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Matematiska förmågor i gymnasieläromedel : Vilka förmågor får eleverna träna mest på från vanliga gymnasieläromedel? / Mathematical Abilities in Secondary Education TextbooksChohan, Muzammil January 2024 (has links)
Denna studie syftar till att undersöka vilka matematiska förmågor som förekommer inom vanliga kursläromedel i matematik på gymnasienivå. Hur dessa är fördelade i förhållande till varandra inom respektive matematikläromedel samt hur de är fördelade i jämförelse över dessa läromedel. Det är en innehållsanalys baserat på ett etablerat ramverk som utgår ifrån att först konstatera vad som är matematiskt kunnande, och därefter implementera ett analysverktyg som kan koda tryckta uppgifter ifrån matematikläromedlen till någon matematisk förmåga. Verktyget bygger på att indentifiera kompetensrelaterade aktiviteter ifrån läromedlen för att bestämma vilken matematisk kompetens det motsvarar, även kallade förmågor. Dessa förmågor är definierade i Skolverkets aktuella läroplan för gymnasieämnet Matematik. De är procedur, begrepp, problemlösning, modellering, resonemang och kommunikation. Resultatet visar att olika förlag med olika författare till de analyserade läromedlen har valt att premiera olikartad över hur fördelningen utav förmågorna ska se ut, inom det undersökta specifika avsnittet. Men generellt sett så konstaterar denna studie, med stöd ifrån resultatet, att procedurs- och begreppsförmågan är överrepresenterade bland uppgifterna som ska träna elever i matematiska förmågor. Historiskt sett är inte resultatet helt märkvärdigt eftersom procedurer, eller algoritmer, alltid har på ett eller sätt varit ett stort fokusområde för inlärningen utav matematisk kunskap inom skolväsendet. För vidare studier på universitet och högskola är det oftast mer väsentligt att basala algoritmiska procedurer sitter hos eleverna. Men då denna studie enbart har fokuserat på läromedlen så kan nästa steg vara att undersöka lärarens pedagogik och möjlighet till påverkning utav vilka matematiska förmågor som eleverna tränas på, både under och utanför lektionstiden. Samtliga matematiska förmågor som innebär matematiskt kunnande bör ges utrymme till att tränas på av eleverna. / This study aims at investigating which mathematical abilities appear in regular math textbooks aimed towards secondary education. How these abilities are proportioned to each other within respective textbook as well as how they are proportioned in comparison over several textbooks. This is a content analysis based on an established framework which proceeds from first determining what is mathematical knowing and thereafter implementing a tool of analysis which can code printed textbook exercises to some mathematical ability, or competency. The tool identifies competence related activities from the textbooks in order to determine which mathematical competency it corresponds to. The mathematical abilities are defined in current Swedish national school curriculum for mathematics in secondary education. They are procedure, concept, problem solving, modelling, reasoning and communication. Results show that different publishers with various authors of the analyzed textbooks have divergent proportions of mathematical abilities represented, within a specific subchapter. In general this study can state that the abilities procedure and concept are overrepresented among all the abilities which students are meant to practice. Historically seen, this result is not that surprising as procedures, or algorithms, have always in one way or another been a primary focus for attaining mathematical knowledge in school. For further studies at college or university it is important that students are already familiar with basic algorithmic procedures. Although this study has mainly focused on mathematics textbooks, next step could be to study the teacher’s role and pedagogy in affecting which abilities students get to practice, both in and outside class time. All mathematical abilities should be given enough time for students to practice and improve in
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Grade nine learners' experiences of career counselling at schoolVan de Venter, Aletta Maria 30 November 2006 (has links)
This study aimed at exploring the grade nine learners' experience of career counselling at school in order to determine their ability to make informed subject and career choices. The literature review explored career education programmes and the changing world of work in South Africa. The importance of knowledge about career possibilities, personal values, personality traits and individual interests and abilities was highlighted. Qualitative research involved grade nine learners and Life Orientation teachers in individual and focus group interviews. Data analysis led to the following conclusions:
Life Orientation teachers are not adequately informed about the purpose and aim of the career counselling process.
Most teachers do not have the necessary knowledge and skills to support learners to make informed subject and career choices.
