>Magister Scientiae - MSc / Die grondgedagte vir hierdie studie spruit voort uit die verantwoordelikheid van die verpleegdosente om die vermoëns van studentverpleegkundiges tot selfgerigte studie te ontwikkel. Selfgerigte studie vereis onder andere, die vermoë om inligting te kan vind, te verwerk, en toe te pas in die praktyk. Hierdie vaardighede is essensiële voorvereistes vir onafhanklike professionele praktisering. Die ontwikkeling van die genoemde vaardighede impliseer 'n multi-dimensionele benadering wat die student in totaliteit aanspreek. Voorts vereis dit nougesette betrokkenheid van die student by sy/ haar studies. Laasgenoemde veronderstel, onder andere, egter dat studente oor sekere essensiële vaardighede, in verband met leer en studie, beskik. Uit die literatuur blyk dit duidelik dat sekondêre onderwys, oor die algemeen, studente nie voldoende voorberei vir tersiêre onderwys nie. Deur middel van hierdie studie wou die navorser dus antwoorde probeer vind op die vraag of studenteverpleegkundiges behoeftes ervaar aan leiding met betrekking tot spesifiek geïdentifiseer studievaardighede, die leiding wat verskaf word en of daar leemtes bestaan in die leiding wat studente reeds ontvang. Nadat die studieterrein afgebaken is, is verskillende terme en begrippe, grondliggend tot die studie, omskryf en in perspektief gestel. Hoofstuk twee is gewyaan 'n bespreking van die konsepte leer, -probleme en studie binne die perspektief van hierdie studie, asook verbandhoudend relevante begrippe. Aandag is in die daaropvolgende twee hoofstukke geskenk aan, onderskeidelik, spesifieke stud ievaardighede verbandhoudend tot die versameling van inligting en studievaardighede verbandhoudend tot die benutting van inligting.

Magister Educationis - MEd / In this mini-thesis I focus primarily on collaborative writing in the study of prescribed prose texts as a medium of academic development of primary school student teachers. The problem with the present approach to the teaching of prose texts, and the introduction of the prosess approach to writing as a possible solution to the problem, is briefly discussed. In Chapter 2 the deficiencies of the current approach to the teaching of prose texts are discussed in detail. To place the above in the proper perspective a critical analysis is made of the existing Teachers Diploma syllabus for Afrikaans prose setworks, with special reference to the interpretation of the syllabus, and the organisation and presentation of the teaching programme for prose texts at a specific teachers' college of education. The main shortcomings which are referred to in the study are, inter alia: the organisation of the prose setwork teaching programme, compartmentalisation of language components, limited teaching time, the implication of the single, vague teaching goal for prose "texts, lecturer-centredness, and student's inability to work independently. In Chapter 3 the possible influence of the present approach to writing on the teaching of prose texts is discussed with special reference to methods of collaboration in learning. It is argued that the application of groupwork in a learnercentered approach to the teaching of prose texts can contribute to the elimination of many of the above problems, and that it can result in a rejuvenation in the class context, which may lead to students experiencing literature study as an enjoyable learning activity. The holistic nature of the process approach to writing is also included, since it leads to the integration of different language components, and saves time. The process approach to writing provides the required instruments for independent study. It is argued that the process approach to writing helps students to take co-responsibility for their own learning, and offers them the opportunity to contribute towards their own academic development. Based on the advantages indicated above, I designed a draft curriculum in Chapter 4. Action research was :done and the process approach to writing was implemented in the reality of the classroom situation on a small scale. With the lecturer who acted as facilitator to guide them to a specific goal, twenty-two first year students studied a prose setwork text, Jerigo-krisis by André Jansen. A single aspect in the process approach to writing was emphasised in particular, viz., collaborative learning in literature study. During the implementation of the plan an observer monitored the reaction of the target group, and gave her comments after each lesson. Students were also asked to evaluate the course in their personal journals, and to discuss the course during their journal conferences. The biggest shortcoming of the provisional plan, which students mentioned, and which I also noticed was the lack of time. The students wanted to spend more time on certain conferences, particularly content and evaluation conferences. The revised plan in Chapter 5 is the result and amendment of the draft curriculum.

