With the introduction of outcomes-based education (OBE) in South Africa the role of teachers and learners in the teaching and learning process had to change. Teachers had to adopt a facilitation role and learners had to focus on active learning and the mastering of outcomes. With the focus of OBE on outcomes, teachers in the teachinglearning process are continuously pressurised not only to focus on the teaching of theoretical subject matter, but also the development of higher-order cognitive skills (HOCS). Since 2006 the development of learners' HOCS in South African Schools have been emphasized in the Further Education and Training Phase (grades 10-12) through the National Curriculum Statements. Teachers in Business Studies (the new subject that replaced Business Economics as secondary school subject in 2006) have doubts in their ability to develop learners' HOCS because they doubt their own ability to demonstrate HOCS. This study indicates that the teacher training of Business Studies students should focus on the development of their HOCS, because they won't be able to develop their learners' HOCS if they can't demonstrate it themselves. The purpose of this study was to develop a teaching model for the development of education students in Business Studies' HOCS. Lecturers can use the teaching model during teacher training, to develop education students' knowledge of HOeS in Business studies, their ability to demonstrate HOCS and their critical and creative thinking skills. This study was approached from a pragmatic research paradigm. A literature study was conducted to motivate the rationale for the development of education students' HOCS, to investigate the meaning of HOCS and to determine the way in which HOCS can be learned, taught and assessed. The proposed teaching model that was developed, is based on the literature study. From the literature study a workable definition of HOCS was developed for the aim of this study. The literature study also showed that HOCS can best be learned and taught in a social constructivist learning environment, where lecturers enable students to construct their own knowledge and skills, with a combination of inductive teaching, cooperative learning and problem/activity based learning. During the empirical component of this study the teaching model for development of HOCS was applied to education students in Business Studies. Data was gathered over a period of four months by means of a mixed methods research design. This research design acted as a purposeful research framework wherein quantitative and qualitative methods were used to solve the research problem. Findings from the results of the empirical study indicated the extent to which the teaching model led to the development of the education students' HOCS, the experience of the education students and the way in which the model was executed. The contribution of this research is viewed as a clarification of the concept HOCS, the rationale for the development of HOCS and the proposed teaching model. / Thesis (PhD (Education))--North-West University, Potchefstroom Campus, 2010

With the introduction of outcomes-based education (OBE) in South Africa the role of teachers and learners in the teaching and learning process had to change. Teachers had to adopt a facilitation role and learners had to focus on active learning and the mastering of outcomes. With the focus of OBE on outcomes, teachers in the teachinglearning process are continuously pressurised not only to focus on the teaching of theoretical subject matter, but also the development of higher-order cognitive skills (HOCS). Since 2006 the development of learners' HOCS in South African Schools have been emphasized in the Further Education and Training Phase (grades 10-12) through the National Curriculum Statements. Teachers in Business Studies (the new subject that replaced Business Economics as secondary school subject in 2006) have doubts in their ability to develop learners' HOCS because they doubt their own ability to demonstrate HOCS. This study indicates that the teacher training of Business Studies students should focus on the development of their HOCS, because they won't be able to develop their learners' HOCS if they can't demonstrate it themselves. The purpose of this study was to develop a teaching model for the development of education students in Business Studies' HOCS. Lecturers can use the teaching model during teacher training, to develop education students' knowledge of HOeS in Business studies, their ability to demonstrate HOCS and their critical and creative thinking skills. This study was approached from a pragmatic research paradigm. A literature study was conducted to motivate the rationale for the development of education students' HOCS, to investigate the meaning of HOCS and to determine the way in which HOCS can be learned, taught and assessed. The proposed teaching model that was developed, is based on the literature study. From the literature study a workable definition of HOCS was developed for the aim of this study. The literature study also showed that HOCS can best be learned and taught in a social constructivist learning environment, where lecturers enable students to construct their own knowledge and skills, with a combination of inductive teaching, cooperative learning and problem/activity based learning. During the empirical component of this study the teaching model for development of HOCS was applied to education students in Business Studies. Data was gathered over a period of four months by means of a mixed methods research design. This research design acted as a purposeful research framework wherein quantitative and qualitative methods were used to solve the research problem. Findings from the results of the empirical study indicated the extent to which the teaching model led to the development of the education students' HOCS, the experience of the education students and the way in which the model was executed. The contribution of this research is viewed as a clarification of the concept HOCS, the rationale for the development of HOCS and the proposed teaching model. / Thesis (PhD (Education))--North-West University, Potchefstroom Campus, 2010

