Thesis (MComm)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: The use of technological tools has developed rapidly over the past decade or two. As one of the areas of business technology, Data Mining has been receiving substantial attention, and thus the study defined the scope and framework for the application of data mining in the first place. Because of the wide area of application of data mining, an overview and comparative analysis was given of the specific data mining tools available to the knowledge worker. For the purposes ofthe study, and because the goals of data mining involve knowledge extraction, the concept of organizational learning was analysed. The factors needed to facilitate this learning process were also taken into consideration, with a view towards enabling the process through their improved availability. Actual enablement of the learning process, through the improved factor availability described above, was analysed through the use of each specific tool reviewed. The salient conclusion of this study was that data mining tools, applied correctly, and within the correct framework and infrastructure, can enable the organizational learning process on several levels. Because of the complexity of the learning process, it was found that there are several factors to consider when implementing a data mining strategy. Recommendations were offered for the improved enablement of the organizational learning process, through establishing more comprehensive technology plans, creating learning environments, and promoting transparency and accountability. Finally, suggestions were made for further research on the competitive application of data mining strategies. / AFRIKAANSE OPSOMMING: Die gebruik van tegnologiese hulpmiddels het gedurende die afgelope dekade of twee snel toegeneem. As een afdeling van ondernemings tegnologie, is daar aansienlike belangstelling in 'Data Mining' (die myn van data), en dus het die studie eers die omvang en raamwerk van 'Data Mining' gedefinieer. As gevolg van die wye toepassingsveld van 'Data Mining', is daar 'n oorsig en vergelykende analise gegee van die spesifieke 'Data Mining' hulpmiddels tot beskikking van die kennis werker. Vir die doel van die studie, en omdat die doelwitte van 'Data Mining' kennisonttrekking behels, is die konsep van organisatoriese leer geanaliseer. Die faktore benodig om hierdie leerproses te fasiliteer is ook in berekening gebring, met die mikpunt om die proses in staat te stel deur verbeterde beskikbaarheid van hierdie faktore. Werklike instaatstelling van die leerproses, deur die verbeterde faktor beskikbaarheid hierbo beskryf, is geanaliseer deur 'n oorsig van die gebruik van elke spesifieke hulpmiddel. Die gevolgtrekking van hierdie studie was dat 'Data Mining' hulpmiddels, indien korrek toegepas, binne die korrekte raamwerk en infrastruktuur, die organisatoriese leerproses op verskeie vlakke in staat kan stel. As gevolg van die ingewikkeldheid van die leerproses, is gevind dat daar verskeie faktore is wat in ag geneem moet word wanneer 'n 'Data Mining' strategie geïmplementeer word. Aanbevelings is gemaak vir die verbeterde instaatstelling van die organisatoriese leerproses, deur die daarstelling van meer omvattende tegnologie planne, die skep van leer-vriendelike omgewings, en die bevordering van deursigtigheid en rekenskap. In die laaste plek is daar voorstelle gemaak vir verdere navorsing oor die kompeterende toepassing van 'Data Mining' strategieë.

