Recent reforms in the South African health care and educational system were founded in the ideal that the country would produce independent, critical thinkers. Nurses need to cope with diversity in a more creative way, defining their role in a complex, uncertain, rapidly changing health care environment. Learning facilitators are held accountable for finding adequate learning experiences to prepare nursing students for such practice demands so that newly qualified nurses do meet expectations for entry level clinical judgement ability. Quality clinical judgement is therefore imperative as an identified characteristic of newly qualified professional nurses. There is a scarceness of information on the concept of clinical judgement especially within the South African nursing environment. Relevant information in this regard can assist in clarifying the meaning, which will facilitate a common understanding of the concept within the clinical nursing environment. This in turn can lead to the formulation of a teaching-learning strategy to facilitate clinical judgement in undergraduate nursing students, which would be of benefit in the nursing care environment. The objective of this study was addressed in three phases. The first phase of this research analysed the concept of clinical judgement through various data sources and a review of literature to clarify the meaning and facilitate a common understanding through identification of the characteristics and to develop a connotative (theoretical) definition of the concept. The second phase of the research investigated professional nurses‟ understanding of the meaning of clinical judgement, as well as the factors that influence the development of clinical judgement within the nursing environment. During the third phase a conceptual framework for an enabling teaching-learning environment was constructed from a modern day constructivist approach to facilitate clinical judgement. The section included a description and diagrammatic presentation of the framework. The conceptual framework formed the scientific basis from which a teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African nursing environment was synthesised. A qualitative design was used for the study. During the first phase (manuscript 1) an explorative, descriptive qualitative design was used to discover the complexity and meaning of the phenomenon. Multiple data sources and search engines were consulted for the time frame 1982-2013. An extensive concept analysis resulted in a theoretical definition of the concept „clinical judgement‟, a complex cognitive skill to evaluate patient treatment alternatives within the clinical nursing environment. The second phase (manuscript 2) is qualitative in nature and explored professional nurses‟ understanding of clinical judgement, as well as the factors influencing the development of clinical judgement in undergraduate nursing students. The findings emphasised clinical judgement as skill within the nursing environment. This assisted in the development of teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African Nursing environment as the third phase (manuscript 3). Such an environment should impact positively to promotion of autonomous and accountable nursing care. / PhD (Nursing), North-West University, Potchefstroom Campus, 2015

Consumer Studies is a valuable and multifaceted subject in South African schools, requiring that teachers in the subject are well prepared. Pre-service Consumer Studies teachers need to be prepared to become lifelong learners to cope with the dynamic nature of the subject, as well as to develop various 21st century skills to be able to deal with the demands of these times. Structured guidance, however, could not be uncovered for the preparation of pre-service Consumer Studies teachers to empower them with the requirements for Consumer Studies education. Sett-directed learning is a process that supports the developn1ent of various 21st century skills, including lifelong learning, and could thus contribute to the development of preservice Consumer Studies teachers, if included in their preparation. A suitable teaching-leaming strategy that could be utilised in the preparation module for Consumer Studies teachers, as well as a vehicle to promote self-directed learning as part of such preparation, was identified in the form of project-based learning. A qualitative case study was employed to investigate how project-based learning as a teaching-learning strategy could promote self-directed learning in a pre-service Consumer Studies teacher preparation module. Project-based learning was found to foster the development of various skills as part of the process, including planning and collaboration skills. Subject content, consistent with what is required to be taught in Consumer Studies education on high school level, was developed and self-directed learning was promoted in participants using project-based learning. Recommendations were suggested for the preparation of pre-service Consumer Studies teachers, as well as for the effective structuring of projects and project-based learning in Consumer Studies. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Recent reforms in the South African health care and educational system were founded in the ideal that the country would produce independent, critical thinkers. Nurses need to cope with diversity in a more creative way, defining their role in a complex, uncertain, rapidly changing health care environment. Learning facilitators are held accountable for finding adequate learning experiences to prepare nursing students for such practice demands so that newly qualified nurses do meet expectations for entry level clinical judgement ability. Quality clinical judgement is therefore imperative as an identified characteristic of newly qualified professional nurses. There is a scarceness of information on the concept of clinical judgement especially within the South African nursing environment. Relevant information in this regard can assist in clarifying the meaning, which will facilitate a common understanding of the concept within the clinical nursing environment. This in turn can lead to the formulation of a teaching-learning strategy to facilitate clinical judgement in undergraduate nursing students, which would be of benefit in the nursing care environment. The objective of this study was addressed in three phases. The first phase of this research analysed the concept of clinical judgement through various data sources and a review of literature to clarify the meaning and facilitate a common understanding through identification of the characteristics and to develop a connotative (theoretical) definition of the concept. The second phase of the research investigated professional nurses‟ understanding of the meaning of clinical judgement, as well as the factors that influence the development of clinical judgement within the nursing environment. During the third phase a conceptual framework for an enabling teaching-learning environment was constructed from a modern day constructivist approach to facilitate clinical judgement. The section included a description and diagrammatic presentation of the framework. The conceptual framework formed the scientific basis from which a teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African nursing environment was synthesised. A qualitative design was used for the study. During the first phase (manuscript 1) an explorative, descriptive qualitative design was used to discover the complexity and meaning of the phenomenon. Multiple data sources and search engines were consulted for the time frame 1982-2013. An extensive concept analysis resulted in a theoretical definition of the concept „clinical judgement‟, a complex cognitive skill to evaluate patient treatment alternatives within the clinical nursing environment. The second phase (manuscript 2) is qualitative in nature and explored professional nurses‟ understanding of clinical judgement, as well as the factors influencing the development of clinical judgement in undergraduate nursing students. The findings emphasised clinical judgement as skill within the nursing environment. This assisted in the development of teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African Nursing environment as the third phase (manuscript 3). Such an environment should impact positively to promotion of autonomous and accountable nursing care. / PhD (Nursing), North-West University, Potchefstroom Campus, 2015

