The thesis is focused on student teachers learning group activities. The aim of this thesis is to find out the role of group learning activities in the context of the training of future teachers. General framework for reaseach is prehension of group learning activities as an instructional strategies which can be used at university courses and especially in the training of future teachers. Great emphasis is placed on description and analysis of forms of teaching used in the training of future teachers and its potential for using group learning activities. The attention is paid to group work at university and description of different conceptions using work in groups. There is also a brief description of technology of group work which is basis for research. The practical part contains a case study of conception of training for the future teachers at Faculty of Arts at Charles University in Prague. This case study includes lesson observation of specific courses and interview with student teachers and teachers of these courses.

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In a world that faces global warming and other major environmental challenges, it is essential that students learn about the principles of sustainability so that they can apply these principles in their future lives and careers. This is particularly so in fields such as interior architecture and design, which will impact how well humans can move toward a sustainable way of life. The aim of the present study was to evaluate a participatory teaching approach for students of interior design that incorporates ecological thinking. It is particularly intended for use at universities and other places of higher education where such contexts are not currently available and, furthermore, where the teaching has been primarily of a didactic, teacher-centred form. The teaching approach was developed and tested through the involvement of students and staff at a technical institute in Kuwait – a country with severe environmental problems in which teaching at all levels has traditionally been rigidly didactic. A review was carried out of literature on learning theories, design principles, and sustainability paradigms that bore upon the research aim. Following this, a method was chosen, based on action research that involved running different types of workshops, in order to measure the impact of the teaching styles that are ideal to deliver ecological knowledge.

Made available in DSpace on 2010-04-20T20:47:54Z (GMT). No. of bitstreams: 3 98347.pdf.jpg: 17903 bytes, checksum: 7c41e6052b5659dcf3685216db347c61 (MD5) 98347.pdf: 695436 bytes, checksum: a1e8260d11be728f8125bdccb8c1c36e (MD5) 98347.pdf.txt: 261450 bytes, checksum: 0ea9e935529332152add56dd006e3a26 (MD5) Previous issue date: 2004-03-09T00:00:00Z / The objective of this thesis is to study the factors that influence the quality of group learning and group effectiveness. This study regards work groups as complex social systems and suggests that the explanation of the quality of learning and the effectiveness of a group lies in the interrelations of structural, cognitive and interpersonal factors. This study emphasizes the importance of applying systems thinking to understand complex systems and builds a conceptual system dynamics model, based on literature review – learning at the individual, group and organizational levels, effectiveness, and group dynamics – and on three case studies. At the end of the thesis, a generic, qualitative model is offered to whom is interested in a systems analysis of the complexities that encompass the learning process and effectiveness of work groups. / O objetivo deste trabalho é estudar os fatores que influenciam a qualidade de aprendizagem e a eficácia em grupos. Os grupos de trabalho são aqui considerados sistemas sociais complexos e o estudo aqui desenvolvido parte da premissa de que é na inter-relação de fatores estruturais, cognitivos e interpessoais que se pode explicar a qualidade da aprendizagem e o nível de eficácia de um grupo. Este trabalho enfatiza a importância de se utilizar raciocínio sistêmico para o entendimento de sistemas complexos e constrói um modelo conceitual de Dinâmica de Sistemas, partindo de uma ampla revisão da literatura – de teorias de aprendizagem individual, em grupos e organizacional, de teorias da eficácia e de teorias sobre grupos – e de três estudos de caso. Ao final do trabalho, um modelo genérico qualitativo é oferecido aos interessados em uma análise sistêmica das complexidades que envolvem o processo de aprendizagem e a eficácia em grupos de trabalho.

English Learners experience challenges related to comprehension of science text particularly at the high school level. The language of science differs significantly from that of conversation and expository text. Students benefit from collaborative interpretation of readings. Additionally, there appears to be a need to train adolescents in the oral language skills requisite for academic discourse. This study employed a sample of high school physical science students (N = 75) whose first language was Spanish and who were currently developing English language proficiency. It used quasi-experimental methodology with treatment and comparison groups, during the normal operations of the public school classroom. It tested the effect of training with a textbook summarization method and with an academic conversation strategy on the comprehension of state-adopted science textbook readings. Posttest scores of both groups were analyzed using an ANOVA. Posttest scores of treatment group members were analyzed in relation to prior science knowledge, reading level, gender, and level of English proficiency using a factorial ANOVA. Findings suggest that the treatment had a positive impact on the achievement of students who had a low level of English language proficiency. In light of the at-risk nature of this population, given low socioeconomic status and that a high percentage of families are migrant workers, this in encouraging. The basic premise of the treatment appears promising. Evidence collected pertaining to its effect relative to students’ general ESOL level, science background knowledge, literacy skills, and gender neither confirmed nor denied the viability of the strategy. The further significance of this study is that it adds to the body of research on strategies to support English Learners.

