Submitted by Josiane ribeiro (josiane.caic@gmail.com) on 2016-03-10T17:33:49Z No. of bitstreams: 1 michelle.pdf: 674106 bytes, checksum: ed41c726862f12d1ba594e00661a593a (MD5) / Approved for entry into archive by Lilian M. Silva (lilianmadeirasilva@hotmail.com) on 2016-03-10T22:31:17Z (GMT) No. of bitstreams: 1 michelle.pdf: 674106 bytes, checksum: ed41c726862f12d1ba594e00661a593a (MD5) / Made available in DSpace on 2016-03-10T22:31:17Z (GMT). No. of bitstreams: 1 michelle.pdf: 674106 bytes, checksum: ed41c726862f12d1ba594e00661a593a (MD5) Previous issue date: 2016 / Somos seres inacabados, parte de um processo de construção e reconstrução de realidades, movidos pela curiosidade, pela necessidade de transformar, de buscar crescimento pessoal e social. Estamos constantemente ensinando e aprendendo, embora nem sempre tenhamos essa consciência. As idéias de Paulo Freire, que se constituíram o referencial filosófico deste estudo, contribuem para que a educação formal seja entendida como uma ação política e potencialmente transformadora da realidade social. A formação de enfermeiros e enfermeiras com base nas competências está legitimada através da Resolução nº 3, de 2001, que institui as Diretrizes Curriculares Nacionais (DCN) e direciona a possibilidade dos futuros profissionais perceberem a complexidade do seu fazer. Esse estudo objetivou identificar as competências e habilidades gerais presentes no curso de graduação em enfermagem de uma universidade federal do extremo sul do Rio Grande do Sul (RS), na percepção de um grupo de alunos e alunas. É uma pesquisa qualitativa, descritiva-exploratória, do tipo estudo de caso. O projeto foi encaminhado e aprovado pelo Comitê de Ética em Pesquisas da Área da Saúde (CEPAS). Foram sujeitos da pesquisa estudantes do 3º ao 8º semestres de um curso de graduação em enfermagem, selecionados previamente. A coleta de dados foi desenvolvida através do Grupo Focal, sendo realizados três encontros. Estes foram transcritos na íntegra e submetidos à Análise de Conteúdo, tendo originado as seguintes categorias: Dicotomia provocada pelas competências administrativas e gerenciais na formação dos enfermeiros e enfermeiras; Atenção à saúde: uma competência que merece atenção em tempos de mudança; Desvelando sentimentos e significados da comunicação como atributo da arte de cuidar; Reflexos do processo de ensino aprendizagem no planejamento de ações voltadas à educação permanente: delineando um caminho a ser percorrido. Foi possível alcançar o objetivo delineado para este estudo, tornando-se clara a necessidade de envolvimento do corpo docente e discente na concretização de uma nova proposta de ensino-aprendizagem. Esperamos que os resultados encontrados possam trazer colaborações para a universidade na qual se realizou este estudo, para o corpo docente e discente bem como comunidade em geral. Refletir sobre seu próprio fazer é um passo importante a ser dado pelos docentes e, do mesmo modo, é igualmente importante que os alunos e alunas reflitam acerca de sua condição na busca por um ensino mais contributivo na formação de profissionais críticos, reflexivos, questionadores, compromissados e humanos. / We are unfinished beings, parts a construction process and reconstruction of realities, moved by the curiosity, by the needing of transformation, by looking for personal and social growth. We are constantly teaching and learning, although not always we are that aware. Paulo Freire's ideas, that are the philosophical base of this study, contribute so that the formal education is understood as a political action and potentially changeable of the social reality. The nurses' formation and nurses, based in the competences, are legitimated through the Resolution no. 3, of 2001, that it institutes the Guidelines National Study Contents and it shows the possibility of the future professionals notice the complexity their work. The aim of this study was to identify the competences and present general abilities in the nursing college of a federal university from the extreme south of Rio Grande do Sul (RS), Brazil, in the perception of a group of students boys and girls. It is a qualitative research, descriptiveexploratory, case study type. The project was submitted and approved for the Committee of Ethics in Researches of the Area of the Health. The subjects of this study were students of the 3rd to the 8th semesters of a nursing college, previously selected. The collection of data was developed through the Focal Group, being accomplished three encounters. These data were transcribed completely and submitted to the Content Analysis, originating the following categories: Dichotomy provoked by the administrative and managerial competences in the nurses' formation and nurses; Attention to the health: a competence that deserves attention in times of change; Revealing feelings and meanings of the communication as attribute of the art of taking care; Reflexes of the process of teaching learning in the planning of actions returned to the permanent education: delineating a road to be traveled. It was possible to reach the objective delineated for this study, becoming evident the needing of involvement of the professors and college students in the materialization of a new teaching-learning proposal. We hoped the found results can bring collaborations for the university in the which took place this study, to the professors and students as well as community in general. To reflect about your work is an important step to be given by the professors and, in the same way, it is equally important that the students realize their condition in the search for a more contributive teaching in the professionals' critical, reflexive formation, interested, committed and humans. / Nosotros somos seres inacabados, que forma parte de un proceso de construcción y reconstrucción de realidades, movidos por la curiosidad, por la necesidad de transformar, a buscar crecimiento personal y social. Estamos constantemente enseñando y aprendiendo, aunque ni siempre tengamos esa conciencia. Las ideas de Paulo Freire, que constituyeron la referencia filosófica de este estudio, contribuyen para que la educación formal sea entendida como una acción política y con potencial de transformación de la realidad social. La formación de enfermeras y enfermeros con base en las competencias es legitimada a través de la Resolución N º 3, 2001, que establece las Directrices Curriculares Nacionales y dirige la posibilidad de que los futuros profesionales comprendan la complejidad de su hacer. El objetivo de esto estudio fue identificar las destrezas y habilidades generales en el curso de graduación en enfermería de una universidad federal del sur de Rio Grande do Sul (RS), en la percepción de un grupo de alumnos. Se trata de una investigación cualitativa, descriptivo y exploratorio, del tipo de estudio de caso. El proyecto fue dirigido y aprobado por el Comité de Ética de Investigación en la Zona de Salud. Fueron objeto de investigación estudiantes del 3º a 8º semestres de un curso de graduación en enfermería, seleccionados de antemano. La recogida de datos se desarrolló a través de la Coordinadora de Grupo, en tres sesiones. Estas fueron transcritas en su totalidad y presentada al análisis de contenido, tiendo provocado las siguientes categorías: Dicotomía causada por vía administrativa y de gestión en la formación de enfermeros y enfermeras; Atención a la salud: una competencia que merece la atención en tiempos de cambio; Desvelando sentimientos y significados de la comunicación como atributo del arte de cuidar; Reflejos del proceso de enseñanza aprendizaje en la planificación de acciones para la educación permanente: esbozando un camino a recorrer. Fue posible alcanzar la meta establecida para esto estudio, dejando clara la necesidad de participación de los profesores y alumnos en la terminación de una nueva propuesta de enseñanza-aprendizaje. Esperamos que los resultados encontrados puedan aportar contribuciones a la universidad en la cual se ha realizado esto estudio, para el profesorado y alumnos, la comunidad en general. Reflexionar sobre su propio hacer es un paso importante a ser tomado por los profesores y, del mismo modo, también es importante que los alumnos y alumnas reflexionen sobre su posición en la búsqueda de una enseñanza más contributiva en la formación de profesionales críticos, reflexivos, preguntadores, comprometidos y humanos.