Consumer Studies is a valuable and multifaceted subject in South African schools, requiring that teachers in the subject are well prepared. Pre-service Consumer Studies teachers need to be prepared to become lifelong learners to cope with the dynamic nature of the subject, as well as to develop various 21st century skills to be able to deal with the demands of these times. Structured guidance, however, could not be uncovered for the preparation of pre-service Consumer Studies teachers to empower them with the requirements for Consumer Studies education. Sett-directed learning is a process that supports the developn1ent of various 21st century skills, including lifelong learning, and could thus contribute to the development of preservice Consumer Studies teachers, if included in their preparation. A suitable teaching-leaming strategy that could be utilised in the preparation module for Consumer Studies teachers, as well as a vehicle to promote self-directed learning as part of such preparation, was identified in the form of project-based learning. A qualitative case study was employed to investigate how project-based learning as a teaching-learning strategy could promote self-directed learning in a pre-service Consumer Studies teacher preparation module. Project-based learning was found to foster the development of various skills as part of the process, including planning and collaboration skills. Subject content, consistent with what is required to be taught in Consumer Studies education on high school level, was developed and self-directed learning was promoted in participants using project-based learning. Recommendations were suggested for the preparation of pre-service Consumer Studies teachers, as well as for the effective structuring of projects and project-based learning in Consumer Studies. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

<p>The information and communication technology, ICT, is opening new possibilities for the educational arena. Previous research shows that achieving positive educational outcomes requires more than simply providing access to computer hardware and software. How does this new technology affect the teaching and learning of physics? This thesis focuses on the field of geometrical optics. It reports two studies, both in Swedish upper secondary school. Important for the use of the ICT in physics education is the teaching strategy for using the new technology. The first study investigates with a questionnaire, how 37 teachers in a region of Sweden use computers in physics education and what intentions they follow while doing so. The results of this study show that teachers’ intentions for using ICT in their physics teaching were to increase students' interest for physics, to increase their motivation, to achieve variation in teaching, and to improve visualization and explanation of the phenomena of physics. The second study investigates students’ conceptual change in geometrical optics during a teaching sequence with computer-assisted instruction. For this purpose we choose the computer software "Constructing Physics Understanding (CPU)", which was developed with a base in research on students conceptions in optics. The thesis presents the teaching sequence developed together with the teacher. The study is based on a constructivist view of learning. The concepts analysed in this study were vision, image, ray and image formation. A first result of this study is a category system for conceptions around these concepts, found among the students. With these categories we found that students even at this level, of upper secondary school, have constructed well-known alternative conceptions before teaching, e.g. about a holistic conception of image. The results show also some learning progress: some alternative conceptions vanish, in some cases the physics conceptions are more often constructed after teaching. The students and the teacher also report that the CPU program gave new and useful opportunities to model multiple rays and to model vision.</p>

