A classroom-based investigation into the potential of the computer spreadsheet as a learning tool within the secondary school mathematics curriculum
- Authors: Funnell, Lynette
- Date: 1992
- Subjects: Mathematics -- Computer-assisted instruction Mathematics -- Study and teaching (Secondary) Electronic spreadsheets
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1448 , http://hdl.handle.net/10962/d1003329
- Description: The influence of modern technology on education is becoming more noticeable and has implications for the curriculum and the teaching methods of mathematics. The microcomputer can be used effectively as a powerful teaching and learning aid within the mathematics classroom. This study considers the role of the computer as an aid to teachers and pupils in the teaching and learning of mathematics and shows it as having great potential. At present relatively few schools in South Africa are using the computer as a teaching aid in the mathematics classroom. The researcher proposes that some reasons are a shortage of suitable programs, the fact that few teachers have adequate skills in educative uses of the computer and most teachers are not skilled in programming techniques. Based on this assessment of the problem, spreadsheet programs related to some mathematics lessons, together with teaching notes and pupils' material have been developed. Besides describing the potential of the computer in mathematics, this study outlines the development of three spreadsheet packages and suitable teaching methodologies used for each package, and assesses an action research investigation undertaken by the researcher, teachers and pupils when using these spreadsheet packages in six classes. The findings of the investigation are most encouraging. The overall conclusion is that computer spreadsheet packages can assist the teacher in making the learning of mathematics more effective, more interesting and more enjoyable.
- Full Text:
- Date Issued: 1992
- Authors: Funnell, Lynette
- Date: 1992
- Subjects: Mathematics -- Computer-assisted instruction Mathematics -- Study and teaching (Secondary) Electronic spreadsheets
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1448 , http://hdl.handle.net/10962/d1003329
- Description: The influence of modern technology on education is becoming more noticeable and has implications for the curriculum and the teaching methods of mathematics. The microcomputer can be used effectively as a powerful teaching and learning aid within the mathematics classroom. This study considers the role of the computer as an aid to teachers and pupils in the teaching and learning of mathematics and shows it as having great potential. At present relatively few schools in South Africa are using the computer as a teaching aid in the mathematics classroom. The researcher proposes that some reasons are a shortage of suitable programs, the fact that few teachers have adequate skills in educative uses of the computer and most teachers are not skilled in programming techniques. Based on this assessment of the problem, spreadsheet programs related to some mathematics lessons, together with teaching notes and pupils' material have been developed. Besides describing the potential of the computer in mathematics, this study outlines the development of three spreadsheet packages and suitable teaching methodologies used for each package, and assesses an action research investigation undertaken by the researcher, teachers and pupils when using these spreadsheet packages in six classes. The findings of the investigation are most encouraging. The overall conclusion is that computer spreadsheet packages can assist the teacher in making the learning of mathematics more effective, more interesting and more enjoyable.
- Full Text:
- Date Issued: 1992
A critical analysis of problems encountered by senior secondary school pupils in the reading and interpretation of 1:50,000 topographical maps and aerial photographs with special reference to black pupils in Transkei
- Authors: Ndlwana, Monica
- Date: 1992
- Subjects: Maps -- Study and teaching (Secondary) Geography -- South Africa -- Transkei -- Study and teaching (Secondary) Black people -- Education -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1470 , http://hdl.handle.net/10962/d1003351
- Description: Mapwork is an established part of the geography curriculum, and yet it poses particular problems for pupils and teachers. Maps participate in a complex system of graphic communication: the conceptual abstraction involved in the reading and interpretation of maps requires on the part of pupils a high degree of cognitive and perceptual development; teachers, too, often experience considerable difficulty in imparting the skills necessary for graphic literacy (graphicacy). The peculiar difficulties associated with map reading and the poor performance of pupils in this area have regrettably encouraged an attitude which dismisses mapwork as irrelevant or dispensable in geographical education. Yet graphicacy is essential not only in the learning of geography but in the overall cognitive development of the child, and therefore cannot be excluded from the curriculum. This study attempts to identify some of the specific difficulties experienced by pupils in their attempts to read and interpret maps, and to trace the origin of these difficulties. It argues that the complexity and sophistication of the skills necessary to interpret topographical maps and aerial photographs, for instance, should not be underestimated. Teachers need to be made aware of how pupils acquire map reading skills and of the problems they encounter during this process, so that teaching programmes commensurate with pupils' level of cognitive development can be formulated. It is also important that mapwork be taught in as practical a manner as possible. The findings and recommendations of this study have implications for geography teachers, textbook writers and educational authorities, especially those involved in curriculum and syllabus design.
- Full Text:
- Date Issued: 1992
- Authors: Ndlwana, Monica
- Date: 1992
- Subjects: Maps -- Study and teaching (Secondary) Geography -- South Africa -- Transkei -- Study and teaching (Secondary) Black people -- Education -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1470 , http://hdl.handle.net/10962/d1003351
- Description: Mapwork is an established part of the geography curriculum, and yet it poses particular problems for pupils and teachers. Maps participate in a complex system of graphic communication: the conceptual abstraction involved in the reading and interpretation of maps requires on the part of pupils a high degree of cognitive and perceptual development; teachers, too, often experience considerable difficulty in imparting the skills necessary for graphic literacy (graphicacy). The peculiar difficulties associated with map reading and the poor performance of pupils in this area have regrettably encouraged an attitude which dismisses mapwork as irrelevant or dispensable in geographical education. Yet graphicacy is essential not only in the learning of geography but in the overall cognitive development of the child, and therefore cannot be excluded from the curriculum. This study attempts to identify some of the specific difficulties experienced by pupils in their attempts to read and interpret maps, and to trace the origin of these difficulties. It argues that the complexity and sophistication of the skills necessary to interpret topographical maps and aerial photographs, for instance, should not be underestimated. Teachers need to be made aware of how pupils acquire map reading skills and of the problems they encounter during this process, so that teaching programmes commensurate with pupils' level of cognitive development can be formulated. It is also important that mapwork be taught in as practical a manner as possible. The findings and recommendations of this study have implications for geography teachers, textbook writers and educational authorities, especially those involved in curriculum and syllabus design.
- Full Text:
- Date Issued: 1992
A critical analysis of school computer studies syllabuses in South Africa with reference to university computer science curricula
- Authors: Roets, Rina Annette
- Date: 1992
- Subjects: Electronic data processing -- Study and teaching (Secondary) -- South Africa Electronic data processing -- Study and teaching (Higher) -- South Africa Electronic data processing -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1471 , http://hdl.handle.net/10962/d1003352
- Description: This thesis analyses the existing and proposed Computer Studies syllabuses in South African schools. Thereafter it compares the South African syllabuses with syllabuses in the United Kingdom. An attempt is made to assess the objectives of the design of the new S.A. syllabus. University Computer Science syllabuses are examined in order to gauge the purported overlap between what is taught at schools and universities. Opinions are obtained on the problems which apparently exist in offering or teaching the subject at schools and universities by conducting surveys on syllabus designers and university Computer Science departments. Finally recommendations are made for future Computer Studies syllabuses.
