Thesis (Ph. D.); University of Pennsylvania, 1924. / Bibliography: p. 116-119.

Thesis (PhD (Education))--University of Stellenbosch, 2008. / Given that schooling is compulsory and that the quality of literacy instruction that children receive in the primary years lays the foundation for the rest of formal learning, management and teachers are under strong pressure to ensure the improvement of literacy in schools. This study reports on a literacy intervention directed at improving literacy instruction for seventytwo English Additional Language (EAL) learners in grades one to four. The intervention aimed to help teachers maximise teaching time through a theoretically sound approach that balanced language experience, shared and guided reading and writing, and embedded phonics and word level instruction within the context of reading and writing. In doing so, the approach breaks with the traditional position still held by many teachers that learners must first be taught to sound out letters and read words before they can be taught to read and write. Daily features of the literacy programme included whole class shared reading and small group guided reading and writing. Whereas shared reading engaged learners in lively literacy experiences on challenging texts, small group guided reading enabled teachers to match instruction and texts more closely to individual learners' needs. During shared and guided reading sessions, teachers modelled behaviours and strategies on interesting texts, interacted with learners and provided direct instruction in phonics and word level work. Once a week, planned outings and practical activities created opportunities for developing the learners' language and extending their conceptual understandings.

On t.p.: Magister in Opvoedkunde (Spesialiseringsonderwys) / Thesis (MEd)--Stellenbosch University, 2004. / ENGLISH ABSTRACT: The role of primary educators ("parents") in the support of their children within school context, has in the past often been neglected. The responsibility for the support of their children within school context was left to teachers, or it was accepted that primary educators did not have specialized knowledge and that learning support should occur only at school. Within South African context primary educators are often semi-literate, illiterate or socio-economically disadvantaged and see themselves as incompetent to support their children within school context. The important role and influence that primary educators have on learners' learning support is nevertheless emerging prominently. Research indicates that pnmary educators play a key role in the cognitive development, language acquisition, literacy, affective and normative development of a learner. From birth the environment and external stimuli are mediated to the child. The primary educator supports his or her complete development. The learner will, for example, develop a sense of self worth through the security that the primary educator provides within the family system, and social behavior is learned through modelling. The question remains however as to how primary educators can be empowered to support learners within the family system in order to prevent potential barriers to learning and how to actualize learners' learning potential. Currently there is a need for literature regarding non-formal learning support and learning support strategies which are also directed towards the demands of Outcomes Based Education and also provide information regarding the profile of learners in the Foundation Phase. The aim of this study is to conduct a purposeful investigation into non-formal learning support in order that primary educators may be empowered to support their children's learning in such purposeful manner. The study has implications regarding the manner in which pnmary educators deal with their children's learning development, the actualization of the learner's learning potential in both the school and the family system, as well as the quality of the communication between primary educators, learners and teachers. The research was conducted from an eco-systemic and constructivist perspective. Learning support will remain reductionistic and ineffective without the dynamic and reciprocal interaction between the systems in which the individual functions being acknowledged, whether it is in the family or school system or not. The establishment of a triarchic partnership between the learner, primary educator and teacher contributes to the establishment of an unobstructed system of communication which promotes good systemic interaction. Each individual has a unique framework of experience (schemata) that influences the way in which he or she interacts with the social context or learning situation. This unique schemata must be acknowledged and incorporated into the teaching and learning situation in order to make the learning experience meaningful for the learner. The research methodology was planned within a qualitative framework and performed by means of an inductive investigation. Data was collected by means of an open questionnaire directed to four teachers, short biographical questionnaires directed to primary educators and two focus group interviews with ten primary educators. The data was continuously interpreted having regard to the participants' own perspectives, as well as the eco-systemic and constructivist foundation of the study. Such data was presented through a rich and detailed description of the participants' contributions. The completeness of these descriptions were verified through transcriptions and field notes. Such description of data, together with the literature review, formed the foundation according to which categories, themes and sub-themes were identified. The categories and themes subsequently formed the basis according to which data