Philosophiae Doctor - PhD / There is confusion in literature concerning the early beginnings of sport in South Africa. Indications are that it was informal in nature and only took on organised form with the arrival of the British in 1795. Black spoLt similarly had obscure beginning, the dearth of literature in this respect being even more pronounced. There were occasional instances of Whites and Blacks playing together, but this was not a typical characteristic of early South African sport. South Africa's Black people developed their own sports teams and played mainly amongst their own race groups. This was a result of the prevailing class consciousness of the British, which excluded all except the most talented Boers from British clubs, and the incompatibility the Boer felt with the Black people. The result was development of 'racial' clubs that tended to cater exclusively for one particular group, with some sports clubs using religion as a means of demarcation. While there tended to be a racial exclusiveness about the early clubs, informal inter-racial contact was present. This tended to disappear when the belief was encouraged through legislation that the Black people were to develop as a separate nation. The introduction of an official colour bar in the Mines and Amendment Act of 1911 began the crystalisation of this idea. White sports clubs in South Africa had in some cases become founder members of international sports associations, and because these associations recognised only one organisation per country, Black sportsmen were denied access to international competition. By tho 1930s racial demarcation had fully permeated South African sport, effectively denying the Black sportsmen equal opportunity and equal facilities. Reaction by Black sportsmen led to, several non-racial spcrts organisations being Founded in South Africa. Already in 1946 a request for affiliation was made to the British Amateur Weightlifters by the Non-White South African Association, but this was turned down. This demarcation was· carried further with the election to power in 1948 of a Nationalist government which brought with it an apartheid ideology that manifested itself indirectly in sport through legislation such as the Group ·Areas Act, the Black Urban Areas Consolidation Act and the Reservation of Separate Amenities Act. In the fifties the dissatisfaction of Non-White sports organisations with sports oppression increased in intensity, and in 1958 a non-racial South African Sports Association was formed to further the interests of the non-racial sportsmen. There was considerable opposition from White sports organisations and the government. In 1963 the South African Non-Racial Olympic Committee was formed to further the Olympic aspirations of South African sportsmen. exile in London in 1965. This organisation went into self Operating from this base, it set about creating a worldwide awareness of the plight of the Non- White sportsman in South Africa, co-ordinating and organising prot~st movements against South African teams and persuading sports associations and governments not to have sporting contact with South Africa.

Magister Educationis - MEd / The aim of this study is to investigate ·and outline the importance and significance of Arabic in the South African context. The study investigates inter alia the part played by the early Muslim settlers, political exiles and the pioneers who made possible the preservation of Islamic faith and culture. This study demonstrates that the period from 1652 to date had been a period of considerable development, expansion and _enlightenment of Arabic. The study revealed inter alia that only Indian schools under the Department of Indian Affairs (now Department of Education and Culture) offered Arabic which fully satisfied the Muslim Community's demands. 1975 marks the beginning of Arabic as a language in Indian secondary schools. The Muslim pupil is given the basic grounding in the understanding of both the Quran and the Hadith. Some suggestions regarding aspects of an effective didactic approach concludes this presentation.

