No description available.

No description available.

No description available.

Det är allmänt accepterat att lärare bör använda sig av evolutionsteorin som ett sätt att binda ihop undervisningen i biologi. Åtskilliga studier har dock påvisat att flertalet elever har missuppfattningar och föreställningar inom evolution som motverkar deras inlärning av evolutionsteorin. Det samma gäller för begreppsförståelse och konflikten mellan betydelsen av ett ord i vardagsspråket och i ämnesspråket. Tidigare forskning har också kartlagt att biologilärare inte alltid är medvetna om elevers svårigheter eller utformar en evolutionsundervisning som utmanar elevers begreppsförståelse. Denna kvalitativa studie som genomfördes med hjälp av intervjuer med sex olika lärare visar på samma mönster och pekar på några möjliga lösningar för att förbättra elevers förståelse för de evolutionära mekanismerna.  Samtidigt som det finns en stor samstämmighet bland de intervjuade biologilärarna kring begreppsförståelse, precis som i många andra ämnen, resonerar de olika om vilka delar som är viktiga i evolutionsundervisningen och varför. En del fokuserar mer på att lära ut innehållet enligt den lärobok som används medan en del förklarar mer om varför eleverna ska lära sig om evolution.  Som ett resultat av denna studie föreslås bland annat att undervisningen om evolution borde inledas så tidigt som möjligt för att i största möjliga mån minimera risken för att olika missuppfattningar och föreställningar kring evolution inte ska cementeras tidigt. I detta sammanhang bör också information kring ämneskunskap förmedlas vid överlämningarna från ett stadium till ett annat i grundskolan. Vidare föreslås att användandet av CoRe-verktyget implementeras i planeringen av undervisningen och att det införs som ett moment under VFU- arbetet för blivande ämneslärare. Det faktum att tid är en bristvara för lärare innebär att det sällan finns tid för egen reflektion. Därför måste arbetet med CoRe-verktyget schemaläggas på samma sätt som många skolor idag arbetar med kooperativt lärande.

The UNAIDS report on the global AIDS epidemic (2010:9-11), stated that for the estimated 33.3 million people living with HIV, sub-Saharan Africa has a staggering 22 500 000: South Africa having the highest figure of 5 600 000. The question arises: Why has HIV/AIDS spread faster in Africa than on any other continent, despite similar international strategies? The challenge in Africa is that several HIV/AIDS beliefs and misconceptions distorting management of HIV/AIDS. South African learners receive HIV/AIDS education from the school culture, community, government and the international community, whereas they should be partners in collaborative education: yet, they are not. The research finding indicated that for effective educational strategies, education managers should be aware of these different voices affecting HIV/AIDS education. Education managers should be the main voice in dealing with this menacing epidemic. Countries that have approached HIV/AIDS scientifically and speak with one voice successfully reduced their HIV/AIDS statistics. / Educational Leadership and Management / M. Ed. (Education Management)

There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)

The purpose of this study was to assess the epidemiology of preventable risk factors for NCDs among the adult population in Tigray, Northern Ethiopia. A quantitative descriptive cross-sectional design was employed to describe the distribution of behavioural and biological risk factors for NCDs, assess the status of knowledge, perceptions, attitude and behaviour of the study participants for NCDs and their risk factors, and a matched case-control study to identify the determinants of hypertension. The data was collected using a structured questionnaire for the interview, physical measurements including weight and height scales, non-elastic measuring tape for waist and hip circumferences, Omron digital BP apparatus for blood pressure and heart rate; Accutrend Plus for measuring fasting blood glucose, cholesterol and triglycerides. For the descriptive cross-sectional study a total of 2347 participants were included, and for the matched case control study a total of 117 cases and 235 controls participated. Behavioural and biological risk factors were assessed. Only 0.8% of the study participants used optimal fruit serving per day. The prevalence of low level physical activity (<600 MET-minutes/week) was 44.8%. The magnitude of ever alcohol consumption was 66.8%. However, the magnitude of khat chewing and tobacco smoking among the study participants was not as high as the other risk factors i.e. 3.3% and 2.3% respectively. The magnitude of hypertension, central obesity, hyperglycaemia, hypercholesterolemia and hypertriglyceridemia was 9.9%, 22.2%, 3.5%, 30.3% and 32.2% respectively. Factors associated with the risks aforementioned were gender, age, place of residence, education, knowledge status on NCDs, mental stress and others. The status of knowledge on CVDs, breast and cervical cancers, diabetes and their potential risk factors was low and not comprehensive. Misconceptions on NCDs and body size and shape were pervasive. Risky behaviours underlying NCDs were rampant in the study population. Factors related to poor knowledge on NCDs were gender, age, place of residence, education and misconceptions on NCDs. The determinants of hypertension were physical inactivity, duration of alcohol intake, central obesity and mental stress. Awareness raising interventions on NCDs and their risk factors; improving socio-economic status and accessibility to health care settings have to be in place to curb these formidable problems. / Health Studies / D. Litt. et Phil. (Health Studies)