No campo da Educação está cada vez mais presente o meio eletrônico com suas potencialidades. O ensino mediado por tecnologia é uma realidade, oferecido no âmbito internacional e em todos os campos do saber. Esse novo meio em rede do processo de aprendizagem favorece a promoção das estratégias de ensino centradas no aluno. Paralelamente, múltiplos fatores culminaram no surgimento de uma nova ciência: a Bioética. O processo de aprendizagem em Bioética se identifica com a aquisição de competências que vão além do conhecimento do conteúdo, do saber teórico. Engloba habilidades cognitivas de reflexão e discernimento, de juízo e decisão que conduzem ao saber comportar-se com qualidade e aconselhar de forma assertiva, diante de uma questão ética que reclama uma ação, atitude ou postura adequada. Portanto, identificam-se como elementos desse processo, não apenas o conhecimento do conteúdo, mas também as habilidades que determinam a capacidade operativa do indivíduo no âmbito da Bioética. Especificamente faz-se necessário o desenvolvimento e aplicação de metodologias de avaliação adequadas ao meio digital e à finalidade do processo de ensino-aprendizagem nesta área do saber. Este estudo propõe o modelo de análise qualitativa de conteúdo de Yang (2008) como metodologia para identificar as competências próprias do aprendizado específico da Bioética nas postagens dos alunos em fóruns eletrônicos. Sua metodologia de análise contempla indicadores de aprendizagem cognitiva (cognitive learning) adquiridos através de fóruns eletrônicos, abrangendo competências de conteúdo e habilidades cognitivas. O modelo de análise de conteúdo proposto por Yang demonstrou-se eficiente para aferir a aprendizagem no campo da Bioética, apontando a capacidade e profundidade das reflexões pessoais; também é adequado para avaliar o registro das habilidades cognitivas que correspondem ao aprendizado de bioética, bem como se apresenta como uma ferramenta de grande utilidade para a elaboração das questões dos fóruns visando às competências pretendidas. / In the field of Education electronic means are increasingly present, with all its potentialities. Teaching through technological means is a reality offered internationally and in every educational field. These new means of the learning process in the web offer teaching strategies centered on the student. Simultaneously and in parallel, due to several factors, a final result appeared: the development of a new science, Bioethics. The learning process in Bioethics identifies itself with the acquisition of competencies which goes beyond the knowledge of the content, the theoretical knowledge. Includes cognitive abilities of reflection and insight, judgment and decision, which lead to the knowledge of how to behave with quality and advise assertively, through an ethical issue that calls for a proper proceeding, attitude or posture. Therefore the elements of the learning process identify themselves not only with acquired knowledge of the contents but also with the abilities which determine the operative capacity of the student in the sphere of Bioethics. Specifically it becomes necessary to develop evaluation methodologies suitable to the digital technologies and to the objective of the teaching-learning process in this sphere of knowledge. This study proposes de Yang qualitative analysis of content (2008) as a methodology to identify the competences specific to the learning of Bioethics in answers given by the students in electronic forums. The analysis methodology contemplates cognitive learning indicators acquired through the electronic forums, which include content competences and cognitive abilities. The Yang qualitative analysis of content was efficient to evaluate the learning in the sphere of Bioethics, indicating the capacities and depth of personal reflection; it was also adequate to evaluate the registry of cognitive abilities which correspond to the learning of Bioethics, as well as a valuable tool to elaborate questions to the forums in the direction of the sought competences.

