<p>The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named &ldquo / Culture Secondary School&rdquo / have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learners&rsquo / pre- and post-test conceptions of fermentation with special reference to traditional beer or &ldquo / Umqombothi&rdquo / , an Attitudes to Science (ATS) questionnaire which was used to find out the learners&rsquo / worldviews, a Science Achievement Test (SAT) which was used to assess the learners&rsquo / generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners&rsquo / home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gatherred were both analyzed in terms of qualitative and quantitative descriptions.</p>

<p>The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named &ldquo / Culture Secondary School&rdquo / have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learners&rsquo / pre- and post-test conceptions of fermentation with special reference to traditional beer or &ldquo / Umqombothi&rdquo / , an Attitudes to Science (ATS) questionnaire which was used to find out the learners&rsquo / worldviews, a Science Achievement Test (SAT) which was used to assess the learners&rsquo / generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners&rsquo / home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gatherred were both analyzed in terms of qualitative and quantitative descriptions.</p>

Magister Educationis - MEd (Mathematics and Science Education) / The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named Culture Secondary School have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learnerss pre- and post-test conceptions of fermentation with special reference to traditional beer or Umqombothi an Attitudes to Science (ATS) questionnaire which was used to find out the learners' worldviews, a Science Achievement Test (SAT) which was used to assess the learners' generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners&rsquo; home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gathered were both analyzed in terms of qualitative and quantitative descriptions. / South Africa

Effective implementation of the principles of the National curriculum Statement (NCS) for Life Orientation has various requirements. Thus, with a specific focus on Life Orientation in grade 10, the study aimed at investigating various issues around the implementation of these principles. To this end, a mixed-methods approach was used. In the quantitative phase, questionnaires were used. In the qualitative phase, focus groups and interviews were used to collect data. Similar questions were asked in both phases. The sample was a group of 48 Life Orientation teachers from 48 secondary schools in the Gauteng West district. Ethical issues were considered. Techniques to ensure validity and reliability were also taken into account. The results showed that, in general: • the introduction of the NCS in Life Orientation had resulted in too much paperwork and administration for the teachers; • the principles of the NCS had not helped to transform education from the apartheid era system of education to the present democratic system of education; • the teachers were poorly trained with regard to implementing the principles of the NCS in the sense that there were not enough workshops and follow-up support provided; • the principles of the NCS were not implemented at schools, among others because there were problems with the distribution of policies to the teachers via the school management; • the implementation of the principles of the NCS did not make the envisaged impact on learner attitudes since the attitudes of many learners were often negative; • the implementation of the principles of the NCS did not make the envisaged impact on learner respect for other cultures; • the principles of the NCS did not have the ideal impact on morals, values and standards; or impact significantly on crime rate, learner pregnancy or disrespect at school; and• the principles of the NCS did not support learners well to acquire life skills. • However, the principles of the NCS in Life Orientation were more successful with regards to helping address barriers to learning. In line with the above, recommendations were made and the limitations of the study were pointed out. / Further Teacher Education / D. Ed. (Curriculum Studies)

Effective implementation of the principles of the National curriculum Statement (NCS) for Life Orientation has various requirements. Thus, with a specific focus on Life Orientation in grade 10, the study aimed at investigating various issues around the implementation of these principles. To this end, a mixed-methods approach was used. In the quantitative phase, questionnaires were used. In the qualitative phase, focus groups and interviews were used to collect data. Similar questions were asked in both phases. The sample was a group of 48 Life Orientation teachers from 48 secondary schools in the Gauteng West district. Ethical issues were considered. Techniques to ensure validity and reliability were also taken into account. The results showed that, in general: • the introduction of the NCS in Life Orientation had resulted in too much paperwork and administration for the teachers; • the principles of the NCS had not helped to transform education from the apartheid era system of education to the present democratic system of education; • the teachers were poorly trained with regard to implementing the principles of the NCS in the sense that there were not enough workshops and follow-up support provided; • the principles of the NCS were not implemented at schools, among others because there were problems with the distribution of policies to the teachers via the school management; • the implementation of the principles of the NCS did not make the envisaged impact on learner attitudes since the attitudes of many learners were often negative; • the implementation of the principles of the NCS did not make the envisaged impact on learner respect for other cultures; • the principles of the NCS did not have the ideal impact on morals, values and standards; or impact significantly on crime rate, learner pregnancy or disrespect at school; and• the principles of the NCS did not support learners well to acquire life skills. • However, the principles of the NCS in Life Orientation were more successful with regards to helping address barriers to learning. In line with the above, recommendations were made and the limitations of the study were pointed out. / Further Teacher Education / D. Ed. (Curriculum Studies)

Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching. The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)

Formal state-controlled education has been a central element for social development in South Africa since the formation of the Union of South Africa in 1910. The establishment and promotion of a culture of learning and teaching is regarded as a pre-condition for high educational standards. This thesis is a study of the role of the state in the establishment of a culture of learning and teaching in South Africa from 1910 to 2004. To understand the role that the state played in promoting, or inhibiting, a culture of learning and teaching, a historical review was taken of the state's role in formal schooling in the period of the Union (1910-1947), the era of apartheid (1948-1989), the transitional period (1990-1994) and in the era of the democratic South Africa. As an ideal, the state has a responsibility to ensure the establishment of a culture of learning and teaching. The historical review revealed, however, that the state used its policies to promote political rather than educational ideologies - and in the process, there was a complete breakdown in a culture of learning and teaching. The establishment and promotion of a culture of learning and teaching towards the maintenance of high academic standards in South African state schools was the motivating force behind this study. Therefore, this study concludes with guidelines and recommendations grounded in the historical review that will hopefully promote a culture of learning and teaching in South African schools in future. / Educational Studies / D.Ed. (History of Education)