong>the</strong> most positive perception, which represents very <strong>of</strong>ten. 221
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Proceedings <stron
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Contents Paper Title Author(s) Page
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Paper Title Author(s) Page No. Main
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Paper Title Author(s) Page No. Know
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Preface These proceedings represent
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TU Dortmund, Germany, ); Wing Bun L
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William Halal is Prof</stro
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Evgeny Blagov has obtained a specia
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science and mathem
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George Majdalany is a PhD candidate
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Joyce Nesamani Simson is a PhD cand
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Manpower Discipline Based on Knowle
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Peyman Akhavan et al. brains, knowl
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Peyman Akhavan et al. showed that o
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Peyman Akhavan et al. appropriate l
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Peyman Akhavan et al. sources for c
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Attitudes Towards Changes and Organ
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Ruth Alas et al. During the
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Professional inter
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Ruth Alas et al. Table 4: Correlati
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Research was supported by ETF Grant
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Rivadávia Correa Drummond de Alvar
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5. Conclusions Rivadávia Correa Dr
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Toward a Meta-Synthe</stron
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Xiaomi An et al 2.3 Reasons for dev
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Xiaomi An et al PTC works closely w
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Xiaomi An et al The first is an adm
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Xiaomi An et al policy reflections
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Figure 1: Transmission gear Marko A
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Marko Anzelak et al. knowledge basi
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Marko Anzelak et al. 72% recognise
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Marko Anzelak et al. virtually all
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Gabriel Prananingrum Aryanindita an
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Rita Babiliūtė and Kęstutis Kri
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Knowledge Management, Cultural Know
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Leonard Barnett and Edward Carter 2
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Leonard Barnett and Edward Carter p
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Leonard Barnett and Edward Carter p
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Leonard Barnett and Edward Carter d
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Impact of Knowledg
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Bob Barrett shorter product life-cy
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Bob Barrett 6. Concept of</
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Bob Barrett Brown, J.S. and Duguid
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Aurilla Aurelie Bechina and Eli Hus
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Lorne Booker et al. Knowledge is us
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Figure 1: Business Valuation Knowle
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3.4 Practitioner knowledge market L
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4. Implications Lorne Booker et al.
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Strategic Thinking Dimensions in Em
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Constantin Bratianu et al. shows <s
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Constantin Bratianu et al. Academy
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Constantin Bratianu et al. cases wi
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Constantin Bratianu et al. Pinker,
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Delio Ignacio Castañeda and Sandra
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Quality in Teacher Education: A Sys
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Rajendra Chetty The mechanism <stro
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Academic leadership Rajendra Chetty
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Rajendra Chetty There must be a re-
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Developing Personal Knowledge Manag
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Thirathep Chonmait
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Thirathep Chonmait
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The Relationship Between Knowledge
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Samuel Kai Wah Chu et al. A knowled
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Samuel Kai Wah Chu et al. negative
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Samuel Kai Wah Chu et al. Questionn
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Samuel Kai Wah Chu et al. few done
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Value Creation Through Collaborativ
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Ridha Derrouiche et al. level for e
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Ridha Derrouiche et al. best, <stro
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Ridha Derrouiche et al. experience
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Ridha Derrouiche et al. Of course,
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Organizational Learning and Transfo
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Irra Chrisyanti Dewi was carried ou
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Irra Chrisyanti Dewi Table 2: Valid
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Irra Chrisyanti Dewi Library is exp
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Knowledge Acquisition and Sharing:
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Ikechukwu Diugwu articulated and st
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Ikechukwu Diugwu establishing setti
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Ikechukwu Diugwu Mentzer, J. T., Mi