- Full Text:
- Date Issued: 1992
- Authors: Roets, Rina Annette
- Date: 1992
- Subjects: Electronic data processing -- Study and teaching (Secondary) -- South Africa Electronic data processing -- Study and teaching (Higher) -- South Africa Electronic data processing -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1471 , http://hdl.handle.net/10962/d1003352
- Description: This thesis analyses the existing and proposed Computer Studies syllabuses in South African schools. Thereafter it compares the South African syllabuses with syllabuses in the United Kingdom. An attempt is made to assess the objectives of the design of the new S.A. syllabus. University Computer Science syllabuses are examined in order to gauge the purported overlap between what is taught at schools and universities. Opinions are obtained on the problems which apparently exist in offering or teaching the subject at schools and universities by conducting surveys on syllabus designers and university Computer Science departments. Finally recommendations are made for future Computer Studies syllabuses.
- Full Text:
- Date Issued: 1992
A strategy for promoting computer literacy in staff and students of a teacher training institution : a case study
- Authors: Keep, Joan Diane
- Date: 1992
- Subjects: Computer literacy Computer-assisted instruction Teachers -- Training of -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1773 , http://hdl.handle.net/10962/d1003658
- Description: A case study carried out at Edgewood College of Education (Natal) attempted to demonstrate how in-house training could provide staff with the necessary computer literacy skills to integrate computer technology into lecturing and teaching programmes. The duration of the project was six months and during this time a group of thirty academic staff members were exposed to computer technology via practical experience, lectures and demonstrations. The results gleaned from the project show that most of the staff involved in the project developed sufficient computer skills to be of benefit in their professional and personal tasks. In addition the recognition of the value of word processing and desk top publishing led to the staff encouraging students to use these software packages in the preparation of coursework. Consequently the use of the computer resources increased noticeably in the six month period. One of the goals of the study was to show how staff, once computer literate, would make use of generic software to integrate computer technology into their lecturing programmes. This did not happen and the reasons for this failure are discussed.
- Full Text:
- Date Issued: 1992
- Authors: Keep, Joan Diane
- Date: 1992
- Subjects: Computer literacy Computer-assisted instruction Teachers -- Training of -- Data processing
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1773 , http://hdl.handle.net/10962/d1003658
- Description: A case study carried out at Edgewood College of Education (Natal) attempted to demonstrate how in-house training could provide staff with the necessary computer literacy skills to integrate computer technology into lecturing and teaching programmes. The duration of the project was six months and during this time a group of thirty academic staff members were exposed to computer technology via practical experience, lectures and demonstrations. The results gleaned from the project show that most of the staff involved in the project developed sufficient computer skills to be of benefit in their professional and personal tasks. In addition the recognition of the value of word processing and desk top publishing led to the staff encouraging students to use these software packages in the preparation of coursework. Consequently the use of the computer resources increased noticeably in the six month period. One of the goals of the study was to show how staff, once computer literate, would make use of generic software to integrate computer technology into their lecturing programmes. This did not happen and the reasons for this failure are discussed.
- Full Text:
- Date Issued: 1992
A study of the role of nature conservation law enforcement officers as facilitators of environmental education
- Authors: Barrett, Janice Anne
- Date: 1992
- Subjects: Environmental education Nature conservation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1783 , http://hdl.handle.net/10962/d1003668
- Description: This study explores the potential roles of a sample of 18 nature conservation law enforcement officers, as facilitators of environmental education. More specifically it examines their attitudes towards their dual duties of enforcing laws and providing extension services. Attitudes were examined by means of qualitative data analysis from semi-structured interviews. Officers' environmental attitudes, as well the relative emphasis placed on law enforcement and extension, and their own perspectives of working with communities, are explored. The historical and cultural context of officers' work, as well as worldviews and personality traits are also discussed. Certain recommendations regarding officers' roles as facilitors of environmental education are made.
- Full Text:
- Date Issued: 1992
- Authors: Barrett, Janice Anne
- Date: 1992
- Subjects: Environmental education Nature conservation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1783 , http://hdl.handle.net/10962/d1003668
- Description: This study explores the potential roles of a sample of 18 nature conservation law enforcement officers, as facilitators of environmental education. More specifically it examines their attitudes towards their dual duties of enforcing laws and providing extension services. Attitudes were examined by means of qualitative data analysis from semi-structured interviews. Officers' environmental attitudes, as well the relative emphasis placed on law enforcement and extension, and their own perspectives of working with communities, are explored. The historical and cultural context of officers' work, as well as worldviews and personality traits are also discussed. Certain recommendations regarding officers' roles as facilitors of environmental education are made.
- Full Text:
- Date Issued: 1992
An evaluation of the use of computers in a South African primary school
- Authors: Mostert, Orla
- Date: 1992
- Subjects: Education, Elementary -- South Africa -- Computer-assisted instruction Computer-assisted instruction -- South Africa Educational technology -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1528 , http://hdl.handle.net/10962/d1003410
- Description: The introduction of the computer into the educational arena is unique as pressure for its inclusion has come not from educationalists, but from public demand based on the conviction that exposure to computers is an essential ingredient of modern education. This has resulted in computers being added to school curricula before there has been careful research into its educational implications, making huge demands on teachers involved in the innovation. South African primary schools involved in computer education have followed international trends in their adoption of computers, initially perceiving computer education as a separate subject added on to the present curriculum. However, changing trends in computer use internationally are now beginning to reflect educators' changing perceptions of the nature of primary education, and educators are calling for the use of computers to be integrated into the curriculum rather than being seen as an area of study in themselves. This investigation attempts to outline general trends and perceptions of computer use in a South African primary school. Despite a high level of computer usage at the observed school, the computer was seen by teachers, in the main, as an extra subject, and has not yet led to any significant changes in teaching styles and methods. The research suggests that two main issues need to be resolved before computer education in primary schools reflects the present paradigm shift towards learner-centered educational practices. Firstly, there is a need to rethink the delivery of the curriculum towards one which promotes a greater degree of problem solving and decision making on the part of the learner. Secondly, it would appear that teachers need to be made more aware of this trend.