was interpreted and conclusions and recommendations were made. Conclusions confirm the importance of the empowerment of primary educators to support their children within school context. This empowerment embraces the intention of the South African Schools Act, 1996 (Act 84 of 1996). Primary educators already have the ability and skills to support learners within the school context. These skills should however be developed and supported. Primary educators should be made aware of these existing skills and be motivated to use it on a continuous basis. The social and interactive nature of learning is furthermore emphasized by the intentional and incidental interaction between the context, primary educator and learner. Knowledge of their children's development and learning will contribute to the effectiveness of primary educators' support and will ensure that this support is effected within the leamer's zone of proximal development. / AFRIKAANSE OPSOMMING: Die rol wat primêre opvoeders in die ondersteuning van hulle kinders binne skoolverband speel, is dikwels in die verlede nagelaat. Die verantwoordelikheid vir die ondersteuning van hulle kinders binne skoolverband is aan onderwysers oorgelaat, of daar is aangeneem dat die primêre opvoeder nie spesialiskennis het rue en dat die leerondersteuning dus eerder geïsoleerd by die skool moet plaasvind. Binne Suid-Afrikaanse konteks is primêre opvoeders dikwels semigeletterd, ongeletterd of sosio-ekonomies benadeel en beskou hulself as onbekwaam om 'n rol te vervul in leerders se ondersteuning binne skoolverband Ten spyte hiervan kom die belangrike rol en invloed wat die primêre opvoeder op die leerder se leerondersteuning het al hoe sterker na vore. Navorsing wys daarop dat primêre opvoeders 'n sleutelrol III die kognitiewe ontwikkeling, taalverwerwing, geletterheid, affektiewe en normatiewe ontwikkeling van die leerder vervul. Van geboorte af word die omgewing en eksterne stimuli aan die leerder gemedieer en word hy of sy deur die primêre opvoeder ondersteun in sy ofhaar totale ontwikkeling. Deur die sekuriteit wat die primêre opvoeder en die gesinsisteem verskaf, ontwikkel die leerder byvoorbeeld 'n sin van selfwaarde en word sosiale gedrag deur modellering aangeleer Die vraag blyegter hoe primêre opvoeders bemagtig kan word om leerders binne die gesinsisteem te ondersteun om potensiële leerhindernisse te vermy en hul leerpotensiaal te aktualiseer. Daar is tans 'n leemte in die literatuur wat betref 'n studie na nie-formele leerondersteuning en leerondersteuning-strategieë, wat gerig is op die eise wat Uitkomsgebaseerde Onderwys stel, en wat ook inligting verskaf aangaande die profiel van leerders in die Grondslagfase. Die doel van die studie is om 'n doelgerigte ondersoek na rue-formele leerondersteuning in te stel sodat primêre opvoeders bemagtig kan word om hul kinders se leer doelgerig te kan ondersteun. Die studie hou implikasies in vir die wyses waarop primêre opvoeders met leerders se leerontwikkeling omgaan, die aktualisering van die leerder se leerpotensiaal in beide die skool- en gesinsisteem, asook vir die kwaliteit van kommunikasie tussen primêre opvoeders, leerders en onderwysers. Die navorsing is gedoen vanuit 'n ekosistemiese en konstruktivistiese perspektief. Sonder die erkenning van die dinamiese en wedersydse interaksie van die sisteme waarbinne die leerder beweeg sal enige leerondersteuning, hetsy binne die skoolof gesinsisteem, reduksionisties en oneffektief bly. Die stigting van 'n triargiese vennootskap tussen die leerder, primêre opvoeder en onderwyser dra by tot die vestiging van 'n onbelemmerde kommunikasiesisteem wat goeie sistemiese interaksie sal bevorder. Elke individu beskik verder oor 'n unieke ervaringsraamwerk wat die wyse waarmee hy of sy met die sosiale konteks en leersituasie omgaan, beïnvloed. Hierdie eiesoortige verwysingsraamwerk moet erken word en by die onderrig-en leersituasie betrek word ten einde die leerervaring vir die leerder sinvol te maak. Die navorsingsmetodologie is binne 'n kwalitatiewe raamwerk beplan en uitgevoer deur middel van 'n induktiewe werkswyse. Data-inwinning is gedoen deur 'n oop vraelys wat gerig is aan vier onderwysers, kort biografiese vraelyste gerig aan primêre opvoeders en twee fokusgroeponderhoude met tien primêre opvoeders. Die data is deurlopend geïnterpreteer met inagneming van die deelnemers se eie perspektiewe, asook die konstruktivistiese en ekosistemiese grondslag van die studie. Die data is weergee deur 'n ryk en gedetailleerde beskrywing van die deelnemers se insette. Die volledigheid van hierdie beskrywing is gekontroleer deur transkripsies en veldnotas. Hierdie beskrywing van die data, asook die literatuuroorsig, het die basis gevorm waarvolgens kategorieë, temas en subtemas geïdentifiseer is. Die kategorieë en temas het daaropvolgend die grondslag gevorm waarvolgens die data geïnterpreteer en gevolgtrekkings en aanbevelings gemaak is. Die gevolgtrekkings het die belangrikheid van die bemagtiging van primêre opvoeders om leerders binne skoolverband te ondersteun bevestig. Hierdie bemagtiging sluit aan by die bedoeling van die Suid-Afrikaanse Skolewet, 1996 (Wet 84 van 1996). Primêre opvoeders beskik reeds oor die vaardighede om leerders binne skoolverband te ondersteun, hierdie vaardighede moet egter verder ontwikkel en ondersteun word. Hulle behoort bewus gemaak te word van hierdie bestaande vaardighede, asook gemotiveer te word om dit op deurlopende basis te benut. Die sosiale en interaktiewe aard van leer word beklemtoon deur die intensionele en insidentele interaksie tussen die konteks, primêre opvoeder en leerder. Kennis van hul kinders se ontwikkeling en leer sal bydra tot die effektiwiteit van primêre opvoeders se ondersteuning en die aansluiting van die ondersteuning by leerders se sone van proksimale ontwikkeling, bevorder.

