Thesis (PhD)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The introduction of Outcomes Based Education in the South African school system brought about a new approach to education. The existing system of a multitude of subjects was replaced by a curriculum with eight learning areas. In this curriculum the focus is on attitudes, skills and values which replaced a content based approach with a process-based approach. Educators thereby became facilitators in the educational process. With the barriers of segregation removed in the South African society the diversity of the population created multi-cultural classrooms. Schools became the meeting place of many cultures and belief systems. Educators who facilitated learning in schools were not always prepared for the task of managing a multi-cultural and multi-religious school environment. This change within the school system required that educators make a paradigm shift regarding their role as educators. The introduction of Curriculum 2005 (1997); The Revised National Curriculum (2001) and the National Curriculum Statement (2002) was not without problems in South Africa. Many educators resisted change and had negative perceptions about the implementation of Outcomes Based Education in schools. These perceptions stemmed from inadequate training of educators for the implementation phase of the curriculum. The lack of skills to facilitate the content of the curriculum was also visible in the educators' inability to identify values in the curriculum. The multi-cultural and multi-religious classroom confronted educators with values from the different value and belief systems of learners. It is, therefore, important that educators should be able to identify values in order to attain the outcomes of the curriculum. Previous research indicated that educators did not play an active role in the teaching of values in schools. Neither were the educators participating in this research able to either identify or promote the values identified in the curriculum. The aim of this research was to develop an instrument to assist educators in identifying values from different belief systems in C2005 (1997); The Revised National Curriculum (2001) and the National Curriculum Statement (2002). Guidelines were developed for the facilitation of the identified values within the OBE curriculum. An empirical research was undertaken regarding the management of values in schools in the Western Cape during June 1999. Possible methods and approaches to values in education in general were identified and the suggested instrument and guidelines to assist educators with the identification of values was developed. The relevance of this study is to assist in-service and pre-service educators In identifying and facilitating different belief and value systems in an OBE education system. / AFRIKAANSE OPSOMMING: Die implementering van Uitkomsgebaseerde Onderwys (UGO) in die Suid-Afrikaanse skoolstelsel het 'n nuwe benadering tot onderwys gebring. Die veelvoudige vakkeuses van die vorige kurrikulum is vervang deur een met agt leerareas. 'n Nuwe kurrikulum wat gefokus is op gesindhede, vaardighede en waardes het op sy beurt die inhoudgebaseerde kurrikulum met 'n prosesbenadering vervang. Opvoeders het nou fasiliteerders van die leerproses geword. Die verwydering van skeidslyne in die Suid Afrikaanse samelewing het tot gevolg gehad dat die diversiteit van die S.A. bevolking tot multikulturele klaskamers gelei het. Skole het die ontmoetingsplek van vele kulture en waardestelsels geword. Die opvoeders wat die leerproses in skole moet fasiliteer, is nie altyd voorbereid op die multikulturele en multireligieuse skoolomgewing nie. Die verandering in die skoolwese vereis dat opvoeders 'n paradigmaskuif betreffende hulle rol as opvoeders moet maak. Die implementering van Kurrikulum 2005(Curriculum 2005,1997; Hersiene Nasionale Kurrikulum (Revised National Curriculum, 2001); Nasionale Kurrikulum Stelling (National Curriculum Statement, 2002) was geensins sonder probleme nie. Heelwat opvoeders het weerstand gebied en baie negatiewe persepsies is behou in verband met die implementering van Uitkomsgebaseerde Onderwys in skole. Die persepsies van opvoeders ten opsigte van die implementeringsfase van die kurrikulum word gemotiveer as gevolg van die onvoldoende opleiding in die voorbereidingsproses .. Die gebrek aan vaardighede om die inhoud van die kurrikulum te fasiliteer, is sigbaar in die opvoeders se onvermoë om waardes in die kurrikulum te identifiseer. Die multikulturele en multireligieuse klaskamer het opvoeders konfronteer met die leerders se waardes vanuit hul verskillende waarde- en oriënteringsomgewings. (belief systems). Dit word belangrik geag dat opvoeders hierdie waardes kan identifiseer sodat die uitkomste van die kurrikulum behaal kan word. Vorige navorsing het aangedui dat opvoeders nie 'n aktiewe rol in die fasilitering van waardes in die skool speel nie. Die opvoeders wat deel was van hierdie navorsing, kon ook nie waardes in die kurrikulum identifiseer of bevorder nie. Die doel van hierdie navorsing was om 'n instrument te ontwerp om opvoeders te help met die identifisering van waardes van die verskillende oriënteringsomgewings (belief systems) in C200S (1997); RNC (2001); NCS(2002) Riglyne is ontwerp vir fasilitering van die geïdentifiseerde waardes in die UGO kurrikulum. Empiriese ondersoek is onderneem met die doelom die hantering van waardes in Wes-Kaapse skole na te vors. Moontlike metodes en benaderings tot waardes in onderwys in die algemeen is geïdentifiseer en 'n instrument om opvoeders te help met die identifisering van waardes, is ontwikkel. Riglyne word voorgestelom opvoeders te help in hulle benadering tot waardes in die kurrikulum. Die waarde van die studie lê daarin om sowel voor- as indiensopvoeders te help met die identifisering en fasilitering van waardes vanuit die verskillende waarde en oriënteringsomgewings in 'n Uitkomsgebaseerde Onderwysstelsel.

