Esse trabalho define K-Aspects (Knowledge Aspects), uma abordagem para a implementação de Sistemas de Conhecimento (SC) em linguagens orientadas a objetos usando o paradigma orientado a aspectos (OA) e anotações de metadados. Essa abordagem define uma forte correspondência entre o Modelo de Conhecimento (MC) e sua implementação no paradigma da orientação a objetos (OO). K-Aspects fornece um conjunto de anotações documentacionais para facilitar a leitura da associação entre o modelo de implementação e o modelo conceitual do conhecimento; um conjunto de anotações para facilitar a separação de interesses na implementação do SC usando OA; um conjunto de bibliotecas para realizar a interpretação das anotações e sua execução em aspectos; e uma ferramenta para geração de documentação do MC a partir das anotações no código. A abordagem busca atender tanto os engenheiros de conhecimento quanto os engenheiros de desenvolvimento em projetos de SC. Os engenheiros de conhecimento tem ao seu alcance um modo adequado para elaborar a especificação do MC que resulta em uma especificação em uma linguagem orientada a objetos, permitindo aos engenheiros de desenvolvimento implementarem o sistema preservando a estrutura do modelo conceitual e mantendo clara distinção entre os requisitos associados ao MC dos demais requisitos. K-Annotations adicionam recursos de OA ao modelo conceitual do conhecimento OO, oferecendo facilidades de tratamento separado de diversas funcionalidades transversais de um SC, através do particionamento do sistema em aspectos que implementam funcionalidades específicas, ativadas através das anotações inseridas no componente do modelo conceitual. Anotações distinguem, clara e visualmente, no código, os elementos do MC em relação ao restante do código do programa, facilitando a leitura do código pelos engenheiros de conhecimento. A função principal das anotações é prover as informações necessárias para a interpretação dos elementos de conhecimento durante a execução do programa. Anotações identificam as funcionalidades transversais relativas aos construtos do modelo e são gerenciadas pela biblioteca de aspectos. A abordagem foi validada re-escrevendo com o uso de K-Annotations um sistema de conhecimento no domínio da análise da qualidade de reservatórios de petróleo. O modelo desse sistema representa uma ontologia de domínio sobre o qual métodos de solução de problemas para interpretação e classificação de rochas são aplicados. A análise dos resultados identificou um conjunto de vantagens no uso de K-Aspects, como distinção clara entre a implementação do MC e a implementação dos demais requisitos, suporte nativo aos construtos providos no modelo de conhecimento e alto grau de rastreabilidade entre o modelo e sua implementação. Além disso, provê redução de tarefas repetitivas de implementação e redução da dispersão de código a partir da geração automática de código. As bibliotecas de aspectos garantem o encapsulamento de inferências e tarefas. As bibliotecas tratam os construtos do modelo para garantir a reutilização em diferentes projetos de SCs. / This work defines K-Aspects (Knowledge Aspects), an approach for implementing Knowledge Systems (KS) with object-oriented languages using the aspect-oriented paradigm (AO) and metadata annotations. This approach defines a strong link between the knowledge model (KM) and its implementation in the object-oriented paradigm (OO). K-Aspects provides a set of documentational annotations to make the association between the implementation model and the knowledge conceptual model easier to read; a set of annotations to enable the separation of concerns, using aspect orientation, of the implementation of the different requirements of the knowledge system; a set of libraries to perform the interpretation and execution as aspects of annotations; and a tool for documentation generation of the KM extracted from the annotations on the code. The approach aims to support both knowledge engineers and development engineers in KS projects, by providing to the knowledge engineers a well-defined way to elaborate the KS specification, which results in a specification presented in an object oriented language, making it easily understandable and extensible by development engineers that can thus implement the knowledge system preserving its conceptual knowledge structure and keeping a clear distinction of the requirements associated to the KM from the other requirements. K-Annotations add aspect oriented resources to the OO conceptual knowledge model, providing features to manage separately the multiple crosscutting concerns of a KS, partitioning the system in aspects that implement specific features, activated by annotations inserted in the knowledge conceptual model. Annotations distinguish, clearly and visually, within the code, KM elements from the rest of the code, making easier the code reading by the knowledge engineers. The most important function of the annotations is to provide information necessary for interpreting knowledge elements during runtime. Annotations identify several crosscutting concerns related to the model constructs. Annotations are managed and executed by the aspect libraries. This approach was validated by re-coding, using K-Annotations, a complex commercial KS on the domain of oil reservoir quality analysis. The model of this system represents a domain ontology on which problem-resolving methods for rock interpretation and classification are performed. The analysis of the results identified several advantages of using K-Aspects as: a clear distinction of the KM implementation among other requirements; native support for knowledge model constructs; and high traceability between the knowledge conceptual model and its implementation. Moreover, the use of K-Aspects reduces repetitive implementation tasks and code dispersion because of the automatic code generation. The provided aspect libraries enable the encapsulation of inferences and the execution of several tasks. The libraries manage the constructs of the model thus providing reusability among multiple KS projects.

