Text in Afrikaans / Die doel van die onderhawige studie is onder meer om loopbaanorientering aan die tersiere student (BSc Agric) teoreties te fundeer. 'n Uitgebreide Europese studiereis is ondemeem met die doel om bestaande loopbaanorienteringsprogramme aan tersiere instansies, veral universiteite, te ondersoek en die effektiwiteit daarvan te evalueer ten einde voortreflikhede te implementeer. In hierdie studie word die loopbaanorienteringsprogram vir BSc (Agric)studente aan die Universiteit van Pretoria wat reeds in 1994 ontwerp en ge'implementeer is, beskryf sowel as die behoeftepeiling wat onder BSc (Agric)-studente (voor en na die implementering van die program), en vennote in die landboubedryf gedoen is. 'n Verdere doel met die studie is om 'n wetenskaplik verantwoorde loopbaanorienteringsverrykingsprogram vir BSc (Agric)-studente aan die Universiteit van Pretoria te begrond, te ontwerp, die implementering daarvan te beskryf en die resultate daarvan te evalueer. Daar is gepoog om beide loopbaanontwikkelings- en studente-ontwikkelingsteoriee te beskryf en uit te le as fundering vir 'n verantwoorde loopbaanorienteringsverrykingsprogram vir tersiere studente. 'n Oorsig en perspektief is gebied op bestaande loopbaanorienteringsprogramme en -inisiatiewe in 'n intemasionale, nasionale en plaaslike konteks. Die verskynsel van die snelveranderende wereld-van-werk is literatuurmatig gepresiseer en die implikasies uitgewys vir die opleiding van en loopbaanorientering aan die student in die Landbouwetenskap. 'n Behoeftepeiling van loopbaan (en lewens-)kundighedeen vaardighede waaroor graduandi moet beskik is gedoen onder BSc (Agric)-studente (v66r en mi programimplementering) en onder vennote in die landboubedryf. Die ontwikkeling, beslaggewing en ,evaluering van 'n loopbaanorienteringsverrykingsprogram vir BSc (Agric)-studente is beskryf en toegelig. 'n Samevatting van die studie is gegee met enkele gemotiveerde aanbevelings wat uit die navorsing voortvloei. Voorstelle is gemaak vir die inisiering van 'n loopbaansentrum vir studente van die Universiteit van Pretoria. / The aim of this study is amongst others to lay the theoretical foundation of career orientation for BSc (Agric)-students. An extensive European study tour was undertaken with the aim of investigating and evaluating existing career orientation programmes and/or student enrichment endeavours at the various tertiary institutions especially universities. The effectiveness of these programmes was evaluated with the aim of utilizing and implementing aspects of them. In this study the career orientation enrichment programme for BSc (Agric)-students that was already designed and implemented at the University of Pretoria in 1994, is described. The needs of the BSc (Agric)-students before and after the implementation of this programme were determined as well as those of the partners in the agricultural industry. Another aim of this study is to describe the foundation, design and implementation of a scientific, accountable career orientation enrichment programme for BSc (Agric)-students at the University of Pretoria and to evaluate the outcome thereof. The various career development and student development theories are elucidated and described as a foundation for an accountable career orientation enrichment programme for tertiary students. An overview is given of career orientation programmes and initiatives in an international, national and local context. The phenomenon of the fast changing world-ofwork is described and defined more precisely through a literature study with reference to the implications for the training of and career orientation regarding the student in the Science of Agriculture. An investigation was done of the career (and life-) skills that graduates have to attain. The needs and views of BSc (Agric)-students (before and after the programme implementation) and partners in the agricultural industry were extracted. A summary is given of the arguments put forward in this thesis together with some recommendations that have emerged from this research. Proposals are made for the initiation of a career centre for students at the University of Pretoria. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-01-22T14:19:15Z No. of bitstreams: 1 arquivototal.pdf: 2043040 bytes, checksum: d3969dfb8820850b9bcc7cb007b36573 (MD5) / Made available in DSpace on 2016-01-22T14:19:15Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2043040 bytes, checksum: d3969dfb8820850b9bcc7cb007b36573 (MD5) Previous issue date: 2015-03-02 / This thesis was the object of study Specialization Course in Family Farming Peasant Education and Field UFPB, the National Programme for Education Planning: Students and Professional Qualification Training for Technical Assistance and Rural Extension - Agricultural Residence course, offered by the Program National Education in Agrarian Reform (PRONERA). The research aimed to investigate the concept of education and the preparation processes of (the) professional for a role in the peasant family agriculture, and specific objectives, seek to: a) conceptually to characterize the critical education; b) characterize the PRONERA as public policy to conduct the course Agrarian residence; c) To analyze the perceptions of the graduates about the educational processes of the course and its performances. The research was guided by the questions: how to conceive and develop the course professional training processes Agrarian Residence? The concepts and practices include the principles of critical education and rural education? The training enables foundation to guide the work of professionals towards the educator technical? The research, qualitative, consisted of a case study. Procedures and research tools consisted of analysis of documents and interviews with former students and teachers who worked in the course of a total of sixteen interviews. The result of this research process finds itself ready in seven chapters, and the final chapter focuses the results in more detail. Thus, we find, even occasionally, this course contributed to a critical formation and reaffirmed commitments teachers technical to strengthen a peasant family agriculture. As theoretical support, we use several authors: Prado Junior (1981); Furtado (2007); Silva (1998); Martin (1995); Jesus (2007); Demo (1996); Paiva (1987); Zotti (2004); Romanelli (1998); Saviani (2008); Fernandes and Molina (2004); Caldas (2008); Hofling (2001); Freire (1969, 1977, 1999, 2006); Caldart (2004); Brandao (1992); Gadotti (1992). The survey results show that after the course, there was a change in attitude and actions of educators Technical. All (the) respondents are working together with peasant family farming, on the NGO or field of schools with a methodology that recognizes and values the subjects. / Cette thèse a été l'objet d'étude cours de spécialisation dans l'agriculture familiale paysanne Education and Field UFPB, le Programme national de planification de l'éducation: Les étudiants et formation professionnelle de qualification pour l'assistance technique et de vulgarisation en milieu rural - bien sûr Residence agricole, offert par le Programme Education nationale à la réforme agraire (PRONERA). La recherche visait à étudier le concept de l'éducation et les procédés de préparation de (les) objectifs professionnels pour un rôle dans l'agriculture familiale paysanne, et spécifiques, chercher à: a) conceptuellement pour caractériser l'éducation critique; b) caractériser la PRONERA tant que politique publique à mener au cours résidence agraire; c) Pour analyser les perceptions des diplômés sur les processus d'enseignement du cours et ses performances. La recherche a été guidée par les questions: comment concevoir et élaborer des processus de la formation professionnelle de cours agraire Residence? Les concepts et les pratiques comprennent les principes de l'éducation critique et l'éducation en milieu rural? La formation permet fondation pour guider le travail des professionnels vers l'éducateur technique? La recherche, qualitative, a consisté en une étude de cas. Les procédures et les outils de recherche se composait de l'analyse de documents et des entretiens avec les anciens élèves et les enseignants qui ont travaillé dans le cadre d'un total de seize interviews. Le résultat de ce processus de recherche trouve prête en sept chapitres, et le dernier chapitre se concentre les résultats plus en détail. Ainsi, nous trouvons, même occasionnellement, ce cours a contribué à une formation critique et a réaffirmé les engagements (comme) les enseignants (que) technique (comme) pour renforcer une agriculture paysanne familiale. Comme support théorique, nous utilisons plusieurs auteurs: Prado Junior (1981); Furtado (2007); Silva (1998); Martin (1995); Jésus (2007); Démo (1996); Paiva (1987); Zotti (2004); Romanelli (1998); Saviani (2008); Fernandes et Molina (2004); Caldas (2008); Hofling (2001); Freire (1969, 1977, 1999, 2006); Caldart (2004); Brandao (1992); Gadotti (1992). Les résultats de l'enquête montrent que, après le cours, il y avait un changement dans l'attitude et les actions des éducateurs (comme) technique (que). Tous (les) répondants (que) collaborent avec l'agriculture familiale paysanne, sur le domaine de l'ONG ou les écoles avec une méthodologie qui reconnaît