Thesis (MEd)--Stellenbosch University, 2000. / ENGLISH ABSTRACT: Schools in the Northern Province are faced with a serious problem concerning the lack of a culture of teaching and learning. Such problems are caused by the lack of physical facilities, shortage of textbooks, underqualified educators etc. This makes it impossible for the government and teachers to create a conducive environment for the culture of teaching and learning. This investigation explored the factors behind the lack of a culture of teaching and learning. A literature study investigated learner and teacher's problems on the lack of teaching and learning culture as well as strategies to improve the situation. Moreover, historical, philosophical as well as political and psychological perspective on the culture of teaching and learning were discussed. A study on the culture of teaching and learning in secondary and primary schools in the rural areas of the Northern Province was conducted. Data was analysed, discussed and synthesised. Major findings that emerged were the following: Many schools are dysfunctional Learners are uninterested in learning and lacks motivation teachers are demotivated and unwilling to carry duties entrusted to them. Parents are also negative towards education of their children. Lack of physical facilities For this reason, teachers, parents and learners need to work hand in hand to restore the culture of teaching and learning. It is the government's responsibility to create a conducive learning and teaching climate. / AFRIKAANSE OPSOMMING: Skole in die Noordelike Provinsie het te kampe met 'n groot probleem weens die gebrek aan 'n leer-en onderrig kultuur. Hierdie gebrek is die gevolg van tekort aan fisiese fasiliteite, aan handboeke, ondergekwalifiseerd opvoeders, ens. Dit is dus moeilik vir die owerheid en onderwyser om 'n klimaat te skep wat bevordelik is vir 'n leer-en onderrigkultuur. Die doel van die ondersoek is om te probeer vasstel wat die taktore is wat hierdie gebrekkige kultuur veroorsaak. n Literatuurstudie is gedoen na die leerder sowel as die opvoeders se probleme rakende die gebrek aan 'n leerkultuur sowel as maniere hoe om die situasie te verbeter. Historiese, filosofiese, politiese asook psigologiese perspektlewe met betrekking tot die onderrig en leerkultuur is bespreek. 'n Ondersoek na die leer en onderwys kultuur in sekondere skole in die landelike gebiede van die Noordelike Provinsie is gedoen. Inligting IS geanaliseer, bespreek en gesintetiseer. Die belangrikste bevindinge wat na vore gekom het, is: Baie skole funksioneer nie soos dit veronderstel is nie. Leerders is nie geinteresecrd in opvoeding nie en toon 'n gebrek aan motivering Opvoeders is nie gemotiveerd nie en is in sommige gevalle onwillig 0111 take wat aan hule opgedra word uit te voer. Ouers is negatiefteenoor hulle kinders se opvoeding. Daar is 'n gebrek aan fisiese fasiliteite. As gevolg van bogenoemde redes moet opvoeders, ouers en leerders saamwerk 0111 sodoende die kultuur van onderrig en leer te herstel. Dit is die regering se verantwoordelikheid om 'n klimaat te skep wat bevordelik is vir onderrig en leer.

Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Technikon Southern Africa defined its role as distance learning institution with the implementation of the Integrated Learner Centred Distance Learning (ILCDE) model. This model implied the establishment of regional offices as well as the implementation of a tutor system. The tutor system implied the appointment of tutors at the different regional offices. In an attempt to take the distance out of distance learning the following functions of tutors were identified: • Telephone tutoring • Conducting contact sessions • Assessing assignments The focal point of this study was tutor development within a flexible learning system as no structured learning programmes for tutors exist at TSA. The purpose was to investigate and analyse the learning needs of tutors in a flexible learning system. Various critical questions stimulated this study. However, the following three questions formed the basis of this study: • What is the role of training and development in the tutor system? • Do tutors have a need for continuing professional learning programmes? If so, what . should the nature of such learning programmes be? • What should the criteria be to evaluate and monitor the development oftutors? A qualitative research approach was followed and the data was obtained by means of interviews and participative observation sessions. The subjects of the study were the tutors of the Subject Group: Management Leadership: Policing appointed for the registration period May 1998 - May 1999. One of the conclusions of the study was that the following processes regarding the tutor system need attention: • Recruitment and selection • Interviewing and appointment • Job descriptions • Orientation, training and development programmes • Evaluation and monitoring programmes • Role clarification • Marketing strategy The following recommendations were formulated: • A guide for the recruitment and appointment processes of its tutors should be compiled. • An assessment of the support needs of learners should be performed. • Establishing a continuing professional learning unit should be considered. • A proposal for learning interventions for continuing professional learning should be developed. / AFRIKAANSE OPSOMMING: DIE ROL VAN TUTORONTWIKKELING IN 'N PLOOffiARE LEERSTELSEL Die Technikon Suider-Afrika het sy rol as afstandsonderriginstansie gedefinieer toe die Geïntegreerde Leergesentreerde Afstandsonderrigmodel (lLeD£) geïmplementeer is. Hierdie model het die daarstelling van streekkantore asook die implementering van 'n tutorstelsel veronderstel. Die tutorstelsel het die aanstelling van tutors by die onderskeie streekkantore tot gevolg gehad. Om die afstand uit afstandsonderrig te haal, is die volgende drie funksies van tutors geïdentifiseer: • Telefoonbegeleiding • Fasilitering van kontaksessies • Assessering van werkopdragte Die fokuspunt van hierdie studie was tutorontwikkeling binne 'n plooibare leerstelsel, aangesien geen gestruktureerde leerprogramme vir tutors by TSA bestaan nie. Die doel was om die leerbehoeftes van tutors in so 'n plooibare leerstelsel te ondersoek en te ontleed. Verskeie kritiese vrae het aanvanklik hierdie studie gestimuleer, maar die volgende drie vrae het die basis van die studie gevorm: • Wat is die rol van opleiding en ontwikkeling in die tutorstelsel? • Is daar 'n behoefte aan deurlopende professionele leerprogramme? Indien ja, wat behoort die aard van die programme te wees? • Wat behoort die kriteria te wees om die ontwikkeling van tutors te evalueer en te monitor? 