Magister Educationis - MEd / The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children’s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children’s discussions and identify the quality of their different “levels” of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners’ understanding of river pollution. The learners’ listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other’s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction. / South Africa

Magister Scientiae - MSc / This study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educators' understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learners' understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulmin's (1958) Argumentation Pattern (TAP) and Ogunniyi's (1995) Contiguity Argumentation Theory (CAT). / South Africa

Magister Educationis - MEd / This study investigated 1) the conceptions on capacitors held by a group teachers in the Western Cape; 2) the effect of a dialogical argumentation instructional model on the teachers’ conceptions on the capacitor; and 3) the teachers’ perceptions on the implementation of this instructional model. The theoretical framework of the study was based on Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory (CAT). The objective was to retrain science teachers in their awareness and understanding of the Nature of Science and Indigenous Knowledge Systems thereby enhancing their ability and efficacy in integrating science and Indigenous Knowledge Systems. The study involved workshop activities that included the teachers’ Reflective Diary, interview sessions, and video-taped lesson observations. The study adopted a Case Study approach and the data was analysed both quantitatively and qualitatively. The findings of the study showed that: 1) the teachers held varying conceptions of the capacitor; 2) the teachers’ conceptions of the capacitor improved after being exposed to the Dialogical Argumentation Instructional Model and 3) the teachers were dominantly in favour of the Dialogical Argumentation Instruction Model as a teaching method to be introduced at schools. The implications of the findings for school science and pedagogy were highlighted for closer observation.

This study provides a critical interrogation of the perceptions held by the undergraduate Philosophy of Education students at an open and distance learning institution, towards African philosophy. The study is premised on famed Kenyan philosopher, Odera Henry Oruka‟s classification of African philosophy into four trends: ethno-philosophy, philosophic sagacity, nationalist-ideological philosophy and professional philosophy. These trends confirm that African philosophy is more than traditions, culture or ubuntu, and more complex than the students make it to be. The study makes a link between the students‟ flawed perceptions of African philosophy with their lack of critical thinking skills. The study has attempted to answer questions such as why students have flawed perceptions of African philosophy; how critical thinking assists in changing their perceptions of African philosophy, and what role can the education system play in equipping students with critical thinking skills. The study‟s findings show that undergraduate Philosophy of Education students conflate African philosophy with African people‟s traditions and cultures, and with ubuntu. Students perceive that African philosophy lacks reason and rationality - key elements of critical thinking. The study‟s findings show that students lack critical thinking skills. The study notes that the way students are taught makes a large contribution to their perceptions and lack of critical thinking skills. The study makes the following recommendations. Firstly, to deal with the problem of students‟ conflations, the study recommends the introduction of the principles of African philosophy, namely, ubuntu, communalism and indigenous knowledge systems (IKS) in the school curriculum, and to emphasise these principles in the curricula of higher education institutions. Secondly, the study recommends the introduction of philosophy for children (P4C) in schools. It is envisaged that P4C will assist learners to acquire critical thinking skills at an early stage of learning. Thirdly, the study recommends the teaching of critical thinking skills at universities. Finally, the study recommends that in- service training be made an integral part of teachers‟ and lecturers‟ professional training, to bring them up-to-date with new ideas and methods of teaching. / Educational Studies / D. Ed. (Philosophy of Education)