South African learners underachieve in mathematics. The many different factors that influence this underachievement include mathematics teachers' role in teaching mathematics with understanding. The question arises as to how teachers' mathematical content knowledge states can be transformed to positively impact learners' achievement in mathematics. In this study, different kinds of teachers' knowledge needed for teaching mathematics were discussed against the background of research in this area, which included the work of Shulman, Ma and Ball. From this study an important kind of knowledge, namely mathematical content knowledge for teaching (MCKfT), was identified and a teacher's ability to unpack mathematical knowledge and understanding was highlighted as a vital characteristic of MCKfT. To determine further characteristics of MCKfT, the study focussed on the nature of mathematics, different kinds of mathematical content knowledge (procedural and conceptual), cognitive processes (problem solving, reasoning, communication, connections and representations) involved in doing mathematics and the development of mathematical understanding (instrumental vs. relational understanding). The influence of understanding different problem contexts and teachers' ability to develop reflective practices in teaching and learning mathematics were discussed and connected to a teacher's ability to unpack mathematical knowledge and understanding. In this regard, the role of teachers' prior knowledge or current mathematical content knowledge states was discussed extensively. These theoretical investigations led to identifying the characteristics of MCKfT, which in turn resulted in theoretical criteria for the development of MCKfT. The theoretical study provided criteria with which teachers' current mathematical content knowledge states could be analysed. This prompted the development of a diagnostic instrument consisting of questions on proportional reasoning and functions. A qualitative study was undertaken in the form of a diagnostic content analysis on teachers' current mathematical content knowledge states. A group of secondary school mathematics teachers (N=128) involved in the Sediba Project formed the study population. The Sediba Project is an in-service teacher training program for mathematics teachers over a period of two years. These teachers were divided into three sub-groups according to the number of years they had been involved in the Sediba Project at that stage. The teachers' current mathematical content knowledge states were analysed with respect to the theoretically determined characteristics of and criteria for the development of MCKfT. These criteria led to a theoretical framework for assessing teachers' current mathematical content knowledge states. The first four attributes consisted of the steps involved in mathematical problem solving skills, namely conceptual knowledge (which implies a deep understanding of the problem), procedural knowledge (which is reflected in the correct choice of a procedure), the ability to correctly execute the procedure and the insight to give a valid interpretation of the answer. Attribute five constituted the completion of these four attributes. The final six attributes were an understanding of different representations, communication of understanding in writing, reasoning skills, recognition of connections among different mathematical ideas, the ability to unpack mathematical understanding and understanding the context a problem is set in. Quantitative analyses were done on the obtained results for the diagnostic content analysis to determine the reliability of the constructed diagnostic instrument and to search for statistically significant differences among the responses of the different sub-groups. Results seemed to indicate that those teachers involved in the Sediba Project for one or two years had benefited from the in-service teacher training program. However, the impact of this teachers' training program was clearly influenced by the teachers' prior knowledge of mathematics. It became clear that conceptual understanding of foundation, intermediate and senior phase school mathematics that should form a sound mathematical knowledge base for more advanced topics in the school curriculum, is for the most part procedurally based with little or no conceptual understanding. The conclusion was that these teachers' current mathematical content knowledge states did not correspond to the characteristics of MCKfT and therefore displayed a need for the development of teachers' current mathematical content knowledge states according to the proposed criteria and model for the development of MCKfT. The recommendations were based on the fact that the training that these teachers had been receiving with respect to the development of MCKfT is inadequate to prepare them to teach mathematics with understanding. Teachers' prior knowledge should be exposed so that training can focus on the transformation of current mathematical content knowledge states according to the characteristics of MCKfT. A model for the development of MCKfT was proposed. The innermost idea behind this model is that a habit of reflective practices should be developed with respect to the characteristics of MCKfT to enable a mathematics teacher to communicate and unpack mathematical knowledge and understanding and consequently solve mathematical problems and teach mathematics with understanding. Key words for indexing: school mathematics, teacher knowledge, mathematical content knowledge, mathematical content knowledge for teaching, mathematical knowledge acquisition, mathematics teacher education / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Because of the increasingly demanding tasks that robotic systems are asked to perform, there is a need to make them more reliable, intelligent, versatile and self-sufficient. Furthermore, throughout the robotic system?s operation, changes in its internal and external environments arise, which can distort trajectory tracking, slow down its performance, decrease its capabilities, and even bring it to a total halt. Changes in robotic systems are inevitable. They have diverse characteristics, magnitudes and origins, from the all-familiar viscous friction to Coulomb/Sticktion friction, and from structural vibrations to air/underwater environmental change. This thesis presents an on-line environmental Change, Detection, Isolation and Accommodation (CDIA) scheme that provides a robotic system the capabilities to achieve demanding requirements and manage the ever-emerging changes. The CDIA scheme is structured around a priori known dynamic models of the robotic system and the changes (faults). In this approach, the system monitors its internal and external environments, detects any changes, identifies and learns them, and makes necessary corrections into its behavior in order to minimize or counteract their effects. A comprehensive study is presented that deals with every stage, aspect, and variation of the CDIA process. One of the novelties of the proposed approach is that the profile of the change may be either time or state-dependent. The contribution of the CDIA scheme is twofold as it provides robustness with respect to unmodeled dynamics and with respect to torque-dependent, state-dependent, structural and external environment changes. The effectiveness of the proposed approach is verified by the development of the CDIA scheme for a SCARA robot. Results of this extensive numerical study are included to verify the applicability of the proposed scheme.