- Full Text:
- Date Issued: 1992
- Authors: Mostert, Orla
- Date: 1992
- Subjects: Education, Elementary -- South Africa -- Computer-assisted instruction Computer-assisted instruction -- South Africa Educational technology -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1528 , http://hdl.handle.net/10962/d1003410
- Description: The introduction of the computer into the educational arena is unique as pressure for its inclusion has come not from educationalists, but from public demand based on the conviction that exposure to computers is an essential ingredient of modern education. This has resulted in computers being added to school curricula before there has been careful research into its educational implications, making huge demands on teachers involved in the innovation. South African primary schools involved in computer education have followed international trends in their adoption of computers, initially perceiving computer education as a separate subject added on to the present curriculum. However, changing trends in computer use internationally are now beginning to reflect educators' changing perceptions of the nature of primary education, and educators are calling for the use of computers to be integrated into the curriculum rather than being seen as an area of study in themselves. This investigation attempts to outline general trends and perceptions of computer use in a South African primary school. Despite a high level of computer usage at the observed school, the computer was seen by teachers, in the main, as an extra subject, and has not yet led to any significant changes in teaching styles and methods. The research suggests that two main issues need to be resolved before computer education in primary schools reflects the present paradigm shift towards learner-centered educational practices. Firstly, there is a need to rethink the delivery of the curriculum towards one which promotes a greater degree of problem solving and decision making on the part of the learner. Secondly, it would appear that teachers need to be made more aware of this trend.
- Full Text:
- Date Issued: 1992
An examination of the suitability of some contemporary South African fiction for readers in the post-developmental reading stage
- Authors: Cole, Lorna
- Date: 1992
- Subjects: Children's literature, South African -- History and criticism Children -- Books and reading -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1530 , http://hdl.handle.net/10962/d1003412
- Description: Adverse criticism regarding the quantity and quality of children's books in South Africa appear in such respected sources as The Oxford Companion to Children's Literature and The Companion to South African English Literature, the authors of which are of the opinion that South African children are dependent solely upon Eurocentric literature for their reading material. In recent years however, local publishers have attempted to redress this imbalance by offering prizes for unpublished works. These prizes have acted as incentives for aspiring writers, many of whom have had novels published specifically for children in the post-developmental reading stage. This study critically examines some of these prizewinning works of fantasy and contemporary realism, in an effort to gauge their literary worth within the context of accepted criteria for judging children's literature. Accolades from adults are not however a guarantee that the prizewinning books will be received with equal acclaim by the children for whom they are written. For this reason, five children in the post-developmental reading stage were asked to pass their opinions and non-literary judgments on the books. Although the critical evaluation of the indigenous works proves them to be eminently worthy of the prizes which they received on publication, the children did not rate them as highly as certain imported works. The works of fantasy by Marguerite Poland rated poorly in terms of their popularity despite the fact that the children said that in a non-circumscribed context, they choose fantasy in preference to contemporary realism. Within the context of the indigenous literature which they read for this study though, they preferred the works of contemporary realism as they were able to identify with particular aspects of the novels. Indigenous literature for children in the post-developmental reading stage is a comparatively new phenomenon which needs to be nurtured if it is to attain any lasting status. The onus rests upon the teachers of literature and librarians to introduce the literature and make the books more accessible to young readers. Publishers need perhaps to engage the views and opinions of the audience for whom the books are written in an effort to publish books which, without in any way detracting from their literary worth, will deal with subjects favoured by young readers.
- Full Text:
- Date Issued: 1992
- Authors: Cole, Lorna
- Date: 1992
- Subjects: Children's literature, South African -- History and criticism Children -- Books and reading -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1530 , http://hdl.handle.net/10962/d1003412
- Description: Adverse criticism regarding the quantity and quality of children's books in South Africa appear in such respected sources as The Oxford Companion to Children's Literature and The Companion to South African English Literature, the authors of which are of the opinion that South African children are dependent solely upon Eurocentric literature for their reading material. In recent years however, local publishers have attempted to redress this imbalance by offering prizes for unpublished works. These prizes have acted as incentives for aspiring writers, many of whom have had novels published specifically for children in the post-developmental reading stage. This study critically examines some of these prizewinning works of fantasy and contemporary realism, in an effort to gauge their literary worth within the context of accepted criteria for judging children's literature. Accolades from adults are not however a guarantee that the prizewinning books will be received with equal acclaim by the children for whom they are written. For this reason, five children in the post-developmental reading stage were asked to pass their opinions and non-literary judgments on the books. Although the critical evaluation of the indigenous works proves them to be eminently worthy of the prizes which they received on publication, the children did not rate them as highly as certain imported works. The works of fantasy by Marguerite Poland rated poorly in terms of their popularity despite the fact that the children said that in a non-circumscribed context, they choose fantasy in preference to contemporary realism. Within the context of the indigenous literature which they read for this study though, they preferred the works of contemporary realism as they were able to identify with particular aspects of the novels. Indigenous literature for children in the post-developmental reading stage is a comparatively new phenomenon which needs to be nurtured if it is to attain any lasting status. The onus rests upon the teachers of literature and librarians to introduce the literature and make the books more accessible to young readers. Publishers need perhaps to engage the views and opinions of the audience for whom the books are written in an effort to publish books which, without in any way detracting from their literary worth, will deal with subjects favoured by young readers.
- Full Text:
- Date Issued: 1992
An exploratory field study into schoolgirl pregnancies, with emphasis on the role the school can play in their prevention
- Authors: Kooverjee, Ishwar
- Date: 1992
- Subjects: Teenage pregnancy -- South Africa Sex instruction -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1537 , http://hdl.handle.net/10962/d1003419
- Description: This piece of research explores the problem of schoolgirl pregnancies and suggests a role which the school might play in their prevention. Concern over the growing number of unplanned pregnancies under the age of eighteen years at the author's school, culminated in the .present study. Experts on the subject often perceive the problem to be self-defeating to the young girls, medically contra-indicated and socially disruptive. The purpose of this investigation was to determine attitudes towards the description of the problem, to identify causative factors predisposing to pregnancy, and to obtain views on how the school can reconcile efforts to address the problem. The relevant research data was obtained through a comprehensive 64 item attitudinal and knowledge-base questionnaire which was administered to a sample of 187 subjects. The sample comprised seven different occupational groups namely, senior schoolgirls, parents of senior schoolgirls, ex-schoolgirl primigravidae, parents of ex-schoolgirl primigravidae, school teachers, members of the clergy and various health care professionals. The appendices contain full statistical tables as well as full responses to the open-ended essay based on the research questionnaire so that the reader is free to check the reasonableness of the conclusions drawn. In the final chapter the author provides a brief summary of findings, offers justification why the teaching of sex education should be a priority in public schools, and makes recommendations, in the main, for the inclusion of school-based sex education as a component of Guidance in terms of rationale and implementation. In addition, suggestions are made with regard to school policy formulation and networking with parents and other community resources. Finally, a choice of four current model programmes for sex education are proposed in an effort to improve and build upon existing programmes in the present South African curriculum. It is the author's belief that this investigation may contribute to course design and perhaps provide hypotheses for more specific studies in the future.
