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
The role of the teachers' centre in the professional development and in-service training of teachers with specific reference to the East London Teachers' Centre
- Authors: Badenhorst, John Henry
- Date: 1992
- Subjects: Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1755 , http://hdl.handle.net/10962/d1003639 , Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Description: Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any Inset for teachers would be the teachers' needs for such activity. Following on a general statement of teachers needs for Inset the role of the Teachers' Centre in meeting these needs will be examined. Teachers' Centres have specific advantages in meeting certain areas of need for Inset by teachers. A knowledge of the professional activities of teachers activity and methods of establishing the needs for Inset of teachers should promote the effective provision of these programmes. The teacher as an adult learner is important to effective Teachers' Centre operation and the nature of adult learning and variables which affect it will determine the Teachers' Centre reaction in providing Inset. Subject study group activity is very important in Teachers' Centres in the Cape Province and the principles involved in their operation together with practical considerations regarding their operation are important in the provision of Inset. The practical application of theory is illustrated by examples from the East London Teachers' Centre with an emphasis on organisation and the creation of a climate within the Centre for the existence of study groups. The presentation methods used in these study group activities are important and will vary according to the needs of the study group. The selection of methods together with the organisation of presentations and practical methods used in presentation will have an important effect on how they operate. Teachers' Centres have a role to play in promoting change and innovation in schools. The theories of promoting innovation and the roles of the change agent are important. Practical examples from the East London Teachers' Centre are provided. This research, thus, provides a theoretical study of the role of Teachers' Centres in meeting some of the inset needs of teachers as well as practical examples of such activities.
- Full Text:
- Date Issued: 1992
- Authors: Badenhorst, John Henry
- Date: 1992
- Subjects: Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1755 , http://hdl.handle.net/10962/d1003639 , Teachers -- In-service training -- South Africa , Education -- South Africa -- East London , Professional education -- South Africa , Educational change -- South Africa
- Description: Teachers' Centres are one of the means whereby teachers needs for in-service education and training (Inset) can be met. The professional basis of Teachers' Centres as providers of in-service education and training derives from the need of teachers to develop professionally throughout their careers. Aspects which need to be considered are the need for professional growth and the professional nature of teaching. The effective provision of in-service training requires a knowledge of effective in-service training practise and the barriers that could be encountered in presenting it. Central to any Inset for teachers would be the teachers' needs for such activity. Following on a general statement of teachers needs for Inset the role of the Teachers' Centre in meeting these needs will be examined. Teachers' Centres have specific advantages in meeting certain areas of need for Inset by teachers. A knowledge of the professional activities of teachers activity and methods of establishing the needs for Inset of teachers should promote the effective provision of these programmes. The teacher as an adult learner is important to effective Teachers' Centre operation and the nature of adult learning and variables which affect it will determine the Teachers' Centre reaction in providing Inset. Subject study group activity is very important in Teachers' Centres in the Cape Province and the principles involved in their operation together with practical considerations regarding their operation are important in the provision of Inset. The practical application of theory is illustrated by examples from the East London Teachers' Centre with an emphasis on organisation and the creation of a climate within the Centre for the existence of study groups. The presentation methods used in these study group activities are important and will vary according to the needs of the study group. The selection of methods together with the organisation of presentations and practical methods used in presentation will have an important effect on how they operate. Teachers' Centres have a role to play in promoting change and innovation in schools. The theories of promoting innovation and the roles of the change agent are important. Practical examples from the East London Teachers' Centre are provided. This research, thus, provides a theoretical study of the role of Teachers' Centres in meeting some of the inset needs of teachers as well as practical examples of such activities.
- 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
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
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
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
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
Training in note making : the effects of a training scheme on first year teacher-training students
- Authors: Ferreira, Ignatius Leopold
- Date: 1992
- Subjects: Note-taking Teachers -- Training of Study skills
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1803 , http://hdl.handle.net/10962/d1003688
- Description: This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.