Philosophiae Doctor - PhD / Hierdie ondersoek is onderneem om die voorligtingsbehoeftes van leerlinge in sekondêre Kleurlingskole in Wes-Kaapland te bepaal en die implikasies daarvan vir hul groepvoorligtingsprogram aan te toon. Die navorser het ook die bevindings van die huidige ondersoek met die van sy meningsopnames in 1979 en 1983 vergelyk. 'n Literatuurstudie is aangewend om die aard, doelstellings en beginsels van groepvoorligting te kelingstake van die Westerse en Afrikaanse - adolessent te ondersoek, formuleer, die ontwikspesifiek die Suiden lig te werp op die spesifieke ontwikkelingsbehoeftes en -probleme waarmee Kleurlingjeugdiges te kampe het. Vraelyste deur leerlinge en skoolvoorligters voltooi, het die relevantheid van die amptelike program se groepvoorligtingsonderwerpe beoordeel, aangedui watter moontlik bestaande onderwerpe kan vervang of daarby gevoeg kan word, en kommentaar oor die inhoud en aanbieding van die huidige program gelewer. Ten opsigte van di,e~~rd van groepvoorligting is bevind dat die huidige Handleiding en Program slegs enkele vereistes toelig en dus hersien behoort te word om alle essensiale aspekte van voorligting te dek. Die afwesigheid van spesifieke dQelá!allinaá vir groepvoorligting in die amptelike handleiding voorsien nie die nodige riglyne aan voorligters vir hul taak nie, en dus is 'n reeks doelstellings in funksionele terme geformuleer. Havighurst (1972) se formulering van adolessente ontwikkelingstake, aangevul deur die navorsing van Burns (1988), kan as n bruikbare raamwerk vir die terrein van groepvoorligting gebruik word. Dis is voorgestel dat elke sekondêre standerd persoonlikheidsvoorligting, voorligting, opvoedkundige voorligting en voorligting behoort te ontvang. sosiale beroeps- Ten opsigte het die onderwerpe van die inhoud van 'n groepvoorligtings programliteratuurstudie onder andere aangetoon dat by die leerlinge se ontwikkelingsvlak en veranderende behoeftes aansluiting moet vind, die program buigsaam moet wees om by plaaslike vereistes te kan aanpas, en dat die klem op die bevordering van leerlinge se persoonlike waardestelsels behoort te val Dit het uit die resultate van die empiriese ondersoek geblyk dat beide leerlinge en voorligters die oorgrote meerderheid onderwerpe van die amptelike program as van besondere belang beskou. Weens die erns en omvang van die voorligtingsbehoeftes wat geIdentifiseer is, blyk egter 'n aansienlike uitbreiding van die program aangewese te wees. Binne elke standerd behoort 'n beperkte aantal "verpligte" onderwerpe aangebied te word, terwyl minstens die helfte van dievoorligtingstyd aan opsionele onderwerpe in ooreenstemming met leerlinggroepe se besondere behoeftes bestee behoort te word. Persoonlikheids- en sosiale voorligting enersyds en opvoedkundige en beroepsvoorligting andersyds moet die twee gelykwaardige komponente van so 'n program uitmaak Dié response van die leerlinge en voorligters stem in 'n hom mate met die van die vorige ondersoeke ooreen. n Veel groter sensitiwiteit ten opsigte van gemeenskaps probleme en interpersoonlike verhoudings, asook 'n sterker behoefte aan probleemoplossingsvaardighede en geslags- en beroepsvoorligting het egter geblyk. Dus is onder andere aanbeveel dat geslagsvoorligting as n afsonderlike program aangebied en die bestaande samewerking met privaat tingsinstansies voortgesit sal word. In verband met die aanbieding van groepvoorligtingslesse is die skep van 'n ontspanne atmosfeer, bevorderlik vir aktiewe leerlingdeelname, vrye meningswisseling en persoonlike meningsvorming, beklemtoon. Bepaalde administratiewe maatreels is voorgestel ten einde die sukses verseker. van 'n hersiene groepvoorligtingsprogram te help Verder is sekere aanbevelings gemaak om voorligters se professionele status te verhoog.