- Full Text:
- Date Issued: 1992
- Authors: Kooverjee, Ishwar
- Date: 1992
- Subjects: Teenage pregnancy -- South Africa Sex instruction -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1537 , http://hdl.handle.net/10962/d1003419
- Description: This piece of research explores the problem of schoolgirl pregnancies and suggests a role which the school might play in their prevention. Concern over the growing number of unplanned pregnancies under the age of eighteen years at the author's school, culminated in the .present study. Experts on the subject often perceive the problem to be self-defeating to the young girls, medically contra-indicated and socially disruptive. The purpose of this investigation was to determine attitudes towards the description of the problem, to identify causative factors predisposing to pregnancy, and to obtain views on how the school can reconcile efforts to address the problem. The relevant research data was obtained through a comprehensive 64 item attitudinal and knowledge-base questionnaire which was administered to a sample of 187 subjects. The sample comprised seven different occupational groups namely, senior schoolgirls, parents of senior schoolgirls, ex-schoolgirl primigravidae, parents of ex-schoolgirl primigravidae, school teachers, members of the clergy and various health care professionals. The appendices contain full statistical tables as well as full responses to the open-ended essay based on the research questionnaire so that the reader is free to check the reasonableness of the conclusions drawn. In the final chapter the author provides a brief summary of findings, offers justification why the teaching of sex education should be a priority in public schools, and makes recommendations, in the main, for the inclusion of school-based sex education as a component of Guidance in terms of rationale and implementation. In addition, suggestions are made with regard to school policy formulation and networking with parents and other community resources. Finally, a choice of four current model programmes for sex education are proposed in an effort to improve and build upon existing programmes in the present South African curriculum. It is the author's belief that this investigation may contribute to course design and perhaps provide hypotheses for more specific studies in the future.
- Full Text:
- Date Issued: 1992
An investigation into the use of weather type models in the teaching of South African climatology at senior secondary school level
- Authors: Schürmann, Leon
- Date: 1992
- Subjects: Climatology -- Study and teaching (Secondary) , Geography -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2009 , http://hdl.handle.net/10962/d1015948
- Description: The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.
- Full Text:
- Date Issued: 1992
- Authors: Schürmann, Leon
- Date: 1992
- Subjects: Climatology -- Study and teaching (Secondary) , Geography -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2009 , http://hdl.handle.net/10962/d1015948
- Description: The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.
- Full Text:
- Date Issued: 1992
Developing a problem solving approach to primary mathematics teaching: a case study
- Authors: Naidoo, Anandhavelli
- Date: 1992
- Subjects: Mathematics -- Study and teaching (Elementary) Problem solving -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1493 , http://hdl.handle.net/10962/d1003374
- Description: According to recent research a focus in teaching mathematics to children is the development of problem solving abilities. Problem solving means the process of applying mathematical knowledge and skills to unfamiliar situations. A case study was done using a problem solving approach to the learning and teaching of mathematics with a sample of teachers registered at the Umlazi College For Further Education. These teachers were familiar with the traditional approach of teaching mathematics through drill and practice methods. The new syllabus that is to be implemented emphasises a problem solving approach to the teaching of mathematics. This study set out to implement a problem solving approach with primary school mathematics teachers so that they would be someway prepared for the innovations of the new syllabus. Workshops were conducted using an action research approach with discourse and practice leading to reconstruction with improvements. Early theorists like Piaget and Bruner offered ways of understanding children's learning, to help the teacher develop his teaching. Dienes introduced an element of play and Dewey spoke of the importance of experience. Dienes and Dewey show the first positive signs of recognising the importance of social interaction in the learning situation. Social interaction lays emphasis on language and discussion in the mathematics classroom. A social constructivist model of teaching and learning was used for the research. This research includes a study of the established ideas on developing a problem solving approach to mathematics teaching. These ideas were incorporated into the workshops that the group of teachers attended. During the workshops teachers were gradually exposed to the essence of problem solving techniques through much group discussion and doing practical exercises, which they could then implement in their classes. The teachers reported back at each subsequent workshop. A non-participant observer evaluated the development at the workshops. The workshops' success was evident from the change in the teachers' attitudes and behaviour as well as their feedback of what transpired in the classroom. They reported on the change in their roles as information suppliers to facilitators where the thinking process was focused on, rather than the importance of a correct answer. In the workshops the teachers themselves moved from passive listeners to active participants. It would appear from this preliminary investigation that through using a problem solving approach in workshops, inservice teachers can benefit constructively from this approach and will attempt to use it in their own teaching.
- Full Text:
- Date Issued: 1992
- Authors: Naidoo, Anandhavelli
- Date: 1992
- Subjects: Mathematics -- Study and teaching (Elementary) Problem solving -- Study and teaching (Elementary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1493 , http://hdl.handle.net/10962/d1003374
- Description: According to recent research a focus in teaching mathematics to children is the development of problem solving abilities. Problem solving means the process of applying mathematical knowledge and skills to unfamiliar situations. A case study was done using a problem solving approach to the learning and teaching of mathematics with a sample of teachers registered at the Umlazi College For Further Education. These teachers were familiar with the traditional approach of teaching mathematics through drill and practice methods. The new syllabus that is to be implemented emphasises a problem solving approach to the teaching of mathematics. This study set out to implement a problem solving approach with primary school mathematics teachers so that they would be someway prepared for the innovations of the new syllabus. Workshops were conducted using an action research approach with discourse and practice leading to reconstruction with improvements. Early theorists like Piaget and Bruner offered ways of understanding children's learning, to help the teacher develop his teaching. Dienes introduced an element of play and Dewey spoke of the importance of experience. Dienes and Dewey show the first positive signs of recognising the importance of social interaction in the learning situation. Social interaction lays emphasis on language and discussion in the mathematics classroom. A social constructivist model of teaching and learning was used for the research. This research includes a study of the established ideas on developing a problem solving approach to mathematics teaching. These ideas were incorporated into the workshops that the group of teachers attended. During the workshops teachers were gradually exposed to the essence of problem solving techniques through much group discussion and doing practical exercises, which they could then implement in their classes. The teachers reported back at each subsequent workshop. A non-participant observer evaluated the development at the workshops. The workshops' success was evident from the change in the teachers' attitudes and behaviour as well as their feedback of what transpired in the classroom. They reported on the change in their roles as information suppliers to facilitators where the thinking process was focused on, rather than the importance of a correct answer. In the workshops the teachers themselves moved from passive listeners to active participants. It would appear from this preliminary investigation that through using a problem solving approach in workshops, inservice teachers can benefit constructively from this approach and will attempt to use it in their own teaching.