D.Ed. / In schools for cerebral palsied learners there are also learners who, in addition to their primary disability, have a secondary mental disability. Teaching these learners poses a serious problem, as there is no set curriculum for them. In most cases teachers do not have the necessary skill and training required to teach these learners. It is this deficit in learners, teachers, therapists and parents/guardians that has become noticible to the researcher. The researcher, as educational psychologist has felt the need to develop a model that would make education in this LSEN-phenomenon (Learners with special education needs) more meaningful. The purpose of this research is to develop a model that will optimise learning in cerebral palsied and mentally disabled learners, and that will enable these learners to realize their full potential. The model has been developed from a programme which has been compiled after four years of practical experience in teaching LSEN. The programme involves creating a context in which these learners can master life and learning skills. In this research a qualitative exploratory, descriptive and contextual research design was followed. The research was divided into four phases namely conceptualization, the relation within the concepts, the description of the model and the evaluation of the model. The validity and reliability of the research were described using Guba's model for determining trustworthiness. During phase one the researcher concentrated on identifying and classifying concepts, after which these concepts were defined. In order to do this, a multiple case study design was applied. Four learners were selected purposively. These learners suffered primarily from ii therapists, and parents/ guardians. Data was collected through operationalising the programme. Interviews were conducted with the various role players. The learners' progress was evaluated continually. Data was also collected through document analysis. During phase two the various concepts were brought into relation with each other, after which a model was devised during phase three. During phase four guidelines for the implementation of the model in practice were given. The programme included in this model refers to learning and life skills that learners would require within an education and learning situation. The learning skills or meta learning strategies referred to, are planning, evaluation, and correcting. The life skills refer to self care skills, social skills and work skills. life skills are addressed in all subject areas under a single theme, in the classroom situation, as well as with the therapist and at home. The most significant contribution of this research is the fact that a model has been devised, which contains a programme that enables learners to reach their full life potential, a result of the more purposeful guidelines provided by educational psychological intervention to the various role players.

