An investigation into the extent and nature of the understanding first year college of education students have of aspects of arithematic and elementary number theory
- Authors: Oliphant, Vincent George
- Date: 1996
- Subjects: Mathematics teachers -- Training of Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1606 , http://hdl.handle.net/10962/d1003488
- Description: First Year College of Education students who have done and/or passed mathematics at matric level, often lack adequate understanding of basic mathematical concepts and principles. This is due to the fact that formal tests and examinations often fail to assess understanding at anything but a basic level. It is against this background that this study uses alternative and more direct means of assessing the level and nature of the understanding such students have of aspects of basic arithmetic and number theory. More specifically, the goals of the study are: 1. To determine the students' levels of understanding of the following number concepts: Rational numbers; Irrational numbers Real numbers and Imaginary numbers. 2. To determine whether the students understand the rules governing operations with negative numbers and with zero as principles rather than conventions. 3. To determine whether the students understand the rule governing the order of operations as a matter of convention rather than as a matter of principle. A survey of the literature concerning the nature of understanding as well as the nature of assessment is given. The students' understanding in the above areas was assessed by means of a written test followid by interviews. A sample of 50 students participated in the study while a sub-sample of 6 were interviewed. Some of the significant findings of the study were : 1. The students largely failed to draw clear distinctions between Real and Rational numbers as well as between Irrational and Imaginary numbers. 2. Very few of the students could explain the rationale behind the rules governing the. operations with negative numbers and zero. 3. Only half of the students had any knowledge of the rule governing the order of operations. Only one student demonstrated an understanding of the rule as a convention.
- Full Text:
- Date Issued: 1996
- Authors: Oliphant, Vincent George
- Date: 1996
- Subjects: Mathematics teachers -- Training of Mathematics -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1606 , http://hdl.handle.net/10962/d1003488
- Description: First Year College of Education students who have done and/or passed mathematics at matric level, often lack adequate understanding of basic mathematical concepts and principles. This is due to the fact that formal tests and examinations often fail to assess understanding at anything but a basic level. It is against this background that this study uses alternative and more direct means of assessing the level and nature of the understanding such students have of aspects of basic arithmetic and number theory. More specifically, the goals of the study are: 1. To determine the students' levels of understanding of the following number concepts: Rational numbers; Irrational numbers Real numbers and Imaginary numbers. 2. To determine whether the students understand the rules governing operations with negative numbers and with zero as principles rather than conventions. 3. To determine whether the students understand the rule governing the order of operations as a matter of convention rather than as a matter of principle. A survey of the literature concerning the nature of understanding as well as the nature of assessment is given. The students' understanding in the above areas was assessed by means of a written test followid by interviews. A sample of 50 students participated in the study while a sub-sample of 6 were interviewed. Some of the significant findings of the study were : 1. The students largely failed to draw clear distinctions between Real and Rational numbers as well as between Irrational and Imaginary numbers. 2. Very few of the students could explain the rationale behind the rules governing the. operations with negative numbers and zero. 3. Only half of the students had any knowledge of the rule governing the order of operations. Only one student demonstrated an understanding of the rule as a convention.
- Full Text:
- Date Issued: 1996
An investigation into the use of a nature reserve as a cross-curricular teaching resource
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
- Full Text:
- Date Issued: 1996
- Authors: Luckhoff, Augusta Henrietta
- Date: 1996
- Subjects: Environmental education -- South Africa National parks and reserves -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1616 , http://hdl.handle.net/10962/d1003498
- Description: This study documents the development of the Queenstown nature reserve as a cross-curricular tea~hing resource. Participants in the project included the researcher, the municipality nature conservation officer and the senior Geography and Biology teachers from five high schools in the town. A modified action research approach was adopted. Data was collected from workshops and interviews and then analyzed. The conclusion of the research was that the participants perceived that the project had been worthwhile and was to be continued. The nature reserve is now more widely and usefully used
- Full Text:
- Date Issued: 1996
Does drafting beat "bleeding"? : an action research investigation into the introduction of a cognitivist process approach to the teaching of writing at senior secondary level
- McKellar, Elizabeth Jennifer Kelk
- Authors: McKellar, Elizabeth Jennifer Kelk
- Date: 1996
- Subjects: Action research in education English language -- Writing -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1499 , http://hdl.handle.net/10962/d1003381
- Description: In this study an attempt is made to describe and illuminate the attitude of both pupils and teachers to the introduction of a cognitivist process approach to the teaching of written literacy in one standard in a multi-cuI tural Eastern Cape Model C secondary school. Because the cognitivist process approach to the teaching of written literacy was to complement already existing strategies for the teaching of written literacy, the research took the form of collaborative action research in three standard nine English classrooms. Teacher- and pupil diaries were the main means of data collection. Two spirals of action research were conducted in an attempt to identify difficulties and improve practice. Diaries and discussion revealed a positive response to the drafting, revision and editing processes which researchers had already identified as the processes which skilled writers use in creating text. Acknowledgement of the benefits to be derived from peer response as audience was also established. Anomalies relating to the grouping of pupils for peer-editing were found to be a key issue in determining the relative success of the project. Difficulties were also found to exist in the ability of some of the pupils to engage effectively in peer-peer and teacher-peer negotiation of text. Possible reasons for these difficulties have been identified , and further research into the nature of the inherent power relationships which exist implicitly in a multi-cultural educational setting and impede negotiation would be necessary to appreciate fully the difficulties experienced.
- Full Text:
- Date Issued: 1996
- Authors: McKellar, Elizabeth Jennifer Kelk
- Date: 1996
- Subjects: Action research in education English language -- Writing -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1499 , http://hdl.handle.net/10962/d1003381
- Description: In this study an attempt is made to describe and illuminate the attitude of both pupils and teachers to the introduction of a cognitivist process approach to the teaching of written literacy in one standard in a multi-cuI tural Eastern Cape Model C secondary school. Because the cognitivist process approach to the teaching of written literacy was to complement already existing strategies for the teaching of written literacy, the research took the form of collaborative action research in three standard nine English classrooms. Teacher- and pupil diaries were the main means of data collection. Two spirals of action research were conducted in an attempt to identify difficulties and improve practice. Diaries and discussion revealed a positive response to the drafting, revision and editing processes which researchers had already identified as the processes which skilled writers use in creating text. Acknowledgement of the benefits to be derived from peer response as audience was also established. Anomalies relating to the grouping of pupils for peer-editing were found to be a key issue in determining the relative success of the project. Difficulties were also found to exist in the ability of some of the pupils to engage effectively in peer-peer and teacher-peer negotiation of text. Possible reasons for these difficulties have been identified , and further research into the nature of the inherent power relationships which exist implicitly in a multi-cultural educational setting and impede negotiation would be necessary to appreciate fully the difficulties experienced.