- Full Text:
- Date Issued: 1992
Educational computing in secondary schools of the Cape Education Department: a research survey to assess computing facility acquisition and its utilization
- Authors: Bean, Pat
- Date: 1992
- Subjects: Education, Secondary -- South Africa -- Data processing Education, Secondary -- South Africa -- Computer network resources Computer-assisted instruction -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1505 , http://hdl.handle.net/10962/d1003387
- Description: Secondary schools under the jurisdiction of the Cape Education Department (CED) have, over the past 10 years, been acquiring computer equipment without a national policy on educational computing in South Africa, and within only broad parameters provided by their department. The aim of this study was to determine the present status of educational computing in these schools. A literature survey on educational computing was undertaken and a number of international and local 'computers-in-schools' initiatives were elucidated. A field survey, involving all CED secondary schools (239), was initiated by sending questionnaires to principals of these schools - a return rate of 89% was achieved. The results of the research revealed that most CED secondary schools have already acquired computer facilities. The role of pressure groups such as teachers, parents, business sector etc together with other factors that might have influenced schools in acquiring their computer facilities was also investigated. The investigation also revealed where and how these facilities are being utilised: most schools use their computers for administrative functions, with the computer-as-a-tool for teachers and pupils also fast gaining ground. Computer-assisted learning activities, where the computer is integrated with subject curricula, are however still limited. The extent of both teachers' formal training in educational computing and their familiarity with different software applications were also determined. Schools were also required to indicate the areas where they experience problems in getting teachers and pupils more involved in 'computers-in-education' activities. The present educational computing position in secondary schools of the CED will have to serve as a foundation for the department's CISR Project embarked upon in 1991.
- Full Text:
- Date Issued: 1992
- Authors: Bean, Pat
- Date: 1992
- Subjects: Education, Secondary -- South Africa -- Data processing Education, Secondary -- South Africa -- Computer network resources Computer-assisted instruction -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1505 , http://hdl.handle.net/10962/d1003387
- Description: Secondary schools under the jurisdiction of the Cape Education Department (CED) have, over the past 10 years, been acquiring computer equipment without a national policy on educational computing in South Africa, and within only broad parameters provided by their department. The aim of this study was to determine the present status of educational computing in these schools. A literature survey on educational computing was undertaken and a number of international and local 'computers-in-schools' initiatives were elucidated. A field survey, involving all CED secondary schools (239), was initiated by sending questionnaires to principals of these schools - a return rate of 89% was achieved. The results of the research revealed that most CED secondary schools have already acquired computer facilities. The role of pressure groups such as teachers, parents, business sector etc together with other factors that might have influenced schools in acquiring their computer facilities was also investigated. The investigation also revealed where and how these facilities are being utilised: most schools use their computers for administrative functions, with the computer-as-a-tool for teachers and pupils also fast gaining ground. Computer-assisted learning activities, where the computer is integrated with subject curricula, are however still limited. The extent of both teachers' formal training in educational computing and their familiarity with different software applications were also determined. Schools were also required to indicate the areas where they experience problems in getting teachers and pupils more involved in 'computers-in-education' activities. The present educational computing position in secondary schools of the CED will have to serve as a foundation for the department's CISR Project embarked upon in 1991.
- Full Text:
- Date Issued: 1992
Environmental education in primary schools in Bophuthatswana : a case study in curriculum implementation
- Authors: Shongwe, Doctor Petrus
- Date: 1992
- Subjects: Environmental education -- South Africa -- Bophuthatswana , Primary school teaching -- Research -- South Africa -- Bophuthatswana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1514 , http://hdl.handle.net/10962/d1003396
- Description: This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of comparing the teacher's responses with Primary Environmental Education Teacher Competencies as suggested by Glasgow and Robinson (1986) and Lahiry et al (1988). The information was deduced from the teachers responses from semi-structured interviews and were qualitatively analysed.
- Full Text:
- Date Issued: 1992
- Authors: Shongwe, Doctor Petrus
- Date: 1992
- Subjects: Environmental education -- South Africa -- Bophuthatswana , Primary school teaching -- Research -- South Africa -- Bophuthatswana
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1514 , http://hdl.handle.net/10962/d1003396
- Description: This study examines the extent to which teachers in Senior Primary Schools who have obtained a professional qualification in Environmental Education, implement Environmental Education in their schools. It also explores factors which influence the implementation of Environmental Education at the Senior Primary School. Teachers who had qualified from Tlhabane and Hebron Colleges of Education were interviewed as were the principals of their schools and some of the lecturers who had taught them Environmental Education. The implementation of Environmental Education was addressed by means of comparing the teacher's responses with Primary Environmental Education Teacher Competencies as suggested by Glasgow and Robinson (1986) and Lahiry et al (1988). The information was deduced from the teachers responses from semi-structured interviews and were qualitatively analysed.
- Full Text:
- Date Issued: 1992
Environmentalism and its implications for education: a study of private schools in the Eastern Cape
- Authors: Slade, Wilfred John
- Date: 1992
- Subjects: Environmental education -- Study and teaching -- South Africa Environmental education -- Curricula -- South Africa Private schools -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1520 , http://hdl.handle.net/10962/d1003402
- Description: This study explores the extent to which the ethos and the basic approach to education taken by three Eastern Cape private schools influences the practice of environmental education within these schools. Their environmental education programmes are evaluated in terms of the guiding principles adopted by the international community in the 'Tbilisi Principles of Environmental Education'. An ethnographic approach was adopted for this research and findings are essentially descriptive and qualitative, with special regard to social structures and the attitudes of individuals within these structures.
- Full Text:
- Date Issued: 1992
- Authors: Slade, Wilfred John
- Date: 1992
- Subjects: Environmental education -- Study and teaching -- South Africa Environmental education -- Curricula -- South Africa Private schools -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1520 , http://hdl.handle.net/10962/d1003402
- Description: This study explores the extent to which the ethos and the basic approach to education taken by three Eastern Cape private schools influences the practice of environmental education within these schools. Their environmental education programmes are evaluated in terms of the guiding principles adopted by the international community in the 'Tbilisi Principles of Environmental Education'. An ethnographic approach was adopted for this research and findings are essentially descriptive and qualitative, with special regard to social structures and the attitudes of individuals within these structures.
- Full Text:
- Date Issued: 1992
Fieldwork as a compensatory teaching strategy for rural black senior secondary schools
- Authors: Boqwana, Eleanor Pindiwe
- Date: 1992
- Subjects: Black people -- Education -- South Africa , Geography -- Fieldwork -- Study and teaching , Geography -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1544 , http://hdl.handle.net/10962/d1003426 , Black people -- Education -- South Africa , Geography -- Fieldwork -- Study and teaching , Geography -- Study and teaching -- South Africa
- Description: The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.
- Full Text:
- Date Issued: 1992
- Authors: Boqwana, Eleanor Pindiwe
- Date: 1992
- Subjects: Black people -- Education -- South Africa , Geography -- Fieldwork -- Study and teaching , Geography -- Study and teaching -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1544 , http://hdl.handle.net/10962/d1003426 , Black people -- Education -- South Africa , Geography -- Fieldwork -- Study and teaching , Geography -- Study and teaching -- South Africa
- Description: The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school syllabuses emphasize the development of concepts and skills which are basic to the understanding of geography. Geography provides practical learning opportunities which directly involve the learner. Techniques which directly involve the learner are perceived to be the most valuable. Fieldwork, which embraces a wide range of innovative teaching strategies, is the one best suited to give first-hand experience to the pupils. This study investigates the potential of fieldwork to promote conceptual understanding in geography with special reference to pupils in rural schools. Extensive literature on fieldwork in geographical education was analysed. Surveys of geography teachers and pupils in senior secondary schools were conducted to assess their attitudes towards geography and the use of learner-centred approaches with special reference to fieldwork. The role of fieldwork to promote conceptual understanding was evaluated by exposing two groups of pupils to different field activities. This revealed that fieldwork promotes understanding, stimulates interest and builds up confidence even when first introduced at senior secondary level.