'n Kwalitatiewe navorsingsbenadering IS gevolg en die data IS deur middel van onderhoudvoering en deelnemende waarnemingsessies ingesamel. Die tutors wat aangestel is vir die registrasietydperk Mei 1998 - Mei 1999, van die Vakgroep: Bestuursleierskap: Polisiëring is vir die studie gebruik. Een van die gevolgtrekkings van die studie IS dat die volgende prosesse lil die daarstelling van die tutorstelsel aandag vereis: • Werwing en keuring • Onderhoudvoering en aanstelling • Posbeskrywings • Oriënterings-, opleidings- en ontwikkelingsprogramme • Evaluerings- en moniteringsprogramme • Roluitklaring • Bemarking Die volgende aanbevelings is geformuleer: • 'n Handleiding vir die werwing en keuring van tutors behoort saamgestel te word. • 'n Behoeftebepaling van die ondersteuningsbehoeftes van die leerders behoort gedoen te word. • Die vestiging van 'n deurlopende professionele leereenheid behoort oorweeg te word. • 'n Voorstel vir leerintervensies vir personeelontwikkeling behoort ontwikkel te word.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: South Africa's education and training policy legislates that in order to be formally accredited all South African education and training programmes should be outcomesbased. The design and implementation of outcomes-based programmes can be a complex process and there are few exemplars. This study examines the design and implementation of the Ready for Business programme. The Ready for Business programme was designed to assist Grade 11 and Grade 12 learners from disadvantaged backgrounds to gain the necessary knowledge, skills and values to succeed in higher education business studies. The programme was piloted by the Siyabona Education Trust as a Delta Foundation project from 1997-2000. This study outlines the move towards outcomes-based education within a South African context. It specifically focuses on Spady's (1994) theory of transformational outcomesbased education and how this can be translated into practice within a South African education and training context. This study applies a programme evaluation approach within a constructivist-interpretive paradigm to assess the effectiveness of the design of the Ready for Business programme and its implementation by the Siyabona Education Trust. Essentially, the evaluation follows the principles of fourth generation evaluation. Data is gathered from the programme stakeholders through individual interviews, group interviews and questionnaires. A final group interview with stakeholders provides the foundation for further refinement of the programme. The researcher makes recommendations for improvement of the design and implementation of the programme based on the findings of the study. / AFRIKAANSE OPSOMMING: Suid Afrika se onderwys- en opleidingsbeleid vereis dat aile onderwys- en opleidings programme uitkomsgebaseerd moet wees ten einde formeel geakkrediteer te word. Die ontwerp en implementering van uitkomsgebaseerde programme kan 'n komplekse proses wees. Daar bestaan egter min nasionale modelle. Die Ready for Business model is on twerp om Graad 11 en Graad 12 Ieerders, van voorhen agtergeblewe gemeenskappe te ondersteen om hulle in staat te stel om die nodige kennis, vaardighede en waarders aan te leer ten einde suksesvol te wees in hcer onderwys besigheidstudies. Hierdie model is tussen 1997 en 2000 geloods deur die Siyabona Education Trust as deel van 'n projek van die Delta Stigting. Hierdie studie skets die beweging tot uitkomsgebaseerde onderwys binne 'n Suid Afrikaanse konteks. Dit fokus spesifiek op Spady (1994) se teorie van transfonnatoriese uitkomsgebaseerde onderwys en hoe dit geimplernenteer kan word binne die Suid Afrikaanse onderwys- en opleidingsbeleid. Die studie pas 'n evalueringsprogram binne 'n konstruktivistiese paradigma toe om die effektiwiteit van die Ready for Business program en die implementering daarvan te bepaal soos geloods deur die Siyabona Education Trust. Die evaluering geskied primer volgens die beginsels en vierde generasie evaluering. Data is bekom deur beide individuele en groeponderhoude, asook deur vraelyste. 'n Finale groeponderhoud met die rolspelers le 'n verdere verfyning van die program ten grondslag. Gebaseer op die bevindinge van die studie, maak die navorser gevolglik voorstelle vir die verbetering van die ontwerp en implementering van die program. IV

Thesis (MEd)--University of Stellenbsoch, 2001. / ENGLISH ABSTRACT: The primary concern of the study is how pre-service teachers perform after they have been exposed to a section of a linear algebra course based on the problem-centred approach. The students were in their final (3rd ) year of a teacher education course at a college of education which prepares them to teach mathematics at high school level. Sixty students, who formed the experimental group, were exposed to a linear algebra section, which was underpinned by the tenets of the problem-centred approach. The control group comprised of 60 students of similar mathematical background and they were taught the linear algebra section in the conventional way. The main study is preceded by an overview of the history of the teaching of linear algebra and this overview rendered that certain aspects of linear algebra were historically taught in context. Furthermore an analysis of current secondary school mathematics curricula indicated that there are components of linear algebra present in these syllabi. To test whether there was any significant effect of the experimental course, both groups were subjected to the same linear algebra test items at the end of the experimental period. The null hypothesis tested was: there will be no significant difference between the achievement scores of the experimental and control groups. A simple statistical two-tailed test for the difference between two means was done. This test confirmed the rejection of the null hypothesis at the 0,01 level of significance. It is thus accepted that the superior achievement of the experimental group was due to the intervention - approaching aspects of linear algebra through the problem-centred approach. To get an indication of the strategies the experimental group followed to solve linear algebra problems, an analysis was done of the written work of the students. This analysis showed that students applied an absolute calculation strategy to seek solutions to the problems. The study had the following limitations: 1. The students were not representative of the pre-service secondary teachers in South Africa. Only students from the developing population group were involved. 