- Full Text:
- Date Issued: 1996
Domino Servite School: an evaluative case study of a private Christian secondary school in rural Natal
- Authors: Davidson, Michael R
- Date: 1996
- Subjects: Christian education -- South Africa Church schools -- South Africa Education -- South Africa -- Kwazulu Private schools -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1500 , http://hdl.handle.net/10962/d1003382
- Description: Domino Servite School (DSS) is a private school, founded in 1986, and situated on KwaSizabantu (KSB) mission station in the Natal midlands. This research into DSS is a case study which aims to present an illuminative evaluation in the Whole School genre, within that branch of educational research concerned with effective schools. The project aimed to make use of a compatibility paradigm accommodating nomothetic and anthropological data. In attempting triangulation of methodological approaches, it tried to establish the extent to which DSS may be considered an efficient and effective 'New Private' school. It also aimed to understand the school's raison d'ětre. In order to illuminate the relevance and social processes of DSS, evaluation made use of internal and external referents. The internal investigation sought to make judgements in reference to the efficiency of the school as an organisation. On the macro-level, whole school evaluation required extensive curriculum evaluation. On the micro-level, appraisal of teaching and assessment of pupil performance was undertaken. This internal investigation required a critical analysis of the school's formal, informal and hidden curriculum. The external evaluation sought to make judgement in reference to the effectiveness of DSS. On the macro-level, this required evaluation of the findings of the internal investigation in terms of a broader South African context. Implications, for example of the school's 'private' status, and its 'Christian' curriculum in respect of multi-culturalism, education for nationhood , and ethnicity were examined. The analysis of these dimensions paid attention to the school's spatial context in terms of both its 'rural' and missionary setting. Here the focus was on the school's formal curriculum. Analysis of the inter-relational context paid attention to its informal curriculum or the way in which the school deals with the commonality and diversity of its clientele and staff. The inter-relational context of the school examined the hidden curriculum, or the relationship between the school and the broader South African Community. A critical ethnographic account of this institution was therefore possible because of the dual focus on the internal and external evaluation reference points. Internal evaluation made extensive use of direct (non-participant) observation, structured and nonstructured interviews, questionnaires, and documentary analysis. Indirect (participant) observation, in particular Clinical Supervision (CS), was also used. Indirect (non-participant) observation made extensive use of Flanders' Interaction Analysis Categories (FIAC). Teacher self-evaluation was also included, while analysis of pupil performance made use of 'standardised' achievement testing and a tracer study. External evaluation required detailed study of local and international literature on issues relating to private schooling, rural and multi-cultural education, education for nationhood and ethnicity. The research found that much of the school's curriculum path is incongruous with its rural context largely because of its association with the former Department of Education and Training (DET), and because of its missionary heritage. As such the school is presently (1) located within a questionable (formal) curriculum tradition which has little relevance to, nor potential for, the transformational needs of either rural Natal or South Africa in general. However, this does not preclude the possibility of the school making a contribution to education for development in South Africa. (2) The school advocates a mono-cultural Christian value system and modified cultural pluralism which attempts to assimilate pupils from diverse socio-economic and ideologically homogeneous backgrounds. Multi-cultural education, plural values, religious and values democracy are therefore not part of the school's raison d'ětre. (3) The school, through its associated organisation Christians for Truth (CFT), represents a social view espousing either a modified cultural pluralism or multi-nationalism which allows for allegiance to a transcendent value system without compromising group. values and associations. This means that the school aims at assimilating or amalgamating diversity into a mono-cultural unity that transcends group identity. This transcendent culture is defined in Christian terms. The study recommends inter alia, further investigation into the educational implications of_values neutrality and the particularism of secular humanism; a comparative analysis of a random sample of private missionary schools and ordinary state controlled rural schools so that more generalisable results might be obtained; and a more thorough investigation into the parental and pupil contributions to the school, their attitudes and perspectives on missionary education and their feelings about the management styles evident in the organisation.
- Full Text:
- Date Issued: 1996
- Authors: Davidson, Michael R
- Date: 1996
- Subjects: Christian education -- South Africa Church schools -- South Africa Education -- South Africa -- Kwazulu Private schools -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1500 , http://hdl.handle.net/10962/d1003382
- Description: Domino Servite School (DSS) is a private school, founded in 1986, and situated on KwaSizabantu (KSB) mission station in the Natal midlands. This research into DSS is a case study which aims to present an illuminative evaluation in the Whole School genre, within that branch of educational research concerned with effective schools. The project aimed to make use of a compatibility paradigm accommodating nomothetic and anthropological data. In attempting triangulation of methodological approaches, it tried to establish the extent to which DSS may be considered an efficient and effective 'New Private' school. It also aimed to understand the school's raison d'ětre. In order to illuminate the relevance and social processes of DSS, evaluation made use of internal and external referents. The internal investigation sought to make judgements in reference to the efficiency of the school as an organisation. On the macro-level, whole school evaluation required extensive curriculum evaluation. On the micro-level, appraisal of teaching and assessment of pupil performance was undertaken. This internal investigation required a critical analysis of the school's formal, informal and hidden curriculum. The external evaluation sought to make judgement in reference to the effectiveness of DSS. On the macro-level, this required evaluation of the findings of the internal investigation in terms of a broader South African context. Implications, for example of the school's 'private' status, and its 'Christian' curriculum in respect of multi-culturalism, education for nationhood , and ethnicity were examined. The analysis of these dimensions paid attention to the school's spatial context in terms of both its 'rural' and missionary setting. Here the focus was on the school's formal curriculum. Analysis of the inter-relational context paid attention to its informal curriculum or the way in which the school deals with the commonality and diversity of its clientele and staff. The inter-relational context of the school examined the hidden curriculum, or the relationship between the school and the broader South African Community. A critical ethnographic account of this institution was therefore possible because of the dual focus on the internal and external evaluation reference points. Internal evaluation made extensive use of direct (non-participant) observation, structured and nonstructured interviews, questionnaires, and documentary analysis. Indirect (participant) observation, in particular Clinical Supervision (CS), was also used. Indirect (non-participant) observation made extensive use of Flanders' Interaction Analysis Categories (FIAC). Teacher self-evaluation was also included, while analysis of pupil performance made use of 'standardised' achievement testing and a tracer study. External evaluation required detailed study of local and international literature on issues relating to private schooling, rural and multi-cultural education, education for nationhood and ethnicity. The research found that much of the school's curriculum path is incongruous with its rural context largely because of its association with the former Department of Education and Training (DET), and because of its missionary heritage. As such the school is presently (1) located within a questionable (formal) curriculum tradition which has little relevance to, nor potential for, the transformational needs of either rural Natal or South Africa in general. However, this does not preclude the possibility of the school making a contribution to education for development in South Africa. (2) The school advocates a mono-cultural Christian value system and modified cultural pluralism which attempts to assimilate pupils from diverse socio-economic and ideologically homogeneous backgrounds. Multi-cultural education, plural values, religious and values democracy are therefore not part of the school's raison d'ětre. (3) The school, through its associated organisation Christians for Truth (CFT), represents a social view espousing either a modified cultural pluralism or multi-nationalism which allows for allegiance to a transcendent value system without compromising group. values and associations. This means that the school aims at assimilating or amalgamating diversity into a mono-cultural unity that transcends group identity. This transcendent culture is defined in Christian terms. The study recommends inter alia, further investigation into the educational implications of_values neutrality and the particularism of secular humanism; a comparative analysis of a random sample of private missionary schools and ordinary state controlled rural schools so that more generalisable results might be obtained; and a more thorough investigation into the parental and pupil contributions to the school, their attitudes and perspectives on missionary education and their feelings about the management styles evident in the organisation.
- Full Text:
- Date Issued: 1996
Establishing criteria to evaluate reading programmes intended for intermediate to advanced level ESL learners in South African schools
- Authors: Chipasula, Esther Kamana
- Date: 1996
- Subjects: Second language acquisition -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1521 , http://hdl.handle.net/10962/d1003403
- Description: This study set out to formulate criteria for evaluating reading comprehension materials intended for ESL readers in~high schools in South Africa. Such criteria may help teachers in selecting textbooks which have theoretically-informed reading programmes. It was first necessary, therefore, to isolate those points from reading comprehension theory that could be included in the criteria. Secondly, other checklists/criteria in ESL evaluation were examined to identify a framework within which to work. In the first draft, questions to be included in the criteria/checklist were formulated using justification from reading comprehension theory. A focus group technique was then used to obtain preliminary feedback on the usability of the checklist. Suggestions from the focus group were used to revise the cri teria . A final checklist was prepared which teachers could use as an instrument to evaluate reading comprehension programmes in language textbooks.