- Full Text:
- Date Issued: 1992
Making pupils think: the development of a microcomputer-inspired adaptation of the Standard 7 mathematics curriculum
- Authors: Norman, Maxie
- Date: 1992
- Subjects: Mathematics -- Study and teaching (Secondary) -- Data processing Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1667 , http://hdl.handle.net/10962/d1003550
- Description: This half-thesis gives an overview of the influence of the microcomputer on the way in which mathematics is done, taught and learnt. The nature of mathematics and the nature of the tutor, tool and tutee modes of microcomputer usage are discussed as background. A case is made for the use of action research methods and a classroom-based curriculum development model to facilitate innovation and the integration of the microcomputer into the mathematics classroom. A curriculum development cycle of situation analysis. planning, trial and evaluation is advocated. This approach is used to develop a microcomputer-based course aimed at enhancing the reasoning skills of standard 7 pupils. Pupils, working in groups of three, interact with the PROLOG system to build up databases of facts and rules. The microcomputer is used in tutee mode. In "teaching" this tutee, pupils discover the need for formal language and logical reasoning. Active learning is promoted by pupils' interaction with the PROLOG system and by discussions within groups. In this environment the teacher becomes a consultant and constructive critic rather than a lecturer. Findings suggest that the microcomputer plays an important role in terms of pupil motivation and that the microcomputer-based course enables pupils to experience formal language usage and logical reasoning·as relevant activities. Pupil databases provide evidence of the pupils' ability to make appropriate use of rules and to distinguish between and-conditions and or-conditions. The objective of making pupils think was largely achieved. It is recommended that the course be incorporated in the standard 1 or standard 8 curriculum to complement or replace parts of the Euclidean geometry sections as a vehicle for developing logical reasoning skills. Suggestions for the further use of the microcomputer as an investigative tool in mathematics classes and for further microcomputer-inspired courses are also made. The provision of appropriate training to enable teachers to make effective and innovative use of the microcomputer in mathematics lessons is advocated.
- Full Text:
- Date Issued: 1992
- Authors: Norman, Maxie
- Date: 1992
- Subjects: Mathematics -- Study and teaching (Secondary) -- Data processing Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1667 , http://hdl.handle.net/10962/d1003550
- Description: This half-thesis gives an overview of the influence of the microcomputer on the way in which mathematics is done, taught and learnt. The nature of mathematics and the nature of the tutor, tool and tutee modes of microcomputer usage are discussed as background. A case is made for the use of action research methods and a classroom-based curriculum development model to facilitate innovation and the integration of the microcomputer into the mathematics classroom. A curriculum development cycle of situation analysis. planning, trial and evaluation is advocated. This approach is used to develop a microcomputer-based course aimed at enhancing the reasoning skills of standard 7 pupils. Pupils, working in groups of three, interact with the PROLOG system to build up databases of facts and rules. The microcomputer is used in tutee mode. In "teaching" this tutee, pupils discover the need for formal language and logical reasoning. Active learning is promoted by pupils' interaction with the PROLOG system and by discussions within groups. In this environment the teacher becomes a consultant and constructive critic rather than a lecturer. Findings suggest that the microcomputer plays an important role in terms of pupil motivation and that the microcomputer-based course enables pupils to experience formal language usage and logical reasoning·as relevant activities. Pupil databases provide evidence of the pupils' ability to make appropriate use of rules and to distinguish between and-conditions and or-conditions. The objective of making pupils think was largely achieved. It is recommended that the course be incorporated in the standard 1 or standard 8 curriculum to complement or replace parts of the Euclidean geometry sections as a vehicle for developing logical reasoning skills. Suggestions for the further use of the microcomputer as an investigative tool in mathematics classes and for further microcomputer-inspired courses are also made. The provision of appropriate training to enable teachers to make effective and innovative use of the microcomputer in mathematics lessons is advocated.
- Full Text:
- Date Issued: 1992
Managing historical primary and secondary sources : a study of the efficacy of a teaching handbook prepared for first-year Vista University students
- Authors: Watson, Kelvin Innes
- Date: 1992
- Subjects: History -- Study and teaching (Secondary) -- South Africa History -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1670 , http://hdl.handle.net/10962/d1003553
- Description: This study examines the teaching of primary and secondary sources in history at secondary and tertiary level. The various methods used to teach these aspects of the nature of history are compared to the Vista University teaching model. To establish the effectiveness of the vista Block A module for HIS100 students, two test instruments were devised to assess their skills in handling primary and secondary sources. Their skills in identifying relevant points from a passage of historical prose were also tested. A number of statistical techniques were applied to the data from the test instruments. This data was analysed in qualitative and quantitative terms. The results of this analysis suggested that students would probably benefit from a skills-orientated approach to studying history. On the basis of this study, it is recommended that the existing Vista teaching model be revised or amended so that a more effective method of teaching students about the nature of historical sources can be introduced.
- Full Text:
- Date Issued: 1992
- Authors: Watson, Kelvin Innes
- Date: 1992
- Subjects: History -- Study and teaching (Secondary) -- South Africa History -- Study and teaching (Higher) -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1670 , http://hdl.handle.net/10962/d1003553
- Description: This study examines the teaching of primary and secondary sources in history at secondary and tertiary level. The various methods used to teach these aspects of the nature of history are compared to the Vista University teaching model. To establish the effectiveness of the vista Block A module for HIS100 students, two test instruments were devised to assess their skills in handling primary and secondary sources. Their skills in identifying relevant points from a passage of historical prose were also tested. A number of statistical techniques were applied to the data from the test instruments. This data was analysed in qualitative and quantitative terms. The results of this analysis suggested that students would probably benefit from a skills-orientated approach to studying history. On the basis of this study, it is recommended that the existing Vista teaching model be revised or amended so that a more effective method of teaching students about the nature of historical sources can be introduced.