Pastaruoju metu vis labiau akcentuojamas ne mokymo turinys ar programas, bet mokymo(si) būdai ir metodai, t.y. – kaip mokyti? (Walsh, 2001; Bartkevičienė, 2008; Hargreaves, 2008). Jaunesniame mokykliniame amžiuje vyrauja pažintinis vaiko santykis su aplinka, dėl ko pradinė mokykla yra palankus metas pradėti formuoti asmens mokslinį raštingumą, ugdyti mokslinę kultūrą, pradėti taikyti mokslinio tyrimo metodus, kas neabejotinai plėtoja mokinių pažinimo kompetencijas (Lamanauskas, 2004; Savickaitė, 2005; Vilkonienė, 2005). Atsižvelgiant į tai, tyrimo problema formuluojama klausimu: ar pradinėje mokykloje šiuo metu naudojamų pasaulio pažinimo vadovėlių turinys suteikia palankias galimybes tiriamųjų metodų taikymui ir tuo pačiu – mokinių gamtotyrinės / aplinkotyrinės veiklos aktyvinimui? Lietuvoje nėra atlikta tyrimų, kurių metu būtų aiškintasi ar pasaulio pažinimui skirti vadovėliai skatina tiriamąją mokinių veiklą. Tuo pasireiškia šio tyrimo naujumas. Tyrimo objektas: I-IV klasių pasaulio pažinimo vadovėlių turinys tiriamųjų mokymo(si) metodų taikymo aspektu. Darbo tikslas: įvertinti I-IV klasių pasaulio pažinimo vadovėlių teikiamas galimybes taikyti tiriamuosius mokymo(si) metodus. Darbo uždaviniai: 1) Remiantis moksline ir metodine literatūra, atskleisti tiriamųjų mokymo(si) metodų reikšmę ugdymo turinio struktūroje. 2) Mokslinės ir metodinės literatūros analizės pagrindu išskirti vadovėlių turinio vertinimo kriterijus galimybių taikyti tiriamuosius mokymo(si) metodus aspektu... [toliau žr. visą tekstą] / Recently, more and more emphasis is put on the teaching/learning methods and techniques, i.e. “How to teach?”, rather than on the teaching contents or programs (Walsh, 2001; Bartkevičienė, 2008; Hargreaves, 2008). In the young school age, a cognitive child’s relationship with the environment prevails, therefore a primary school is a favourable time to start developing a personal scientific literacy, fostering a scientific culture, and introducing scientific research methods, which undoubtedly develop pupils cognitive competencies (Lamanauskas, 2004; Savickaitė, 2005; Vilkonienė, 2005). With consideration of the above, the research problem is formulated as a question: whether the content of the world cognition textbooks currently used in the primary school provides a favourable context for application of exploratory methods and, at the same time, for activation of the pupils nature research / environmental research activities? No studies have been carried out in Lithuania to investigate, if the world cognition textbooks promote the pupils research activities. This is the novelty of this research. The object of the research: the content of the world cognition textbooks of the 1st-4th forms in the respect of application of exploratory teaching/learning methods. The aim of the thesis: to assess the possibilities provided by the world cognition textbooks of the 1st-4th forms for application of exploratory teaching/learning methods. The targets of the thesis: 1) Based on the... [to full text]

The purposes of the study were (1) to validate five selected supportive and five selected non-supportive nonverbal movements, and (2) to determine the effects of the nonverbal expressions upon subjects' learning of a gross motor skill. Subjects were twenty-eight college women who met the established criteria. The testing instrument was the Bachman Ladder. Fourteen subjects received the supportive-- non-supportive nonverbal treatment sequence; fourteen subjects received the reverse treatment sequence. Subjects numerically ranked the degree of treatment following each experimental session. Data were analyzed by analysis of variance method. Alpha was .05. Conclusions of this study were (1) that nonverbal supportive and non-supportive treatments do not significantly affect gross motor learning, and (2) the selected expressions are valid techniques for nonverbal communications.

Although formative assessment is fundamental to educational theory and practices, it is a widely misunderstood term for most educators. This qualitative study defines formative assessment as short-cycle assessments in which teachers adapt their instruction to meet the learners‟ immediate needs. This study focused on the transformation of teachers‟ practices and their perspectives of the critical pedagogical principles necessary to enact The Keeping Learning on Track Program® (KLT™) in their classrooms and in teacher learning communities. The participants in this study included 21 formally trained KLT teachers at the St. Johnsbury School. Over a one year period, I observed in classrooms, attended all KLT teacher learning community (TLC) sessions, collected field notes, attended KLT trainings and presentations, and conducted individual and focus group interviews. The primary area of transformation included: the regulation of learning, beliefs and attitudes, accountability, shared leadership, systemic supports, motivation, classroom culture, and teacher practices.