et valorise les sujets. / Esta tese teve como objeto de estudo o Curso de Especialização em Agricultura Familiar Camponesa e Educação do Campo da UFPB, do Programa Nacional de Educação no Campo: Formação de Estudantes e Qualificação Profissional para Assistência Técnica e Extensão Rural – curso Residência Agrária, oferecido pelo Programa Nacional de Educação na Reforma Agrária (PRONERA). A investigação teve como objetivo geral investigar a concepção de educação e os processos formativos dos(as) profissionais para uma atuação na agricultura familiar camponesa, e como objetivos específicos, procuramos: a) caracterizar conceitualmente a educação crítica; b) caracterizar o PRONERA como política pública para realização do curso Residência Agrária; c) Analisar as percepções dos egressos acerca dos processos educativos do curso e de suas atuações. A pesquisa se orientou pelas questões: como se concebem e se desenvolvem os processos de formação de profissionais do curso Residência Agrária? As concepções e as práticas contemplam os princípios de educação crítica e de educação do campo? A formação possibilita um embasamento que oriente a atuação dos profissionais no sentido do educador(a) técnico(a)? A pesquisa, de natureza qualitativa, consistiu em um estudo de caso. Os procedimentos e instrumentos de pesquisa consistiram na análise de documentos e entrevistas com egressos e professores que atuaram no curso, num total de dezesseis entrevistas. O resultado desse processo de investigação acha-se disposto em sete capítulos, e o último capítulo concentra os resultados com mais detalhes. Assim, constatamos, mesmo pontualmente, que este curso contribuiu para uma formação crítica e reafirmou compromissos dos(as) educadores(as) técnicos(as) para o fortalecimento de uma agricultura familiar camponesa. Como apoio teórico, utilizamos vários autores: Prado Junior (1981); Furtado (2007); Silva (1998); Martins (1995); Jesus (2007); Demo (1996); Paiva (1987); Zotti (2004); Romanelli (1998); Saviani (2008); Fernandes e Molina (2004); Caldas (2008); Hofling (2001); Freire (1969, 1977, 1999, 2006); Caldart (2004); Brandão (1992); Gadotti (1992). Os resultados da pesquisa apontam que após o curso, houve uma mudança de postura e atuação dos Educadores(as) Técnicos(as). Todos(as) entrevistados(as) estão atuando junto a agricultura familiar camponesa, ligado a ONG ou Escolas do campo com uma metodologia que reconhece e valoriza os sujeitos.

This work is a school-based case study conducted amongst learners of a rural High School and the immediate community in Whittlesea in the Eastern Cape where I teach. The research was conducted by using different research methods such as worksheets, questionnaires, interviews, practical activities and observations as well as photographs to investigate three indigenous wild local vegetable food plants (imifino). The fundamental assumption of the research is that, imifino can be looked after and cared for, to become valuable vegetable food plants which can be used as supplements to the cultivated vegetable food plants (umfuno). The question was: How could this concept be brought into the curriculum? It had also been assumed that bringing knowledge of imifino into curriculwn contexts could be of benefit to South African learners. The study produced a variety of findings: • There is a general feeling that those who eat imifino are the poor. • There is a lack of interest among women interviewed in the preparation process, for example going to pick the food plants from the fields, washing them and preparing the leaves as food. • AmaXhosa males look upon eating imifino with contempt. • Some males among the younger generation are beginning to overlook tradition and are eating imifino. • Inclusion of indigenous agricultural knowledge in the curriculum was supported by learners and community members. Learners have interest in knowing about indigenous food plants. • Learners feel as Africans that they must learn about the indigenous food plants in school in order not to lose knowledge of these plants completely. • The study also identified that interpretation of learning outcomes with an indigenous knowledge focus, requires careful attention to socio-cultural factors, and not just technical/ practical factors. Previous knowledge of learners and community members about imifino was mobilized to develop a sample OBE learning programme unit (LPU /Lesson plan) for the Grade 10 FET of Agricultural Science curriculum. The case study illustrates that Learning outcome 3 of the Agricultural Science subject can be achieved if educators involve learners and community members in developing learning programmes.