2. The students were not randomly assigned to the experimental and control group. They were in their normal college classes . . Notwithstanding the above limitations it is recommended that: 1. The problem-centred approach, which support the ideals of outcomes-based education, be applied to a major part of the South African school and college of education mathematics syllabi. 2. Appropriate assessment procedures consonant with the problem-centered approach are installed. 3. Adequate support systems are put in place to support teacher transition from the conventional to the problem-centred approach. / AFRIKAANSE OPSOMMING: Die primêre fokus van die studie is die effek van In lineêre algebra kursus, aangebied volgens die probleem-gesentreerde benadering, op kollege onderwysstudente. Die studente was in hulle finale (3de) jaar van In kursus aan In onderwyskollege wat hulle voorberei om wiskunde op hoërskoolvlak te onderrig. Die eksperimentele groep, bestaande uit 60 studente, het aspekte van lineêre algebra geleer, onderrig volgens die probleem-gesentreerde benadering. Die kontrolegroep, bestaande uit 60 studente met omtrent dieselfde wiskunde agtergrond, het dieselfde lineêre algebra geleer, onderrig volgens die konvensionele metode. Die hoofstudie is voorafgegaan deur In oorsig van die geskiedenis van die onderrig van lineêre algebra, wat getoon het dat dat sekere aspekte van lineêre algebra histories in konteks onderrig is. In Ontleding van die huidige hoërkool wiskundekurrikulum toon dat dit komponente van lineêre algebra bevat. Om die impak van die eksperimentele kursus te bepaal, het beide groepe aan die einde van die eksperimentele periode dieselfde lineêre algebra toetsitems voltooi. Die volgende nul-hipotese is getoets: Daar is geen beduidende verskil tussen die prestasies van die eksperimentele en die kontrole groepe nie. In Eenvoudige tweevlerk statistiese toets vir die verskil tussen twee gemiddeldes is gedoen. Die toets bevestig die verwerping van die nul-hipotese op die 0,01 vlak van beduidendheid. Dit word dus aanvaar dat die beter prestasie van die eksperimentele groep toegeskryf kan word aan die intervensie, naamlik die leer van lineêre algebra volgens die probleem-gesentreerde benadering. Om "n aanduiding te kry van die strategieë wat die eksperimentele groep gebruik het in die oplos van lineêre algebra probleme, is die geskrewe werk van die studente ontleed. Die ontleding het getoon dat studente 'n absolute rekenstrategie gebruik het om oplossings vir die probleme te soek. Die studie het die volgende beperkings: 1. Die studente was nie verteenwoordigend van sekondêre onderwysstudente in Suid Afrika nie. Slegs studente uit die onwikkelinggroep was betrokke. 2. Die studente is nie willekeurig aan die eksperimentele en kontrole groepe toegewys nie. Hulle was in hul gewone kollege klasse. Ondanks die bogenoemde beperkings, word daar aanbeveel dat: 1. Die probleem-gesentreerde benadering, wat die beginsels van uitkomsgebaseerde onderwys ondersteun, behoort in die wiskunde kurrikulum vir skole en onderwyserskolleges gebruik te word. 2. Gepaste assesseringsmetodes, soos in die probleem-gesentreerde benadering gebruik, moet toegepas word. 3. Doeltreffende ondersteuningstelsels moet geïmplementeer word om onderwysers te ondersteun in huloorgang na die probleem-gesentreerde benadering.

Thesis (MPhil) (Higher Education)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Transformation in biology teaching is inevitable. There is a global concern about the quality of undergraduate biology teaching, especially when considering the growth in the fields of biotechnology and the molecular sciences. Programmes of learning have to be market orientated, and the contents of curricula have to equip students for entrance into a specific career. At the University of Stellenbosch the School for Biological Sciences has developed an interdisciplinary approach to first-year biology teaching. The new programmes in Biological Sciences, implemented in 2000, contain first-year curricula that introduce students to the disciplines of genetics, botany, zoology, microbiology, biochemistry and statistics. This involves participation by six departments, and lecture facilitation in two languages for up to 600 students. As contact sessions between lecturers and students are limited, self-study is becoming increasingly important, and lectures should be fully exploited to obtain deep learning. This study investigated various ways to enhance the teaching and learning process for first-year biology students in a module fraught with growing pains and problems. The influence of software support on student learning was evaluated, while the introduction of an innovative approach to teaching statistics to first-year students was analyzed. Supplementing the statistics section with video-recordings of the lectures was further considered as a possible way of overcoming various obstacles in especially this section of the module. The application of a practical laboratory course to enhance the quality of the theoretical lectures was also investigated and evaluated. It can be concluded that no simple solution could be found to solve the variety of problems that arose with implementation of the new programmes of learning. Technology proved to be invaluable, but should be applied after thorough needs assessment and impact studies have been performed. Provision of IT tools and facilities do not necessarily imply their application and effect, and innovation and inspiration still proved to be most effective in enhancing biology teaching. / AFRIKAANSE OPSOMMING: Transformasie in biologie-onderrig is onvermydelik. Daar is wêreldwye kommer oor die kwaliteit van voorgraadse biologie-onderrig, veral in die lig van die vooruitgang in biotegnologie en die molekulêre wetenskappe. Programme van onderrig moet markgerig wees, en die inhoud van leerplanne loopbaangerig. Die