The use of Information and Communication Technologies constitutes pedagogical possibilities even more applied in the educational field. It shows a great expansion in the use of digital media and Web 2.0 services through collaborative tools that enable communication and collective formation of knowledge, recreating the traditional roles of professors and students. Based on this scenario, this research investigates the use of the Web 2.0 resources in the pedagogical practice of bachelor s degree professors from the possibilities offered by these tools of technology in the educational environment and through important factors in this process, such as the interaction and collaboration, it is also investigated whether the use of Web 2.0 helps develop cognitive skills in professors and students who use it. The locus of the research involved four schools in the Centro de Estudos Superiores de Maceió: School of Biological Sciences and Health, School of Applied Sciences and Technology, School of Education and Communication and School of Applied Social Sciences. The ones involved were the professors who teach in undergraduate courses at that institution, as well as students of these professors. The methodology used was the case study with a qualitative approach. Being the object of the study are the possibilities of collaboration tools for students and professors, which Web 2.0 features are being used on teaching practice, causes of non-use of tools, the results achieved by those who have included them in their subjects and content of Web 2.0 services and the development of cognitive skills for cyber-education. The results indicate that most professors still do not use the web 2.0 in their practice for reasons such as lack of time or they were not trained. They also indicate that using Web 2.0 in the educational context, professors and students develop cognitive skills that are essential to a good education, where collaboration and interaction are present. The research suggests that institutions of higher education must adopt policies for access and technical and teaching training for educators involved in the context of the new educational reality so more dynamic, interactive classes and real learning will be generated / A utilização das Tecnologias da Informação e Comunicação constitui possibilidades pedagógicas cada vez mais recorrentes no contexto educacional. Evidencia-se grande expansão no uso das mídias digitais e dos serviços da Web 2.0, por meio de ferramentas colaborativas, o que possibilita a comunicação e a formação coletiva dos conhecimentos, transformando os tradicionais papéis de professores e alunos. Com base nesse cenário, esta pesquisa investiga a utilização dos recursos da Web 2.0 na prática pedagógica de professores do bacharelado, a partir das possibilidades oferecidas por estas ferramentas da tecnologia no ambiente educativo, por meio de fatores importantes neste processo, como a interação e a colaboração. Investiga também se o uso da Web 2.0 ajuda a desenvolver competências cognitivas nos docentes e alunos que a utilizam. O lócus da pesquisa englobou quatro Faculdades do Centro de Estudos Superiores de Maceió: Faculdade de Ciências Biológicas e da Saúde; Faculdade de Ciências Exatas e Tecnológicas; Faculdade de Educação e Comunicação; e Faculdade de Ciências Sociais Aplicadas. Os envolvidos foram os professores que lecionam em cursos de bacharelado na referida instituição, bem como os alunos destes docentes. A metodologia utilizada foi o estudo de caso com abordagem qualitativa. No estudo são tratadas as possibilidades de colaboração das ferramentas para alunos e docentes, quais recursos da Web 2.0 estão sendo utilizadas na prática docente, as causas do não uso das ferramentas, os resultados alcançados por aqueles que já inseriram em suas disciplinas e conteúdos os serviços da Web 2.0 e o desenvolvimento de competências cognitivas para a cibereducação. Os resultados indicam que boa parte dos docentes pesquisados ainda não utiliza a Web 2.0 em sua prática pedagógica por motivos como falta de tempo ou por não estarem capacitados; indicam, também que ao utilizar a Web 2.0 no contexto educacional, alunos e docentes desenvolvem competências cognitivas essenciais para uma educação de qualidade, em que a colaboração e a interação se fazem presentes. A pesquisa sugere que as instituições de ensino superior devem adotar políticas de acesso e capacitação técnica e pedagógica para os educadores envolvidos no contexto da nova realidade educacional. Dessa forma serão geradas aulas mais dinâmicas, interativas e de aprendizado real

O presente trabalho tem como objetivo fazer uma reflexão conjunta sobre a educação na ótica do desenvolvimento humano e as políticas de avaliação da educação vigentes no Brasil. Para tal, está divido em cinco seções: uma introdução com a contextualização da discussão teórica; a segunda, resumindo o modelo e as evidências dadas dentro do arcabouço analítico de Heckman, (que foca na importância das habilidades não cognitivas para o desempenho escolar e sua interação com as habilidades cognitivas). A terceira seção é dedicada à visão de educação no trabalho de Nussbaum, que trabalha com uma visão mais ampla de educação, focada no conceito de habilidades não cognitivas. Na quarta parte, examina-se a evolução das políticas educacionais brasileiras, com o foco na questão avaliativa e introduz-se alguns elementos críticos à luz do marco de desenvolvimento humano estabelecido. Por fim concluiu-se. / The objective of this dissertation is to jointly examine the meaning of education from a human development perspective in association with the evolution of the Brazilian educational assessment policies. Within this context, it is divided into five parts. After the introduction it examines Heckman’s model and its empirical evidences (where the importance of non cognitive skills for schooling and its relation with cognitive skills is highlighted). The third part delves into Nussbaum work and her arguments for non cognitive dimensions of education. The forth part critically analyses the evolution of educational assessment in Brazil. Then, it concludes.

