In this study I attempt to develop a rationale for the role of student writing in advancing learning in Zoology. To this end, I use the informed and insightful voices of five academics from the University of Cape Town's Department of Zoology to present a picture of the goals of the discipline, how they view the role that student writing plays in advan~ing these goals, a sense of the tensions they face in dealing with student diversity, and the promise and challenges of innovative approaches. My interest in how staff view student writing stems from a belief that staff make use of student writing in different ways, depending on their assumptions about writing. I explore these assumptions by means of interviews with members of staff, in which I ask about how they understand the pursuit of science, the qualities a scientist needs to develop, the best ways to develop these qualities in students, and the part that student writing plays in this development. What emerges in this study is the understanding that the kinds of writing we ask students to do reflect the forms of educational practice that we sustain. On the one hand, certain forms of writing may support forms of transmission pedagogy that are viewed as being at odds with progressive science education. On the other hand, if we are to develop alternative teaching approaches which are in keeping with contemporary views of science and learning, then we need to develop new genres of student writing that give expression to these goals and methods. The study concludes with suggested avenues into curriculum review that would operationalise the insights developed by this study.

Magister Educationis - MEd / This research investigated how grade 7 learners dealt with introductory aspects of integers when they are introduced through a temperature model. In particular, the study analysed the effect of an intentional teaching strategy on learners' engagement with integers. The idea of combining an intentional teaching strategy with the introduction of integers in grade 7 learners using a temperature model is what makes this study unique. A qualitative study was adopted. Data was collected by means of audio and video and also by means of learners' completed worksheets. The results of the study indicate that the majority of learners could recognise, compare and order integers. It is recommended that the application of intentional teaching with a temperature model is a viable strategy to introduce grade 7 learners to integers.

M.Ed. (Teaching Studies) / Hierdie navorsing is gebaseer op die onderrigvaardighede wat tydens lesvoorbereiding en lesbeplanning benodig word. Onderwysers benodig sekere toepaslike en relevante onderrigvaardighede binne die onderwys professie. Daar word gepoog om die basiese onderrigvaardighede te identifiseer wat benodig word tydens lesvoorbereiding en -beplanning, hoe 'n onderwysstudent hierdie vaardighede kan bemeester en om te bepaal of die vaardighede deur die onderwysers aangewend word in die werklike onderrigsituasie. Die doeI van hierdie studie word volledig in hoofstuk 1 uiteengesit. Die doelstellings is as volg: * om 'n verskeidenheid van vaardighede wat tydens lesvoorbereiding en beplanning benodig word, te identifiseer; om ondersoek in te stel of hierdie vaardighede aan onderwyskolleges en universiteite wei onderrig word; om te bepaal of onderwyskolleges en universiteite (volgens die respondente) die nodige aandag, prakties sowel as teoreties, aan die onderrig van genoemde vaardighede bestee, en om te bepaal of die vaardighede, indien wei onderrig is, in die klaskamersituasie aangewend word. 'n Vraelys is saamgestel wat op die basiese onderrigvaardighede gebaseer is en wat onder andere die volgende insluit: besluitnemingsvaardighede; onderrigvaardighede betreffende die leerling se beginsituasie; vaardighede om die doel, doelstellings, lesinhoud, leerling-onderwyseraktiwiteite, leerinhoud, organisasie, evaluasie en terugvoer korrek te selekteer. Die vraelys is deur onderwysers van verskillende jaargroepe in verskillende skole voltooi om sodoende data van onderwysvaardighede tydens lesbeplanning en -voorbereiding in te same!. Die bevinding van die vraelys weerspieel die opinie dat aile jaargroepe van onderwysers saamstem dat die teoretiese aspek van hul opleiding genoegsame aandag geniet, maar dat die praktiese opleiding van onderwysers nie dieselfde aandag geniet nie. Die bevindings dui daarop dat 'n ongebalanseerdheid bestaan tussen die teorie en die praktyk. In die lig hiervan het die navorser dit nodig geag om sekere aanbevelings aan kolleges en universiteite te maak, ter bevordering van die status quo. Daar word onder andere voorgestel dat tersiere inrigtings hul huidige onder-wysersopleiding kurrikula en opleidingsprogramme hersien, ten einde meer effektiewe praktiese ondervinding aan onderwysstudente te bied, en hulle sodoende beter toerus met die vereiste onderrigvaardighede wat hulle in staat sal stel om hulle taak met beter bevoegdheid, meer effektiwiteit en sukses te verrig.

