Browsing by Author "Sibanda, Z."
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- ItemIntegrating Child Art as a Pedagogical Strategy for Teaching Science, Technology, Engineering and Mathematics at Early Childhood Development Level in Bulawayo Central District, Zimbabwe(2023) Manokore, K.; Sibanda, L.; Shava, G.; Mangena, A.; Muzari, T.; Sibanda, Z.; Mkwelie, N.As knowledge regarding human development and learning continues evolving due to the global influences it has created an undeniable opportunity in researching on contemporary educational practice. Science, Technology, Engineering and Mathematics (STEM) is influencing educational practice from basic to tertiary education. This study acknowledges that teachers are essential and direct agents to supporting early STEM learning. Thus, this study is predominately a qualitative research approach with an interpretive epistemological and constructivist ontological perspective. Data was collected through semi-structured interviews from ten purposively sampled Early Childhood Development (ECD) teacher participants and formal analysis of 30 child art production (visual analysis of artefacts). The study affirmed that, art practice at ECD is a compatible strategy for early STEMlearning. It was found that ECD learners’ attitudes are receptive of art practice as a constructivist approach. The results revealed that teachers used learner development checklists and child art as a tool to measure learner development and progress in STEM. The findings of the study established that teachers and learners encountered challenges such as limited teaching and learning resources, lack of expertise among some teachers, parental interference and content overload. Despite the indicated challenges, the study concluded that the integration of child art as a pedagogical strategy enhanced imparting of STEM skills among learners at ECD level. The study recommended that the Ministry of Primary and Secondary Education should capacitate ECD teachers through professional development programmes that focus on ECD STEM learning and teaching.
- ItemQuality Art and Design Education among Physically Challenged Ordinary Level Learners at a Special Education Secondary School in Zimbabwe(2022) Sibanda, Z.; Sibanda, L.The twenty-first century Art and Design education for learners with disabilities has to swivel from just being a psychomotor remedy to assessable and skills oriented subject in special schools. This change is in sync with many educationists who view quality Art and Design education as a platform for helping learners to fully develop, including those with disabilities. Through quality Art and Design education, learners with disabilities are not only uplifted educationally but also socially, psychologically, intellectually and physically. Hence, this study assessed the provision of quality Art and Design education among physically challenged Ordinary Level learners in a Bulawayo Central District school in Zimbabwe. Interpretivist paradigm, qualitative approach and case study design were adopted. Thematically analysed data were collected through semi-structured interviews, focus group discussions and document analysis. Purposively chosen sample comprised sixteen physically challenged Ordinary Level Art and Design learners, two Art and Design teachers, two school administrators, one subject inspector, one physio-occupational therapist and three School Development Committee members. Findings reveal that active learning methodologies, low teacher-learner ratio, assessment practices and adaptable environment enhanced quality Art and Design education to physically challenged learners at the school understudy. However, inadequacy of assistive devices, human and instructional resources, and lack of support from other stakeholders compromised the quality of Art and Design education among physically challenged Ordinary Level learners at the school. The study concluded that though the selected school encountered some constraints in providing quality Art and Design education to physically challenged learners there were noticeable good practices adopted.