Nos último anos, o interesse acerca da compreensão dos funcionamentos do cérebro e da mente teve um crescimento vertiginoso. A Neurociência foi capaz de fornecer um novo entendimento acerca de diferentes processos cognitivos e desvendar as propriedades neurais que dão suporte à linguagem, ao entendimento aritmético, à realização de cálculos etc. Tais avanço são ainda pouco conhecidos e, por conseqüência, pouco utilizados pelos pesquisadores em Educação. Nesta pesquisa estabelecemos um diálogo efetivo entre a Educação e a Neurociência Cognitiva ao investigar uma questão ainda em aberto no Ensino de Ciências: a persistência das concepções espontâneas em Física. Combinamos o arcabouço teórico-metodológico da Neurociência com testes tradicionais em Ensino de Física, que foram validados e vem sendo utilizados há mais de três décadas em pesquisas na área. Especificamente, investigamos se diferentes padrões de respostas psicofisiológicas associadas a reações emocionais estariam vinculados a diferentes formas de representação de situações e fenômenos do mundo físico. Assim, investigamos as repostas de condutância galvânica da pele geradas em Experts (físicos e engenheiros) e Novatos (estudantes sem formação científica) ao responderem questões de Física e Controle (Matemática básica). Nossos resultados revelaram que os dois grupos apresentaram padrões de respostas emocionais bastante diferentes para os dois tipos de conteúdo. Nossos resultados permitem avançar no entendimento do papel das emoções na tomada de decisão de estudantes em testes tradicionais de levantamento de concepções alternativas, revelando possíveis influências de elementos emocionais na persistência destas concepções. Desta forma, estabelecemos uma nova abordagem de pesquisas em Educação Científica abrindo novas possibilidades de entendimento do processo de ensino e aprendizagem. / In the last years the interest on the understanding of the brain and mind grew extremely. The Neuroscience was able to provide a new understanding of different cognitive processes and unravel the neural properties that support language, arithmetic understanding etc. Such advances are still poorly understood and, consequently, little used by researchers in Education. This research established an effective dialogue between Education and Cognitive Neuroscience investigating a matter still open in Science Education: the persistence of misconceptions in Physics. We combine the theoretical and methodological approach used in neuroscience with traditional tests in Physics Teaching, which have been validated and has been used for more than three decades in research in the area. Specifically, we investigated whether different patterns of psychophysiological responses associated with emotional reactions were linked to different forms of representation of the physical world situations and phenomena. Thus, we investigated galvanic skin conductance responses generated in Experts (physicists and engineers) and Novices (students without a scientific background), to answer questions from Physics and Control (Basic Mathematics). Our results revealed that both groups showed patterns of emotional responses quite different for the two types of content. Our results allow the understanding of the role of emotions in decision making of students in traditional tests of misconceptions, revealing possible influences of emotional factors in the persistence of these conceptions. Thus, we established a new approach to research in Science Education by creating new possibilities for understanding the process of teaching and learning.