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Eva Eckenhofer cou
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Eva Eckenhofer The
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Page 195 and 196: 1.2 Intellectual capital and innova
Page 197 and 198: 3.2.2 Reliability Irene Y.H. Fan an
Page 199 and 200: Figure 4: latent variable coefficie
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Page 205 and 206: 2.1 Appropriation Ronny Gey From a
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Page 217 and 218: Kenneth Grant A detailed computer-s
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Page 223 and 224: Michel Grundstein although hundred
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Page 233 and 234: Intellectual Property Valuation Dec
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Page 239 and 240: Acknowledgements Hezlin Harris et a
Page 241: Managing an Assessment Process <str
Page 245 and 246: Shaheed Hartley Table 3: OEQ respon
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Page 249 and 250: A Community Framework for Knowledge
Page 251 and 252: Igor Hawryszkiewycz between communi
Page 253 and 254: Figure 4: Modeling knowledge subsys
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Page 257 and 258: Eli Hustad and Aurilla Aurelie Bech
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Page 267 and 268: Nurul Indarti knowledge (Nelson and
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Page 287 and 288: Balancing the Ince
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Giedrius Jucevičius motivating fac
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Giedrius Jucevičius Ghosh, T. (200
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Palmira Juceviciene and Vyda Mozuri
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Robertas Jucevicius relations shoul
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Robertas Jucevicius do not know whe
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Robertas Jucevicius and innovation
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Robertas Jucevicius Lawton Smith, H
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Annukka Jyrämä et al. knowledge c
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Annukka Jyrämä et al. Respondents
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Annukka Jyrämä et al. various cit
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Annukka Jyrämä et al. example hea
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Managing Information Overload - Tea
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Harri Ketamo conceptual structure a
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Harri Ketamo limited to YouTube, Fl
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Harri Ketamo Figure 8: Visualizatio
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Farmers’ Knowledge Management in
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2.1 Farmer knowledge Le Nguyen Doan
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Le Nguyen Doan Khoi days needed for
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Le Nguyen Doan Khoi dosage. Moreove
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Le Nguyen Doan Khoi use homemade in
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Developing Human Capital through Ne
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Eric Kong organisation as individua
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Eric Kong As described by Tosey and
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Eric Kong Craft, A. (2001) "Neuro-l
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Sophie Le Bellu and Benoit Le Blanc
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Results Sophie Le Bellu and Benoit
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Pornpen Lertthasanawong and Nopasit
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2. Literature review Ya-Hui Ling 2.
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Ya-Hui Ling action of</stro
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Intellectual Capital Intellectual C
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Ya-Hui Ling Hitt, M.A., Hoskisson,
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Maksim Maksimovic et al paper prese
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Maksim Maksimovic et al 4. Lean kno
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Maksim Maksimovic et al of<
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Maurizio Massaro and Andrea Moro <s
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Maurizio Massaro and Andrea Moro Pr
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Maurizio Massaro and Andrea Moro hi
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Maurizio Massaro and Andrea Moro Si
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Helen Mitchell and Dennis Viehland
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Figure 1: KMS Framework for collabo
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Mohd Zali Mohd Nor et al. Ano<stron
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Mohd Zali Mohd Nor et al. Table 4:
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Mohd Zali Mohd Nor et al. KQ8 provi
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Maria Cristina Morariu economy and
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Table 1: Literature review summary
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Maria Cristina Morariu ATO = Turnov
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4.2 Correlation analysis Maria Cris
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4.3 Regression analysis Maria Crist
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Table 13: Regression analysis_M6 Mo
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The Arrival of <st
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Bertrand Pauget and Ahmed Dammak Mo
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Bertrand Pauget and Ahmed Dammak no
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Bertrand Pauget and Ahmed Dammak th
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Bertrand Pauget and Ahmed Dammak Sa
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Wannapa Pipattanawong et al. cannot
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Wannapa Pipattanawong et al. 3.2 Do
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Wannapa Pipattanawong et al. Moreov
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The Dark Side of S
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Siwarit Pongsakornrungsilp vans, ro
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Siwarit Pongsakornrungsilp Kreng Ja
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Siwarit Pongsakornrungsilp Lave, J.
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