- Full Text:
- Date Issued: 1996
- Authors: Chipasula, Esther Kamana
- Date: 1996
- Subjects: Second language acquisition -- South Africa English language -- Study and teaching -- South Africa -- Foreign speakers Reading comprehension
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1521 , http://hdl.handle.net/10962/d1003403
- Description: This study set out to formulate criteria for evaluating reading comprehension materials intended for ESL readers in~high schools in South Africa. Such criteria may help teachers in selecting textbooks which have theoretically-informed reading programmes. It was first necessary, therefore, to isolate those points from reading comprehension theory that could be included in the criteria. Secondly, other checklists/criteria in ESL evaluation were examined to identify a framework within which to work. In the first draft, questions to be included in the criteria/checklist were formulated using justification from reading comprehension theory. A focus group technique was then used to obtain preliminary feedback on the usability of the checklist. Suggestions from the focus group were used to revise the cri teria . A final checklist was prepared which teachers could use as an instrument to evaluate reading comprehension programmes in language textbooks.
- Full Text:
- Date Issued: 1996
Inhibitors to change: a case study of teacher change in a rural African context
- Authors: Stiles, Kathy Greaves
- Date: 1996
- Subjects: Education, Elementary -- Zimbabwe Educational change -- Zimbabwe Environmental education -- Study and teaching (Elementary) -- Zimbabwe Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1578 , http://hdl.handle.net/10962/d1003460
- Description: Environmental education is taught as part of the Primary School Environmental and Agricultural Science (EAS) curriculum in Zimbabwe. An attempt to improve the quality of learning in EAS resulted in a research project at the University of Zimbabwe that aimed to transpose innovative constructivist pedagogy from a western context to a rural African one. This writer has used a definition of teacher change as social change and a belief that sustainable pedagogical change involves a transformative process. The research backs up previous findings that failure to recognise and deal with how people actually experience the change process, accounts for much failure of social change. This qualitative research has attempted to provide some understanding of the complex interrelationships of factors that affected expected change in teaching style. By focusing on the process of teacher change within innovation, this researcher was able to identify inhibitors to change that were subsequently critically reflected on by the tea~hers themselves. The disappointing resistance to change first noted within the project has become a source of unexpected but potentially important illuminative understanding of teacher education and development in a non-western environment.
- Full Text:
- Date Issued: 1996
- Authors: Stiles, Kathy Greaves
- Date: 1996
- Subjects: Education, Elementary -- Zimbabwe Educational change -- Zimbabwe Environmental education -- Study and teaching (Elementary) -- Zimbabwe Teachers -- Training of -- Zimbabwe
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1578 , http://hdl.handle.net/10962/d1003460
- Description: Environmental education is taught as part of the Primary School Environmental and Agricultural Science (EAS) curriculum in Zimbabwe. An attempt to improve the quality of learning in EAS resulted in a research project at the University of Zimbabwe that aimed to transpose innovative constructivist pedagogy from a western context to a rural African one. This writer has used a definition of teacher change as social change and a belief that sustainable pedagogical change involves a transformative process. The research backs up previous findings that failure to recognise and deal with how people actually experience the change process, accounts for much failure of social change. This qualitative research has attempted to provide some understanding of the complex interrelationships of factors that affected expected change in teaching style. By focusing on the process of teacher change within innovation, this researcher was able to identify inhibitors to change that were subsequently critically reflected on by the tea~hers themselves. The disappointing resistance to change first noted within the project has become a source of unexpected but potentially important illuminative understanding of teacher education and development in a non-western environment.
- Full Text:
- Date Issued: 1996
Introducing a multi-cultural dimension into the study of literature at secondary school level
- Authors: Vogel, Sonja
- Date: 1996
- Subjects: English literature -- Study and teaching (Secondary) -- South Africa Multicultural education -- South Africa Culture in literature Ethnicity in literature
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1584 , http://hdl.handle.net/10962/d1003466
- Description: The first aim of teaching English literature has always been for the student to gain enjoyment from, and acquire skill in, reading. Further goals point to the affective development of pupils involving such qualities as critical thinking and expressing views, empathetic understanding of other people, moral awareness and increased self-knowledge and self-understanding. These are indeed laudable aims, but examiners have always had difficulties in examining them adequately to satisfy the critics. Teachers often doubt that they achieve such lofty aims. These very aims have the sceptics sneering at the discipline because such qualities cannot be measured and the pupil's worth for the workplace cannot be satisfactorily assessed. This has resulted in the merit of the study of literature being questioned and usually found wanting. Therefore, on the one hand, this research looks for a method of studying literature which will ensure that the study will be neccesary and desirable today and into the foreseeable future. On the other hand, the socio-political changes in South Africa, particularly since 1992, have offered a possible area of research to complement the first. During the past few years, South Africans have been forced to recognise the fact that a multitude of different races and people live and work together more closely in this country and yet they know nothing, or very little, of one another. Thus this research also investigates the addition of a cultural component to literature study to help young people gain empathetic understanding of different cultures and of their own cultures as well, to be able to live together in harmony. With this approach, pupils may conceivably be educated through literature, to become well-adjusted, critical, effective adults so that they may play their role as citizens and shapers of their increasingly complex, multi-cultural society. Because of the context of literature study, in which this personal growth takes place, the aims identified above may be measured and assessed to suit both the sceptics and the devotees of literature study.
- Full Text:
- Date Issued: 1996
- Authors: Vogel, Sonja
- Date: 1996
- Subjects: English literature -- Study and teaching (Secondary) -- South Africa Multicultural education -- South Africa Culture in literature Ethnicity in literature
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1584 , http://hdl.handle.net/10962/d1003466
- Description: The first aim of teaching English literature has always been for the student to gain enjoyment from, and acquire skill in, reading. Further goals point to the affective development of pupils involving such qualities as critical thinking and expressing views, empathetic understanding of other people, moral awareness and increased self-knowledge and self-understanding. These are indeed laudable aims, but examiners have always had difficulties in examining them adequately to satisfy the critics. Teachers often doubt that they achieve such lofty aims. These very aims have the sceptics sneering at the discipline because such qualities cannot be measured and the pupil's worth for the workplace cannot be satisfactorily assessed. This has resulted in the merit of the study of literature being questioned and usually found wanting. Therefore, on the one hand, this research looks for a method of studying literature which will ensure that the study will be neccesary and desirable today and into the foreseeable future. On the other hand, the socio-political changes in South Africa, particularly since 1992, have offered a possible area of research to complement the first. During the past few years, South Africans have been forced to recognise the fact that a multitude of different races and people live and work together more closely in this country and yet they know nothing, or very little, of one another. Thus this research also investigates the addition of a cultural component to literature study to help young people gain empathetic understanding of different cultures and of their own cultures as well, to be able to live together in harmony. With this approach, pupils may conceivably be educated through literature, to become well-adjusted, critical, effective adults so that they may play their role as citizens and shapers of their increasingly complex, multi-cultural society. Because of the context of literature study, in which this personal growth takes place, the aims identified above may be measured and assessed to suit both the sceptics and the devotees of literature study.