Philosophiae Doctor - PhD / Reading and understanding science text is the principal means by which students at tertiary level access scientific information and attain scientific literacy. However, understanding and learning from science texts require cognitive processing abilities which students mayor may not have. If students fail to understand scientific text, their acquisition of subject knowledge and expertise will be impeded and they will fail to develop into thinking and independent learners, so crucial for academic progress and achievement. A major assumption in this study is thus that in order to increase access to science subjects there is a need to explicitly teach the thinking abilities involved in learning science from text. A review of the literature showed that while reading to learn from scientific text poses special challenges to students faced with this unfamiliar genre, little is known about reading (and thinking) for science learning. A synthesis of current research which describes the neglected interface between science learning, science reading and cognition is given in the literature review of this study. This synthesis highlights, in particular, the parallel developments in research into science learning and reading; the lack of integration of research in these areas; the absence of investigations on science reading located within the cognitive domain; and the absence of research into reading as it affects cognition and cognition as it affects reading in subject-specific areas such as physiology Possibilities for improving students' cognitive performance in reading to learn through intervention were considered from a cognitive perspective. From this perspective, students' observable intellectual performance can be attributed to their underlying knowledge, behaviour, and thought processes. Accordingly, the mental processes involved in comprehending scientific concepts from text and the cognitive processes which the students bring to the learning situation become highly relevant to efforts to improve cognitive skills for learning science Key questions which were identified to serve as a basis for intervention included: a) What cognitive abilities are needed for competent reading comprehension as demanded by physiology text?; b) How adequate is the cognitive repertoire of students in dealing with physiology text? With regard to these questions a catalogue of cognitive functions as formulated by Feuerstein et al (1980) was identified as optimally suited for establishing the cognitive match between reading tasks and students. Micro-analyses of the cognitive demands of students' textbook material and the cognitive make-up of second-year university students revealed a profound mismatch between students and their learning material. Students lacked both comprehension fostering and comprehension monitoring abilities appropriate to the demands of the learning task. The explication of the cognitive requirements which physiology text demands served as a basis for systematically designing instruction whereby appropriate intellectual performance for scientific comprehension from text may be attained Subsequent intervention was based on the explicit teaching of thinking abilities within the context of domain-specific (physiology) knowledge. An instructional framework was developed that integrated cognitive learning theories and instructional prescriptions to achieve an effective learning environment and improve students' cognitive abilities to employ and extend their knowledge. The objective was that the instructional model and resultant instructional methods would ensure that students learn not only the desired kinds of knowledge by conceptual change, but also the thought processes embedded and required by reading scientific material for appropriate conceptual change to take place. Micro-analysis of the cognitive processes intrinsic to understanding physiology text illuminated cognitive demands such as, for example, the ability to: transform linearly presented material into structural patterns which illuminate physiological relationships; analyse conceptually dense text rich in "paradoxical jargon"; activate and retrieve extensive amounts of topic-specific and subject-specific prior knowledge; to visualise events; and contextualise concepts by establishing an application for it. Within the above instructional setting, the study shows that the notion of explicitly teaching the cognitive processes intrinsic to physiology text is possible. By translating the cognitive processes into cognitive strategies such as assessing the situation, planning, processing, organisation, elaboration, monitoring and reflective responses, the heuristic approach effectively served to guide students through various phases of learning from text. Systematic and deliberate methods of thought that would enhance students problem-solving and thinking abilities were taught. One very successful strategy for learning from physiology text was the ability to reorganise the linearly presented information into a different text structure by means of the construction of graphic organisers. The latter allowed students to read systematically, establish relationships between concepts, identify important ideas, summarise passages, readily retrieve information from memory, go beyond the given textual information and very effectively monitor and evaluate their understanding In addition to teaching appropriate cognitive strategies as demanded by physiology text, this programme also facilitated an awareness of expository text conventions, the nature of physiological understanding, the value of active strategic involvement in constructing knowledge and the value of metacognitive awareness. Also, since the intervention was executed within the context of physiology content, the acquisition of content-specific information took place quite readily. This overcame the problem of transfer, so often experienced with "content-free" programmes. In conclusion, this study makes specific recommendations to improve science education. Inparticular, the notion of teaching the appropriate cognitive behaviour and thought processes as demanded by academic tasks such as reading to learn physiology seems to be a particularly fruitful area into which science educational research should develop and be encouraged.