The focus of this study is the competences expected of teachers in the senior phase to assess the Natural Sciences learning area. In order to be in line with the new developments, the South African science teacher will need relevant assessment training in order to utilise appropriate techniques that are in line with the new educational philosophy. The question arises: What competences do teachers need for assessing science in the senior phase? An ethnographic case study was implemented as research methodology in the descriptive research paradigm. The investigation comprised observing the classroom practices of a sample of three senior phase science teachers in two primary schools and in one secondary school in the Port Elizabeth region. The data obtained from the observations were triangulated with related artefacts produced by both the teachers and the learners in each case. In order to establish these expected competences a document analysis was done from a selection of South African documents. The descriptions of the real life assessment practices of the sample of science teachers were then compared with the competences expected by the South African education system. The comparison between the real-life assessment practices and the expected practices concurred with Shepard’s (2000, p.12) belief that the abilities needed to implement classroom assessment “are daunting”. The classroom-based assessment practices of the sample of teachers revealed a variety of assessment beliefs, practices and competence. The needs of these teachers are so diversified and intense that individualised professional development is needed if sustained implementation of the new curriculum and accompanying assessment competences is to be facilitated. The research established the need to develop an instrument that the science teachers can use to assess their own competence. There should be training modules drawn up in line with this instrument. Teachers should be able to choose the professional development modules that would address their own unique needs

No description available.

The study attempts to examine the implementation of Outcomes Based Education in selected secondary schools in Bushbuckridge, and to provide guidelines to enhance the implementation in the region. Findings reveal that the implementation of the curriculum is faced with challenges that hinder its effectiveness. Hindering factors such as lack of infrastructure, lack of school resources and inadequate teacher development programmes were identified through a literature survey and empirical investigation. Under the empirical investigation, qualitative approaches for data gathering, such as in-depth interviews were used. Participants were chosen from schools in the remote areas of Bushbuckridge, which are experiencing serious problems in the implementation of Outcomes Based Education. The research instruments used were validated and tested for reliability using experts’ opinion and pilot testing. The challenges of educators, school management teams, learners and curriculum specialists in the Department of Education were highlighted and recommendations made. / Educational Studies / (M. Ed. (Curriculum Studies))

The introduction of outcomes based education (OBE) in the form of Curriculum 2005 (C2005), the National Curriculum Statement (NCS) and the Revised National Curriculum Statement (RNCS) in post-apartheid South Africa resulted in a shift from a content-centred to a learner-centred view on education. This transition took place rapidly as the new government wanted to introduce a democratic education system after the divisive Bantu education system from Apartheid. However, after the changes were implemented, education in South Africa was theoretically outcomes based but practically many educators were still teaching in a content-centred manner. The research puts forward the proposal that drama-in-education (D-i-E) is a useful means by which to align the practical and theoretical goals of OBE within the context of South Africa's current RNCS. This hypothesis drives the main research question: "Can D-i-E be an effective teaching methodology to realise the goals of the RNCS and generate OBE learning environments in a South African high school?" D-i-E is a learner-centred teaching methodology and in practise it meets many of the goals and Critical Cross-Field Outcomes (CCFOs) of OBE. Some of these include the fact that learners can: • Practice problem-solving skills; • Engage with critical and creative thinking; • Grow cultural and aesthetic sensitivity; • Work effectively in groups; and ii. • Learn in inclusive environments that cater for different learning styles and levels. The research examines the use of D-i-E as an outcomes based methodology by which the RNCS could be implemented in the classroom. This is explored through the use of qualitative research in the form of a case study investigation at a South African high school. The case study was conducted with Grade 11 and Grade 12 Dramatic Arts learners and involves an analysis of a D-i-E approach to learning. The conclusion that D-i-E is an effective outcomes based teaching methodology which could assist educators in realising the RNCS was largely reached through participant observation of D-i-E classes and by analysing the learners' journals in which they reflected on D-i-E experiences. The learners' feedback about the experience was generally positive and they reflected that they found D-i-E beneficial because of the fact that it engaged them experientially. They also reflected that D-i-E provided them with a more meaningful and exciting way of learning. These findings are however only generalisable to the type of context (Dramatic Arts learners from a well-resourced girls' high school) in which the research was conducted. The findings provide detailed insight into a specific case study and may be beneficial to educators in South Africa who aim to make use of the same or similar methodologies in their classroom practice. D-i-E also supports many of the underlying tenants of OBE such as learner-centredness, learner diversity and inclusive learning, and can effectively aid educators in implementing the RNCS in an outcomes based way.