- Full Text:
- Date Issued: 1996
Lecturer and student perceptions of an academic writing task
- Authors: Olivier-Shaw, Amanda
- Date: 1996
- Subjects: Education, Higher Communicative competence Thought and thinking -- Study and teaching (Higher) Academic writing -- Study and teaching Philosophy -- Study and teaching (Higher) Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1665 , http://hdl.handle.net/10962/d1003548
- Description: This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
- Full Text:
- Date Issued: 1996
- Authors: Olivier-Shaw, Amanda
- Date: 1996
- Subjects: Education, Higher Communicative competence Thought and thinking -- Study and teaching (Higher) Academic writing -- Study and teaching Philosophy -- Study and teaching (Higher) Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1665 , http://hdl.handle.net/10962/d1003548
- Description: This research considers the perceptions of an academic writing task held by a lecturer and first year students in the Philosophy department at the University of Zululand. The research takes as its starting point the following premises: that language is inextricably linked to learning; that each academic discipline has a particular discourse which students have to acquire in order to participate as accepted members of the academic community; that learning proceeds most effectively when teaching starts with what is known and moves into the unknown; and that learning takes place through experience and involvement, rather than transmission. The research suggests that many first year students bring with them to university an understanding of the nature of learning and of knowledge which makes it difficult for them to understand the implicit rules of the discourse of analytical philosophy. My investigation uncovered several of these rules in the study guide written for the course, but it appears that students were not able to discover them and, as a result, experienced great difficulty in fulfilling the assignment task in a way which promoted their understanding of the content. The research also shows that the lecturer's expectations of the task were far removed from the manner in which the students implemented the task. It is argued that the students appear to have reverted to their established writing strategies which consisted of simply repeating what the 'authority' has said. From this it is argued that unless rules of the discourse are made explicit to students, and students understand the content of the course, they will revert to copying and relying on other sources to tell them what to write. One way of making these rules explicit and encouraging students to integrate new knowledge with previous knowledge which they bring with them to university is through providing well-structured writing tasks, and where necessary, developing clearly defined assessment procedures. Writing is the principal means of mediation between the lecturer, who is trying to offer students entry into the discipline, and the student apprentice trying to make sense of the discipline and find his or her own 'voice' within that discipline.
- Full Text:
- Date Issued: 1996
Teaching the principles of ecology in the urban environment: an investigation into the development of resource materials
- Authors: Wagiet, Mogamat Fadli
- Date: 1996
- Subjects: Environmental education -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1799 , http://hdl.handle.net/10962/d1003684
- Description: The combined potential of two crucial factors in 1993, which afforded the promotion of socially just and ecologically sustainable ways of living, led to the instigation of this research project. The first was the imminence og our first democratic election; the second was the possible introduction of environmental education into formal education. In the light of these momentous shifts, it became apparent to me that teachers would have to radically transform their practices in order to play their part in transforming society from the dark days of apartheid into one of equity and harmony. The implications of these factors precipitated the falling into place of the rationale for my research: teachers had to look for professional development experiences which could facilitate the creation of alternative ways of thinking and doing. As a result, I approached a group of biology and geography teachers on the Cape Flats and, after protracted discussions, we decided to examine the potential of the urban environment for the teaching of ecology from the perspective of socially just and environmentally sustainable living. Out of this decision was born this study, which aimed at examining whether this process could, as a means to professional development, be a 'moment' in our journey to becoming transformative intellectuals. From this aim, the central research question emerged: Can emancipatory action research play a role in empowering teachers to become transformative intellectuals? The study consisted of five stages: - exploring the problem by reviewing the literature on the research problem; - the semi-structured interviews; - five workshops; - the 'sensing the urban environment' fieldtrip; and, - the various evaluation sessions. What we achieved during this research project, firstly, was a better understanding of our practices, which led us to seeing our roles as teachers differently and altered our pedagogical approaches. Secondly, this process developed the belief within ourselves that we, as teachers, can and should make a difference to the educational world in which we live. Lastly, this process laid the foundation for continued collaborative action by the participants. This process taught us that educational transformation is difficult and painful, and that present educational structures are not conducive to change. Nonetheless, in the historical context of this research, emancipatory action research was successful in giving us a consciousness-raising experience and closed the rhetoric-reality gap as we engaged in praxis (the practitioners developing and implementing their own curriculum). If we, as transformative intellectuals, are to engage in intellectual labour in the future, we are not only going to need to change our way of thinking and doing but will have to create an enabling infrastructure to realise this as well. We will, in addition, have to change the structures of the institutions in which we work in order to practise as transformative intellectuals.
- Full Text:
- Date Issued: 1996
- Authors: Wagiet, Mogamat Fadli
- Date: 1996
- Subjects: Environmental education -- South Africa Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1799 , http://hdl.handle.net/10962/d1003684
- Description: The combined potential of two crucial factors in 1993, which afforded the promotion of socially just and ecologically sustainable ways of living, led to the instigation of this research project. The first was the imminence og our first democratic election; the second was the possible introduction of environmental education into formal education. In the light of these momentous shifts, it became apparent to me that teachers would have to radically transform their practices in order to play their part in transforming society from the dark days of apartheid into one of equity and harmony. The implications of these factors precipitated the falling into place of the rationale for my research: teachers had to look for professional development experiences which could facilitate the creation of alternative ways of thinking and doing. As a result, I approached a group of biology and geography teachers on the Cape Flats and, after protracted discussions, we decided to examine the potential of the urban environment for the teaching of ecology from the perspective of socially just and environmentally sustainable living. Out of this decision was born this study, which aimed at examining whether this process could, as a means to professional development, be a 'moment' in our journey to becoming transformative intellectuals. From this aim, the central research question emerged: Can emancipatory action research play a role in empowering teachers to become transformative intellectuals? The study consisted of five stages: - exploring the problem by reviewing the literature on the research problem; - the semi-structured interviews; - five workshops; - the 'sensing the urban environment' fieldtrip; and, - the various evaluation sessions. What we achieved during this research project, firstly, was a better understanding of our practices, which led us to seeing our roles as teachers differently and altered our pedagogical approaches. Secondly, this process developed the belief within ourselves that we, as teachers, can and should make a difference to the educational world in which we live. Lastly, this process laid the foundation for continued collaborative action by the participants. This process taught us that educational transformation is difficult and painful, and that present educational structures are not conducive to change. Nonetheless, in the historical context of this research, emancipatory action research was successful in giving us a consciousness-raising experience and closed the rhetoric-reality gap as we engaged in praxis (the practitioners developing and implementing their own curriculum). If we, as transformative intellectuals, are to engage in intellectual labour in the future, we are not only going to need to change our way of thinking and doing but will have to create an enabling infrastructure to realise this as well. We will, in addition, have to change the structures of the institutions in which we work in order to practise as transformative intellectuals.
- Full Text:
- Date Issued: 1996
The role of student writing in learning in zoology
- Authors: Moore, Robin Stanley
- Date: 1996
- Subjects: Zoology -- Study and teaching Communication in science -- Study and teaching Science -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1752 , http://hdl.handle.net/10962/d1003636
- Description: In this study I attempt to develop a rationale for the role of student writing in advancing learning in Zoology. To this end, I use the informed and insightful voices of five academics from the University of Cape Town's Department of Zoology to present a picture of the goals of the discipline, how they view the role that student writing plays in advan~ing these goals, a sense of the tensions they face in dealing with student diversity, and the promise and challenges of innovative approaches. My interest in how staff view student writing stems from a belief that staff make use of student writing in different ways, depending on their assumptions about writing. I explore these assumptions by means of interviews with members of staff, in which I ask about how they understand the pursuit of science, the qualities a scientist needs to develop, the best ways to develop these qualities in students, and the part that student writing plays in this development. What emerges in this study is the understanding that the kinds of writing we ask students to do reflect the forms of educational practice that we sustain. On the one hand, certain forms of writing may support forms of transmission pedagogy that are viewed as being at odds with progressive science education. On the other hand, if we are to develop alternative teaching approaches which are in keeping with contemporary views of science and learning, then we need to develop new genres of student writing that give expression to these goals and methods. The study concludes with suggested avenues into curriculum review that would operationalise the insights developed by this study.
