Denna forskning handlar ett system som jag och min kollega Pierre Brockmanns skapade för att kunna visa för eleven hur han/hon ligget till i sina kurser som praktiseras ute i arbetslivet. Efter en inspektion från Skolverket uppdagades det att tydligheten på det gamla systemet inte var tillfredsställande. I studien har jag använt mig av kvalitativ studie för att få veta vad elever, handledare och yrkeslärare upplever att det fungerar. Tack vare djupintervjuerna fram kom förbättrings förslag vilket har lätt till att APU/APL- uppföljningssystemet har kunnat vidareutvecklas, och bli ännu tydligare. Även dokumentationen inne på skolan har utvecklats, för att tydliggöra för eleven ”vart den är på väg”. För handledarna har systemet betytt mer förståelse för att det är skola som eleven gör ute på sin praktik, och att medvetenhet om vad som skall läras på praktiken har gjorts tydligare. Yrkeslärarna känner sig mer professionella och att de har ett meningsfullt uppdrag när de är på APU/APL besök. De önskar också att mer tid för utveckling och för att få sätta sig in i och skapa bättre matriser hade schemalagts. / This research is a system that I and my colleague Pierre Brockmann created to show the student how the Ligget in their courses as practiced in working life. After an inspection by the National Agency revealed that the clarity of the old system was not satisfactory. In the study I have used the study to find out what students, tutors and trainers feel that it works. Thanks depth interviews came suggestion for improvement which have been easy to APU/APL- monitoring system has been further developed, and become even clearer. Although the documentation inside the school has developed, to make it clear to the student "where it is heading”. For supervisors, the system has meant more understanding because it's school that the student does outside of his practice, and that awareness of what is learned in practice have been clarified. Vocational Teachers feel more professional and have a meaningful mission when they are on the APU / APL visit. They also want more time for development and to get acquainted with and create better matrices had been scheduled.

La thérapie de pleine conscience est considérée comme la nouvelle orientation de la thérapie cognitive comportementale. Elle trouve son origine principalement avec le travail de Kabat-Zinn (1979- 2009), le président du centre CFM : Centre for Mindefulness in médecine, qui a montré que la thérapie de pleine conscience est une thérapie autonome capable de diminuer des symptômes pathologiques et influencer la personnalité pour aboutir à des changements cognitifs parfonds. Dans notre travail l’anorexie mentale a été choisie comme une pathologie pouvant être traitée par cette thérapie, ce qui n’avait pas été effectué jusqu’à présent. Les séances se sont déroulées avec des patientes hospitalisées à Lyon et à St. Etienne. Les résultats obtenus ont montré que la prise en charge par « la pleine consciences », a fait diminué les symptômes pathologiques d’anorexie mental (physique, psychique et cognitifs), et que les patientes, après la thérapie, ont présenté un locus de contrôle interne par rapport au début de thérapie et par rapport au groupe contrôle ; qu’elles utilisent moins le coping émotion et plus le coping problème et le coping soutien social par rapport au début la thérapie et par rapport au groupe de contrôle. / The Mindfulness therapy is considered the new direction of cognitive behavioral therapy. It started mainly with the work of Kabat- Zinn (1979 - 2009) President of CFM Centre: Centre for Medicine in Mindefulness where he interested in managing stress using mindfulness. This study is an attempt to make the therapy of mindfulness as an independent therapy by itself is able to reduce disease symptoms and influence on personality to cognitive changes Profound. It targets to show that this type of therapy is far from being a simple tool to manage stress. Anorexia nervosa has been selected as pathology to be treated by this therapy, which held its session in patient hospitalized in Lyon and St. Etienne. The results showed that the treatment with the Mindfulness had reduced the pathological symptoms of anorexia nervosa (physical, emotional and cognitive), and that patients, after therapy, had became with a locus of control internal Compared with the beginning of treatment, and with the control group, they used less the coping emotional and coping problem and coping social support compared with the start of therapy and the control group.

This research project, which was modeled on the constructivist theory of acquiring knowledge, and on recent recommendations regarding classroom instruction, investigated the impact of problem-based teaching and learning (PBTL) on the performance of high school mathematics learners. The effect of an intervention programme on an experimental group of students was compared with a control group by assessing their mathematical knowledge and skills; their procedural proficiency and conceptual development on varied mathematical contents; their skills in managing and controlling learning; and their views towards their learning programmes. The results obtained indicated that the experimental group indicated a higher conceptual understanding, an improved use of procedures, a higher level of managing and controlling learning, and positive views towards the programme and interest in the fundamentals of learning mathematics. An analysis of the data obtained by the on-progress instruments employed for the experimental group also indicated improved quality of participation and reflective thinking practices. / Educational Studies / M. Ed. (With specialisation in Mathematics Education)

Some learners in South Africa perform poorly in school, especially in Mathematics. In 2010 the Department of Basic Education announced their concern regarding the pass rate. The National Education Department circulated a report in 2008 on some Grade 3 and Grade 6 learners who took part in a research project and only achieved level one and two in literacy (vocabulary), as well as numeracy (Mathematics). Several factors contribute to this shocking situation, such as the absence of the use of meta-cognitive strategies, number strategies, as well as language strategies. The prime goal of this study was to investigate the use of meta-cognitive strategies and Mathematical vocabulary during problem solving by Grade 7 learners. Three primary schools were invited to participate in the qualitative investigation. From these schools three top achievers (one per school) and three under-achievers (one per school) were invited to participate in the quantitative investigation. The study includes the results of the quantitative aspects of the investigation. Learners had to answer questions about predictions, achievements, control, as well as evaluation during the quantitative investigation. During this process, most of the learners predicted that they would do well and evaluated that they did well, but their marks for the questions about their achievements and control were in fact different. It is important to inform Mathematics teachers and learners about meta-cognitive strategies and Mathematical vocabulary, and the influence it can have on the learners’ achievements, as well as the positive effect during the learning of Mathematics. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