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<p>The need for STEM employees is on the rise in direct relation with the changing needs of our globe (Jang, 2015). There are gaps to be filled not only in the workforce and industry, but also by academia and government (Jang, 2015). K-12 STEM education has the ability to address 21^st century problems, in particular, the need for more highly skilled workers in STEM fields by focusing on developing students’ 21^st century skills. A critical skill for students to develop to be able to properly collaborate on teams and engage in the STEM workforce is problem solving. Problem solving is thought of as being the most important cognitive goal of education in every educational context: formal, informal, public schools, universities, and everything in between (Jonassen, 2010). In order to properly assess students, and know where improvements could be made, it is vital that we examine teachers first. By exploring how teachers approach problem-solving, and how self-efficacious they feel teaching problem-solving, then we can determine how to better assist both teachers and students. The current study sought to address this gap in the literature through surveying three states agriculture and science teachers using two established instruments. The survey was distributed online via Qualtrics and was available to participants for three weeks during the month of January 2020. The survey is divided into three major sections with the first two sections being the instruments used: (1) Problem Solving Inventory, (2) Teaching Science as Inquiry, and (3) Demographics. Demographics was placed at the end of the survey following recommendations from Dillman et al. (2014).</p><p> The final response rate for the survey was 9.04% for agriculture teachers and 13.4% for science teachers, a total of 22.44% (n = 504). After data cleaning there is a total of 4.3% of useable responses from agriculture and 5.58% for science resulting in a usable response rate of 9.88% (n = 205). A little more than half of the participants were female (59%) with the remainder being male (39.5%) and a small percentage (1.5%) elected not to respond or selected “prefer not to say”. The largest population that responded to the survey were between the ages of 44 and 54 (43.1%) and teaching for 21-25 years (19%). The survey found that teachers thought of themselves as being confident problem-solvers but used a more avoidance-style. Teachers also felt they had less control or had more negative feelings in regard to problem-solving. Overall, teachers from both agriculture and science viewed themselves as being moderate to high problem-solvers in general. The instrument was not intended to measure problem-solving relating to the classroom. The second instrument, the Teaching Science as Inquiry, measured how efficacious they felt teaching problem-solving. Teachers from both science and agriculture perceived themselves as being very self-efficacious and had high expectancy outcomes. ANOVA tests were conducted between the two groups to determine if there were differences in their responses and no statistically significant differences were found. A correlation was conducted in order to determine which variables from the two instruments held relationships. The correlation suggests that the two instruments have several strong relationships between the variables like personal self-efficacy and expectation outcomes. research should focus on refining the instruments to reduce the number of questions and survey more individuals to capture more generalizable results. </p>

<p>  </p> <p>School-based agricultural education programs use laboratories to develop cognitive, psychomotor, and procedural skills (Phipps et al., 2008). It is important to help preservice teachers develop the ability to design instruction to cultivate skills that are taught in laboratory settings. Shulman (1986) authored a term called Pedagogical Content Knowledge (PCK), which is a teacher’s knowledge of teaching. Animal science dissection was the topic chosen for this study, as PCK is topic-specific (Chan & Hume, 2018). There are many interpretations of PCK. The Refined Consensus Model (RCM) of PCK in Science Education (Carlson et al., 2019) was the conceptual model used in this study, as it is the most recent PCK model, and was developed by experts in science education from multiple countries. This model asserts that PCK is comprised of three realms: Collective PCK (cPCK), Personal PCK (pPCK), and Enacted PCK (ePCK). The first purpose of this study was to describe preservice agriculture teachers' Professional Knowledge Bases (which informs pPCK), before and after instruction, on the topic of animal science dissection in a Laboratory Practices in Agricultural Education (LPAE) course. The second purpose was to describe preservice agriculture teachers' cPCK, after instruction, on animal science dissection in an LPAE course. Content Representations (CoRes), a common tool used for PCK research, were used identify evidence of the Professional Knowledge Bases (PKBs) in preservice agriculture teachers’ instructional planning. Results from this study showed elevated descriptions of Professional Knowledge Bases, and participants collectively gained new ideas and collaboration skills. Overall LPAE dissection experience appeared to push the depth of student thinking and ability to make connections with future learning. Future research recommendations include using the RCM of PCK (Carlson et al., 2019) and CoRes in agricultural education; more PCK research, specifically exploring the development of Curricular Knowledge, on preservice teachers in agricultural education; and PCK research on other topics in agricultural education. It is recommended to not only include PCK development in teacher preparation programs but also have more than one exposure to PCK development.</p>

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Cities within California are beginning to incorporate urban agriculture into their land use designations. Prompted by residents and local organizations, cities are hoping to capture the benefits that urban agriculture provides. Research has shown that urban agriculture renews and beautifies neighborhoods, provides healthy food choices, increases public health, has the potential to help with stormwater runoff, creates jobs, and fosters community. In the last few years, several California cities have made headlines as they have adopted new zoning codes that include urban agriculture. In reviewing these new zoning codes and exploring the topic of urban agriculture, it became evident that just because an urban farm was small, organic and provided certain benefits that it was not free from impacting its surroundings. As more urban agricultural ventures are established within cities, planners have to carefully consider their effect. One such impact could be stormwater pollution. There is insufficient research to determine whether there is a relationship between urban agriculture and stormwater, however, studies on conventional agriculture and urban landscaping (mainly urban lawns) show that each of these areas pollute the local water bodies with sediment, chemicals, and nutrients. Is urban agriculture different? This thesis utilizes two case studies within California, the City of Oakland and the City of San Diego, to examine the similarities and differences between each city’s urban agriculture ordinances and evaluate whether or not the cities have adjusted stormwater requirements in parallel with these ordinances. Interview responses and site visits in each city were analyzed and compared to expound upon the approaches each city engaged. Using the collected data and analysis as a base, a set of guidelines was created for managing stormwater runoff from urban agriculture.