- Full Text:
- Date Issued: 1996
- Authors: Moore, Robin Stanley
- Date: 1996
- Subjects: Zoology -- Study and teaching Communication in science -- Study and teaching Science -- Study and teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1752 , http://hdl.handle.net/10962/d1003636
- Description: In this study I attempt to develop a rationale for the role of student writing in advancing learning in Zoology. To this end, I use the informed and insightful voices of five academics from the University of Cape Town's Department of Zoology to present a picture of the goals of the discipline, how they view the role that student writing plays in advan~ing these goals, a sense of the tensions they face in dealing with student diversity, and the promise and challenges of innovative approaches. My interest in how staff view student writing stems from a belief that staff make use of student writing in different ways, depending on their assumptions about writing. I explore these assumptions by means of interviews with members of staff, in which I ask about how they understand the pursuit of science, the qualities a scientist needs to develop, the best ways to develop these qualities in students, and the part that student writing plays in this development. What emerges in this study is the understanding that the kinds of writing we ask students to do reflect the forms of educational practice that we sustain. On the one hand, certain forms of writing may support forms of transmission pedagogy that are viewed as being at odds with progressive science education. On the other hand, if we are to develop alternative teaching approaches which are in keeping with contemporary views of science and learning, then we need to develop new genres of student writing that give expression to these goals and methods. The study concludes with suggested avenues into curriculum review that would operationalise the insights developed by this study.
- Full Text:
- Date Issued: 1996
Uncovering plagiarism in academic writing : developing authorial voice within multivoiced text
- Authors: Angelil-Carter, Shelley
- Date: 1996
- Subjects: Plagiarism -- Research Academic writing -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1807 , http://hdl.handle.net/10962/d1003692
- Description: Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
- Full Text:
- Date Issued: 1996
- Authors: Angelil-Carter, Shelley
- Date: 1996
- Subjects: Plagiarism -- Research Academic writing -- Research
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1807 , http://hdl.handle.net/10962/d1003692
- Description: Plagiarism is a modern Western construct which arose with the introduction of copyright laws in the eighteenth century. Before this time, there was little sense of artistic "ownership". Since then, the ideas of "originality" in writing as well as the "autonomous text" have been highly valued. In the theoretical section of this dissertation I deal with plagiarism and referencing from three perspectives. After looking at problems of definition of plagiarism, I turn to the first perspective, the historical development of the notions of plagiarism and originality. Alongside this I discuss the notions of "autonomous text" and "decontextualized" language, and attempt to show that these concepts are problematic, and that language is intensely social at the levels of discourses, genres, and the word. The second angle is a snapshot of present-day writing genres, and how they deal with documentation in different ways. The third point of focus is on the development of the student writer, on whom present-day genres of academic writing, and the historically constructed notions of plagiarism converge. Here I centre on the development of the undergraduate student as a writer, and some of the things that may be happening when a student is seen to be plagiarizing. Some of these are the "alienness" of academic discourses, the hybridization of discourses, the need to "try on" academic discourses, the lack of authority of the student writer and her relationship to the authority of the sources, and the way in which languages are learned and reproduced in chunks. I look finally at what the meaning of authorship might be in an intensely social view of language, and at the complexity of developing authorial voice in writing. The dissertation is located in a postpositivist paradigm, and seeks to interpret as well as being oriented towards praxis. The research took place within the Political Studies Department at the University of Cape Town. The study included a discourse analysis of the departmental handbook, as well as analysis of academic essays, at the first year and third year level, which were selected for having problems with referencing, or having plagiarized. A few were selected for good referencing. Students who had written these essays, and tutors and lecturers who had marked them, were then interviewed. In the analysis I explore differing understandings of the role of referencing in the academic essay, what negative and positive consequences the practice of referencing and the monitoring of plagiarism have, with regard to authority and voice in student writing, what might be happening when students are thought to be plagiarizing, and what difficulties are experienced by students in developing an authorial voice when using multiple sources. The study found that there are a range of underlying causes for plagiarism in student writing, which indicate that plagiarism is more a problem of academic literacy than academic dishonesty. It also found that marking practices in detecting plagiarism may sometimes be based on problematic assumptions about the amount of background knowledge and independent ideas which students bring to their writing. I conclude by putting forward a pedagogy for plagiarism and referencing, which is based on 1) the negotiation of shared meaning around the concept of plagiarism, including an examination of assumptions linked to this concept in its monitoring and enforcement, leading to the development of written policy and guidelines emerging from this shared understanding. 2) The development of an academic literacy programme within the curriculum, with attention to the complexities of developing authorial voice whilst constructing a text based on the texts of others, with a focus on authors, which moves students towards an understanding of how knowledge is constructed.
- Full Text:
- Date Issued: 1996
A case for geography in South African senior primary schools: an analysis and evaluation of current geographical thinking and practice
- Authors: Taylor, Simon Michael
- Date: 1995
- Subjects: Geography -- Study and teaching (Elementary) -- South Africa -- Evaluation Geography teachers -- South Africa -- Attitudes Geography -- Study and teaching (Elementary) -- Curricula -- Comparative studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1428 , http://hdl.handle.net/10962/d1003309
- Description: Geography faces several challenges in a changing South Africa. These include the challenge to initiate a primary curriculum that helps to provide a foundation for sustainable living in a society that faces serious problems of unemployment, violence, irreparable damage to the environment and the lack of housing, water and basic services for the majority of the population. This thesis attempts to provide a case for geography in the primary school by examining the value of the subject for pupils' development and by reviewing the strengths and weaknesses of an integrated approach in view of the possible introduction of an integrated primary curriculum in South Africa. The second aspect of the study is concerned with a survey of teachers in the Natal Education Department to evaluate the perceived value of geography as a subject and support for geography as a discrete subject. The main thrust of geography in the primary school is to develop concepts, skills, values and attitudes that allow pupils to be more understanding and caring about the local and global environment, about people, communities, species and the natural environment on which we all depend. The results of the survey reveal that teachers support geography as a discrete subject with an intra-curriculum approach. The introduction of an integrated core curriculum in South Africa would prove problematic as teachers are not in favour of an integrated approach across the curriculum. The lack of teacher support in Kenya for an integrated curriculum was one of the main reasons for its failure. Hopefully South Africa will learn from other countries experiences with introducing an integrated curriculum. Teachers value the role of geography in the education of the child and suggest the introduction of environmental and development themes to make the subject more relevant to children's lives. The syllabus analysis revealed that a unified pnmary curriculum is required which is influenced by the needs of society in South Africa. Recommendations are made regarding ideas for a future primary curriculum.
- Full Text:
- Date Issued: 1995
- Authors: Taylor, Simon Michael
- Date: 1995
- Subjects: Geography -- Study and teaching (Elementary) -- South Africa -- Evaluation Geography teachers -- South Africa -- Attitudes Geography -- Study and teaching (Elementary) -- Curricula -- Comparative studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1428 , http://hdl.handle.net/10962/d1003309
- Description: Geography faces several challenges in a changing South Africa. These include the challenge to initiate a primary curriculum that helps to provide a foundation for sustainable living in a society that faces serious problems of unemployment, violence, irreparable damage to the environment and the lack of housing, water and basic services for the majority of the population. This thesis attempts to provide a case for geography in the primary school by examining the value of the subject for pupils' development and by reviewing the strengths and weaknesses of an integrated approach in view of the possible introduction of an integrated primary curriculum in South Africa. The second aspect of the study is concerned with a survey of teachers in the Natal Education Department to evaluate the perceived value of geography as a subject and support for geography as a discrete subject. The main thrust of geography in the primary school is to develop concepts, skills, values and attitudes that allow pupils to be more understanding and caring about the local and global environment, about people, communities, species and the natural environment on which we all depend. The results of the survey reveal that teachers support geography as a discrete subject with an intra-curriculum approach. The introduction of an integrated core curriculum in South Africa would prove problematic as teachers are not in favour of an integrated approach across the curriculum. The lack of teacher support in Kenya for an integrated curriculum was one of the main reasons for its failure. Hopefully South Africa will learn from other countries experiences with introducing an integrated curriculum. Teachers value the role of geography in the education of the child and suggest the introduction of environmental and development themes to make the subject more relevant to children's lives. The syllabus analysis revealed that a unified pnmary curriculum is required which is influenced by the needs of society in South Africa. Recommendations are made regarding ideas for a future primary curriculum.