- Full Text:
- Date Issued: 1992
Opaqueness to the light of understanding: an investigation into some of the difficulties experienced by a sample of Transkeian matriculants with the components of the concept of chemical equilibrium
- Authors: Mammen, Kuttickattu John
- Date: 1992
- Subjects: Chemical equilibrium Physical sciences -- Study and teaching (Secondary) -- South Africa -- Transkei Black people -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1680 , http://hdl.handle.net/10962/d1003563
- Description: The purpose of the study was to collect and collate information pertaining to common misconceptions of components of the concept of chemical equilibrium amongst a sample of Transkeian matriculants. 'Equilibrium' is a fundamental concept in physics and chemistry and 'chemical equilibrium' is an important chemistry topic in both the higher grade and standard grade South African matriculation physical science syllabuses. In recent years, South African teachers have identified chemical equilibrium as the most difficult section of the matric physical science syllabus for both teachers and pupils. It has been shown that teachers themselves lack understanding of the basic concepts underlying chemical equilibrium. Constructivist learning theories arise out of research in cognitive psychology. These theories conceive of cognitive development as the assimilation and accommodation of new ideas into extant, dynamic cognitive structures. An inference from the theories is that a study of the preconceptions and/or misconceptions held by pupils before they are exposed to instruction would enable teachers to avoid generating or reinforcing misconceptions. Hence teachers could also take deliberate steps to eradicate those already existing. The sample consisted of 112 Transkeian matriculants from four government senior secondary schools in the Southern Transkei. All were taking physical science. The test consisted of a 40 item multiple choice battery. Each question had three distracters and the options were randomized to avoid patterns and hence guessing. Questions dealing with closely associated concepts were grouped in the paper but no indication of this was given in the paper. The questions are analyzed singly. A brief introduction and outline of the theory on which the group of questions was based is given in each case. The analysis makes use of the frequency of choice of all options, discrimination indices, although they were generally low and item difficulties. The intent in each analysis is to identify the possible misconception(s) underlying wrong answers. Finally conclusions based on the discussion are drawn and recommendations for teaching and further research made.
- Full Text:
- Date Issued: 1992
- Authors: Mammen, Kuttickattu John
- Date: 1992
- Subjects: Chemical equilibrium Physical sciences -- Study and teaching (Secondary) -- South Africa -- Transkei Black people -- Education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1680 , http://hdl.handle.net/10962/d1003563
- Description: The purpose of the study was to collect and collate information pertaining to common misconceptions of components of the concept of chemical equilibrium amongst a sample of Transkeian matriculants. 'Equilibrium' is a fundamental concept in physics and chemistry and 'chemical equilibrium' is an important chemistry topic in both the higher grade and standard grade South African matriculation physical science syllabuses. In recent years, South African teachers have identified chemical equilibrium as the most difficult section of the matric physical science syllabus for both teachers and pupils. It has been shown that teachers themselves lack understanding of the basic concepts underlying chemical equilibrium. Constructivist learning theories arise out of research in cognitive psychology. These theories conceive of cognitive development as the assimilation and accommodation of new ideas into extant, dynamic cognitive structures. An inference from the theories is that a study of the preconceptions and/or misconceptions held by pupils before they are exposed to instruction would enable teachers to avoid generating or reinforcing misconceptions. Hence teachers could also take deliberate steps to eradicate those already existing. The sample consisted of 112 Transkeian matriculants from four government senior secondary schools in the Southern Transkei. All were taking physical science. The test consisted of a 40 item multiple choice battery. Each question had three distracters and the options were randomized to avoid patterns and hence guessing. Questions dealing with closely associated concepts were grouped in the paper but no indication of this was given in the paper. The questions are analyzed singly. A brief introduction and outline of the theory on which the group of questions was based is given in each case. The analysis makes use of the frequency of choice of all options, discrimination indices, although they were generally low and item difficulties. The intent in each analysis is to identify the possible misconception(s) underlying wrong answers. Finally conclusions based on the discussion are drawn and recommendations for teaching and further research made.
- Full Text:
- Date Issued: 1992
Project water (Grahamstown) : a case study of the development of an environmental education project
- Authors: Ashwell, Alice Nicola
- Date: 1992
- Subjects: Environmental education -- Study and teaching (Secondary) -- South Africa Environmental education -- Activity programs -- South Africa Water quality -- Measurement Water conservation -- South Africa Water-supply -- South Africa -- Grahamstown Global Rivers Environmental Education Network Project Water (Grahamstown) Water -- Pollution -- Environmental aspects Water -- Pollution -- South Africa -- Grahamstown Schools -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1716 , http://hdl.handle.net/10962/d1003599
- Description: Environmental education is an approach to education which emphasises the interrelatedness of people and their human and non-human environments and seeks to encourage environmental awareness, concern and action. This case study documents the implementation and development of Project WATER, Grahamstown, a practical environmental education project dealing with catchment conservation and water quality monitoring. The Grahamstown project is one of a number of local water quality monitoring initiatives affiliated to GREEN (the Global Rivers Environmental Education Network). Participants in the project included student teachers from the Department of Education at Rhodes University and pupils and teachers from three farm schools in the district and four high schools in the town. Project WATER, Grahamstown developed as an Action Research and Community Problem-Solving project. The study focuses on fragmentalist and holistic approaches to education, people's responses to Project WATER and the choice of action research as the research method.
- Full Text:
- Date Issued: 1992
- Authors: Ashwell, Alice Nicola
- Date: 1992
- Subjects: Environmental education -- Study and teaching (Secondary) -- South Africa Environmental education -- Activity programs -- South Africa Water quality -- Measurement Water conservation -- South Africa Water-supply -- South Africa -- Grahamstown Global Rivers Environmental Education Network Project Water (Grahamstown) Water -- Pollution -- Environmental aspects Water -- Pollution -- South Africa -- Grahamstown Schools -- South Africa -- Grahamstown
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1716 , http://hdl.handle.net/10962/d1003599
- Description: Environmental education is an approach to education which emphasises the interrelatedness of people and their human and non-human environments and seeks to encourage environmental awareness, concern and action. This case study documents the implementation and development of Project WATER, Grahamstown, a practical environmental education project dealing with catchment conservation and water quality monitoring. The Grahamstown project is one of a number of local water quality monitoring initiatives affiliated to GREEN (the Global Rivers Environmental Education Network). Participants in the project included student teachers from the Department of Education at Rhodes University and pupils and teachers from three farm schools in the district and four high schools in the town. Project WATER, Grahamstown developed as an Action Research and Community Problem-Solving project. The study focuses on fragmentalist and holistic approaches to education, people's responses to Project WATER and the choice of action research as the research method.
- Full Text:
- Date Issued: 1992
Selecting educational computer software and evaluating its use, with special reference to biology education
- Authors: Beyers, Ronald Noel
- Date: 1992
- Subjects: Biology -- Study and teaching -- Computer programs Education -- Data processing Biology -- Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1764 , http://hdl.handle.net/10962/d1003649
- Description: In the field of Biology there is a reasonable amount of software available for educational use but in the researcher's experience there are few teachers who take the computer into the classroom/laboratory, Teachers will make use of video machines and tape recorders quite happily, but a computer is a piece of apparatus which they are not prepared to use in the classroom/laboratory. This thesis is an attempt to devise an educational package, consisting of a Selection Form and an Evaluation Form, which can be used by teachers to select and evaluate educational software in the field of Biology. The forms were designed specifically for teachers to use in preparation of a computer lesson. The evaluation package also provides the teacher with a means of identifying whether the lesson has achieved its objectives or not. The teacher may also be provided with feedback about the lesson. The data is gathered by means of a questionnaire which the pupils complete. It would appear that teachers are uncertain as regards the purchase of software for their subject from the many catalogues that are available. The evaluation package implemented in this research can be regarded as the beginnings of a data base for the accumulation of information to assist teachers with details on which software to select. Evidence is provided in this thesis for the practical application of the Selection and Evaluation Forms, using Biology software.