Dissertation (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: With current legislation focusing on the implementation of inclusive education, more learners with diverse needs are entering the regular classroom. In order to effectively address the needs of all learners, it is necessary for educators to implement effective teaching 'strategies in educating learners with diverse needs. Many educators have not been trained to address the needs of learners with special educational needs with the help of specific teaching strategies. Because of this, effective in-service training programmes for educators are necessary. The primary aim of this research study was to determine whether the following outcomes of an in-service programme on co-operative learning for educators have materialised in the academic achievement, social skills and motivation of learners with special educational needs have improved. The research design was evaluative in nature and specifically addressed the question of whether the participants (the learners with special educational needs) changed in the direction that the programme was planned. An integrated qualitative and quantitative methodology in evaluation research was followed and involved observations before, during and after the intervention. Research findings indicated that both learners with special educational needs and regular classroom learners benefited favourably from the co-operative learning lessons in terms of academic achievement, motivation and social skills. / AFRIKAANSE OPSOMMING: Met die huidige wetgewing wat die fokus toenemend op die implementering van inklusiewe onderrig laat val, betree al hoe meer leerders met diverse behoeftes die gewone klaskamer. Ten einde in die behoeftes van alle leerders te voorsien, is dit nodig dat opvoeders by die opvoeding van leerders met diverse behoeftes effektiewe onderrigstrategieë implementeer. Baie opvoeders is nie opgelei om met behulp van spesifieke onderrigstrategieë die behoeftes van leerders met spesiale opvoedkundige behoeftes aan te spreek nie. Vir hierdie rede is effektiewe indiensopleidingsprogramme vir opvoeders noodsaaklik. Die hoofdoel van hiedie navorsingstudie was om vas te stelof die uitkomste van 'n indiensopleidingsprogram in kooperatiewe leer vir opvoeders verwerklik is en of die akademiese prestasie, sosiale vaardighede en motivering van leerders met spesiale opvoedkundige behoeftes verbeter het. Die navorsingsontwerp was evaluerend van aard en het spesifiek die vraag aangespreek of die deelnemers (die leerders met spesiale opvoedkundige behoeftes) verandering getoon het in die rigting wat deur die programbeplanning in die vooruitsig gestel is. 'n Geïntegreerde kwalitatiewe en kwantitatiewe metodologie in evalueringsnavorsing is gevolg en het waarneming voor, tydens en ná die intervensie behels. Navorsingsbevindings het getoon dat sowel leerders met spesiale opvoedkundige behoeftes as gewoneklaskamer-Ieerders ten opsigte van akademiese prestasie, motivering en sosiale vaardighede by die koëperatieweleer-lesse baat gevind het.

Thesis (PhD)--Stellenbosch Universityh, 1995. / ENGLISH ABSTRACT: This study investigates the influence of readability of mathematics examination questions on achievement. The aim of any mathematics examination is to assess whether the aims of a specific mathematics programme have been realized. Readability factors that unnecessarily prevent a clear understanding of questions could jeopardize this aim. The important issue is, therefore, whether there are indeed readability factors in mathematics examination questions that cause comprehension problems for students and, if there are, do they hav~ any effect on test scores? The issue of readability is of even greater importance for second language readers. In the South Mrican context, the reading problems of second language readers are of particular importance as most students at school are second language learners. An important question would therefore be: What readability factors cause comprehension difficulties for second language students, especially those whose mother tongue is not kindred to English? Furthermore, what is the influence of cultural factors on readability? This study provides answers to these and other related questions for mathematics text at senior secondary school level. Protocol analysis was used to ascertain what readability problems are experienced by students when reading examination questions in mathematics. Three different language groups, comprising 17 -18-year-old students, were used in the study: English First Language students and two groups who had English as a second language. One second language group had Mrikaans as first language while the other group comprised Mrican students whose mother tongue is unrelated to English. A framework was developed to analyse the protocols and it comprised five categories: unfamiliar vocabulary structural problems obscure information visualization difficulties non-verbal factors Mter the protocol study, students were asked to adapt the examination questions to a more comprehensible form. Students' adaptations addressed lexical, syntactical, discourse and non-verbal factors. Most of the readability problems identified in the literature study were verified in the empirical study. However, the empirical study generated additional readability problems that are mainly restricted to mathematics text and relate to nonverbal factors like mathematical expressions. During the last phase of the empirical study a composite test was used to test the hypothesis that improved readability of the common language used in mathematics examination questions' will improve achievement. Nine socalled "word problems" from previous examination papers were set in three different versions: original, adapted and non-verbal. The hypothesis was confirmed in