Skool vir Biologiese Wetenskappe van die Universiteit van Stellenbosch het sedert sy stigting 'n interdissiplinêre benadering tot eerstejaarsbiologie-onderrig ontwikkel. Die nuwe programme in die Biologiese Wetenskappe wat in 2000 geïmplementeer is, bevat eerstejaarskurrikula wat studente bekendstel aan die dissiplines van genetika, botanie, sooloqie, mikrobiologie, biochemie en statistiek. Ses departemente is hierby betrokke, en lesings word in twee tale vir tot 600 studente aangebied. Aangesien kontaksessies tussen dosente en studente beperk is, word selfstudie toenemend belangrik, en lesure moet ten volle benut word om 'n diepgaande leerproses te verkry. Hierdie studie ondersoek derhalwe verskeie potensiële maniere waarop die onderrigen leerproses by eerstejaarbiologie-studente versterk kan word. Die invloed van sagteware-ondersteuning by die leerproses is geëvalueer, terwyl 'n nuwe innoverende benadering tot statistiek-onderrig vir eerstejaarstudente geanaliseer is. Uitbreiding en ondersteuning van die statistiek-seksie, d.m.v. videoopnames van die lesings, is verder oorweeg om verskeie van die hindernisse in veral hierdie deel van die module te oorkom. Die toepassing van 'n laboratoriumkursus om die kwaliteit van die teoretiese lesings uit te brei is ook geëvalueer. Daar kan saamgevat word dat geen enkelvoudige oplossing bestaan om die verskeidenheid van probleme op te los wat met implementering van die programme ontstaan het nie. Tegnologie is onontbeerlik, maar moet toegepas word nadat behoorlike behoeftebepaling en impakstudies uitgevoer is. Verskaffing van informasietegnologie impliseer nie noodwendig die nodige toepassing en effek nie, en innovasie en inspirasie blyk steeds onontbeerlik te wees om biologie-onderrig uit te brei en te versterk.

Thesis (MEd)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: In many countries, due to a growing criticism of the inadequacy of mathematics curricula, reforms have been undertaken across the world for meeting new social and technological needs and many researchers have begun to pay attention to the way mathematics is learned and taught. In the same vein, this study aims to investigate innovative and appropriate teaching strategies to introduce in the Rwandan educational system in order to foster students' mathematical thinking and problem solving skills. For this, a classroom-based research experiment was undertaken, focusing on meticulous observation, description and critical analysis of mathematics teaching and learning situations. In the preparation of the research experiment, three mathematics teachers were helped to acquire proficiency in doing mathematics and to refine their teaching strategies, as well as to enable them to create a mathematics classroom culture that fosters students' understanding of mathematics through the problem solving process. Three classes of 121 students of the second year, their ages ranging from 14 years to 16 years, chosen from three different secondary schools in Rwanda, participated in this research experiment. Students were taught an experimental programme based on solving contextualised algebra problems in line with the constructivist approach towards mathematics teaching and learning. Twenty-four mathematics lessons were observed in the three classes and students' learning activities were systematically recorded, focusing on teacher-students and student-student interaction. The participating teachers experienced many difficulties in implementing new teaching strategies based on a problem solving approach but were impressed and encouraged by their students' abilities to generate different and unexpected ways of solving problem situations. However, the construction of mathematical models of non-routine problems constituted the most difficult task for many students because it required a high level of abstraction, characterising algebraic reasoning. Despite evident cognitive obstacles, a substantial improvement in students' systematic reasoning with respect to the different steps in the problem solving process, namely formulating a mathematical model, solving a model, verifying the solution and interpreting the answer, was progressively observed during the experiment. Many students had to overcome a language problem, which inhibited their understanding and interpretation of mathematical problem situations and deeply affected their active participation in classroom discussions. In this study, small group work and group discussions gave rise to excellent and successful teaching and learning situations which were appreciated and continuously improved up by the teachers. They provided students with opportunities for learning to argue about their mathematical thinking and to communicate mathematically. This kind of classroom organisation created an ideal learning environment for students but an uncomfortable teaching situation for teachers. It required much effort from the teachers to transform the mathematics classroom into a forum of discussion in setting up stimulating and challenging tasks for students, in working efficiently with different groups and in moderating the whole class discussion. It was unrealistic to expect spectacular changes in teaching practices established over years to take place during a period of a month. This type of change requires sufficient time and support. However, teachers did develop a new and practical vision of mathematics teaching strategies focusing on students' full engagement in exploring and grappling with problematic situations in order to solve problems. Teachers made remarkable efforts in internalising and adopting their new role of mediators of students' mathematics learning and in being more flexible in their teaching styles. They learned to communicate with their students, to accept students' explanations and suggestions, to encourage their logical disagreement and to consider their errors and misconceptions constructively. Students' results in the pre-test and the post-test showed their low performance in building mathematical models especially when they had to use symbols but revealed a significant progress in the students' ways of thinking which was observed through the variety and originality of their strategies, their systematic work and their perseverance in solving algebra problems. Students also developed positive attitudes to do mathematics; this