https://ressat.org/index.php/ressat/issue/feed Research in Social Sciences and Technology 2022-11-01T00:32:07+00:00 Bulent Tarman btarman@gmail.com Open Journal Systems <p><em><strong>Research in Social Sciences and Technology (RESSAT)</strong></em> is an international journal that aims to publish scholarly work in the social sciences, technology, and their impact on education. The journal publishes original research articles, review articles, editorials, and book reviews.</p> <p>&nbsp;The RESSAT is an open access journal, with free access for each visitor. The journal uses an online submission system to ensure the international visibility and the rigid peer review process.&nbsp;</p> <p>The overarching goal of the journal is to disseminate origianl research findings that make significant contributions to different areas of social sciences and technology with emphasis on education. The aim of the journal is to promote the work of academic researchers in social sciences, education and technology.</p> <p><strong>Focus and Scope</strong></p> <p><img src="/public/site/images/btarman/2018_v3_issue_31.png" width="266" height="385"></p> <p>The topics related to this journal include but are not limited to:</p> <ul> <li class="show"><em>General Education</em></li> <li class="show"><em>History</em></li> <li class="show"><em>Geography</em></li> <li class="show"><em>Philosophy</em></li> <li class="show"><em>Law&nbsp;</em></li> <li class="show"><em>Economic</em></li> <li class="show"><em>Political Science</em></li> <li class="show"><em>Sociology. criminology. demography</em></li> <li class="show"><em>Communication and Culture</em></li> <li class="show"><em>Educational Assessment and Evaluation</em></li> <li class="show"><em>Intercultural Communication</em></li> <li class="show"><em>International and Comparative Education</em></li> <li class="show"><em>Transnationalism in Education</em></li> </ul> https://ressat.org/index.php/ressat/article/view/651 Environmental Education in South African Schools: The Role of Civil Society Organizations 2022-11-01T00:32:07+00:00 Benjamin Damoah bendamoah@gmail.com Emmanuel Olusola Adu eadu@ufh.ac.za <p>Environmental education (EE) is an integrated component of the South African Curriculum and Assessment Policy Statement (CAPS) document. Pro-EE civil society organisations are actively involved in the implementation of EE policies in schools. The roles played by civil society organisations contribute to the trajectory of practical environmental programmes. This study adopted an interpretive paradigm, a qualitative approach, and a phenomenological design anchored on Bronfenbrenner's philosophical view of human development. One Pro-EE civil society organisation and two respondents were purposefully sampled. Semi-structured interviews and documents were tools employed to collect qualitative data and results were analysed thematically. The study revealed that Pro-EE civil society organisations play a pivotal role which includes; equipping learners to live sustainably, teachers’ professional development, policy formulation, and implementation that actualizes the CAPS document's objectives. The study recommended that the South School Act be amended to make EE&nbsp; policy mandatory. The department of basic education (DBE) should provide sufficient resources to Pro-EE civil society organisations to expand Eco-Schools project-based initiatives in schools regardless of the geographical location.</p> 2022-10-14T21:56:32+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/665 Teacher Educator Reflections on Preparing First Year Pre-Service Teachers for School-Based Work Integrated Learning in An Online Learning Environment 2022-11-01T00:32:06+00:00 Yolanda Nondumiso Mpu mpuyolanda@gmail.com Karin Hackmack khackmack@ufh.ac.za Irene Roy iroy@ufh.ac.za <p>Due to the COVID 19 pandemic in 2020 and 2021, higher education institutions were forced to embark on online teaching and learning. This came at a point where the entire teacher fraternity was not prepared for this shift from traditional face-to-face interaction to virtual learning. This qualitative, exploratory study was undertaken as a comparative analysis of the teaching, learning and facilitation experiences of three Teacher Educators. The focus was on teacher educators who engaged in a formal online teacher training program with first year pre-service teachers enrolled on the Bachelor of Education qualification.&nbsp; Data was collected from the Teacher Educators in the form of interviews and reflective reports prepared at the conclusion of the 2021 academic year.&nbsp; The data was thematically analysed to distil common lessons, challenges and points for the 3 Teacher Educators with the intention of learning from and improving on practice.&nbsp;&nbsp; The paper addressed three research questions which guided the study and presents the researchers findings in the areas of student access to the learning platform; knowledge transfer from online lectures to practical application in the form of portfolio of evidence and the alignment between theory and practice. Recommendations include using a hybrid approach to preservice teacher preparation; using formative and summative assessment in making a judgement on competence and mastery and re-focussing student feedback as reflective essays.</p> 2022-10-16T21:21:18+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/661 Teachers’ Pedagogical Content Knowledge in Technical Schools: The Case of Domestic Installation and Wiring Teaching 2022-11-01T00:32:06+00:00 Mqondiso Blayi blayimqondis@gmail.com Ndlelehle Skosana skosanaNM@tut.ac.za Samuel Khoza khozaSD@tut.ac.za <p>Domestic installation and wiring are still a concern among the secondary central district schools of Johannesburg. Students reach the to Grades 11 and 12 with signs of inadequate knowledge on the domestic installation and wiring concepts taught in 10. This is a qualitative research study involving six electrical technology teachers from schools within the central district of Johannesburg, South Africa. The teachers were purposively selected to take part in the study. The pedagogical content knowledge construct was used as a theoretical framework to underpin the study. Data were collected using face-to-face interviews with the teachers and by observing the classroom when teachers were teaching domestic installation and wiring concepts. Data were analyzed using verbatim quotes for face-to-face interviews and descriptively for classroom observations. Findings of the study revealed that teachers are being negatively affected by lack of resources and of adequate training. The study recommends that more resources be sought so that teachers can fully teach the practical component with ease and confidence. Recurrent refresher training events are also recommended for teachers to keep up with the electrical technology concept.</p> 2022-10-16T21:40:16+00:00 ##submission.copyrightStatement## https://ressat.org/index.php/ressat/article/view/667 A Trajectory towards a Culture of Quality: A Phenomenological Study of an Open Distance Learning University in South Africa and in China 2022-11-01T00:32:06+00:00 Kershnee Sevnarayan esevark@unisa.ac.za <p>Over the past few years we have witnessed immense advancements of technology which challenge conventional teaching methodologies. Through an international staff exchange program that was attended over a period of two weeks, this paper compares two distance education universities from two culturally diverse continents; Africa and Asia, more specifically, a distance university in China and an open distance and e-Learning university in South Africa. This paper focuses on supporting students through quality assurance by reflecting on both distance-learning institutions and generated data by means of field notes and observations that took place during presentations. It is argued that effective and quality teaching and learning cannot occur without tightened quality control measures in a course. Arguably, if teaching and learning is quality controlled, success and throughput rates would improve. The findings in this paper indicate that an enabling environment that caters for quality assurance activities to be implemented on a continuous basis needs to be effected. Distance learning institutions need to move towards a culture of quality and by doing this they need to tailor their student support not just to produce graduates at end of a cohort but to produce quality graduates needed for the ever-evolving and rapidly transforming information and communication technologies. This paper concludes with recommendations for distance education institutions to move towards a trajectory of a culture of quality. It is argued that an environment that is conducive for quality assurance activities is needed for an effective culture of quality to ensue.</p> 2022-10-18T13:12:21+00:00 ##submission.copyrightStatement##