a number of important cases. A significant finding of the study was, therefore, that readability factors not only influence the comprehension of mathematics examination questions, but also have a marked influence on students' achievement levels. The results of the empirical study are reported quantitatively as well as qualitatively. Other results include the following: Not only second language students, but also first language students experienced a variety of readability problems. All three language groups demonstrated the same level of competency on the non-verbal versions. When comparing test scores of the verbal versions, differences in achievement levels between the different language groups were often caused by linguistic and cultural factors. Cultural thought patterns, typical of a mother tongue but absent in a second language, were often a source of comprehension difficulties for second language readers. This study has led to certain conclusions for teaching and examination practice. For example, factors influencing the readability of ordinary English should be considered with other factors when writing mathematics examination questions. Furthermore, the distinctly different reading needs of second language students suggest that examination papers be set, so that the language needs of second language learners are accommodated. Guidelines for writing more readable examination questions were developed and are presented as a readability checklist. Suggestions for further research include the investigation of the influence of readability on achievement in authentic examination conditions. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die invloed van leesbaarheid van wiskunde eksamenvrae op prestasie. Die doel van enige wiskunde eksamen is om vas te stel of die doelwitte van 'n spesifieke wiskunde program bereik is. Leesbaarheidsfaktore wat die volledige begryp van vraestelle onnodig belemmer, kan die bereiking van hierdie doel verhinder. Dit is dus belangrik om vas te stel of daar wel leesbaarheidsfaktore in wiskunde eksamenvrae bestaan wat vir leerlinge begripsprobleme veroorsaak en, indien wel, of hulle enige effek op toetspunte het. Vir tweedetaallesers is die kwessie van leesbaarheid van nog groter belang. In die SuidAfrikaanse opset is die leesprobleme van tweedetaal lesers 'n uiters aktuele saak aangesien die meeste skoolleerlinge tweedetaal leerders is. Belangrike vrae is dus: Watter faktore veroorsaak leesbaarheidsprobleme vir tweedetaalleerlinge, veral diegene met 'n nie-verwante moedertaal en, watter invloed het kultuur op leesbaarheid? Hierdie ondersoek bied antwoorde op hierdie en ander verwante vrae ten opsigte van wiskunde eksamenvrae op senior sekondere vlak. Protokol analise is gebruik om vas te stel watter leesbaarheidsprobleme ondervind word wanneer leerlinge wiskunde eksamenvrae lees. Drie verskillende taalgroepe, bestaande uit 17 -18-jarige leerlinge, het aan die ondersoek deelgeneem: Engels Eerstetaalleerlinge en twee groepe wat Engels as tweede taal gehad het. Een van die tweedetaal groepe het Afrikaans as eerste taal gehad terwyl die ander groep bestaan het uit Afrikane wie se moedertaal nie aan Engels verwant is nie. 'n Raamwerk is ontwikkel om die protokolle te analiseer en het uit die volgende vyf kategoriee bestaan: onbekende woordeskat strukturele probleme onduidelike inligting visualiseringsprobleme nie-verbale probleme Gedurende die tweede fase van die ondersoek is leerlinge gevra om die vrae tot 'n meer verstaanbare vorm aan te pas. Leerlinge se aanpassings het leksikale, sintaktiese, diskoers en nie-verbale faktore aangespreek. Sommige leesbaarheidsprobleme wat in die literatuurstudie gei'dentifiseer is, is in die empiriese ondersoek geverifieer. Die empiriese ondersoek het egter addisionele leesbaarheidsprobleme uitgelig wat meerendeels wiskundig van aard is en verband hou met nie-verbale faktore soos wiskunde uitdrukkings. Gedurende die laaste deel van die empiriese ondersoek is 'n samegestelde toets gebruik om die volgende hipotese te toets: Verbeterde leesbaarheid van die gewone taal wat in wiskunde eksamenvrae gebruik word, sal die prestasie van leerlinge verb et er. N ege sogenaamde woordsomme is op verskillende maniere gestel: oorspronklik, aangepas en nie-verbaal. Die hipotese is in 'n hele aantal belangrike gevalle bevestig. Een van die bevindinge van die ondersoek was dus dat leesbaarheidsfaktore nie slegs be grip ten opsigte van wiskunde eksamenvrae bei:nvloed nie, maar ook 'n beduidende invloed op prestasie het. Die resultate van die empiriese ondersoek word kwalitatief sowel as kwantitatief weergegee. Ander resultate sluit die volgende in: Nie slegs tweedetaal leerlinge nie, maar ook eerstetaal leerlinge het 'n verskeidenhied van leesbaarheidsprobleme ondervind Al drie taalgroepe het op die nie-verbale weergawe dieselfde bekwaamheidsvlak getoon. Verskille in die prestasievlakke tussen die verskillende taalgroepe op die verbale weergawes is baiekeer deur taalkundige en kulturele faktore veroorsaak Kulturele denkpatrone wat tipies is van 'n leerling se moedertaal, maar nie in die tweedetaal voorkom nie, het dikwels tot begripsprobleme by tweedetaal lesers gelei. Hierdie ondersoek het sekere gevolgtrekkings v1r o~derrig- en eksamenpraktyk. Byvoorbeeld, faktore wat die leesbaarheid van gewone Engels bei:nvloed, behoort saam met ander faktore in ag geneem te word wanneer wiskunde eksamenvraestelle opgestel word. Verder is daar duidelike aanduidings dat aparte vraestelle vir eerste- en tweedetaal leerlinge opgestel moet word sodat die taalbehoeftes van tweedetaal leerlinge in ag geneem kan word. Riglyne vir die skryf van meer leesbare eksamenvrae is saamgestel en as 'n oorsiglys aangebied. Voorstelle vir verdere navorsing sluit in die ondersoek na die invloed van leesbaarheid op prestasie in ware eksamen omstandighede.