was exhibited by their pride and satisfaction to accomplish nonroutine tasks by themselves. Teachers' comments indicated that they work under pressure to cover an overloaded mathematics curriculum and have poor support from educational authorities. For them, mathematics IS socially considered as a difficult subject. For many students, mathematics IS a gatekeeper to access higher levels of education; to fail in mathematics unfortunately implies to fail at school and in life. Students' negative attitudes towards mathematics were mainly due to their repeated failures in mathematics, but also to some mathematics teachers who intimidate and discourage their students. Both educational authorities and teachers should make efforts to rethink an appropriate mathematics curriculum and alternative teaching strategies in order to efficiently prepare students to meet new societal and technological requirements. / AFRIKAANSE OPSOMMING: As gevolg van toenemende kritiek oor die kwaliteit van wiskundekurrikula, is bewegings vir hervorming wêreldwyd geïnisieer om nuwe sosiale en tegnologiese behoeftes aan te spreek en baie navorsing is gedoen oor die wyse waarop wiskunde geleer en onderrig word. In lyn hiermee, is die doel van hierdie studie om innoverende en geskikte onderrigstrategieë te ondersoek om in die Rwandese onderwysstelsel in te voer om leerders se wiskundige denke en probleemoplossingsvaardighede te ontwikkel. Om dit te bereik, is 'n klaskamergebaseerde navorsingseksperiment uitgevoer, met die klem op fyn waarneming, beskrywing en kritiese ontleding van wiskunde leer- en onderrigsituasies. As voorbereiding tot die navorsingseksperiment is drie wiskunde-onderwysers gehelp om vaardighede te verwerf in die doen van wiskunde en om hulonderrigstrategieë te verfyn, asook om hulle in staat te stelom 'n wiskunde-klaskamerkultuur te vestig wat leerders se begryping van wiskunde deur die probleemoplossingsproses ontwikkel. Drie klasse van 121 leerders in die tweede jaar, tussen 14 en 16 jaar oud, is uit drie verskillende hoërskole in Rwanda gekies om aan die navorsing deel te neem. Die leerders is deur middel van 'n eksperimentele program onderrig wat gebaseer is op die oplossing van gekontekstualiseerde algebraprobleme in ooreenstemming met 'n konstruktivistiese benadering tot wiskunde-leer en -onderrig. Vier-en-twintig wiskundelesse is in die drie klaskamers waargeneem en leerders se leeraktiwiteite is stelselmatig opgeskryf, met die klem op onderwyser-leerder en leerder-leerder interaksie. Die betrokke onderwysers het baie probleme ondervind om nuwe onderrigstrategieë gebaseer op 'n probleemoplossingsbenadering te implementeer, maar was baie beïndruk en begeesterd deur hulleerders se vermoë om verskillende en onverwagte planne te beraam om probleme op te los. Die opstelling van wiskundige modelle vir nie-roetine probleme was vir baie leerders die moeilikste taak omdat dit 'n hoë vlak van abstraksie wat kenmerkend is van algebraïese denke verteenwoordig. Ten spyte van kognitiewe struikelblokke was daar nogtans 'n merkbare verbetering in leerders se logiese redeneringsprosesse soos geopenbaar in die toepassing van die verskillende stappe van die probleemoplossingsproses, naamlik die formulering van 'n wiskundige model, die oplossing van die model, verifiëring van die oplossing en interpretasie van die antwoord. Baie studente is gekniehalter deur 'n taalprobleem wat hul begrip en interpretasie van wiskundige probleemsituasies en hul vrymoedigheid om aan klaskamergesprekke deel te neem, aan bande gelê het. Inhierdie studie het kleingroepwerk en groepbesprekings suksesvolle onderrig- en leersituasies geskep wat deur die onderwysers raakgesien en verder uitgebou is. Dit het geleenthede geskep vir die leerders om oor hul wiskundige denke te argumenteer en om wiskundig te kommunikeer. Hierdie soort klaskamerorganisasie het 'n ideale leeromgewing vir leerders geskep maar 'n ongemaklike onderrigomgewing vir onderwysers. Dit het baie van onderwysers geverg om die wiskundeklaskamer in 'n gespreksforum te omskep deur stimulerende en uitdagende probleme aan leerders te stel, deur met verskillende groepe te werk en deur die algemene klaskamerbesprekings te fasiliteer. Dit was onrealisties om binne die bestek van 'n maand grootskaalse veranderinge in onderwyspraktyke wat oor 'n tydperk vanjare posgevat het, te verwag. Hierdie soort verandering benodig genoeg tyd en ondersteuning. Onderwysers het nogtans 'n nuwe en praktiese visie ontwikkel van wiskunde-onderrigstrategieë wat fokus op leerders se betrokkenheid by die ondersoek en oplossing van probleme wat vir hulle uitdagend en nie-roetine was. Onderwysers het daadwerklike pogings aangewend om hul nuwe rolle as mediators te internaliseer en te aanvaar, en om meer soepel onderrigstyle te ontwikkel. Hulle het geleer om met hulleerders te kommunikeer, om leerders se verduidelikings en voorstelle te aanvaar, om logiese argumentering aan te moedig en om foute en wankonsepte konstruktief te benader. Leerders se resultate in die voor- en na-toetse dui op swak vermoë om wiskundige modelle te bou veral wanneer hulle simbole moes gebruik, maar wys beduidende vordering in leerders se denke, wat gemanifesteer het in die verskeidenheid en oorspronklikheid van hul strategieë, hul sistematiese werk en hul voortgesette pogings om algebraprobleme op te los. Leerders het ook positiewe instellings teenoor die doen van wiskunde ontwikkel; dit is getoon deur hul trots en tevredenheid wanneer hulle self nie-roetine take opgelos het. Onderwysers se kommentaar openbaar dat hulle onder druk werk om 'n oorlaaide wiskundekurrikulum af te handel en dat hulle min ondersteuning van onderwyshoofde kry. Hulle sê ook dat wiskunde deur die breë gemeenskap as 'n moeilike vak beskou word. Vir baie leerders is wiskunde 'n hekwagter wat toegang tot verdere onderwys en opleiding beheer; om in wiskunde te faal beteken om op skool te faal en om in die lewe te faal. Leerders se negatiewe instellings teenoor wiskunde was hoofsaaklik as gevolg van hul herhaalde mislukkings in skoolwiskunde maar ook as gevolg van sommige wiskunde-onderwysers wat hulleerders intimideer en ontmoedig. Beide onderwyshoofde en onderwysers behoort pogings aan te wend om te besin oor 'n geskikte wiskundekurrikulum en alternatiewe onderrigstrategieë om leerders meer doeltreffend voor te berei om aan nuwe sosiale en tegnologiese eise te voldoen.