Abstract not available

As organizations rely heavily on innovative knowledge from the academic research results, there is a growing need to implement an IT platform which can facilitate knowledge acquisition, assimilation and exploitation for practitioners. Recently National science council Taiwan has launched a project to develop the eTop (Engineering and Technology Promotion) platform which allows researchers to upload their research results and practitioners to browse the available research results based on their needs. In order to enhance the operation performance of the eTop, there is a need to investigate its business strategy. To address this issue, we followed the case study method to analyze the eTop context and provide suggestions. First, we clearly portray the eTop business model, and then we proposed a set of business strategies for eTop operation based on Metcalf¡¦s Law, social media capabilities and intensive interview with eTop platform developers, researchers and practitioners. With these proposed strategies, the eTop managing team can have better understanding and preparation for eTop operation, and thereby enhance the effectiveness of knowledge acquisition, assimilation and exploitation for practitioners.

External knowledge is an important knowledge source for organizations. No matter how good external knowledge is, however, the contribution of external knowledge for organization would decrease if organizations can¡¦t absorb the knowledge effectively. Unlike previous studies, this study applies the ¡¥communication chain¡¦ perspective to investigate the process of organization¡¦s acquisition and absorption of external knowledge. Consulting knowledge is chosen as the study subject of external knowledge. This study argues that consultant and internal lecturer constitute the communication chain of consulting knowledge. Consultants and internal lecturers¡¦ capability of knowledge training and the capability link of knowledge training between consultants and internal lecturers will affect the effectiveness of organization¡¦s absorption of consulting knowledge. This study used triangulation approach to collect empirical data about how organizations acquire quality management knowledge through knowledge trainings provided by quality management (QM) consultants in Taiwan. First, this study did in-depth interviews with 10 QM consultants and 13 QM internal lecturers to collect qualitative data. Based on the data analysis of in-depth interviews and related literature, a questionnaire was developed and used to survey QM consultants and internal lecturers. A total number of 282 valid questionnaires, 47 QM consultants and 235 QM internal lecturers, were finally used to do statistical analysis. We combined and compared the findings of in-depth interviews and statistical analysis to answer research questions of this study. The results showed that QM internal lecturers did ¡¥dual-knowledge learning¡¦ in the communication chain of consulting knowledge and the capability of knowledge training was a combination of various sub-capabilities. QM internal lecturers¡¦ capability of knowledge training, in general, was inferior to QM consultants¡¦ capability of knowledge training. The main reasons resulting in the capability gap could be induced into three dimensions, including lecturer, trainee, and organization. The communication chain perspective provides an innovative and dynamic view to study organization¡¦s acquisition and absorption of consulting knowledge. The findings of this study can make up theoretical or knowledge gaps existed in past studies of knowledge acquisition, absorptive capacity, organizational boundary spanner, consulting industry, and expert-novice study. In addition, the findings also provide some valuable management implications for organizations to absorb the consulting knowledge more effectively as well as for consultants or consulting firms to enhance the quality of their knowledge service.