Dissertation (DEd) -- Stellenbosch University, 1993. / Includes bibliography / ENGLISH ABSTRACT: This study examined the process of identity development in secondary school adolescents. Identity formation can be regarded as a central developmental task during adolescence. Psychological maturity and a functional personality depend on the effective solution of the identity crisis. The process of identity formation is, however, complicated by various trends in modern society. This is particularly true for South Africa in its present transitional phase. This study was undertaken due to various research deficiencies, and because a thorough knowledge of the process of identity formation during adolescence is of vital importance for educators on all levels. Based on an extensive literature study the concepts identity and identity development are described, and research findings on identity development during adolescence are reviewed. The focus of the empirical investigation is on four selected domains of identity development, namely future career, religion, friendships and dating. Two objective questionnaires, the Ackermann Identity status Inventory (AISI) (which was designed by the researcher) and the Dellas Identity Status Inventory (DISI), and a semi-structured interview were used to determine the identity status of adolescents. A third questionnaire was administered in order to determine adolescents r evaluation of the importance of various identity domains. The research group included all the standard 7 and 10 pupils (N - 1152) from 6 Afrikaans medium secondary schools in the Southwestern Cape. From this group a stratified sample of 96 pupils was taken for the interview. When selecting the research groups three variables were taken into account, namely sex, age, and residential area. Some of the most important findings include the following: Adolescents manifest different patterns of identity development in different domains. Identity development should therefore be investigated separately in different domains. There are significant differences in the identity status of standard 7 and standard 10 pupils. Only minor differences in identity status development exist between the sexes. No significant differences in identity status were found between rural and urban adolescents. Regarding the religious domain the research group had a strong tendency towards identity foreclosure. This finding has important implications for religious educators. various implications for education were pointed out. / AFRIKAANSE OPSOMMING: Die proses van identiteitsontwikkeling by skoolgaande adolessente is in hierdie studie ondersoek. Die verwerwing van 'n eie identiteit kan as 'n sentrale ontwikkelingstaak tydens adolessensie beskou word. Die effektiewe hantering van die identiteitskrisis is 'n voorwaarde vir die verwerwing van psigologiese volwassenheid en vir positiewe persoonlikheidsfunksionering. Verskeie tendense in die hedendaagse samelewing kompliseer die proses van identiteitsontwikkeling. Dit geld Suid-Afrika in besonder, aangesien die land tans in 'n transformasieproses verkeer wat verskeie lewensterreine raak. 'n Grondige kennis van die proses van identiteitsontwikkeling by adolessente is van kardinale belang vir primêre en sekondêre opvoeders. In die lig van bestaande leemtes in navorsing op hierdie terrein is die studie onderneem. Teen die agtergrond van 'n omvattende literatuurstudie is die aard en wese van identiteit en identiteitsontwikkeling beskryf en 'n oorsig is gegee van bestaande navorsingsbevindinge oor identiteitsontwikkeling tydens adolessensie. Die empiriese ondersoek is gerig op vier geselekteerde domeine van identiteitsontwikkeling , naamlik beroep, godsdiens, vriendskappe en uitgaan (Engels: dating). Met die oog op die bepa ing van die status van adolessente se identiteitsontwikkeling is twee objektiewe vraelyste, naamlik die Ackermann Identiteitstatusvraelys (AISV) en die Dellas Identity status Inventory (DISI), en 'n gestruktureerde onderhoud gebruik. Die AISV is vir die doel van die ondersoek deur die ondersoeker ontwerp. 'n Derde vraelys is afgeneem ten einde adolessente se belewing van die belangrikheid van verskeie identiteitsdomeine te bepaal. Die ondersoekgroep het bestaan uit die standerd 7- en standerd 10-1eerlinge (N = 1152) van ses Afrikaansmedium sekondêre skole. Uit die groep is 'n gestratifiseerde steekproef van 96 leerlinge vir die onderhoud getrek. Gelyke verteenwoordiging van drie veranderlikes is met die trekking van die steekproewe in ag gensem, naamlik ouderdom, geslag en nedersettingsgebied. Van die belangrikste bevindinge wat uit die ondersoek geblyk het, is die volgende: Adolessente toon verskillende patrone van identiteitsontwikkeling in verskillende domeine. Dit is daarom belangrik dat identiteitsontwikkeling in terme van afsonderlike domeine ondersoek word. Beduidende verskille in identiteitstatusontwikkeling kom tussen adolessente in st 7 en st. 10 voor. slegs enkele verskille in identiteitstatusontwikkeling kern tussen die twee geslagte voor. Daar is nie 'n beduidende verskil tussen stedelike en plattelandse adolessente se identiteitstatusontwikkeling nie. In die domein van godsdiens is 'n neiging tot vroeë identiteitsluiting gevind. Dit hou belangrike implikasies vir opvoeders en ander betrokke instellings in. Belangrike opvoedkundige implikasies van die ondersoekbevindinge is aangedui.