Thesis (MEd)--University of Stellenbosch, 2002. / ENGLISH ABSTRACT: Algebra deals amongst others with the relationship between variables. It differs from Arithmetic amongst others as there is not always a numerical solution to the problem. An algebraic expression can even be the solution to the problem in Algebra. The variables found in Algebra are often represented by letters such as X, y, etc. Equations are an integral part of Algebra. To solve an equation, the value of an unknown must be determined so that the left hand side of the equation is equal to the right hand side. There are various ways in which the solving of equations can be taught. The purpose of this study is to determine the existence of a cognitive gap as described by Herseovies & Linchevski (1994) in relation to solving linear equations. When solving linear equations, an arithmetical approach is not always effective. A new way of structural thinking is needed when solving linear equations in their different forms. In this study, learners' intuitive, informal ways of solving linear equations were examined prior to any formal instruction and before the introduction of algebraic symbols and notation. This information could help educators to identify the difficulties learners have when moving from solving arithmetical equations to algebraic equations. The learners' errors could help educators plan effective ways of teaching strategies when solving linear equations. The research strategy for this study was both quantitative and qualitative. Forty-two Grade 8 learners were chosen to individually do assignments involving different types of linear equations. Their responses were recorded, coded and summarised. Thereafter the learners' responses were interpreted, evaluated and analysed. Then a representative sample of fourteen learners was chosen randomly from the same class and semi-structured interviews were conducted with them From these interviews the learners' ways of thinking when solving linear equations, were probed. This study concludes that a cognitive gap does exist in the context of the investigation. Moving from arithmetical thinking to algebraic thinking requires a paradigm shift. To make adequate provision for this change in thinking, careful curriculum planning is required. / AFRIKAANSE OPSOMMING: Algebra behels onder andere die verwantskap tussen veranderlikes. Algebra verskil van Rekenkunde onder andere omdat daar in Algebra nie altyd 'n numeriese oplossing vir die probleem is nie. InAlgebra kan 'n algebraïese uitdrukking somtyds die oplossing van 'n probleem wees. Die veranderlikes in Algebra word dikwels deur letters soos x, y, ens. voorgestel. Vergelykings is 'n integrale deel van Algebra. Om vergelykings op te los, moet 'n onbekende se waarde bepaal word, om die linkerkant van die vergelyking gelyk te maak aan die regterkant. Daar is verskillende maniere om die oplossing van algebraïese vergelykings te onderrig. Die doel van hierdie studie is om die bestaan van 'n sogenaamde "kognitiewe gaping" soos beskryf deur Herseovies & Linchevski (1994), met die klem op lineêre vergelykings, te ondersoek. Wanneer die oplossing van 'n linêere vergelyking bepaal word, is 'n rekenkundige benadering nie altyd effektiefnie. 'n Heel nuwe, strukturele manier van denke word benodig wanneer verskillende tipes linêere vergelykings opgelos word. In hierdie studie word leerders se intuitiewe, informele metodes ondersoek wanneer hulle lineêre vergelykings oplos, voordat hulle enige formele metodes onderrig is en voordat hulle kennis gemaak het met algebraïese simbole en notasie. Hierdie inligting kan opvoeders help om leerders se kognitiewe probleme in verband met die verskil tussen rekenkundige en algebraïese metodes te identifiseer.Die foute wat leerders maak, kan opvoeders ook help om effektiewe onderrigmetodes te beplan, wanneer hulle lineêre vergelykings onderrig. As leerders eers die skuif van rekenkundige metodes na algebrarese metodes gemaak het, kan hulle besef dat hul primitiewe metodes nie altyd effektief is nie. Die navorsingstrategie wat in hierdie studie aangewend is, is kwalitatief en kwantitatief Twee-en-veertig Graad 8 leerders is gekies om verskillende tipes lineêre vergelykings individueel op te los. Hul antwoorde is daarna geïnterpreteer, geëvalueer en geanaliseer. Daarna is veertien leerders uit hierdie groep gekies en semigestruktureerde onderhoude is met hulle gevoer. Vanuit die onderhoude kon 'n dieper studie van die leerders se informele metodes van oplossing gemaak word. Die gevolgtrekking wat in hierdie studie gemaak word, is dat daar wel 'n kognitiewe gaping bestaan in die konteks van die studie. Leerders moet 'n paradigmaskuif maak wanneer hulle van rekenkundige metodes na algebraïese metodes beweeg. Hierdie klemverskuiwing vereis deeglike kurrikulumbeplanning.