The overall aim of this study is to analyze and describe the reading of a group of pupils in a preschool class and grade 1 and to search for links between preschool language and cognitive skills and early literacy development. A total of 49 pupils participated in the study and their literacy development was analyzed over two consecutive years in preschool class and grade 1, partly by teacher evaluations and partly by reading tests. In the autumn term of the preschool class the pupils’ phono­logical awareness, letter knowledge, impressive and expressive voca­bulary, short-term memory and syntactic skills were tested. The main aim was to examine how these skills predicted reading in preschool class and grade 1. Single correlation analyses revealed that phonological awareness, letter knowledge, short-term memory and syntactic skills were sig­nificantly related to literacy development, whereas these patterns of prediction were not found regarding verbal skills. When analyzing the unique contribution of every single predictor to explain variations in reading ability, phonological awareness gives a specific additional contribution to reading abili­ty in preschool class, whereas letter knowledge gives an addi­tion­al contribution both in preschool class and grade 1. These patterns of prediction were not found regarding more general verbal skills or memory.  When prior reading ability is also taken into consideration, the prediction of the analyzed preschool skills declines and it is mainly the prior reading ability that is significantly related to literacy deve­lopment. This study indicates the importance of success in early literacy development. To make this possible for all students the teachers must be able to identify the developmental stage to build upon. An impor­tant conclusion is that reading education must rely on a solid theoreti­cal basis and the use of a diagnostic approach.

O presente trabalho tem como objetivo fazer uma reflexão conjunta sobre a educação na ótica do desenvolvimento humano e as políticas de avaliação da educação vigentes no Brasil. Para tal, está divido em cinco seções: uma introdução com a contextualização da discussão teórica; a segunda, resumindo o modelo e as evidências dadas dentro do arcabouço analítico de Heckman, (que foca na importância das habilidades não cognitivas para o desempenho escolar e sua interação com as habilidades cognitivas). A terceira seção é dedicada à visão de educação no trabalho de Nussbaum, que trabalha com uma visão mais ampla de educação, focada no conceito de habilidades não cognitivas. Na quarta parte, examina-se a evolução das políticas educacionais brasileiras, com o foco na questão avaliativa e introduz-se alguns elementos críticos à luz do marco de desenvolvimento humano estabelecido. Por fim concluiu-se. / The objective of this dissertation is to jointly examine the meaning of education from a human development perspective in association with the evolution of the Brazilian educational assessment policies. Within this context, it is divided into five parts. After the introduction it examines Heckman’s model and its empirical evidences (where the importance of non cognitive skills for schooling and its relation with cognitive skills is highlighted). The third part delves into Nussbaum work and her arguments for non cognitive dimensions of education. The forth part critically analyses the evolution of educational assessment in Brazil. Then, it concludes.

Edublox is an educational training facility with headquarters in Pretoria, with branches nationally and their programme marketing internationally. Their latest development was the Edublox Online Tutor (EOT) programme that claims to enhance cognitive functioning in children. This retrospective study thus seeks to establish whether exposure to the EOT programme has an impact on the cognitive functioning (specifically working memory - comprising of visual working memory, auditory memory, and logical reasoning) of primary school children. The conceptual structure for this study was formed using The Cognitive Information Processing Theory and Vygotsky’s Social Cognitive Theory. A convenience sampling method was chosen and comprised of grade 2 children (n=64) who formed 3 groups; 2 experimental groups (EOT and educational computer games) and a control group (usual schooling). A quantitative, experimental research design was adopted throughout the study and included pre-and post-assessments of cognitive performances. Varying data analysis techniques, such as mean plots, paired samples t-tests, and one-way repeated measures ANOVA tests were utilised. Overall, analyses revealed that exposure to the EOT programme significantly improved children's conceptual skills in one out of the 4 variables tested in cognitive performance. Other findings revealed that while there were overall improvements in mean post-test scores, there were no significant differences in mean post-test scores between the experimental groups and the control group. The differences in strength of changes between the pre-and post-test scores were influenced by the length of exposure, the type of intervention, the delivery environment, and the sample size, among other factors. It was recommended that the treatment period is lengthened, a multimodal approach is adopted, and the treatment environment is varied to investigate effect sizes and enhance the validity and comparability of this study. / Dissertation (MA (Research Psychology))--University of Pretoria, 2020. / Psychology / MA (Research Psychology) / Unrestricted

Syftet med studien var att undersöka hur elever upplever berättelser, samt hur berättelser påverkar deras bildarbeten i bildundervisningen.  Deltagarna i studien var fyra andraårs gymnasieelever som hade kursen Bild och form 1b. Det empiriska materialet insamlades genom deltagande observationer och intervjuer, vilket sedan analyserades ur ett fenomenologiskt perspektiv. Elevernas berättelser presenterades även i form av elevarbeten på Konstfacks vårutställning 2023, där gestaltningen syftar till att visuellt presentera deltagarnas upplevelser och fantasier om berättelser. I resultatet framkom det att deltagarna i studien upplevde inspirationskällor som värdefulla inför bildarbeten, då detta väckte fantasin och underlättade vid beslutsfattningar i hur de ville forma sina arbeten. Detta visade att det kan vara lärorikt att utgå ifrån teman som berättelser, då det ger fler ingångar till elevernas olika visuella kulturer.

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