South African learners underachieve in mathematics. The many different factors that influence this underachievement include mathematics teachers' role in teaching mathematics with understanding. The question arises as to how teachers' mathematical content knowledge states can be transformed to positively impact learners' achievement in mathematics. In this study, different kinds of teachers' knowledge needed for teaching mathematics were discussed against the background of research in this area, which included the work of Shulman, Ma and Ball. From this study an important kind of knowledge, namely mathematical content knowledge for teaching (MCKfT), was identified and a teacher's ability to unpack mathematical knowledge and understanding was highlighted as a vital characteristic of MCKfT. To determine further characteristics of MCKfT, the study focussed on the nature of mathematics, different kinds of mathematical content knowledge (procedural and conceptual), cognitive processes (problem solving, reasoning, communication, connections and representations) involved in doing mathematics and the development of mathematical understanding (instrumental vs. relational understanding). The influence of understanding different problem contexts and teachers' ability to develop reflective practices in teaching and learning mathematics were discussed and connected to a teacher's ability to unpack mathematical knowledge and understanding. In this regard, the role of teachers' prior knowledge or current mathematical content knowledge states was discussed extensively. These theoretical investigations led to identifying the characteristics of MCKfT, which in turn resulted in theoretical criteria for the development of MCKfT. The theoretical study provided criteria with which teachers' current mathematical content knowledge states could be analysed. This prompted the development of a diagnostic instrument consisting of questions on proportional reasoning and functions. A qualitative study was undertaken in the form of a diagnostic content analysis on teachers' current mathematical content knowledge states. A group of secondary school mathematics teachers (N=128) involved in the Sediba Project formed the study population. The Sediba Project is an in-service teacher training program for mathematics teachers over a period of two years. These teachers were divided into three sub-groups according to the number of years they had been involved in the Sediba Project at that stage. The teachers' current mathematical content knowledge states were analysed with respect to the theoretically determined characteristics of and criteria for the development of MCKfT. These criteria led to a theoretical framework for assessing teachers' current mathematical content knowledge states. The first four attributes consisted of the steps involved in mathematical problem solving skills, namely conceptual knowledge (which implies a deep understanding of the problem), procedural knowledge (which is reflected in the correct choice of a procedure), the ability to correctly execute the procedure and the insight to give a valid interpretation of the answer. Attribute five constituted the completion of these four attributes. The final six attributes were an understanding of different representations, communication of understanding in writing, reasoning skills, recognition of connections among different mathematical ideas, the ability to unpack mathematical understanding and understanding the context a problem is set in. Quantitative analyses were done on the obtained results for the diagnostic content analysis to determine the reliability of the constructed diagnostic instrument and to search for statistically significant differences among the responses of the different sub-groups. Results seemed to indicate that those teachers involved in the Sediba Project for one or two years had benefited from the in-service teacher training program. However, the impact of this teachers' training program was clearly influenced by the teachers' prior knowledge of mathematics. It became clear that conceptual understanding of foundation, intermediate and senior phase school mathematics that should form a sound mathematical knowledge base for more advanced topics in the school curriculum, is for the most part procedurally based with little or no conceptual understanding. The conclusion was that these teachers' current mathematical content knowledge states did not correspond to the characteristics of MCKfT and therefore displayed a need for the development of teachers' current mathematical content knowledge states according to the proposed criteria and model for the development of MCKfT. The recommendations were based on the fact that the training that these teachers had been receiving with respect to the development of MCKfT is inadequate to prepare them to teach mathematics with understanding. Teachers' prior knowledge should be exposed so that training can focus on the transformation of current mathematical content knowledge states according to the characteristics of MCKfT. A model for the development of MCKfT was proposed. The innermost idea behind this model is that a habit of reflective practices should be developed with respect to the characteristics of MCKfT to enable a mathematics teacher to communicate and unpack mathematical knowledge and understanding and consequently solve mathematical problems and teach mathematics with understanding. Key words for indexing: school mathematics, teacher knowledge, mathematical content knowledge, mathematical content knowledge for teaching, mathematical knowledge acquisition, mathematics teacher education / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Nos último anos, o interesse acerca da compreensão dos funcionamentos do cérebro e da mente teve um crescimento vertiginoso. A Neurociência