- Full Text:
- Date Issued: 1992
- Authors: Ferreira, Ignatius Leopold
- Date: 1992
- Subjects: Note-taking Teachers -- Training of Study skills
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1803 , http://hdl.handle.net/10962/d1003688
- Description: This research work is based upon a training technique devised and recommended by J. Smith (1985) in a pamphlet published by The British Historical Association. The technique involves training school pupils in the making of notes from text books and references and then selecting appropriate points to answer specific questions. The technique was slightly adapted and used on a small Experimental Group drawn from Black first year College of Education students at an Eastern Cape College. A Control Group from the same College received conventional lectures on two topicS from the first year college syllabus - the San and Khoi peoples of Southern Africa. The Experimental Group was given a brief training period in Smith's technique and then worked independently on extended reading passages on the same topics. Both groups received a similar introduction of a video tape on the San and a slide presentation on the Khoi. Both groups wrote the same final test after their learning experiences were over and both groups completed questionnaires on the initial visual input and on their reactions to the learning experience. Comparisons are drawn between the results and the students' reaction to those learning experiences.
- Full Text:
- Date Issued: 1992
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
The evaluation of an individualised language programme in two multicultural Standard 9 classes : a pilot study
- Authors: Hartman, Lorraine Mary
- Date: 1992
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
- Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
- Full Text:
- Date Issued: 1992
- Authors: Hartman, Lorraine Mary
- Date: 1992
- Subjects: English language -- Study and teaching (Secondary) -- South Africa English language -- Study and teaching (Secondary) -- South Africa -- Foreign speakers Language and education -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1523 , http://hdl.handle.net/10962/d1003405
- Description: Two multicultural, mixed-ability Standard Nine classes (17 year olds) were selected for this pilot study. As they were half way through the Senior Secondary phase they had completed most of their English Language syllabus. There was a wide range of achievement in English in addition to which, fifteen of the thirty-nine pupils were English second language speakers. The teacher had to decide how to cope adequately with these differences in the subject English in general and in particular, in the Language component. A Language programme was devised, based on the prescribed textbooks. The pupils could work through the programme at their own pace and order and could consult the researcher during or after class time. The programme only covered the prescribed Language Study component and only a quarter of the total English time during an eight-week period (one term) was given to its completion. A Pre-test was set, the Senior Certificate Language examination paper of 1986, and the results analysed. The two classes were combined into one group and then randomly placed in the experimental and control groups apart from eight boys whose timetable requirements restricted them to being in the same group. The experimental and control groups were not matched. Aspects of Action Research were included in the design; pupils kept individual records; diaries were written by three pupils from each group and an independent observation was made of each group. A Post-test was administered (the 1989 Human Sciences Research Council examination) and this was followed by a questionnaire. The hypothesis, stated in null form, was: Pupils taught by individualised methods will not achieve better results than those taught by traditional methods. This hypothesis proved to be true. The experimental group, who achieved a better result in the pre-test maintained their lead over the control group but did not increase it. Neither group fared well on the post-test but the experimental group achieved a result slightly higher than the provincial average. The affective results were more positive, most pupils enjoying their autonomy and experiencing a sense of achievement despite their results in the post-test. A few preferred whole and small-group teaching, showing that the teacher needs to present the subject in more than one style. This small-scale experiment dealt only with one aspect of English teaching, but there is potential for development particularly with regard to the use of individualised programmes both for remedial and enrichment purposes. The innovative teacher in the multicultural classroom could use individualised programmes profitably as part of his teaching repertoire.
- 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
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
The influence of children on decision-makers in their homes : a case study in environmental education
- Authors: Kruger, Jacqueline
- Date: 1992
- Subjects: Environmental education -- South Africa , Parent and child -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1574 , http://hdl.handle.net/10962/d1003456
- Description: This study explores the possible influence of twenty children on their 'parents', with a view to better understanding the potential 'multiplier effect' of children regarding environmental responsibility. The criteria employed to study the potential influence included certain of the environmental activities learnt by the children during an Environmental Education programme. The programme was undertaken by the researcher with a Std 4 class from Ryneveld Primêreskool in Graaff-Reinet. An action research approach was adopted and results were analysed qualitatively. Due to the short duration and exploratory nature of the project, these results should be viewed as tentative. Proposals are made for increasing the impact of Environmental Education programmes in peri-urban township communities, and recommendations are put forward to help facilitate related studies in the future.