Thesis (MPhil)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Self-directed learning is a teaching and learning strategy considered important in fostering lifelong learning. Students take responsibility for their own learning with or without the help of others. It is expected of higher education institutions to prepare students for the dynamic world of work so that graduates are multi-skilled individuals capable of working and the same time be lifelong learners. The aim of this study was to assess the readiness to engage in self-directed learning of radiography diploma students at the Technikon Witwatersrand. Assessing the students' readiness to engage in self-directed learning is the first step in the planning and implementation of self-directed learning. The Self-Directed Learning Readiness Scale was the instrument used to assess the students' readiness to engage in self-directed learning. The instrument is widely used to assess students' perceived attitudes towards self-directed learning. The scale was administered to a total of 133 students registered for the National Diploma Radiography: Diagnostics at the Technikon Witwatersrand in the year 2003. Of the 133 students, 51, 36 and 46 were in first, second and third year respectively. Data analysis revealed that the first year students' mean score on self-directed learning readiness was relatively higher than those of second and third year students. Assessment practices and prior exposures to self-directed teaching principles were identified as factors that had an influence on how the students perceived themselves to be ready to be self-directed. Results obtained from this study provide valuable information for the Department of Radiography at the Technikon Witwatersrand and any other institution in the preparation, implementation and conceptualization of self-directed learning as a teaching and learning strategy. Recommendations were that lecturers should assume self-directed learning approaches to the first year students from the onset while gradually introducing self-directed learning strategies to the second and third year students. / AFRIKAANSE OPSOMMING: Selfgerigte leer is noodsaaklik om 'n klimaat van lewenslange selfontwikkeling te bevorder. Hierdie leerstrategie verplig leerders om verantwoordelikheid vir hul eie vordering te aanvaar, met beperkte hulp van ander. Daar is 'n verwagting dat Hoër Onderwys studente sal voorberei om hul plek vol te staan in dinamiese werkstituasies. Daar word ook van gekwalifiseerde beroepslui verwag om op verskeie terreine 'n bydrae te maak tot hul gekose beroep en hulself lewenslank te ontwikkel. Die doel van hierdie studie was om die diplomastudente in Radiografie by Technikon Witwatersrand se gereedheid tot selfgerigte leer te evalueer. Hierdie evaluering word algemeen beskou as die eerste stap in die beplanning en implementering van so 'n leerstrategie. Die Gereedheidskaal vir Selfgerigte Leer (Self-directed Learning Readiness Scale) is gebruik om die studente se houding teenoor hierdie onderrigmetode te evalueer. Altesaam 133 geregistreerde Radiografie studente het aan die navorsing deelgeneem. Van die 133, was 51 eerstejaar-, 36 in hul tweedejaar- en 46 finalejaarstudente. Data analise het getoon dat die eerstejaars 'n hoër graad van gereedheid getoon het vir selfgerigte leer as die tweede- en derdejaars. Die toepassing van bepaalde beginsels van evaluerings en vorige blootstelling aan hierdie leermetode is geïndentifiseer as faktore wat tot hierdie resultaat gelei het. Die resultate van hierdie navorsmg het die Radiografiedepartement aan die Technikon Witwatersrand van waardevolle inligting voorsien in die beplanning, implementering en konseptualisering van selfgerigte leer. Daar word aanbeveel dat dosente 'n selfrigtinggewende benadering met eerstejaarstudente moet volg, terwyl die selfgerigte leerbenadering geleidelik in die tweede en derde studiejare ingefaseer word.

Thesis (MEd)--University of Stellenbosch, 2005. / ENGLISH ABSTRACT: Research shows that misconceptions about calculations develop in many classrooms without being noticed and these are not corrected by repeated routine exercises. The misconceptions formed are at times the result of inappropriate models used to solve problems. An even bigger concern is that these particular models sometimes provide the correct answers by accident. This may result in the learner's belief in the models being reinforced, as described by Swan (n.d.). The aim of this study is to identify the misconceptions related to the use of decimal fractions by Grade 8 and 9 learners and then, through the use of an intervention program, to address the learners' misconceptions and attempt to correct them. Two schools were involved in this study. The group of learners from school A served as a control group to determine the success of the intervention in learners from school B. The results of school A, the frequency and nature of errors were compared with the test results of school B as well as described by interviews with learners from school B. After the diagnostic tests and interview, the learners' answers were compared with those already described in literature. The learners from school B participated voluntarily in the intervention program. Learners from both schools wrote a post-test and the results were compared with those of a pre-test. The conclusion of this study is that there are misconceptions concerning calculations with decimal fractions at Grade 8 and 9 level. These misconceptions are formed during the intermediate phase and are not suitably corrected. The intervention program, for various reasons, had limited success. These reasons are discussed and recommendations are made for future intervention programs. / AFRIKAANSE OPSOMMING: Navorsing toon dat wanbegrippe ten opsigte van berekeninge in baie klaskamers onopgemerk verbygaan en dat dit nie reggestel word deur herhaalde roetine oefeninge nie. Wanbegrippe wat kinders vorm is onder andere die gevolg van onvanpaste modelle wat gebruik word vir die oplos van probleme. 'n Groter gevaar is dat hierdie onvanpaste modelle toevallig die regte antwoord lewer. Dit kan dan veroorsaak dat die leerder se vertroue op die modelle net versterk word, soos Swan (s.j.) dit beskryf. Die doel van hierdie studie is om wanbegrippe ten opsigte van bewerkings met desimale breuke by Graad 8 en 9 leerders te identifiseer en dan deur middel van 'n intervensieprogram die leerders se wanbegrippe aan te spreek en te probeer regstel. Twee skole is by hierdie studie betrek. Die groep leerders van skool A sou dien as 'n kontrolegroep om die intervensie-sukses van die leerders van skool B te bepaal. Die skool A resultate en frekwensie van foute asook die aard daarvan is vergelyk met die toetse van skool B en beskryf op grond van onderhoude met die leerders van skool B. Ná die diagnostiese toets en onderhoud is die leerders se antwoorde vergelyk met dié wat reeds in die literatuur beskryf is. Die leerders van skool B is op vrywillige basis by 'n intervensieprogram betrek. Beide skole se leerders het daarna 'n natoets geskryf en die resultate is vergelyk met dié van die voortoets. Die gevolgtrekking wat uit hierdie studie gemaak word, is dat daar wanbegrippe ten opsigte van bewerkings met desimale breuke op graad 8 en 9 vlak aanwesig is. Hierdie wanbegrippe is in die intermediêre fase gevorm en nie reggestel nie. Die intervensieprogram het om verskeie redes slegs beperkte sukses gehad. Hierdie redes word bespreek en aanbevelings word gemaak vir toekomstige intervensieprogramme.