Career counselling in grade nine does not meet the needs of the learners. / Educational Studies / M. Ed.(Psychology of education)
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Geletterdheidsgereedmakingsprogram en die implikasies daarvan vir skoolgereedheid : 'n sielkundig-opvoedkundige perspektief / A literacy preparatory programme and its implications for school readiness : an psychological-educational perspectivePretorius, Ursula 11 1900 (has links)
Summaries in Afrikaans and English / Ontluikende geletterdheid is waarskynlik die belangrik:ste tema wat in hierdie
proefskrif behandel word. Die doelbewuste skepping van ouderdomsrelevante
geleenthede vir die kleuter om op 'n informele wyse blootstelling en deelname aan
luister- praat-, lees- en skryfvaardighede te ervaar, dien as vertrekpunt. Vroee
ontwikkeling van geletterdheidsvaardigbede, as komponent van kognitiewe
ontwikkeling by die kleuter, bet geblyk noodsaaklik te wees- nie net ten aansien van
skoolgereedheid nie, maar ook ten opsigte van sy uiteindelike selfverwesenliking.
Die oogmerk strek dus verder as die afiigting van die kleuter tot 'n toereikende
vaardigbeidsvlak ten einde skoolgereed te kan wees. In teenstelling met die lank
bestaande beleid in Suid-Afiika, wat bepaal bet dat voorskoolse onderwys byna
uitsluitlik die onderrig van perseptuele vaardigbede moes bebels, word 'n alternatiewe
benadering m hierdie proefskrif aangedui. Hulpverlening met
geletterdheidsontwikkeling as doelwit behels waarskynlik 'n meer omvattende
scenario ten einde die beboeftes van die affektief-, kognitief-, sosiaalwordende kind
aan te spreek. Ontsluiting van 'n nuwe wereld van kennis waardeur nonne, boudings
en vaardighede aangeleer word, bet 'n direkte invloed op die kwaliteit van sy totale
lewe. By uitnemendbeid skep uitkomsgerigte onderwys die geleentbeid om reeds op
voorskoolse vlak, geletterdbeidsvaardigbede op 'n informele wyse aan te leer. Die
mite dat primere skole aileen die voorreg beskore is om leerders te leer lees en skryf,
word krities in hierdie studie bevraagteken. Die klemverskuiwing is reeds sigbaar in
die nuut-aangekondigde onderwysbeleid naamlik dat die leerprogram Geletterdheid
minstens sowat 40% van die daaglikse onderrigprogram in die grondslagfase moet
geniet. Die wyse waarop geletterdheidsvaardighede aangeleer kan word, word indiepte bespreek. Eweneens word belangrike prosesse waardeur die ontwikkeling van
'n fonologiese-, semantiese- en sintaktiese bewussyn, aan die orde gestel. Die
aanleer van geletterdheidsvaardighede blyk nie alleen noodsaaklik te wees vir die
ontwikkeling van lewensvaardighede nie dit bewerkstellig toegang tot en die
begryping en belewing van die werklikheid wat die mens omring. / Emergent literacy is probably the most important theme addressed in this thesis. The
purpose is to create age related opportunities for the pre-school child to experience
exposure and participation in listening-, vocal-, reading- and writing abilities on an
informal basis which serves as a point of departure. Early awareness of literacy
abilities as a component of cognitive development of the pre-school child has proved
to be essential - not only in respect of school readiness, but also with regard to
ultimate selfactualisation. The aim therefore goes beyond the mere training of the
pre-school child to an adequate level of competence to be well prepared for formal
schooling. Contrary to the well established policy in South Africa which determined
that pre-school education should be limited to the exclusive teaching of perceptual
abilities, an alternative approach has been considered in this thesis. Assistance with a
view to literacy development probably encompasses a more inclusive scenario in
order to address the requirements of the emotional, cognitive and social developing
pre-school child. Exposure to a new world of knowledge through which norms,
attitudes and abilities are acquired, has a direct influence on the quality of his total
life. Outcomes based education provides an excellent opportunity to acquire already
at pre-school level, literacy skills on an informal basis. The myth that only primary
schools have been allotted the privilege to teach learners to read and write, is being
critically questioned in this study. The change in emphasis is already evident in the
recently announced education policy, namely that the daily learning programme
Literacy must include at least 400/o of the foundation programme phase. The manner
in which literacy skills can be acquired are discussed in depth. Simultaneously
Literacy must include at least 400/o of the foundation programme phase. The manner
in which literacy skills can be acquired are discussed in depth. Simultaneously
important processes affecting the development of a phonological, semantic and
syntactic cognition are discussed. The acquisition of literacy skills appears not only
to be important to the development of life skills - it accomplishes access to and the
comprehension of as well as the perception of the reality surrounding man. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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The predictive validity of learning potential and personality for work performance in a public sector departmentMashau, Eric Muthundinne 15 September 2015 (has links)
The first objective of this research was to investigate the predictive validity of the learning potential as measured by Ability, Processing of Information and Learning Potential Short Version (APIL SV) in predicting work performance. The second objective was to investigate the predictive validity of personality as measured by the Occupational Personality Questionnaire Ipsative (OPQ32i) in predicting work performance. The sample consisted of 104 employees of a public sector department. Learning potential and personality were the predictor/independent variables; work performance as measured by supervisory rating was the only criterion/dependent variable of the study. The results revealed that both the APIL SV and the OPQ 32i dimensions did not correlate significantly with work performance as measured by supervisor rating. / Industrial and Organisational Psychology / M. Com. (Industrial and Organisational Psychology)
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Utenos vyresniųjų klasių mokinių mokėjimo mokytis kompetencijos tobulinimo veiksniai / Factors improving the competence of learning abilities to learn of senior schoolchildren in Utena townIsakė, Vita 29 June 2009 (has links)
Šiandienos pedagogui keliamas labai svarbus uždavinys - sukurti tokį mokymosi procesą, kuris skatintų moksleivių mokymąsi. Europos Sąjungos dokumentuose akcentuojamos perėjimo į mokymąsi visą gyvenimą galimybes laiduojančios kompetencijos, svarbiausia pripažįstama - mokėjimo mokytis kompetencija. Pastarųjų metų tyrimai rodo, jog besimokantieji mokymosi mokytis kompetencijos stokoja.