- Full Text:
- Date Issued: 1992
- Authors: Kruger, Jacqueline
- Date: 1992
- Subjects: Environmental education -- South Africa , Parent and child -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1574 , http://hdl.handle.net/10962/d1003456
- Description: This study explores the possible influence of twenty children on their 'parents', with a view to better understanding the potential 'multiplier effect' of children regarding environmental responsibility. The criteria employed to study the potential influence included certain of the environmental activities learnt by the children during an Environmental Education programme. The programme was undertaken by the researcher with a Std 4 class from Ryneveld Primêreskool in Graaff-Reinet. An action research approach was adopted and results were analysed qualitatively. Due to the short duration and exploratory nature of the project, these results should be viewed as tentative. Proposals are made for increasing the impact of Environmental Education programmes in peri-urban township communities, and recommendations are put forward to help facilitate related studies in the future.
- 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
'n Ondersoek na die aanwending van 'n enkele mikrorekenaar in die klaskamer as hulpmiddel vir die onderrig van wiskunde in die sekondere skool
- Authors: Mostert, Marthinus Petrus
- Date: 1992
- Subjects: Education, Secondary -- South Africa -- Computer-assisted instruction Mathematics -- Study and teaching (Secondary) -- Data processing Computer-assisted instruction -- South Africa Educational technology -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:1679 , http://hdl.handle.net/10962/d1003562
- Description: Suppes beweer dat "All teachers everywhere recognise the help that books give them in teaching students. The day is coming when computers will receive the same recognition. Teachers look on computers as a new and powerful tool for helping them to teach their students more effectively." In hierdie ondersoek word gepoog om op die voordele van die aanwending van een mikrorekenaar as hulpmiddel vir die onderwyser vir die onderrig van wiskunde, te wys. Die belangrikste oorwegings in die ondersoek was: 1. Efektiwiteit van die metode. 2. Bekostigbaarheid van die metode. Die effektiwiteit van hierdie metode van onderrig word hoofsaaklik bepaal deur die geskiktheid van die programmatuur. Programmeringsvaardighede aan die kant van onderwysopgeleide persone versterk hierdie oorweging. Deurdat slegs een mikrorekenaar gebruik word, word deels aan die tweede oorweging, naamllk bekostigbaarheld, voldoen. Programmeringsvaardighede, soos hierbo genoem, kan ook bydra tot die besparing van koste deurdat bogenoemde programmatuur 'intern' ontwikkel word. Die wens word uitgespreek dat hierdie metode van onderrig tot voordeel van die totale leerlingbevolking van die land aangewend sal kan word.
- Full Text:
- Date Issued: 1992
- Authors: Mostert, Marthinus Petrus
- Date: 1992
- Subjects: Education, Secondary -- South Africa -- Computer-assisted instruction Mathematics -- Study and teaching (Secondary) -- Data processing Computer-assisted instruction -- South Africa Educational technology -- South Africa
- Language: Afrikaans
- Type: Thesis , Masters , MEd
- Identifier: vital:1679 , http://hdl.handle.net/10962/d1003562
- Description: Suppes beweer dat "All teachers everywhere recognise the help that books give them in teaching students. The day is coming when computers will receive the same recognition. Teachers look on computers as a new and powerful tool for helping them to teach their students more effectively." In hierdie ondersoek word gepoog om op die voordele van die aanwending van een mikrorekenaar as hulpmiddel vir die onderwyser vir die onderrig van wiskunde, te wys. Die belangrikste oorwegings in die ondersoek was: 1. Efektiwiteit van die metode. 2. Bekostigbaarheid van die metode. Die effektiwiteit van hierdie metode van onderrig word hoofsaaklik bepaal deur die geskiktheid van die programmatuur. Programmeringsvaardighede aan die kant van onderwysopgeleide persone versterk hierdie oorweging. Deurdat slegs een mikrorekenaar gebruik word, word deels aan die tweede oorweging, naamllk bekostigbaarheld, voldoen. Programmeringsvaardighede, soos hierbo genoem, kan ook bydra tot die besparing van koste deurdat bogenoemde programmatuur 'intern' ontwikkel word. Die wens word uitgespreek dat hierdie metode van onderrig tot voordeel van die totale leerlingbevolking van die land aangewend sal kan word.