Thesis (MPhil)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: Continuing Professional Education (CPE) is a method by means of which radiographers and other health care professionals can systematically maintain, improve and broaden their knowledge and skills. Chances are that mandatory CPE will be introduced for South African radiographers by the year 200t. For this reason it was decided to undertake a needs assessment survey of Free State Province diagnostic radiographers. The aim of this study wasto assess the perceived needs of Free State Province radiographers. In this way adults, as consumers of CPE, were involved in the planning process. Results obtained from the needs assessment provide valuable information to providers of CPE activities. With the aid of the results, providers can plan activities responsibly, which will satisfy their target population. The needs assessment was done by means of a maH-administered questionnaire-, and a response rate of 58% was obtained. Data analyses showed that most of the radiographers were employed in small x-ray departments and, due to this fact, experienced constraints regarding CPE participation. Constraints such as staff shortages and a lack of backup staff were identified. New developments-in radiography, management skills, computer skills and UUrasound were tbe topic areas indicated by the highest percentage of respondents as high level of need areas. Flexible learning strategies- with adequate support mechanisms must be developed. In order to provide high-quality CPE activities, all stakeholders, such as the Technikon Free State, the Society of Radiographers, the employers- and the radiographers, must share the- respon-sibHity of CPE. The study showed that close co-operation between stakeholders is essential to the success of CPE in the Free- State Province, / AFRIKAANSE OPSOMMING: Voortgesette Professionele Onderwys (VPO) is 'n strategie wat radiograwe en ánder protessionele gesondheidsorgwerkers in staat stelom hulle kennis en vaardighede sistematies in stand te hou, te verbeter en uit te brei. Die-moonUikheid Destaan dat Suid-Afrikaanse radiograwe teen die jaar 2001 verplig sal word om aan VPO deel te neem. Om hierdie rede is daar besluit om 'n behoeftebepalingsopname van die- diagnastiese radiograwe in die Vrystaat Provinsie te doen. Die doel van hierdie studie was om die behoeftes van die Vrystaat Provinsie se radiograwe-, soos deur hulle self geïdentifiseer, te bepaal. Op hierdie manier kon radiograwe, as verbruikers van VPO, by die beplanningsproses betrek word. Die- resultate- van die behoeftebepalingsopname wat bekom is, bevat waardevolle inligting vir verskaffers van VPO-aktiwiteite. Met behulp van die resultate sal verskaffers van VPO-aktfwiteite wat hulle-teikengroep se- behoeftes sal bevredig, met verantwoordelikheid kan beplan. Die behoeftebepaling is met behulp van pos- vraelyste gedoen. 'n Respons van 58% is verkry. Data-ontleding het getoon dat die meeste van die radiograwe werksaam was in klein x-straaldepartemente wat gevolglik bygedra het dat hulle beperkinge met betrekking tot VPObetrokkenheid ervaar het. Ander struikelblokke soos personeeltekorte en 'n gebrek aan aflospersoneel is geïdentifiseer. Nuwe ontwikkelinge- in radiografie, bestuursvaardighede, rekenaarvaardighede en Ultraklank is deur die grootste persentasie respondente as die areas waarin die grootste behoefte bestaan, geïdentifiseer. Buigsame leerstrategieë met toereikende ondersteuningsmeganismes moet ontwikkel word. Om hoë gehalte VPO-aktiwiteite te verskaf moet alle- belangegroepe, onder andere- die Technikon Vrystaat, die Vereniging van Radiograwe, die werkgewers en die radiograwe self gesamentlik die verantwoordelikheid vir VPO deel. Die- studie- toon dat noue samewerking tussen belangegroepe noodsaaklik is vir die sukses van VPO in die Vrystaat Provinsie.