- Full Text:
- Date Issued: 1995
A case study of oral linguistic error-treatment in second language classrooms where English is the medium of instruction
- Authors: Mntambo, Nomawabo
- Date: 1995
- Subjects: Second language acquisition Language and languages -- Study and teaching English language -- Errors of usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1439 , http://hdl.handle.net/10962/d1003320
- Description: One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
- Full Text:
- Date Issued: 1995
- Authors: Mntambo, Nomawabo
- Date: 1995
- Subjects: Second language acquisition Language and languages -- Study and teaching English language -- Errors of usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1439 , http://hdl.handle.net/10962/d1003320
- Description: One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
- Full Text:
- Date Issued: 1995
A critical analysis of the importance of oracy in the classroom, with particular reference to secondary schools in the Cape Education Department
- Authors: Malherbe, Neil
- Date: 1995
- Subjects: Communication in education Verbal behavior Oral communication Discussion -- Study and teaching Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1474 , http://hdl.handle.net/10962/d1003355
- Description: In the past thirty years, oracy has received prominence as a means to enhance teaching styles and assist with learning. Much of what has been written in this field has been by those interested in a 'language across the curriculum' approach, such as Barnes (1969) who developed the terms 'exploratory talk' and 'final draft talk'. The linguist, M.A.K. Halliday {1989} and others have suggested that the teacher's approach should be to encourage what he terms 'heuristic talk' i.e. relatively unstructured exploratory language used by the pupils in talking towards an understanding of a concept. It is more evident in certain school subjects that pupils may have difficulty in understanding abstract or complex concepts. In this regard, English, mathematics and physical science were selected for the purpose of this study, as each has its own metalanguage, specific to that subject. It is presumed that some pupils may find difficulty in these subjects because of the subject-specific language inherent in each. This work explores whether a programme of increased oracy alleviates some of these problems and it makes recommendations for the implementation of such a programme. The period involved for the purpose of this study was five weeks, during which teachers of three selected classes presented lessons in such a way that oral work was stressed. At the completion of this programme, a test was written for comparison with past experiences. Pupils answered a comprehensive questionnaire and staff involved were interviewed; the results of this feedback, in conjunction with what has been written by others in this field, forms the basis for this work. The primary recommendation emerging from this and other studies is that a shift away from a teacher-/ and textbook-dominated approach is necessary. Pupils need to contextualise knowledge in their own terms. One important way of accomplishing this is by affording them theopportunity to interact orally with each other and with the teacher.
- Full Text:
- Date Issued: 1995
- Authors: Malherbe, Neil
- Date: 1995
- Subjects: Communication in education Verbal behavior Oral communication Discussion -- Study and teaching Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1474 , http://hdl.handle.net/10962/d1003355
- Description: In the past thirty years, oracy has received prominence as a means to enhance teaching styles and assist with learning. Much of what has been written in this field has been by those interested in a 'language across the curriculum' approach, such as Barnes (1969) who developed the terms 'exploratory talk' and 'final draft talk'. The linguist, M.A.K. Halliday {1989} and others have suggested that the teacher's approach should be to encourage what he terms 'heuristic talk' i.e. relatively unstructured exploratory language used by the pupils in talking towards an understanding of a concept. It is more evident in certain school subjects that pupils may have difficulty in understanding abstract or complex concepts. In this regard, English, mathematics and physical science were selected for the purpose of this study, as each has its own metalanguage, specific to that subject. It is presumed that some pupils may find difficulty in these subjects because of the subject-specific language inherent in each. This work explores whether a programme of increased oracy alleviates some of these problems and it makes recommendations for the implementation of such a programme. The period involved for the purpose of this study was five weeks, during which teachers of three selected classes presented lessons in such a way that oral work was stressed. At the completion of this programme, a test was written for comparison with past experiences. Pupils answered a comprehensive questionnaire and staff involved were interviewed; the results of this feedback, in conjunction with what has been written by others in this field, forms the basis for this work. The primary recommendation emerging from this and other studies is that a shift away from a teacher-/ and textbook-dominated approach is necessary. Pupils need to contextualise knowledge in their own terms. One important way of accomplishing this is by affording them theopportunity to interact orally with each other and with the teacher.
- Full Text:
- Date Issued: 1995
An analysis of the suitability of prescribed geography textbooks for Ciskei pupils in standard 6
- Authors: Rulashe, Turbner Mnyamezeli
- Date: 1995
- Subjects: Geography -- Study and teaching (Secondary) -- South Africa -- Eastern Cape -- Textbooks -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1422 , http://hdl.handle.net/10962/d1003303
- Description: Research has shown that in the South African school context textbooks are perceived as the most important guide to subject content. It is essential, therefore, that pupils and teachers should possess skills and strategies that they can use to interpret and understand the textbook. Equally, textbook writers ought to be aware of the cues pupils need to facilitate the learning process. Problems that hinder the learning of geography subject content from textbooks may arise from, among other things, the style in which the text is written, the way in which concepts are developed, the presentation of visual materials and elements of bias and stereotyping. This study scrutinises and analyses two standard 6 geography textbooks prescribed for Ciskei schools to assess the extent to which these textbooks consider the language competence of the pupils, explain and develop concepts, and in general promote the geographical education. Interviews with Ciskei teachers revealed that Standard 6 pupils encounter difficulties in the geography textbooks which are attributed to the fact that they are second language learners and they lack the requisite skills for interpreting visual materials. The analysis of the textbooks revealed that despite efforts made in recent years to rectify the most blatant aspects of bias and stereotyping and to improve the presentation of textbooks, a number of serious problems continue to exist particularly with regard to the Standard 6 learner of geography. The study attempts to alert writers of texbooks and teachers to factors which need to be taken into consideration to assist second language speakers toward effective learning.
- Full Text:
- Date Issued: 1995
- Authors: Rulashe, Turbner Mnyamezeli
- Date: 1995
- Subjects: Geography -- Study and teaching (Secondary) -- South Africa -- Eastern Cape -- Textbooks -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1422 , http://hdl.handle.net/10962/d1003303
- Description: Research has shown that in the South African school context textbooks are perceived as the most important guide to subject content. It is essential, therefore, that pupils and teachers should possess skills and strategies that they can use to interpret and understand the textbook. Equally, textbook writers ought to be aware of the cues pupils need to facilitate the learning process. Problems that hinder the learning of geography subject content from textbooks may arise from, among other things, the style in which the text is written, the way in which concepts are developed, the presentation of visual materials and elements of bias and stereotyping. This study scrutinises and analyses two standard 6 geography textbooks prescribed for Ciskei schools to assess the extent to which these textbooks consider the language competence of the pupils, explain and develop concepts, and in general promote the geographical education. Interviews with Ciskei teachers revealed that Standard 6 pupils encounter difficulties in the geography textbooks which are attributed to the fact that they are second language learners and they lack the requisite skills for interpreting visual materials. The analysis of the textbooks revealed that despite efforts made in recent years to rectify the most blatant aspects of bias and stereotyping and to improve the presentation of textbooks, a number of serious problems continue to exist particularly with regard to the Standard 6 learner of geography. The study attempts to alert writers of texbooks and teachers to factors which need to be taken into consideration to assist second language speakers toward effective learning.
- Full Text:
- Date Issued: 1995
An investigation into the influence of an inset programme on teacher cognitions
- Authors: Bell, David Ian
- Date: 1995
- Subjects: Teachers -- In-service training -- South Africa Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1608 , http://hdl.handle.net/10962/d1003490
- Description: This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.