La connaissance subjective renvoie à la perception que porte un individu sur sa connaissance dans un domaine donné. La recherche suivante étudie l’influence d’une manipulation de la connaissance subjective sur les stratégies de traitement et de mémorisation de l’information. Dans notre première étude, nous montrons que l’estime de soi du consommateur joue un rôle modérateur dans la relation entre manipulation de la connaissance subjective et différentes mesures de mémorisation de l’information. Dans une deuxième étude, nous identifions des mécanismes modérateurs et des limites aux effets identifiés. La troisième étude spécifie l’étendu de cet effet de mémorisation. Enfin, la dernière étude étend la validité de nos résultats en adoptant un autre type de manipulation de connaissance subjective et en s’intéressant à un autre domaine de connaissance. Les implications de ces résultats sont discutées et des pistes de recherches futures sont proposées / Subjective knowledge refers to consumers’ perceptions about how knowledgeable they are in a specific domain. The present research investigates the impact of manipulating subjective knowledge on information processing and retrieval strategies. In a first study, we show that consumer self-esteem moderates the relationship between subjective knowledge manipulations and different measures of memory for new information. In a second study, we identify moderating mechanisms and boundary effects for the hypothesized effects. The third study specifies the scope of the memory effect. Finally, the fourth study extends the generalizability of the findings by adopting another subjective knowledge manipulation and covering a different domain of knowledge. Implications of these results are discussed and future tracks for research are provided

As a result of the interactive nature of modern programming languages the perception has developed that proper planning of a solution, reasoned action during the process of problem solving and evaluation of the solution have become less important during computer programming. Learn often rely on the programming language to help them solve a problem, without themselves planning the solution beforehand and then using a computer language to implement the solution. This approach usually leads to using bad programming techniques, resulting in unstructured programmes or rendering the learner unable to solve the problem. The importance of continuous reflection by learners while doing a programming activity has been advocated for quite some time... / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

Some learners in South Africa perform poorly in school, especially in Mathematics. In 2010 the Department of Basic Education announced their concern regarding the pass rate. The National Education Department circulated a report in 2008 on some Grade 3 and Grade 6 learners who took part in a research project and only achieved level one and two in literacy (vocabulary), as well as numeracy (Mathematics). Several factors contribute to this shocking situation, such as the absence of the use of meta-cognitive strategies, number strategies, as well as language strategies. The prime goal of this study was to investigate the use of meta-cognitive strategies and Mathematical vocabulary during problem solving by Grade 7 learners. Three primary schools were invited to participate in the qualitative investigation. From these schools three top achievers (one per school) and three under-achievers (one per school) were invited to participate in the quantitative investigation. The study includes the results of the quantitative aspects of the investigation. Learners had to answer questions about predictions, achievements, control, as well as evaluation during the quantitative investigation. During this process, most of the learners predicted that they would do well and evaluated that they did well, but their marks for the questions about their achievements and control were in fact different. It is important to inform Mathematics teachers and learners about meta-cognitive strategies and Mathematical vocabulary, and the influence it can have on the learners’ achievements, as well as the positive effect during the learning of Mathematics. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

As a result of the interactive nature of modern programming languages the perception has developed that proper planning of a solution, reasoned action during the process of problem solving and evaluation of the solution have become less important during computer programming. Learn often rely on the programming language to help them solve a problem, without themselves planning the solution beforehand and then using a computer language to implement the solution. This approach usually leads to using bad programming techniques, resulting in unstructured programmes or rendering the learner unable to solve the problem. The importance of continuous reflection by learners while doing a programming activity has been advocated for quite some time... / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

La connaissance subjective renvoie à la perception que porte un individu sur sa connaissance dans un domaine donné. La recherche suivante étudie l'influence d'une manipulation de la connaissance subjective sur les stratégies de traitement et de mémorisation de l'information. Dans notre première étude, nous montrons que l'estime de soi du consommateur joue un rôle modérateur dans la relation entre manipulation de la connaissance subjective et différentes mesures de mémorisation de l'information. Dans une deuxième étude, nous identifions des mécanismes modérateurs et des limites aux effets identifiés. La troisième étude spécifie l'étendu de cet effet de mémorisation. Enfin, la dernière étude étend la validité de nos résultats en adoptant un autre type de manipulation de connaissance subjective et en s'intéressant à un autre domaine de connaissance. Les implications de ces résultats sont discutées et des pistes de recherches futures sont proposées

This research project, which was modeled on the constructivist theory of acquiring knowledge, and on recent recommendations regarding classroom instruction, investigated the impact of problem-based teaching and learning (PBTL) on the performance of high school mathematics learners. The effect of an intervention programme on an experimental group of students was compared with a control group by assessing their mathematical knowledge and skills; their procedural proficiency and conceptual development on varied mathematical contents; their skills in managing and controlling learning; and their views towards their learning programmes. The results obtained indicated that the experimental group indicated a higher conceptual understanding, an improved use of procedures, a higher level of managing and controlling learning, and positive views towards the programme and interest in the fundamentals of learning mathematics. An analysis of the data obtained by the on-progress instruments employed for the experimental group also indicated improved quality of participation and reflective thinking practices. / Educational Studies / M. Ed. (With specialisation in Mathematics Education)