Submitted in fullfilment of the requirements of the Degree of Master of the Built Environment (Survey), Durban University of Technology, Durban, South Africa, 2015. / Surveying concepts are difficult to understand, especially when students are exposed to surveying for the first time. Surveying is best understood when linked to field applications; however, students are only exposed to surveying and related field operation procedures during practicals. Two-dimensional (2D) explanations of surveying equipment used is shown during class lectures, which makes understanding of field procedures difficult to teach and learn during normal class lectures. A new approach to lecture delivery is required to make lectures more interesting and visually stimulating via three-dimensional (3D) animated models of levelling equipment and simulation of field observations and data collection. Additionally the learning of basic surveying concepts cannot be limited to field practicals, but in conjunction with learning that takes place in the classroom. Students' ability to properly learn the correct use of surveying equipment during time-tabled practicals is limited. The students do not have sufficient time in their normal scheduled practicals to learn to use surveying equipment to the required proficiency level. The main objective of this research was to deal with these inadequacies by exposing students to (3D) animated models of surveying equipment during lectures and the corresponding field applications created within SketchUp software. Students were exposed to these animated 3D models during lectures, so that their actual field operation and application could be simulated. Quantitative analysis of the student achievement data revealed that there was a significant difference between the test scores of the control and experimental groups. Additional analysis of the developed Likert-type scale questionnaire revealed that students' had a positive attitude towards the teaching tool.

Thesis (M.Ed.)--Regis University, Denver, Colo., 2009. / Title from PDF title page (viewed on Jun. 30, 2010). Includes bibliographical references.

Orientadora: Paloma Maria Silva Rocha Rizol / Coorientadora: Marcela Aparecida Guerreiro Machado de Freitas / Banca: Luiz Fernando Costa Nascimento / Banca: Fabricio Maciel Gomes / Resumo: O controle estatístico de processos (CEP) é um conjunto de ferramentas usadas para monitorar a estabilidade de um processo, no sentido de identificar a ocorrência de causas especiais. Em 1924, Walter Shewhart projetou o primeiro gráfico de controle. Os gráficos de controle podem ser por variáveis ou atributos, sendo o gráfico por variáveis o mais comumente utilizado. Porém, nem sempre é por meio de mensurações que se avalia a qualidade de um produto ou serviço; muitas vezes o fazemos por meio de seus atributos, "defeituoso" ou "não defeituoso". Nesse contexto, o mais indicado é a utilização do gráfico de controle por atributo. Para muitos dos problemas identificados num produto ou serviço, os dados podem não ser tão precisos. Essa incerteza vem do sistema de medição, dos operadores, das condições ambientais, entre outros. Para lidar com essa incerteza, pode-se usar a lógica fuzzy, pois os gráficos de controle fuzzy fornecem uma avaliação mais flexível. Este trabalho propõe o uso de gráficos de controle fuzzy p e np para monitoramento de processos univariados, considerando os casos TFN e TrFN, número fuzzy triangular e número fuzzy trapezoidal, respectivamente. Os gráficos propostos foram comparados com o gráfico de Shewhart. Os gráficos de controle fuzzy foram construídos usando regras de lógica fuzzy, de forma a ajudar na tomada de decisão. Foi analisado o desempenho do gráfico de controle utilizando NMA - número médio de amostras até alarme falso. Diante dos resultados obti... (Resumo completo, clicar acesso eletrônico abaixo) / Mestre

The purpose of this study was to investigate what the EGD teacher needed in order to facilitate the successful implementation of CAD as an education tool into the EGD classroom. The researcher aimed to understand how teachers perceive CAD with regard to its usefulness and ease of use in an EGD class. The primary research question was as follows: What is needed to facilitate the implementation of CAD into the EGD classroom? The secondary research questions were: ? What are the barriers that prevent teachers from implementing CAD in their EGD classes? ? What lessons can be learnt from those schools where CAD has already been implemented? In the literature, the researcher looked at EGD as a subject presented in high school as well as the early roots of CAD. The external factors influencing the implementation of ICT in the classroom and the importance of CAD as a teaching tool were explored throughout the study. The theoretical framework used to support this study was the Technology Acceptance Model (TAM). The research approach towards this study was qualitative by nature and followed a multiple-case study design (Yin, 2003). The participants of the study were identified through a convenient-purposive sampling method. The researcher analysed data through an interpretivist point of view. The data analysis was done through the use of thematic analysis methods. / Dissertation (MEd)--University of Pretoria, 2017. / Science, Mathematics and Technology Education / MEd / Unrestricted