Philosophiae Doctor - PhD / The aim of this study was to investigate the hypothetical view that the use of familiar social institutions in the formulation of mathematical problems by mathematics pre-service teachers will enable them to find solutions to problems by taking meaning, context and realities of a problem into consideration. The approach to investigate this hypothetical view was to describe the mathematical behaviour of pre-service teachers in an application and modelling context. This study, therefore, described the strategies used to arrive at solutions for problems from real life situations that are familiar to the participants. / South Africa

M.Ed. (Media Studies) / In the present career orientated education no guidelines exist for the utilisation of media in the teaching of Mechanotechnology. In this study research is undertaken in the various teaching methods and the concomitant integration of media to make the teaching of Mechanotechnology easier. Firstly, the nature of the subject, as well as the defining of aims and objectives, is investigated. The various levels of aims and objectives are discussed with reference to Bloom's theories of learning. In the study reference is also made to the taxonomies and learning objectives according to De Block's study. In lesson planning it is very important to establish the background situation of learners. Various factors play an important part in this case, like, for example, intelligence, reading ability, background knowledge and development. After the level of knowledge has been established, the lecturer can decide upon a particular teaching strategy. The teaching strategy determines the method according to which the lecturer may best unlock the selected content for the pupil. an acceptable strategy is Maarschalk heuristic model. A distinction is made between heurostentic and ostensive approaches, with a variety of blended forms in between. It is clear that a didactic situation can bot be easily conceived without media. A given teaching medium may be applied in various ways. Modern technology provides the possibility to present particular objects or events in a variety of ways. Media integration may, however, not be taken lightly but must be preceded by systematic planning. The lecturer must make sure that optimal learning gain is obtained.

Fear of computers -- Student/subject-centered teaching model.

A long Canadian tradition has promoted the rise of multicultural education. In this multicultural society, ways to deal with the cultural differences in the teaching of Chinese to students with various backgrounds and needs have always been a challenging task. A review of the literature revealed that little research has focused on Chinese pronunciation teaching in Canada. In order to understand the teaching of Chinese pronunciation in Canadian universities, this study examines Integrated Chinese (Liu, Yao, et al., 2016), a Chinese textbook widely used in Canada. The study also qualitatively analyses two teachers' self-evaluations and their teaching experiences, as gathered from surveys and interviews. The results of the study aim to inform both seasoned and novice teachers in their work in the Canadian post-secondary context and to offer practical pedagogical recommendations for consideration. / Graduate

Graduate students in the College of Education at the University of North Texas, Denton rated 57 teacher attributes on their relative importance in effective teaching. The data was analyzed across six demographic variables of department, sex, degree, nationality, teaching experience, and previous graduate school, using mean scores, one-way ANOVA, and t-tests for two independent samples.

Master of Arts (MA)

Text in Afrikaans / Relevante Geskiedenisonderrig in ajgelee gebiede: enkele onderrigstrategiee vir die intermediere ~kooljase is 'n didakties-pedagogiese ondersoek na die grondliggende redes waarom leerders geskiedenis nie as 'n relevante skoolvak beleefnie. Vanuit hierdie kemprobleem is drie onderliggende subprobleme ge'identifiseer, naamlik: •:• Geskiedenis is nie 'n relevante skoolvak nie; •:• Intermediere leerders in afgelee gebiede ervaar geskiedenis nie as 'n relevante skoolvak me, en •:• Die gebruik van die konvensionele onderrigmetodes in geskiedenisonderrig is onvoldoende om die relevansie van geskiedenis as 'n skoolvak vir leerders te verhoog. Die ontwikkeling van vernuwende onderrigstrategiee in geskiedenisonderrig vir intermediere leerders in ajgelee gebiede kan hulle dus help om die vakinhoud te verstaan, en tot lewenslange en gemotiveerde leerders en burgers te ontwikkel. Die hipotese kan dus aanvaar word dat die ontwikkeling van innoverende onderrigstrategiee die relevansie van geskiedenis vir die intermediere leerders in afgelee gebiede kan verhoog. / Relevant history instruction in isolated areas: Some teaching strategies for the intermediate school phase is a didactic pedagogical investigation into the basic reasons why learners at school do not experience history as a relevant school subject. From this core problem, three underlying sub-problems were identified, namely: •!• History is not a relevant school subject; •!• Intermediate learners in isolated areas do not experience history as a relevant school subject, and •!• The use of conventional teaching methods in history teaching is inadequate for increasing the relevance of history as a school subject for learners. The development of innovative teaching strategies in history instruction for intermediate learners in isolated areas can therefore enable them to understand history as a relevant school subject and to develop into permanent and motivated learners and citizens. We can therefore accept the hypothesis that the development of teaching strategies can increase the relevance of history teaching for intermediate learners at school in isolated areas. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)