- Full Text:
- Date Issued: 1995
- Authors: Bell, David Ian
- Date: 1995
- Subjects: Teachers -- In-service training -- South Africa Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1608 , http://hdl.handle.net/10962/d1003490
- Description: This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.
- Full Text:
- Date Issued: 1995
An investigation of environmental knowledge among two rural black communities in Natal
- Mtshali, Cynthia Sibongiseni
- Authors: Mtshali, Cynthia Sibongiseni
- Date: 1995
- Subjects: Wild plants, Edible -- South Africa -- KwaZulu-Natal -- Folklore Zulu (African people) -- Folklore Animals -- Folklore Environmental education -- South Africa Medicinal plants -- South Africa -- KwaZulu-Natal -- Maphumulo Medicinal plants -- South Africa -- KwaZulu-Natal -- Ingwavuma
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1623 , http://hdl.handle.net/10962/d1003505
- Description: This study elicits and documents knowledge of the natural environment amongst two rural Black communities in Natal namely, the districts of Maphumulo and Ingwavuma.Twenty members of these communities who are older than 60 years of age were interviewed, as older people are considered by the researcher to be important repositories of environmental knowledge. This study records a variety of animals hunted in these communities and discusses various activities associated with this activity. It examines the gathering and the use of wild edible plants like fruits and spinach, and of wild plants alleged to have medicinal value. It reviews indigenous knowledge related to custom beliefs and prohibitions as well as traditional laws associated .with animals and trees. It also considers how this knowledge can contribute towards the development of Environmental Education in South Africa. The data was deduced from the responses elicited from semi-structured interviews. The data was analyzed qualitatively.
- Full Text:
- Date Issued: 1995
- Authors: Mtshali, Cynthia Sibongiseni
- Date: 1995
- Subjects: Wild plants, Edible -- South Africa -- KwaZulu-Natal -- Folklore Zulu (African people) -- Folklore Animals -- Folklore Environmental education -- South Africa Medicinal plants -- South Africa -- KwaZulu-Natal -- Maphumulo Medicinal plants -- South Africa -- KwaZulu-Natal -- Ingwavuma
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1623 , http://hdl.handle.net/10962/d1003505
- Description: This study elicits and documents knowledge of the natural environment amongst two rural Black communities in Natal namely, the districts of Maphumulo and Ingwavuma.Twenty members of these communities who are older than 60 years of age were interviewed, as older people are considered by the researcher to be important repositories of environmental knowledge. This study records a variety of animals hunted in these communities and discusses various activities associated with this activity. It examines the gathering and the use of wild edible plants like fruits and spinach, and of wild plants alleged to have medicinal value. It reviews indigenous knowledge related to custom beliefs and prohibitions as well as traditional laws associated .with animals and trees. It also considers how this knowledge can contribute towards the development of Environmental Education in South Africa. The data was deduced from the responses elicited from semi-structured interviews. The data was analyzed qualitatively.
- Full Text:
- Date Issued: 1995
An investigation of the potential role of students in decision making in the management and administration of secondary schools : a case study
- Authors: Chinsamy, Dhanasagren
- Date: 1995
- Subjects: Student participation in administration -- South Africa Student-administrator relationships -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1655 , http://hdl.handle.net/10962/d1003538
- Description: As South Africa prepares to reconstruct its education system for a post-apartheid, democratic society, many facets of educational life will of necessity come under re-examination. One such area is that of school governance which traditionally was the domain of principals, teachers and more recently parents, with little, if any, input by students. After 1985, however, with the formation of the Congress of South African Students (CaSAS), backed by the National Education Co-ordinating Committee (NECC), the demand for student participation in the management of schools began to gain momentum. Parent-Teacher -Student Associations (PTSA's), although not recognised by the education authorities, were established in many black schools throughout the country. They afforded students the opportunity to become involved, as equal partners with teachers and parents, in decision-making in the management of secondary schools. During the past decade, however, the question of student participation in decision-making in the management of schools has become a point of controversy. The aim of this study was to investigate the potential role of students in decision-making in the administration and management of secondary schools. For this purpose case studies were conducted in two schools with active student participation in joint decision-making. The schools were selected after a preliminary investigation of the state of PTSA's in schools in the greater Durban area. Questionnaires and semi-structured interviews with teacher, parent and student representatives and principals and non-participant observation of PTSA meetings, workshops and social functions were used to survey attitudes and opinions pertinent to this study. The results of the study indicate that student participation in the management of schools is crucial for the creation of a climate of learning and teaching and that it is seen in itself as an integral part of the process of students' development. The study also points to the dilemma that students face in participating jointly with parents and teachers in decision-making while maintaining their autonomy. The recommendations that emerge from the study include the involvement of students as equal partners in decision-making in secondary schools, the establishment of Internal Disciplinary Committees in which students participate, the appointment of a member of staff as a liaison officer for student affairs with the task of establishing a Students' Representative Council (SRC) and the implementation of training programmes that would assist students in joint decision-making. The study acknowledges the existence of conflict between the participants but proposes that such conflict can be constructively addressed tbrough "creative consensus" that would benefit both the participants and the school. The researcher recommends that for the present, students should not be involved in any discussions of teacher misconduct and that students should not be entrusted with handling the finances of the school without teacher or parent supervision. However, in keeping with the developmental approach adopted in the study, it is envisaged that when the element of trust is developed between students and teachers, students would be allowed to participate in these sensitive areas of decision-making.
- Full Text:
- Date Issued: 1995
- Authors: Chinsamy, Dhanasagren
- Date: 1995
- Subjects: Student participation in administration -- South Africa Student-administrator relationships -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1655 , http://hdl.handle.net/10962/d1003538
- Description: As South Africa prepares to reconstruct its education system for a post-apartheid, democratic society, many facets of educational life will of necessity come under re-examination. One such area is that of school governance which traditionally was the domain of principals, teachers and more recently parents, with little, if any, input by students. After 1985, however, with the formation of the Congress of South African Students (CaSAS), backed by the National Education Co-ordinating Committee (NECC), the demand for student participation in the management of schools began to gain momentum. Parent-Teacher -Student Associations (PTSA's), although not recognised by the education authorities, were established in many black schools throughout the country. They afforded students the opportunity to become involved, as equal partners with teachers and parents, in decision-making in the management of secondary schools. During the past decade, however, the question of student participation in decision-making in the management of schools has become a point of controversy. The aim of this study was to investigate the potential role of students in decision-making in the administration and management of secondary schools. For this purpose case studies were conducted in two schools with active student participation in joint decision-making. The schools were selected after a preliminary investigation of the state of PTSA's in schools in the greater Durban area. Questionnaires and semi-structured interviews with teacher, parent and student representatives and principals and non-participant observation of PTSA meetings, workshops and social functions were used to survey attitudes and opinions pertinent to this study. The results of the study indicate that student participation in the management of schools is crucial for the creation of a climate of learning and teaching and that it is seen in itself as an integral part of the process of students' development. The study also points to the dilemma that students face in participating jointly with parents and teachers in decision-making while maintaining their autonomy. The recommendations that emerge from the study include the involvement of students as equal partners in decision-making in secondary schools, the establishment of Internal Disciplinary Committees in which students participate, the appointment of a member of staff as a liaison officer for student affairs with the task of establishing a Students' Representative Council (SRC) and the implementation of training programmes that would assist students in joint decision-making. The study acknowledges the existence of conflict between the participants but proposes that such conflict can be constructively addressed tbrough "creative consensus" that would benefit both the participants and the school. The researcher recommends that for the present, students should not be involved in any discussions of teacher misconduct and that students should not be entrusted with handling the finances of the school without teacher or parent supervision. However, in keeping with the developmental approach adopted in the study, it is envisaged that when the element of trust is developed between students and teachers, students would be allowed to participate in these sensitive areas of decision-making.