Thesis (MEd)--University of Stellenbosch, 2000. / ENGLISH ABSTRACT: In this study a learning program concerning local development is docurneneted and analised. The program involves Grade 11 learners of the Cape Metropolitan area. The aim is to investigate the use of environmental education for sustainability as an approach which offers opportunities for utilisation and development of skills and knowledge, these being subject to problem-solving, decision-making, consensus and critical questioning to make proposals that are evident of authentic insights. The investigation process consist of a brainstorming session, a three-day workshop and a concluding session. The learning activities are based on tasks which offer pupils the opportunity to gather, analise, organise and evaluate information. The study describes similarities to outcome-based education. / AFRIKAANSE OPSOMMING: In die studie word 'n leerprograrn in plaaslike ontwikkeling gedokumenteer en ge-analiseer. Die leerprogam is uitgevoer met Graad 11 leerders van Kaapse Metropool. Die doel hiervan is om omgewingsopvoeding vir volhoubaarheid te ondersoek as opvoedingsbenadering. So 'n benadering bied geleentheid vir die benutting en ontwikkeling van vaardighede en kennis wat onderliggend is aan probleemoplossing, besluitneming, konsensus en kritiese bevraagtekening ten einde aanbevelings te maak wat bewys lewer van outenitieke insigte. Die ondersoekproses bestaan uit 'n ideeberaad, 'n driedaags werkswinkel en 'n sarnevattende werksessie. Die leeraktiwiwteite is gebaseer op taakverrigting wat aan leerders die geleentheid bied om ilnligting te versarnel, te analiseer, te organiseer en te evalueer. In die studie word moontlike raakpunte met uitkomsgebaseerde onderwys beskryf.

Thesis (MPhil)--University of Stellenbosch, 2001. / ENGLISH ABSTRACT: The Faculty of Medicine at the University of Stellenbosch has implemented an extensively revised undergraduate medical curriculum. Exit outcomes, that have been entitled the Profile of the Stellenbosch Doctor, have been formulated for the programme. The revised curriculum is presented in three phases. Phase I involves the study of non-clinical subjects under the guidance of the Faculties of Natural Sciences and Economic & Management Sciences. Phase II involves the study of subjects that lay the groundwork for the third phase. Phase III involves the study of pre-clinical and clinical subjects in an integrated fashion. The intended outcomes of phases II and III were elaborated by the formulation of specific learning outcomes. Determining whether the specific outcomes formulated for each module are achieved will be one aspect of quality assurance in the revised curriculum. This could be done by investigating the relationship between assessment and the specific outcomes. If, however, specific outcomes for the various modules are not congruent with the exit outcomes for the programme, then student assessment will be invalid as regards the programme outcomes. This study therefore entailed a formative evaluation of part of phase II of the revised curriculum. The aims of the study were, firstly, to determine the degree of congruence between the specific outcomes formulated for phase II and the exit outcomes for the programme and, secondly, to explore why the observed degree of congruence exists. The research strategy employed was a case study. The research techniques used were a document analysis and two questionnaire surveys. The study found that most specific outcomes formulated for phase II of the curriculum are congruent with one or more exit outcomes for the programme. However, few of the exit outcomes are addressed to any great extent by specific outcomes. This raises the concern that assessment of students based on the specific outcomes as presently formulated might not demonstrate development of students towards achievement of the exit outcomes. There are indications that this lack of congruence could be due to i) a large number of competing demands on lecturers' time; ii) lecturers not wanting to spend time doing work prioritised by others as important; iii) perceptions that work related to the revised curriculum is being forced on staff without necessarily consulting them; iv) a lack of reward for good teaching; v) the perception that the strategies adopted for the revised curriculum will not necessarily benefit students. Recommendations are made as to how these findings could be confirmed and strategies developed that could be utilised to ensure a greater degree of congruence between the specific and exit outcomes in future. / AFRIKAANSE OPSOMMING: Die Fakulteit Geneeskunde van die Universiteit Stellenbosch het 'n omvangryke hersiening van hul voorgraadse geneeskundige kurrikulum geïmplementeer. Uitgangsuitkomste, getiteld die Profiel van die Stellenbosch Dokter, is vir die program geformuleer. Die hersiene kurrikulum word in drie fases aangebied. Fase I behels die studie van nie-kliniese vakke onder leiding van die Fakulteite van Natuurwetenskappe en Ekonomiese- & Bestuurswetenskappe. Fase II behels die studie van vakke wat die grondwerk lê vir die derde fase. Fase III behels die studie van prekliniese en kliniese vakke op 'n geïntegreerde wyse. Die beoogde uitkomste van fases II en III is uitgespel deur die formulering van spesifieke leeruitkomste. Die bepaling van of die spesifieke uitkomste wat vir elke module geformuleer is, bereik word, sal een aspek uitmaak van gehalteversekering in die hersiene kurrikulum. Dit sou gedoen kon word deur die verwantskap tussen assessering en die spesifieke uitkomste te ondersoek. Indien die spesifieke uitkomste vir die verskeie modules egter nie met die uitgangsuitkomste vir die program kongruent is nie, dan sal studentassessering ongeldig wees