Darbo tikslas: Ištirti Utenos vyresniojo mokyklinio amžiaus mokinių mokėjimo mokytis kompetencijos tobulinimo veiksnius.
Darbo uždaviniai: 1. Apibrėžti mokėjimo mokytis kompetencijos vietą profesinių kompetencijų struktūroje. 2. Atskleisti pagrindinius subjektyvius mokėjimo mokytis kompetencijos kaitos veiksnius. 3. Ištirti objektyvius mokėjimo mokytis kompetencijos veiksnius ugdymo sistemoje. 4. Ištirti mokinių požiūrį į mokėjimo mokytis kompetencijos veiksnius. 5. Atskleisti mokytojų požiūrį į mokėjimo mokytis kompetencijos veiksnius.
Darbe naudoti šie tyrimo metodai: Mokslinės literatūros ir norminių aktų apžvalgos analizė; Anketinė vyresniųjų klasių mokinių ir pedagogų apklausa; Statistinė empirinių duomenų analizė.
Tyrimo imtis. 204 respondentai: 54 pedagogai ir 150 vyresniųjų ( X – XII ) klasių mokinių iš trijų Utenos miesto gimnazijų.
Pagrindinės išvados ir tyrimo rezultatai:
1. Profesinė kompetencija – mokėjimas mokytis priklauso kognityvinių kompetencijų grupei, kurios pagrindiniai aspektai yra savo paties mokymosi proceso organizavimas ir jo valdymas, grindžiamas žiniomis, įgūdžiais... [toliau žr. visą tekstą] / Nowadays a teacher faces an extremely important task to develop such learning process which should encourage the students to learn. The EU education documents emphasizes competences ensuring the possibilities for life long learning, the ability to learn is admitted to be the most important one. Recent researches show learners’ lack of competence to learn, therefore, the work analyses basic factors improving students’ competence of learning abilities to learn.
The Aim: To investigate factors improving senior students’ competence of learning abilities to learn in Utena town.
Objectives: 1. To define the place of competence of students’ learning abilities to learn in the structure of professional competences. 2. To reveal basic subjective factors influencing the changes in the competence of learning abilities to learn. 3. To investigate objective factors influencing the competence of learning abilities to learn in the education system. 4. To investigate students’ attitude towards the factors of competence of learning abilities to learn.
Methods used: The analysis of science literature and the survey of standard acts; questionnairing teachers and senior students; statistics analysis of empiric data.
Sampling. 204 respondents (54 teachers and 150 (X – XII forms) students) from three gymnasium schools in Utena town.
Main results and conclusions:
1. Professional competence, the ability to learn, belongs to the group of cognitive competences whose main aspects are organization and... [to full text]
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Die verband tussen leesbegrip en akademiese prestasie in die leerarea taal van graad 10-leerders / Jolinda DanielDaniel, Jolinda January 2007 (has links)
This study focused on the relationship between reading comprehension and academic
achievement of grade 10 learners in the learning area Language and attempted to
address the following primary research question:
What is the relationship between the reading comprehension of grade 10 learners in
their first and second language and their academic achievement in the learning area
Language ?
The researcher also addressed the following secondary questions:
Is them a significant difference between Afrikaans and Sesotho-speaking learners
regarding their achievements in reading comprehension (first and second language)
and the learning area Language (first and second language)?