- Full Text:
- Date Issued: 1995
Determining the relationship between the body image of adolescent girls and their academic achievement, social involvement and sport participation : a pilot study
- Authors: Mostert, Petronella Louisa
- Date: 1995
- Subjects: Body image in adolescence Personality and academic achievement Social interaction in adolescence Self-perception in adolescence Teenage girls -- Psychology Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1492 , http://hdl.handle.net/10962/d1003373
- Description: Ever since the earliest times much emphasis has been placed on the physical appearance of women. Particularly in western cultures idealized images of perfection are constantly promoted and the message that comes across in various media outlets is that a woman ought to have a 'perfect' appearance in order to be competent and desirable. This puts a great deal of stress on women and particularly on adolescent girls who are going through a phase of increased sensitivity about their appearance. The literature suggests that people, and women in particular, are fundamentally affected by the way they view their bodies. The body image furthermore has a strong relationship with the self concept, which affects other areas of a person's life such as her academic achievement and her social 'life. Against this background an attempt was made in this study to determine the relationship between the body image of adolescent girls and their academic achievement, their sport participation and their social involvement. The subjects were 180 girls drawn from two rural secondary schools. The survey involved the completion of two questionnaires, namely an adapted form of the Physical Self Subscale of the Tenessee Self Concept Scale (used to determine a score for body image) and a questionnaire on social involvement and sport participation, which was drawn up by the researcher. Biographic data as well as academic scores were gathered from school records. Data was analysed statistically by means of the BMDP Software Version 1990: programme (Sun Unix). Pearson's chi square tests of independence, as well as a one-way analysis of variance with co-variate were carried out. The results reveal that the body image and academic achievement of this group of girls are not significantly correlated. There are, however, significant correlations between the body image and social involvement of these girls, between their body image and sport participation, as well as between their social involvement and sport participation. iv These findings have important implications for"'e"ducation and consideration is given to addressing these issues in schools.
- Full Text:
- Date Issued: 1995
- Authors: Mostert, Petronella Louisa
- Date: 1995
- Subjects: Body image in adolescence Personality and academic achievement Social interaction in adolescence Self-perception in adolescence Teenage girls -- Psychology Academic achievement
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1492 , http://hdl.handle.net/10962/d1003373
- Description: Ever since the earliest times much emphasis has been placed on the physical appearance of women. Particularly in western cultures idealized images of perfection are constantly promoted and the message that comes across in various media outlets is that a woman ought to have a 'perfect' appearance in order to be competent and desirable. This puts a great deal of stress on women and particularly on adolescent girls who are going through a phase of increased sensitivity about their appearance. The literature suggests that people, and women in particular, are fundamentally affected by the way they view their bodies. The body image furthermore has a strong relationship with the self concept, which affects other areas of a person's life such as her academic achievement and her social 'life. Against this background an attempt was made in this study to determine the relationship between the body image of adolescent girls and their academic achievement, their sport participation and their social involvement. The subjects were 180 girls drawn from two rural secondary schools. The survey involved the completion of two questionnaires, namely an adapted form of the Physical Self Subscale of the Tenessee Self Concept Scale (used to determine a score for body image) and a questionnaire on social involvement and sport participation, which was drawn up by the researcher. Biographic data as well as academic scores were gathered from school records. Data was analysed statistically by means of the BMDP Software Version 1990: programme (Sun Unix). Pearson's chi square tests of independence, as well as a one-way analysis of variance with co-variate were carried out. The results reveal that the body image and academic achievement of this group of girls are not significantly correlated. There are, however, significant correlations between the body image and social involvement of these girls, between their body image and sport participation, as well as between their social involvement and sport participation. iv These findings have important implications for"'e"ducation and consideration is given to addressing these issues in schools.
- Full Text:
- Date Issued: 1995
Environmental education and research in southern Africa: a landscape of shifting priorities
- Authors: Van Rensburg, Eureta Janse
- Date: 1995
- Subjects: Environmental education -- Research -- South Africa Environmental sciences -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1513 , http://hdl.handle.net/10962/d1003395
- Description: What has come to be labelled as 'the environment crisis' has roots in the structures and orientations of modern societies. True to our modernist ways we call on, or offer, education and research, experts and science, to address our socio-ecological concerns. This study set out to identify research priorities in environmental education from within the institutional setting of a university and within the context of environmental and political change in southern Africa and epistemological shifts in educational research traditions. The emergent research design allowed for a progressive clarification of theoretical vantage point: from an instrumental listing of priorities, through the participatory development of a critical and consensual framework for research, to a reflexive description of a landscape of shifting priorities. I collected data over a 3-year period, in inter alia 38 semi-structured interviews, workshops with some 150 participants, focus group discussions, documents and conferences. Participants' professional contexts included environmental education, natural resource management, social and biophysical sciences, development, formal and non-formal education, funding agencies, academic and non-academic settings. My engagement with the emerging discourses revealed patterns and inconsistencies in participants' views on research, environmental education, change and research priorities. I identified three orientations - Research for Management to Restore Order to Nature and Society, Research to Resolve Practitioners' and Communities' Problems, and Research for Radical Reconstruction - in the emerging landscape. These orientations were accompanied by change models and themes (discourses of difference and 'othering', instrumental views of education and research and accumulative knowledge, a conceptual theory-practice gap) which limited their potential for transformation towards sustainable living. They presented solutions cut from the same modernist cloth as the environment crisis. An emerging Reflexive perspective in and on environmental education research showed potential as a transitionary orientation outside modernist assumptions. I outline research priorities from this perspective. Reflexivity reveals the myths of expert-driven, instrumental and institutionalised research separated from environmental education and based upon rationalistic interpretations of science. It opens up possibilities for transformative knowledge emerging from 're-search' based versions of education as a process of, rather than a means to, social change.
- Full Text:
- Date Issued: 1995
- Authors: Van Rensburg, Eureta Janse
- Date: 1995
- Subjects: Environmental education -- Research -- South Africa Environmental sciences -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:1513 , http://hdl.handle.net/10962/d1003395
- Description: What has come to be labelled as 'the environment crisis' has roots in the structures and orientations of modern societies. True to our modernist ways we call on, or offer, education and research, experts and science, to address our socio-ecological concerns. This study set out to identify research priorities in environmental education from within the institutional setting of a university and within the context of environmental and political change in southern Africa and epistemological shifts in educational research traditions. The emergent research design allowed for a progressive clarification of theoretical vantage point: from an instrumental listing of priorities, through the participatory development of a critical and consensual framework for research, to a reflexive description of a landscape of shifting priorities. I collected data over a 3-year period, in inter alia 38 semi-structured interviews, workshops with some 150 participants, focus group discussions, documents and conferences. Participants' professional contexts included environmental education, natural resource management, social and biophysical sciences, development, formal and non-formal education, funding agencies, academic and non-academic settings. My engagement with the emerging discourses revealed patterns and inconsistencies in participants' views on research, environmental education, change and research priorities. I identified three orientations - Research for Management to Restore Order to Nature and Society, Research to Resolve Practitioners' and Communities' Problems, and Research for Radical Reconstruction - in the emerging landscape. These orientations were accompanied by change models and themes (discourses of difference and 'othering', instrumental views of education and research and accumulative knowledge, a conceptual theory-practice gap) which limited their potential for transformation towards sustainable living. They presented solutions cut from the same modernist cloth as the environment crisis. An emerging Reflexive perspective in and on environmental education research showed potential as a transitionary orientation outside modernist assumptions. I outline research priorities from this perspective. Reflexivity reveals the myths of expert-driven, instrumental and institutionalised research separated from environmental education and based upon rationalistic interpretations of science. It opens up possibilities for transformative knowledge emerging from 're-search' based versions of education as a process of, rather than a means to, social change.
- Full Text:
- Date Issued: 1995