Arbeitsbedingungen verändern sich immer deutlicher, insbesondere im Bereich der Wissensarbeit. Die moderne Informations- und Kommunikationstechnologie (IKT) führt zu einem Bedeutungsverlust zentraler, lokal begrenzter Arbeitsplätze. Gleichzeitig gewinnt die Fähigkeit zur Zusammenarbeit in dezentralen, interkulturellen, interdisziplinären Teams an Bedeutung (Perez-Sabater, Montero-Fleta, MacDonald, & Garcia-Carbonell, 2015). Neben inhaltsbezogenen Fachkompetenzen gewinnen dadurch Sozial-, Selbst-, Medien- und Methodenkompetenzen in Unternehmen an Relevanz (Kummer, Wolff, Lieske, & Schoop, 2012). Die Vorbereitung der Studierenden auf diese veränderten Arbeitsbedingungen ist eine entscheidende Herausforderung für die Hochschulen (Coyne, 2008). [... aus der Einleitung]

The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners’ errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants’ errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school. The main aspects of CBTM entailed participants’ construction of their own knowledge from the base of prior knowledge and through group learning approach and exploratory talk in which discussions included argumentation, verbalising explanations, justifications and reflections. Participants in experimental school became familiar with the basic principles of CBTI such as group work, which enhanced the construction of conceptual understanding of algebraic concepts. This reduced most of the errors they commit in algebra and elevated their performance in Mathematics. The principal instruments for data collection consisted of a standardised Algebra Concept Achievement Test and lesson observations. The pre-test was used to determine participants’ initial errors in algebra before the intervention. A post-test was given at the end of intervention to ascertain change in participants’ errors in algebra over a four-week intervention period. Using descriptive and inferential statistical techniques, the study found that participants in experimental school significantly reduced their errors in algebra than those in control school. The study showed that CBTM was a more effective pedagogy that improved the errors Grade 11 learners commit in algebra than the TTM. / College of Education / M. Ed. (Mathematics Education)

This thesis focuses on learner support in Chinese distance education. It draws a picture of Chinese modern distance education, covering the major issues in the field of learner support, and small group work as peer support. The aim of the study is to find out whether or not the learner support, that distance students at university level obtained, has the tendency to support students’ deep learning. The aim has been achieved by examining learner support in six institutions of ICT-based distance education in China. Three other sources of learner support are investigated. The main objectives of the study are: 1) to describe the distance students’ characteristics; 2) to examine their learning habits, learning organizations, and their interactions; 3) to investigate the student support provided by the institutions; family support; societal support; and peer support in the form of small group work. The purpose of this study is to define current practices of learner support in the six distance education institutions, determining the extent of similarities and differences on learner support services among these institutions. The study is applying a case-study approach, using qualitative and quantitative methods to investigate the six Chinese distance education institutions. During the first stage, several field visits were conducted in different research sites with on-site participant observation, non-participant observation and interviews for obtaining knowledge of Chinese distance education. In the second stage, a survey with a student questionnaire was distributed to students present and others online, in total 587. In addition, semi-structured interviews with staff members (administrators, instructors and tutors), individual students, and student focus groups were performed. The present research is one of the few in-depth case studies that focus on the relation between learner support system and different approaches to learning. On the basis of these research findings, the importance of a well-designed learner support system for the distance learner, a system for fostering creative, critical or independent thinking skills, or deep learning, in line with Chinese cultural and social conditions, is underlined.

The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners’ errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants’ errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school. The main aspects of CBTM entailed participants’ construction of their own knowledge from the base of prior knowledge and through group learning approach and exploratory talk in which discussions included argumentation, verbalising explanations, justifications and reflections. Participants in experimental school became familiar with the basic principles of CBTI such as group work, which enhanced the construction of conceptual understanding of algebraic concepts. This reduced most of the errors they commit in algebra and elevated their performance in Mathematics. The principal instruments for data collection consisted of a standardised Algebra Concept Achievement Test and lesson observations. The pre-test was used to determine participants’ initial errors in algebra before the intervention. A post-test was given at the end of intervention to ascertain change in participants’ errors in algebra over a four-week intervention period. Using descriptive and inferential statistical techniques, the study found that participants in experimental school significantly reduced their errors in algebra than those in control school. The study showed that CBTM was a more effective pedagogy that improved the errors Grade 11 learners commit in algebra than the TTM. / College of Education / M. Ed. (Mathematics Education)

The Apollo Project investigates the recent establishment of numerous private educational institutions in the inner city of Pretoria. It identifies the need for adequate urban educational facilities and explores the use of existing buildings as schools. An existing educational cluster is identified at the eastern edge of the inner city, defined by Church, Du Toit and Pretorius Streets, and Nelson Mandela Drive. This city block and the ones surrounding it contain numerous primary, secondary and tertiary educational institutions in a predominant industrial/automotive precinct. An urban design framework is proposed for the precinct. It is envisioned that the precinct may be developed as a mixed-use urban educational campus. Within the existing city block and the urban framework proposal, the Apollo Centre, located on the corner of Church-and Du Toit Street, is selected for an adaptive re-use intervention. The proposed use is an urban primary school. The Apollo project investigates current pedagogical trends, which informed a concept that is largely defined by the idea of contextual learning within a vertical structure. Transparency and integration of education with the urban environment is at the core of the proposal. The traditional notion of horizontal education is explored in a vertical manner. The existing structure is analyzed and a position taken regarding the adaptive re-use process that informs the design. Precedent Studies include existing schools within the inner city of Pretoria as well as local and international schools. The process of converting the Apollo Centre into a primary educational facility, that shares its resources on a cross-programming basis, is explored in a series of proposals. The numerous explorations are considered in their various aspects, as well as their relationship to the whole, which then leads to a final design proposal. Key areas of the proposed Apollo Primary School will finally be resolved technically. A conclusion summarizes the author’s thoughts on the result of the project. / Mini Dissertation (MArch(Prof))--University of Pretoria, 2010. / Architecture / unrestricted