wat betref die uitkomste van die program. Hierdie studie het dus 'n formatiewe evaluering van deel van fase II van die hersiene kurrikulum behels. Die doelstellings van die studie was om, eerstens, die graad van kongruensie tussen die spesifieke uitkomste wat vir fase II geformuleer is en die uitgangsuitkomste vir die program te bepaal en, tweedens, om ondersoek in te stel na waarom die waargenome graad van kongruensie bestaan. Die navorsingsstrategie wat gebruik is, is 'n gevallestudie. Die navorsingstegnieke wat gebruik is, is 'n dokument analise en twee vraelys ondersoeke. Die studie het vasgestel dat die meeste spesifieke uitkomste vir fase II van die kurrikulum geformuleer wel met een of meer uitgangsuitkomste kongruent was. Min van die uitgangsuitkomste is egter in enige groot mate deur spesifieke uitkomste aangespreek. Die wek besorgdheid dat assessering van studente gebaseer op spesifieke uitkomste soos dit tans daar uitsien, nie noodwendig die ontwikkeling van studente in die rigting van bereiking van die uitgangsuitkomste sal demonstreer nie. Daar is aanduidings dat hierdie gebrek aan kongruensie die gevolg mag wees van: i) 'n groot aantal kompeterende eise op dosente se tyd; ii) dat dosente nie tyd wil wy aan werk wat deur ander as belangrik bepaal is nie; iii) persepsies dat werk wat met die hersiene kurrikulum verband hou op personeel afgedwing word sonder om hulle te raadpleeg; iv) 'n gebrek aan beloning vir goeie onderrig; v) die persepsie dat strategieë wat gebruik word vir die hersiene kurrikulum nie noodwendig tot voordeel van studente sal strek nie. Aanbevelings word aan die hand gedoen oor hoe hierdie bevindinge bevestig kan word en hoe strategieë ontwikkel kan word wat benut sal kan word om in die toekoms 'n groter mate van kongruensie tussen spesifieke en uitgangsuitkomste te verseker.

Thesis (MEd)--Stellenbosch University, 2001. / ENGLISH ABSTRACT: The study of three-dimensional boxes is widely regarded as a suitable topic for entry-level geometry. In order to inform teaching and curriculum design this study takes children's intuitive knowledge of boxes as point of departure to research the following aspects: • the meaning children assign to boxes • children's ability to create and manipulate mental images • children's strategies to solve a three dimensional construction problem • possible age and gender differences • the role of measurement • possible links with Van Hiele's thought levels Revised clinical interviews were conducted with groups of six to ten children. Each child could select an object from a set provided by the researcher and had to build a box from cardboard into which the object could fit. The problem-solving processes were captured on video. The children's boxes, verbal utterences and overt manipulation of the materials as well as the empirical referent objects were analised. The researcher made use of grounded theory procedure to analise and categorise the data. The research indicates that young children are not necessarily aware of the shape and structural properties of three-dimensional boxes. It is also evident that children's ability to represent properties of shape of boxes through language, drawing and hand movements does not necessarily indicate adequate understanding of the structural properties of boxes to enable them to build a box from two-dimensional materials. The research further indicates that aspects of representation that are judged to be based on lack of knowledge of conventions in a medium such as drawing, may have deeper intuitive and conceptual roots. An alternative view of childrens spatial/geometric thought on VanHiele level 0 is described based on their assignment of meaning to geometric tasks. / AFRIKAANSE OPSOMMING: Drie-dimensionele houers word allerweë as geskikte konteks vir aanvangsmeetkunde-onderrig beskou. In hierdie studie word kinders se intuïtiewe begrip van alledaagse houers of bokse as vertrekpunt gebruik om die volgende aspekte te ondersoek met die oog daarop om inligting te bekom vir kurrikulering: • die betekenis wat kinders aan bokse (as meetkundige objekte) toeken • kinders se vermoë om 'n denkbeeld te skep en te manipuleer • kinders se strategieë om 'n drie-dimensionele konstruksieprobleem op te los • moontlike ouderdoms- en geslagsverskille • die rol wat meting speel wanneer 'n drie-dimensionele konstruksieprobleem opgelos word • moontlike ooreenkomste met Van Hiele-denkvlakke 'n Taakgerigte ondersoek (revised clinical interview) is met groepies van ses tot tien kinders op 'n slag gedoen. Elke kind kon 'n voorwerp kies uit 'n versameling en moes 'n houer of boks uit karton bou waarin die voorwerp kon pas. Die probleemoplossingsproses is met 'n videokamera afgeneem. Die kinders se voltooide houers, taaluitinge en overte hantering van die empiriese verwysingsvoorwerpe en die materiaal waarmee hulle gewerk het, is as data ontleed. Die navorser het gebruik gemaak van die analitiese prosesse wat beskryf word as begronde teorie-ontwikkeling om die data te ontleed en te kategoriseer. Die navorsmg hat aangetoon dat jong kinders nie noodwending bewus is van die vorm- en strukturele eienskappe van drie-dimensionele houers nie. Verder is dit duidelik dat kinders se voorstellings van veral vormeienskappe van houers deur middel van taal, handbewegings en tekeninge, nie impliseer dat hulle die nodige begrip van die struktuur het om so 'n houer uit tweedimensionele materiaal te kan vervaardig nie. Die navorsing het verder aan die lig gebring dat aspekte van kinders se ruimtelike kennis wat voorheen as aanduiding van gebrekkige kennis van konvensies beskou is, moontlik dieper konseptuele wortels het. 'n Alternatiewe beskouing van kinders se ruimtelik-meetkundige denke op Van Hiele Vlak 0 word ook voorgestel.