Department of Applied Art , Design and Technology Education
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Department of Applied Art , Design and Technology Education
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- ItemAn analysis of the Design Technology curriculum implementation at Public Universities in Zimbabwe(International Journal of Research and Innovation in Social Science (IJRISS), 2023-10) Stephen, H.O.; Crispen, B.; Silas, S.esign Technology curriculum in the Zimbabwean public universities. The study was precipitated by the low uptake of the Design Technology curriculum by many public universities in the country after its introduction in 2015. The study analysed the challenges Public universities of Zimbabwe face in implementing the Design Technology curriculum. The study included one public university, 1 faculty Dean, 1 departmental chairperson and 10 Design Technology lecturers. Purposive sampling technique was used in the selection of the University and respondents who were lecturers, Dean and chairperson of the university department. Data were collected through Google Form questionnaires, interviews semi-structured observations and focus group discussions. The Concerns Based Adoption Model (CBAM) guided and informed the analysis of findings. Findings indicate that there is curriculum implementation infidelity that stems from lack of subject specific training and content, lack of lecturer participation in curriculum planning decisions, low student enrolment, poor funding, lack of collaboration, lack of resources and lack of staff development programs. The study recommends in-service training for lectures, lecturer involvement in curriculum planning decisions, teaching of the Design Technology curricula across all levels of education in the country, government and funding channels, engagement in collaborative activities with other universities and staff development workshops as strategies to ensure faithful implementation of the DT curricula.
- ItemImplementing Science, Technology, Engineering and Mathematics Education: A Case of Four Single Sex Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe(2018) Ncube, P.; Sibanda, L.Province single sex Secondary Schools. This study was qualitative in nature, guided by interpretivist paradigm, and used case study design. The population encompassed seven single sex secondary schools. Participants who included one district schools inspector, four school heads, four heads of departments, sixteen science teachers and forty learners were purposively sampled from four schools. Data were collected through face-to-face semistructured interviews and focus group discussions, coded and analysed thematically. The results of the study indicated that standard laboratories were available to facilitate the implementation of STEM education in single sex secondary schools. The study further revealed that most of the teachers who taught STEM subjects had relevant qualifications and used various methods to encourage learner participation in STEM education. Additionally, the study established that learners were actively involved in science exhibitions and olympiads which gave learners hands-on experience in STEM subjects. It also emerged from the findings that some female learners are highly confident in taking up STEM subjects and are not afraid to compete against their male counterparts. However, the findings of the study revealed that the implementation of STEM education in single sex schools was constrained by lack of well-equipped science laboratories, lack of financial resources to purchase learning materials, especially chemicals, large class sizes, negative attitude towards STEM subjects by some learners, and limited parental involvement in their children’s learning. The study concluded that single sex schools created an enabling environment for learner engagement and afforded both male and female learners equal access to STEM education despite the challenges encountered. The study recommends that the Ministry of Primary and Secondary Education should expedite the construction of well-equipped laboratories and provision of material and financial resources.
- 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.
- ItemImplementing Science, Technology, Engineering and Mathematics Education: A Case of Four Single Sex Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe(2018) Ncube, P.; Sibanda, L.The purpose of the study was to examine the implementation of STEM education in Bulawayo Metropolitan Province single sex Secondary Schools. This study was qualitative in nature, guided by interpretivist paradigm, and used case study design. The population encompassed seven single sex secondary schools. Participants who included one district schools inspector, four school heads, four heads of departments, sixteen science teachers and forty learners were purposively sampled from four schools. Data were collected through face-to-face semistructured interviews and focus group discussions, coded and analysed thematically. The results of the study indicated that standard laboratories were available to facilitate the implementation of STEM education in single sex secondary schools. The study further revealed that most of the teachers who taught STEM subjects had relevant qualifications and used various methods to encourage learner participation in STEM education. Additionally, the study established that learners were actively involved in science exhibitions and olympiads which gave learners hands-on experience in STEM subjects. It also emerged from the findings that some female learners are highly confident in taking up STEM subjects and are not afraid to compete against their male counterparts. However, the findings of the study revealed that the implementation of STEM education in single sex schools was constrained by lack of well-equipped science laboratories, lack of financial resources to purchase learning materials, especially chemicals, large class sizes, negative attitude towards STEM subjects by some learners, and limited parental involvement in their children’s learning. The study concluded that single sex schools created an enabling environment for learner engagement and afforded both male and female learners equal access to STEM education despite the challenges encountered. The study recommends that the Ministry of Primary and Secondary Education should expedite the construction of well-equipped laboratories and provision of material and financial resources.
- 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.