foi capaz de fornecer um novo entendimento acerca de diferentes processos cognitivos e desvendar as propriedades neurais que dão suporte à linguagem, ao entendimento aritmético, à realização de cálculos etc. Tais avanço são ainda pouco conhecidos e, por conseqüência, pouco utilizados pelos pesquisadores em Educação. Nesta pesquisa estabelecemos um diálogo efetivo entre a Educação e a Neurociência Cognitiva ao investigar uma questão ainda em aberto no Ensino de Ciências: a persistência das concepções espontâneas em Física. Combinamos o arcabouço teórico-metodológico da Neurociência com testes tradicionais em Ensino de Física, que foram validados e vem sendo utilizados há mais de três décadas em pesquisas na área. Especificamente, investigamos se diferentes padrões de respostas psicofisiológicas associadas a reações emocionais estariam vinculados a diferentes formas de representação de situações e fenômenos do mundo físico. Assim, investigamos as repostas de condutância galvânica da pele geradas em Experts (físicos e engenheiros) e Novatos (estudantes sem formação científica) ao responderem questões de Física e Controle (Matemática básica). Nossos resultados revelaram que os dois grupos apresentaram padrões de respostas emocionais bastante diferentes para os dois tipos de conteúdo. Nossos resultados permitem avançar no entendimento do papel das emoções na tomada de decisão de estudantes em testes tradicionais de levantamento de concepções alternativas, revelando possíveis influências de elementos emocionais na persistência destas concepções. Desta forma, estabelecemos uma nova abordagem de pesquisas em Educação Científica abrindo novas possibilidades de entendimento do processo de ensino e aprendizagem. / In the last years the interest on the understanding of the brain and mind grew extremely. The Neuroscience was able to provide a new understanding of different cognitive processes and unravel the neural properties that support language, arithmetic understanding etc. Such advances are still poorly understood and, consequently, little used by researchers in Education. This research established an effective dialogue between Education and Cognitive Neuroscience investigating a matter still open in Science Education: the persistence of misconceptions in Physics. We combine the theoretical and methodological approach used in neuroscience with traditional tests in Physics Teaching, which have been validated and has been used for more than three decades in research in the area. Specifically, we investigated whether different patterns of psychophysiological responses associated with emotional reactions were linked to different forms of representation of the physical world situations and phenomena. Thus, we investigated galvanic skin conductance responses generated in Experts (physicists and engineers) and Novices (students without a scientific background), to answer questions from Physics and Control (Basic Mathematics). Our results revealed that both groups showed patterns of emotional responses quite different for the two types of content. Our results allow the understanding of the role of emotions in decision making of students in traditional tests of misconceptions, revealing possible influences of emotional factors in the persistence of these conceptions. Thus, we established a new approach to research in Science Education by creating new possibilities for understanding the process of teaching and learning.

Doctor of Philosophy / Department of Educational Leadership / W. Franklin Spikes / Eduard Lindeman (1926) stated, “the approach to adult education will be via the route of situations” (p. 8, emphasis in original). Training professionals often face situations that require them to develop and present training programs on subjects for which they have limited or no previous content expertise. This occurs even though the literature stresses the need for trainers to be experts or masters on the material they present (Bernthal et al., 2004; Brookfield, 1990; Draves, 1984, 2000; Galbraith, 1990; Houle, 1984; Long, 2002; McArdle, 1993; McCain, 1999; Slusarski, 1994; Symonds, 1968; Wlodkowski, 1999). Although there is considerable literature on the roles and responsibilities of trainers (McLagan & Suhadolnik, 1989; Nadler & Nadler, 1989), self-directed learning (Candy, 1991; Knowles, 1975; Tough, 1979), and developing training programs (Caffarella, 2002; Long, 1983; McCain, 1999), very little links these areas with the knowledge acquisition process trainers use. This dissertation describes the phenomenological inquiry into the nature of the process trainers use to acquire the knowledge necessary to develop and present training programs for which they have little or no previous content expertise. The population was selected because of the researcher’s background in training and adult education. Criterion, snowball, convenience, and maximum variation purposeful sampling techniques were used to identify trainers who met the criterion of the study. Potential participants were contacted by the researcher and asked to participate in the study. Data was collected via semistructured interviews until thematic saturation was reached. Constant comparison was used to analyze the transcripts of the interviews. Twenty-six common themes were identified during the study and were categorized into six different categories. The six categories are self-directed learning, the training and development process becomes part of the trainer’s life, the needs assessment is part of knowledge acquisition, knowledge acquisition is a continuous part of the trainer’s life, understanding the importance of adult learning principles, and reflection. The results of this study have implications for the adult education, self-directed learning, program planning, human resource development, and training literature.