Department of African Studies / PhD (African Studies) / One of the contemporary themes which dominated discourse in the education fraternity is the integration of IKS in the curriculum of South African education system. There is a growing call for the recognition of contribution by locals and indigenous societies in making education relevant to African children. The aim of the study was to explore the viability of integrating indigenous knowledge into Life Orientation (LO) Curriculum in the intermediate phase. Objectives were to explore Indigenous Knowledge that could be integrated into LO Curriculum in the intermediate phase and to generate knowledge exchange platforms where community and other stakeholders could be involved in the discussion about Indigenous Knowledge integration. A qualitative method and an exploratory-interpretive approach were adopted in the study. Data were gathered through focus group discussions. Data analysis and field notes were clustered thematically. The study indicated that, to integrate Indigenous Knowledge into LO effectively, it could require a shift from the western knowledge focused curriculum taking into cognisance the knowledge of the local inhabitants. The study showed that the integration of Indigenous Knowledge in the South African school curriculum in LO will bring new life into the content and the delivery of tuition. Although there were opportunities to integrate indigenous knowledge in the curriculum, educators felt that the curriculum does not create sufficient space, time and training for the integration of indigenous knowledge. Some of the reasons put forward were that there was inadequate content knowledge on Indigenous Knowledge integration, inadequate support and insufficient allocation of resources. Without a deliberate educator capacity development focusing on indigenous knowledge systems, the viability of IKS integration remains questionable. This is exacerbated by the growing discouragement of Indigenous Knowledge amongst the parents who also felt that there is no practical relevance for IKS in the current education trajectory. Vigorous efforts need to be executed to fast track the process of integrating Indigenous Knowledge in teaching LO in the intermediate phase.

This work addresses hurricane preparedness in Escambia County, Florida. It explores preparing for hurricanes as an informal learning process occurring within personal networks and embedded in beliefs, values, and attitudes. Findings reveal that participants learned to prepare from their parents in childhood and improved upon that knowledge through direct experience in adulthood. Later, they passed this knowledge on to their children as well as co-workers. These preparations are embedded in beliefs of self-determination and attitudes of endurance. However, this body of knowledge and their respective practices are not equally accessible to all. Recommendations are provided so local organizations can incorporate local knowledge and practices with preparedness improvement efforts and foster social cohesion as well.

Thesis (Ph. D. (Social Work)) -- University of Limpopo, 2021 / Refer to the document / National Research Foundation (NRF) and National Research Foundation - Centre in Indigenous Knowledge Systems (NRF- CIKS)

Sustainability is seen as the solution to the wicked crisis of our unsustainability. However, the ways in which we know, understand, and enact sustainable solutions can often mean our participation reinforces the systems, institutions, and paradigms which have created our unsustainable societies in the first place. So how can we learn to be, do, think differently within them? Guided by a post-qualitative approach, this project investigates the relationship between knowledge systems and sustainable transformations, in an attempt to understand how we “know” sustainability and how such knowledge affects our ability to enact it. By deconstructing this relationship and situating it within communities of practice and the socio-historical frames of capitalism and colonialism, one’s own role emerges as a learner, researcher, and participant in transformation. In this situatedness, the need for concurrent transformations becomes clear: of not just the political and economic systems that drive our constant growth, but also the knowledge systems which underpin them. In this light, the Open Knowledge movement and Braided Knowledges are used as two case studies of knowledge system transformation, which provide an early glimpse into how our relationships with knowledge may help lead the way towards sustainable futures.

Until recently, there have been different and sometimes conflicting views on whether or not the communal land tenure system (CLTS) has a positive or negative impact on rural economic welfare. This study analyses some trends associated with the CLTS in the Ditsobotla area of the NorthWest province, focusing on the implications for rural economic welfare. The results of the study suggest that the CLTS is extremely important in order to sustain the rural economy, and therefore this dissertation presents developmental, policy and research options for consideration by government and other affected stakeholders for the betterment of the livelihood of people in the Ditsobotla area. The study adopts participatory research techniques in the selected villages of Springbokpan and Mooifontein. It also reflects on land tenure experiences in other African countries. The dissertation concludes with a suggestion that the South African government should engage in in-depth research programmes prior to the implementation of the envisaged communal land tenure reform legislation and that, the state should secure sufficient funding to boost agricultural activities in the area. Taking all these factors into account, a view is held that all developmental endeavours in the area must be informed by the collective participation of the affected local people, and their efforts must be united for the enhancement of their livelihood. / Development Studies / M.A. (Development Studies)