Understanding base-ten numbers is one of the most important mathematics topics taught in the primary school, and yet also one of the most difficult to teach and to learn. Research shows that many children have inaccurate or faulty number conceptions, and use rote-learned procedures with little regard for quantities represented by mathematical symbols. Base-ten blocks are widely used to teach place-value concepts, but children often do not perceive the links between numbers, symbols, and models. Software has also been suggested as a means of improving children's development of these links but there is little research on its efficacy. Sixteen Queensland Year 3 students worked cooperatively with the researcher for 10 daily sessions, in 4 groups of 4 students of either high or low mathematical achievement level, on tasks introducing the hundreds place. Two groups used physical base-ten blocks and two used place-value software incorporating electronic base-ten blocks. Individual interviews assessed participants' place-value understanding before and after teaching sessions. Data sources were videotapes of interviews and teaching sessions, field notes, workbooks, and software audit trails, analysed using a grounded theory method. There was little difference evident in learning by students using either physical or electronic blocks. Many errors related to the "face-value" construct, counting and handling errors, and a lack of knowledge of base-ten rules were evident. Several students trusted the counting of blocks to reveal number relationships. The study failed to confirm several reported schemes describing children's conceptual structures for multidigit numbers. Many participants demonstrated a preference for grouping or counting approaches, but not stable mental models characterising their thinking about numbers generally. The independent-place construct is proposed to explain evidence in both the study and the literature that shows students making single-dimensional associations between a place, a set of number words, and a digit, rather than taking account of groups of 10. Feedback received in the two conditions differed greatly. Electronic feedback was more positive and accurate than feedback from blocks, and reduced the need for human-based feedback. Primary teachers are urged to monitor students' use of base-ten blocks closely, and to challenge faulty number conceptions by asking appropriate questions.

There are numerous problems associated with the teaching of Euclidean geometry at secondary schools today. Students do not see the necessity of proving results which have been obtained intuitively. They do not comprehend that the validity of a deduction is independent of the 'truth' of the initial assumptions. They do not realise that they cannot reason from diagrams, because these may be misleading or inaccurate. Most importantly, they do not understand that Euclidean geometry is a particular interpretation of physical space and that there are alternative, equally valid interpretations. A possible means of addressing the above problems is tbe introduction of nonEuclidean geometry at school level. It is imperative to identify those students who have the pre-requisite knowledge and skills. A number of interesting teaching strategies, such as debates, discussions, investigations, and oral and written presentations, can be used to introduce and develop the content matter. / Mathematics Education / M. Sc. (Mathematics)

The purpose of this study was to assess the epidemiology of preventable risk factors for NCDs among the adult population in Tigray, Northern Ethiopia. A quantitative descriptive cross-sectional design was employed to describe the distribution of behavioural and biological risk factors for NCDs, assess the status of knowledge, perceptions, attitude and behaviour of the study participants for NCDs and their risk factors, and a matched case-control study to identify the determinants of hypertension. The data was collected using a structured questionnaire for the interview, physical measurements including weight and height scales, non-elastic measuring tape for waist and hip circumferences, Omron digital BP apparatus for blood pressure and heart rate; Accutrend Plus for measuring fasting blood glucose, cholesterol and triglycerides. For the descriptive cross-sectional study a total of 2347 participants were included, and for the matched case control study a total of 117 cases and 235 controls participated. Behavioural and biological risk factors were assessed. Only 0.8% of the study participants used optimal fruit serving per day. The prevalence of low level physical activity (<600 MET-minutes/week) was 44.8%. The magnitude of ever alcohol consumption was 66.8%. However, the magnitude of khat chewing and tobacco smoking among the study participants was not as high as the other risk factors i.e. 3.3% and 2.3% respectively. The magnitude of hypertension, central obesity, hyperglycaemia, hypercholesterolemia and hypertriglyceridemia was 9.9%, 22.2%, 3.5%, 30.3% and 32.2% respectively. Factors associated with the risks aforementioned were gender, age, place of residence, education, knowledge status on NCDs, mental stress and others. The status of knowledge on CVDs, breast and cervical cancers, diabetes and their potential risk factors was low and not comprehensive. Misconceptions on NCDs and body size and shape were pervasive. Risky behaviours underlying NCDs were rampant in the study population. Factors related to poor knowledge on NCDs were gender, age, place of residence, education and misconceptions on NCDs. The determinants of hypertension were physical inactivity, duration of alcohol intake, central obesity and mental stress. Awareness raising interventions on NCDs and their risk factors; improving socio-economic status and accessibility to health care settings have to be in place to curb these formidable problems. / Health Studies / D. Litt. et Phil. (Health Studies)