Is there a significant difference between male and female learners regarding their
achievements in reading comprehension (first and second language) and the
learning area Language (first and second language) ?
A total of seventy-seven (77) grade 10 learners for whom English is a second language
were included in this study. The learners' reading comprehension abilities in the first
language (Afrikaans and Sesotho) and the second language (English) were tested and
correlated with their achievements in the learning area Language (first and second
language). The reading comprehension and language achievements of Afrikaans and
Sesotho-speaking learners respectively and male and female learners were compared.
Resulting from the findings of this study, the following conclusions were made:
A significant relationship exists between the reading comprehension of grade
10 learners in their first and second language and their academic achievement in the
learning area Language.
There is a significant difference between Afrikaans and Sesotho-speaking learners
regarding their achievements in reading comprehension (first and second language)
and the learning area Language (first and second language).
There is a significant difference between male and female learners regarding their
achievements in reading comprehension (first and second language) and the
learning area Language (first and second language). / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.
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A Study of the Effects of Classroom Instruction in the Areas of Folk Dance, Modern Dance, and Tap Dance Upon the Development of Rhythmic Ability of College WomenSloan, Allison Ann 06 1900 (has links)
The following purposes were proposed for the development of this study: A. To determine whether or not rhythmic ability as measured by the Harvey Rhythm Test is developed through participation in a folk dance class. B. To determine whether or not rhythmic ability as measured by the Harvey Rhythm Test is developed through participation in a modern dance class. C. To determine whether or not rhythmic ability as measured by the Harvey Rhythm Test is developed through participation in a tap dance class. D. To compare results of the Harvey Rhythm Test at the completion of the experimental period and to indicate any differences in development of rhythmic ability in the organized classes of folk dance, modern dance, and tap dance.
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A Comparison of Miranda Procedures: The Effects of Oral and Written Administrations on Miranda ComprehensionBlackwood, Hayley L. 08 1900 (has links)
Millions of custodial suspects waive their rights each year without the benefit of legal counsel. The question posed to psychologists in disputed Miranda waivers is whether this waiver decision was, knowing, intelligent, and voluntary. Mental health professionals must be aware of potential barriers to Miranda comprehension to provide expert opinions regarding a defendant's competency to waive rights. The current study examined how Miranda warning reading level, length, and method of administration affects Miranda comprehension. Recently arrested detainees at Grayson County Jail were administered oral and written Miranda warnings from the Miranda Statements Scale (MSS; Rogers, 2005) to measure their comprehension of the warnings. Surprisingly low levels of Miranda comprehension were found for most warnings. For all warnings at or above 8th grade, a substantial minority (27.1% - 39.6%) of defendants exhibited failed (i.e., < 50% understanding) Miranda comprehension. Regardless of other variables, oral administrations resulted in a substantially larger number of defendants with failed Miranda comprehension. Implications for public policy and clinical practice are discussed.
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Vztah mezi obecným inteligenčním faktorem g, širokými kognitivními schopnostmi a pracovní pamětí / The relationship between general intelligence faktor g, broad cognitive abilities and working memoryČeplová, Zuzana January 2011 (has links)
This thesis deals with the relationship between Working Memory, Working Memory Span tasks and general factor g and Broad cognitive abilities. Measured constructs are introduced in the theoretical part, with their evolution, various methods of their measurement and studies investigating the relation between them. The empirical part of the research has been conducted to verify the relationship between Working Memory and general intelligence factor g. It has been done to reveal the relationship between Working Memory Span tasks and Broad cognitive abilities as well. The question concerning the influence of the use of strategy while performing the automatic version of Working Memory Span tasks has been investigated as well.
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Vliv rodinných konstelací na vzdělání s ohledem na věkové odstupy a pohlaví sourozenců / The influence of family constellation on education considering age-gap and gender of siblingsKuba, Radim January 2015 (has links)
Biological and social factors determines human personality. Birth order and its influence rank among strong phenotype forming factors. Practical application of the knowledge is complicated due the lack of evidence in this area in the Czech Republic. In our study, we focused on the role of age-gap between siblings and the role of gender on the birth order in education. Proportion of firstborns in various group of biology students were analysed. We found significantly higher proportions of firstborns than expected. The results were compared to the sample from the years 1990-1995. A small decrease in firstborns representation is observed. We also find big influence of gender and age-gap between siblings on the effects. Decrease in age-gaps increases the proportion of firstborns. Similar effects were found in personality traits data. Our study is unfortunately limited due to small numbers of participants. We suggest replication of our results and further testing of the effects.
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