M.Ed. / This study was conducted with the main aim to inquire into the possibilities of the integration of themes on HIV/AIDS into the Natural Sciences (Grades 7-9) and Life Sciences (Grades 10-12) curriculum in such a way that learners can become aware of the danger of an epidemic such as caused by HIV/AIDS, and start to take care of themselves. The researcher also wanted to explore the views of educators as stakeholders’ perseverance and strategies for combating the pandemic spread of the HIV/AIDS amongst our youth and everyone else. It is generally accepted that many schools are already experiencing the effects of the disease as teachers, learners and members of their families fall ill and even die. This often results in the disruption of the normal school programme. At present, the assumption can be made that there is no integration of themes, knowledge and life skills on HIV/AIDS and the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum, and no teaching about the consequences of this disease. It is clear that HIV/AIDS, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) programmes should be designed to enable young learners to develop the skills, knowledge, attitudes and values that will prepare them to identify and solve problems and make decisions for their own benefit. At the same time, Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) help learners to develop basic personal and community health knowledge and skills that would benefit the whole community. They will also learn about their rights and responsibilities and the causes and impact of problems that may affect their health and safety because the HIV/AIDS programmes can also be incorporated into the Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) curriculum. Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12), and themes on HIV/AIDS, link closely to the knowledge and experiences the learners bring with them to school. The programmes should affirm both this prior knowledge and experience, and assist in the development of new life skills out of it. The Department of Education is expecting that the issue of HIV/AIDS should be taught in school. The problem that arises is HOW TO link or integrate HIV/AIDS and Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12). The educators need to be capacitated through in-service training and workshops to enable them to handle the issue of HIV/AIDS with all the sensitivity it deserves. Where teachers can draw on their relevant professional experiences and expertise to integrate and strengthen their Natural Sciences (Grade 7-9) and Life Sciences (Grade 10-12) skills, they should do so without hesitation. At the same time they should address the development of appropriate life skills and knowledge on HIV/AIDS to deal with the consequences of the disease and how to fight it. / Dr. M.C. van Loggerenberg

Philosophiae Doctor - PhD / South Africa

At Technikon Witwatersrand, Business Communication is offered as a service subject, which is compulsory for a variety of diplomas and the majority of students are obligated to do the course. Its broad intention is to assist students in developing their proficiency in English, enabling them to cope with studying at Technikon and preparing them for the workplace. Despite the fact that the course is designed to assist them, many students question why they have to do the course and whether it is simply a repetition of high school work. The study attempts to examine the implicit and explicit goals of Business Communication, to explore the process through which the goals have been developed and changed over the years (i.e. how the goals have been constructed), and to elicit and compare the perspectives of the different stakeholder groups as to the goals. Both a qualitative and a quantitative approach are used in the research design. Interviews with four fulltime lecturers were conducted and a self-designed questionnaire was administered to students. These were the main means of data collection. The data reveals that the goals of Business Communication are implied rather than explicit. Despite this, students and lecturers see the course as important. Recommendations are made to help the Department of Business Communication to reflect on their practice with particular emphasis given to material development and the application of OBE principles.