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In the years before 2004 teacher training was presented through two routes, one, the degree route through the university or two, a diploma route through a teachers training college. Where universities acted as autonomous institutions having control of their administrative and academic activities the colleges of education were administered and controlled by the government through the Department of Education. This included the setting and assessment of the curriculum. The role of the lecturers in the teacher training colleges was simply to present the prescribed syllabus to the students. Drastic changes were implemented by the government in 2004. In its restructuring programme the government made two major changes to teacher training. Firstly, they closed all the colleges of education and moved the departments into a university or a technikon. The technikons eventually became Universities of Technology. Secondly, they changed the four year teacher‟s diploma to a four year degree in education. The impact of this restructuring meant that lecturers were now in an autonomous environment in which they were expected to develop a syllabus for the Bachelor of Education degree course on their own. This research investigates the process that the lecturers applied in designing a suitable syllabus for the Bachelor of Education (Engineering Graphics and Design) degree and how it relates to the process that the theory advocates should be used. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2011.

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The South African education system has been evolving since the country became democratic in 1994 and a number of curriculum reforms have been introduced within a short space of time. These reforms revolve around power and control and therefore, Bernstein’s concepts of classification and framing form the conceptual framework for this study. This study attempts to give a picture of what is currently happening in schools pertaining to the implementation of the grade 10 Life Sciences (LS), Business Studies (BS), and Engineering Graphics and Design (EGD) Curriculum and Assessment Policy Statement (CAPS). The dual aim of this study was to find out educators’ understanding and interpretation of the CAPS that can be observed in their teaching practice and to establish how decisions on subject content (selection, sequencing and pacing) are made. Also of importance was to determine whether educators view and treat their subject as unique or as similar to other subjects. The study used a qualitative approach, using case study design. Observations were used as the main method for data construction. Four LS, BS and EGD educators from four different schools were observed teaching the same class for five consecutive lessons. Thereafter, these educators were interviewed. For triangulation purposes, learners and the subject advisor were participants in this thesis. For this purpose a group of ten randomly selected learners from observed classes per subject and school were requested to complete a questionnaire and the LS, BS and EGD subject advisors were interviewed. The subject advisors insisted that educators follow the CAPS so that learners would be able to write common assessment tasks at the end of each term. Although educators claimed that they were following the CAPS regarding content selection, sequencing and pacing, observations showed that educators were not following the CAPS document. The findings suggest that well coordinated interventions are required to support and monitor educators’ practice. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The South African education system has been evolving since the country became democratic in 1994 and a number of curriculum reforms have been introduced within a short space of time. These reforms revolve around power and control and therefore, Bernstein’s concepts of classification and framing form the conceptual framework for this study. This study attempts to give a picture of what is currently happening in schools pertaining to the implementation of the grade 10 Life Sciences (LS), Business Studies (BS), and Engineering Graphics and Design (EGD) Curriculum and Assessment Policy Statement (CAPS). The dual aim of this study was to find out educators’ understanding and interpretation of the CAPS that can be observed in their teaching practice and to establish how decisions on subject content (selection, sequencing and pacing) are made. Also of importance was to determine whether educators view and treat their subject as unique or as similar to other subjects. The study used a qualitative approach, using case study design. Observations were used as the main method for data construction. Four LS, BS and EGD educators from four different schools were observed teaching the same class for five consecutive lessons. Thereafter, these educators were interviewed. For triangulation purposes, learners and the subject advisor were participants in this thesis. For this purpose a group of ten randomly selected learners from observed classes per subject and school were requested to complete a questionnaire and the LS, BS and EGD subject advisors were interviewed. The subject advisors insisted that educators follow the CAPS so that learners would be able to write common assessment tasks at the end of each term. Although educators claimed that they were following the CAPS regarding content selection, sequencing and pacing, observations showed that educators were not following the CAPS document. The findings suggest that well coordinated interventions are required to support and monitor educators’ practice. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)