- Full Text:
- Date Issued: 1992
- Authors: Beyers, Ronald Noel
- Date: 1992
- Subjects: Biology -- Study and teaching -- Computer programs Education -- Data processing Biology -- Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1764 , http://hdl.handle.net/10962/d1003649
- Description: In the field of Biology there is a reasonable amount of software available for educational use but in the researcher's experience there are few teachers who take the computer into the classroom/laboratory, Teachers will make use of video machines and tape recorders quite happily, but a computer is a piece of apparatus which they are not prepared to use in the classroom/laboratory. This thesis is an attempt to devise an educational package, consisting of a Selection Form and an Evaluation Form, which can be used by teachers to select and evaluate educational software in the field of Biology. The forms were designed specifically for teachers to use in preparation of a computer lesson. The evaluation package also provides the teacher with a means of identifying whether the lesson has achieved its objectives or not. The teacher may also be provided with feedback about the lesson. The data is gathered by means of a questionnaire which the pupils complete. It would appear that teachers are uncertain as regards the purchase of software for their subject from the many catalogues that are available. The evaluation package implemented in this research can be regarded as the beginnings of a data base for the accumulation of information to assist teachers with details on which software to select. Evidence is provided in this thesis for the practical application of the Selection and Evaluation Forms, using Biology software.
- Full Text:
- Date Issued: 1992
The "Big E": the English (first language) endorsement on the teacher's bilingualism certificate: an investigation into the background to and origin of this requirement, an evaluation of past and current examining practices and standards and criteria, a needs assessment, and suggestions and recommendations for sound practice
- Authors: Spingies, Conrad
- Date: 1992
- Subjects: Teachers -- Training of -- South Africa Teachers -- Selection and appointment Teachers -- Language Teachers -- Certification -- South Africa Bilingualism -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1427 , http://hdl.handle.net/10962/d1003308
- Description: South African education authorities demand of teachers a high degree of competency in both official languages. In the Cape Province in particular, teachers are not considered eligible for promotion posts unless they possess the so-called Higher Bilingualism Certificate, signifying their command of both official languages at "First Language" level. In view of the fact that the overwhelming majority of schools nowadays are single-medium institutions; this requirement may strike the objective observer as an anomaly. An attempt was made, therefore, first of all to investigate the historical background to this requirement. The "language question", a problematic feature of South African education since the beginning of the nineteenth.century, was not resolved when legislators chose "bilingualism and language equality" for the Union of South Africa in 1910. The available evidence suggests, however, that bilingualism was actively pursued as an educational ideal at least until the end of the 1940s, and for this reason education authorities placed a high premium on teachers who were "fully bilingual". Nowadays the typical (White) school is a single-medium institution where the second language is rarely if ever heard outside the classroom where it is taught as a subject. The present policy, to demand a high degree of proficiency in both official languages of teachers occupying promotion posts at such a school, may then be described not only as an anomaly, but as an anachronism. A further problem is the fact that the various educational institutions (specifically teachers' colleges and universities) that set examinations leading to the Higher Bilingualism Certificate rarely communicate with one another, and are therefore unable to agree on uniform standards and criteria, or to ensure that such standards are maintained. That this is indeed the case, was confirmed by examination of "Big E" test papers set at three teachers' colleges, two Colleges for Continued Training, and four universities in the Cape Province. In an attempt to establish what assistance and support might be needed by a "second language" user of English in order for him to improve to the point where he resembled a "first language" user of English in his "terminal language behaviour", a comparison (by means of error analysis) of the responses of two groups (an Ll and an L2 group) to the same test paper was undertaken. The available evidence suggests that L2 users may need to be helped to acquire a more extensive vocabulary, but, above all, that they need to improve their ability to handle two crucially important aspects of usage: idiom and grammar. The final chapter attempts to establish pedagogic and linguistic bases for a course intended for "Big E" candidates, and makes recommendations with regard to (i) the content and the form of the course, and (ii) sound examination practice. The concluding thoughts offer the view that such a course could remain useful even in a future South Africa where the emphasis may shift from a demand for teachers who are "fully bilingual" to teachers who have a good command of English.
- Full Text:
- Date Issued: 1992
- Authors: Spingies, Conrad
- Date: 1992
- Subjects: Teachers -- Training of -- South Africa Teachers -- Selection and appointment Teachers -- Language Teachers -- Certification -- South Africa Bilingualism -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1427 , http://hdl.handle.net/10962/d1003308
- Description: South African education authorities demand of teachers a high degree of competency in both official languages. In the Cape Province in particular, teachers are not considered eligible for promotion posts unless they possess the so-called Higher Bilingualism Certificate, signifying their command of both official languages at "First Language" level. In view of the fact that the overwhelming majority of schools nowadays are single-medium institutions; this requirement may strike the objective observer as an anomaly. An attempt was made, therefore, first of all to investigate the historical background to this requirement. The "language question", a problematic feature of South African education since the beginning of the nineteenth.century, was not resolved when legislators chose "bilingualism and language equality" for the Union of South Africa in 1910. The available evidence suggests, however, that bilingualism was actively pursued as an educational ideal at least until the end of the 1940s, and for this reason education authorities placed a high premium on teachers who were "fully bilingual". Nowadays the typical (White) school is a single-medium institution where the second language is rarely if ever heard outside the classroom where it is taught as a subject. The present policy, to demand a high degree of proficiency in both official languages of teachers occupying promotion posts at such a school, may then be described not only as an anomaly, but as an anachronism. A further problem is the fact that the various educational institutions (specifically teachers' colleges and universities) that set examinations leading to the Higher Bilingualism Certificate rarely communicate with one another, and are therefore unable to agree on uniform standards and criteria, or to ensure that such standards are maintained. That this is indeed the case, was confirmed by examination of "Big E" test papers set at three teachers' colleges, two Colleges for Continued Training, and four universities in the Cape Province. In an attempt to establish what assistance and support might be needed by a "second language" user of English in order for him to improve to the point where he resembled a "first language" user of English in his "terminal language behaviour", a comparison (by means of error analysis) of the responses of two groups (an Ll and an L2 group) to the same test paper was undertaken. The available evidence suggests that L2 users may need to be helped to acquire a more extensive vocabulary, but, above all, that they need to improve their ability to handle two crucially important aspects of usage: idiom and grammar. The final chapter attempts to establish pedagogic and linguistic bases for a course intended for "Big E" candidates, and makes recommendations with regard to (i) the content and the form of the course, and (ii) sound examination practice. The concluding thoughts offer the view that such a course could remain useful even in a future South Africa where the emphasis may shift from a demand for teachers who are "fully bilingual" to teachers who have a good command of English.
- Full Text:
- Date Issued: 1992