TITLE: Methodology of korfball in primary school AUTHOR: Andrea Lhotáková DEPARTMENT: Department of Physical Education SUPERVISOR: Mgr. Věra Kuhnová ABSTRACT: This thesis is focused on the preparation of basic methodology of korfbal for beginners - primary school children. The methodology is intended for PE teachers in basic schools, especially primary school teachers. They could use findings from this study in PE lessons or in afterschool activities groups focused on korfball. The theoretical part deals with basic information about korfball including its history and presents the modification of korfball called monokorfball. The thesis focuses on the basic methodology of korfball skills with basic exercises, such as work with the ball /passing, shot, catching etc./. The short analysis of the status of the coach/teacher and the organization of training are mentioned, too. The practical part compares the suitability of korfball and monokorfball on a group of primary school pupils by the method of experiment. The thesis includes a set of six basic training lessons for beginning players and coaches. The work also evaluates the views of pupils on korfball according to a simple questionnaire. KEYWORDS: Korfball, monokorfball, methodology, sport, game, primary school, teaching, learning, child

O objetivo desse estudo foi investigar as instruções fornecidas por professores de educação física no contexto de ensino-aprendizagem do futsal. Especificamente, buscou-se: (1) identificar quais instruções professores de educação física forneciam em (a) aulas de educação física, (b) aulas de Atividades Curriculares Desportivas (ACD) e (c) Jogos Esportivos do Estado de São Paulo; (2) sobre qual aspecto do futsal as instruções se referiam (categoria); (3) se o tempo de magistério influenciava nas instruções. Participaram voluntariamente dessa pesquisa cinco professores de educação física da rede estadual de ensino de São Paulo, do sexo masculino, com idade média de 38,8 anos (± 7,6 anos). Foram realizadas filmagens de quatro aulas de educação física curricular, quatro aulas de ACD e cinco jogos nos JEESP. Foram transcritas e categorizadas de acordo com o instrumento de análise da instrução SAPCI, 1543 instruções: 286 em aulas, 486 nos treinos e 771 nos jogos. O método de análise de conteúdo foi utilizado para a interpretação do significado da instrução. Além disso, os dados foram analisados descritivamente em termos da quantidade de ocorrências de cada instrução. Três análises foram realizadas: a primeira considerou as instruções intra dimensão de ensino, isto é, na aula, no treino e no jogo; na segunda, as instruções foram analisadas comparando-se as dimensões (aula vs. treino vs. jogo); e, na terceira as principais instruções foram analisadas em razão do tempo de magistério dos professores. Os resultados revelaram que (1) as instruções sobre técnica ofensiva passe foram as únicas observadas nas três dimensões, além de serem aquelas mais fornecidas nas aulas de educação física e em treinos; (2) nos jogos, a ênfase instrucional esteve sobre Tática Individual Defensiva Jogo Posicional; e (3) os professores com maior tempo de magistério forneceram instruções relacionadas a Tática Individual Defensiva Jogo Posicional enquanto que aqueles com menor tempo de magistério o fizeram em relação às regras e violações / The aim of this study was to investigate the instructions provided by physical education teachers in the school context of teaching-learning of futsal. Specifically, it was investigate: (1) which instructions physical education teachers provided in (a) physical education classes, (b) classes of Sports Curricular Activities (ACD), and (c) Sports Games of the State of São Paulo (JEESP); (2) which aspect of futsal the instructions referred to (category); (3) whether the instruction was influenced by the time working as a teacher. Five physical education teachers of the educational system in the state of São Paulo, all males with mean age of 38.8 years (± 7.6 years) participated voluntarily in this study. Four physical education classes, four ACD classes and five games at JEESP, in three dimensions of teaching were recorded. 1543 instructions were transcribed and categorized according to the SAPCI instruction analysis tool: 286 from physical education classes; 486 from futsal training and 771 from games. The content analysis method was used to interpret the meaning of the instruction. In addition, data were analyzed descriptively in terms of the number of occurrences of each instruction. Three analyzes were carried out: the first one considered the intradimension instructions, that is, in the classes, training and games; in the second, instructions were analyzed comparing the dimensions (classes vs. training vs. games); and, in the third the main instructions were analyzed based on teachers\' time working as a teacher. The results revealed that (1) instructions about offensive technique of passing were the only one observed in the three dimensions. Furthermore, they were those most provided in physical education classes and training; (2) in the games, the instructional emphasis was on defensive individual tactic - positional game; and (3) teachers with the longest time working as a teacher emphasized instructions related to defensive individual tactic - positional game, whereas teachers with shortest time working as a teacher focused on rules and violations