- 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
The in-service development of primary school teachers in the use of computers in education with special reference to computer assisted learning: a case study
- Authors: Murray, John Charles
- Date: 1992
- Subjects: Education, Elementary -- South Africa -- Data processing Computer-assisted instruction Teachers -- In-service training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1572 , http://hdl.handle.net/10962/d1003454
- Description: Many white primary schools in South Africa have acquired computers which are being used in various ways. In my experience few members of staff are confident enough to use the computers in the school for educational purposes. Those who have been using them, generally have been doing computer literacy. The teachers in our school expressed the view that they would like to be able to use the computer, but that they lack the necessary skills and therefore would welcome some form of training. In my opinion computers should form an integral part of a child's learning environment. It has, for some time formed a part of his social environment, either in the home or in the workplace. For computers to be used effectively in the classroom, it follows that the teachers need to be trained to use them. In an attempt to overcome this problem, I designed and presented an in-service course, which used selected computer assisted learning (CAL) programs with teachers. These teachers then used these programs with the pupils in their class and evaluated the pupils' reactions to the innovation. As a result of the observations and the feedback provided by the sample of teachers, it is suggested that this might be a possible approach to in-service training for other schools. With adaptation it should be possible to follow this approach in any school which has a computer and someone on the staff who is willing to take the initiative to implement such an innovation.
- Full Text:
- Date Issued: 1992
- Authors: Murray, John Charles
- Date: 1992
- Subjects: Education, Elementary -- South Africa -- Data processing Computer-assisted instruction Teachers -- In-service training -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1572 , http://hdl.handle.net/10962/d1003454
- Description: Many white primary schools in South Africa have acquired computers which are being used in various ways. In my experience few members of staff are confident enough to use the computers in the school for educational purposes. Those who have been using them, generally have been doing computer literacy. The teachers in our school expressed the view that they would like to be able to use the computer, but that they lack the necessary skills and therefore would welcome some form of training. In my opinion computers should form an integral part of a child's learning environment. It has, for some time formed a part of his social environment, either in the home or in the workplace. For computers to be used effectively in the classroom, it follows that the teachers need to be trained to use them. In an attempt to overcome this problem, I designed and presented an in-service course, which used selected computer assisted learning (CAL) programs with teachers. These teachers then used these programs with the pupils in their class and evaluated the pupils' reactions to the innovation. As a result of the observations and the feedback provided by the sample of teachers, it is suggested that this might be a possible approach to in-service training for other schools. With adaptation it should be possible to follow this approach in any school which has a computer and someone on the staff who is willing to take the initiative to implement such an innovation.
- 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
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
Transkei College of Education students' perceptions of fieldwork in geographical education
- Authors: Ngquba, Tokozile
- Date: 1992
- Subjects: Geography -- Fieldwork -- Study and teaching Teachers -- Training of -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1806 , http://hdl.handle.net/10962/d1003691
- Description: The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school geography incorporates a wealth of techniques and embraces a wide range of strategies which are directly suited to achieve the aims which are central to current geographical education. Techniques which directly involve the learner are perceived to be the most valuable. Of the many participatory strategies suited to the teaching of geography, fieldwork is accepted as the most worthwhile. This study investigates student teachers' perceptions of fieldwork in their college studies and as a teaching strategy. Extensive literature on fieldwork in geographical education was analysed. A survey was conducted to assess the student teachers' fieldwork experiences. The results reveal that fieldwork is neglected in Transkeian schools and Colleges of Education, despite the fact that it is required by school syllabuses, and the fact that in many areas suitable sites are readily accessible. Conclusions are drawn and recommendations made for the inclusion of fieldwork in geography courses at Transkei Colleges of Education.
- Full Text:
- Date Issued: 1992
- Authors: Ngquba, Tokozile
- Date: 1992
- Subjects: Geography -- Fieldwork -- Study and teaching Teachers -- Training of -- South Africa -- Transkei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1806 , http://hdl.handle.net/10962/d1003691
- Description: The understanding of geographical concepts and the development of skills requires the use of appropriate teaching strategies. Modern school geography incorporates a wealth of techniques and embraces a wide range of strategies which are directly suited to achieve the aims which are central to current geographical education. Techniques which directly involve the learner are perceived to be the most valuable. Of the many participatory strategies suited to the teaching of geography, fieldwork is accepted as the most worthwhile. This study investigates student teachers' perceptions of fieldwork in their college studies and as a teaching strategy. Extensive literature on fieldwork in geographical education was analysed. A survey was conducted to assess the student teachers' fieldwork experiences. The results reveal that fieldwork is neglected in Transkeian schools and Colleges of Education, despite the fact that it is required by school syllabuses, and the fact that in many areas suitable sites are readily accessible. Conclusions are drawn and recommendations made for the inclusion of fieldwork in geography courses at Transkei Colleges of Education.
- Full Text:
- Date Issued: 1992