Many community development programmes are initiated without taking the community members and their needs into consideration. The question arose as to whether, by implementing Paolo Freire's theory concerning the process of conscientisation, sustainable community development could be successfully accomplished in Ivory Park, a developing community in Midrand. The conscientisation process has four components: desocialization, critical thinking, power awareness and self-organization. The participants were guided to become involved in making use of introspection, by means of which they started to find solutions to their problems. The object of this introspection was to impact their decision-making abilities and their sense of self-worth, thus empowering them to reach out to the community in an effort to combine resources in initiating community development programmes. The researcher made use of a participatory research approach during this study, in which concrete and abstract goals were identified. The concrete goals were achieved through the community development process by the participants themselves, whereas the abstract goals were realized through the process of conscientisation. These two processes are closely linked together. The data were collected by means of a tape-recorder during weekly discussions, and then transcribed to enable the researcher to describe the process of community development that took place. Using Miles and Huberman's (1994) data analysis techniques, the transcribed data were analysed according to the four categories from the process of conscientisation, i.e. desocialization, critical thinking, power awareness and self-organization. Interpretations could then be made and a conclusion drawn as to whether, by awakening a critical consciousness, sustainable community development could be initiated. In conclusion: community development programmes can be sustainable only if they have been initiated by the community itself by the implementation of Paolo Freire's process of conscientisation. Key words: process of conscientisation, desocialization, critical thinking, power awareness, self-organization, introspection, Paolo Freire, sustainable community development, participatory research, active participation. / Dissertation (M Cur (Clinical))--University of Pretoria, 2007. / Nursing Science / unrestricted

This study investigates learning difficulties involving volumes of solids of revolution (VSOR) at two FET colleges in Gauteng province, in South Africa. The research question for this study was: Why do students have difficulty when learning about volumes of solids of revolution? In order to answer the research question five skill factors were identified as the conceptual framework, subdivided into 11 elements. The five skill factors are: I. Graphing skills and translating between visual graphs and algebraic equations/expressions, II. Three-dimensional thinking, III. Moving between discrete and continuous representations, IV. General manipulation skills and V. Consolidation and general level of cognitive development. Before collecting the main data for this study, a preliminary study and a pilot study were conducted. The data for the main study were then collected in six different investigations. The investigations consisted of two runs of a questionnaire, classroom observations, examination analysis; detailed examination responses and an interview with one student. The results from the questionnaire runs as well as the pilot study reveal that students performed poorly in tasks involving three-dimensional thinking (Skill factor II), moving between discrete and continuous representations (Skill factor III), and consolidation and general level of cognitive development (Skill factor V). Students' performance was satisfactory in tasks involving graphing skills and translating between visual graphs and algebraic equations/expressions (Skill factor I) and general manipulation skills (Skill factor IV). Students were also more competent in solving problems that involved procedural skills than those that required conceptual skills. The challenges that students were faced with in class, evident from the classroom observations allude to the fact that the topic of VSOR is difficult to teach and to learn. It is recommended that VSOR be taught and assessed more conceptually in line with the five skill factors; that curriculum developers must communicate with other stakeholders like industries and other institutions of higher learning and that the Department of Education must provide adequate training for these teachers and liaise with industry in this regard. It is also recommended that the suitability of this topic for the particular cohort of students be reconsidered as it appears to be of too high cognitive demand. / Thesis (PhD)--University of Pretoria, 2012. / Mathematics and Applied Mathematics / unrestricted

In 1985, Pierre Wack, arguably the father of modern scenario thinking, wrote the following: “Forecasts often work because the world does not always change. But sooner or later forecasts will fail when they are needed most: in anticipating major shifts…” (Wack, 1985: 73). The truth of this statement have again become apparent, first as the “food price crisis” played out during 2007 and 2008, and secondly as the current financial and economic crisis are playing out. Respected market commentators and analysts, both internationally and within South Africa, made all sorts of “informed predictions” on topics ranging from oil prices, interest rates, and economic growth rates to input costs and food prices. The problem is that none of these “respected views” and “informed predictions and estimates” became true within the period that was assigned to these predictions. In fact, just the opposite occurred: the unexpected implosion of the global economy and hence commodity markets. The result of the experts “getting it so wrong”, is that questions are being asked about the reliability of risk and uncertainty analysis. Even though the experts used highly advanced analytical techniques in analyzing the risks and uncertainties in order to formulate predictions and outlooks, both the “food price crisis” and the economic implosion were totally unanticipated. The same questions need to be asked in terms of risk and uncertainty analyses in agricultural economics. With agriculture experiencing a period of fundamental changes causing significant uncertainty, risk and uncertainty analyses in agriculture will need to move to the next level in order to ensure that policies and business strategies are robust enough to withstand these newly arising uncertainties. The proposed solution to this problem and therefore the hypothesis offered and tested by this thesis is to work with two techniques in conjunction without combining it when developing a view of the future. The two techniques used, namely intuitive scenario thinking and stochastic modelling are based on two fundamentally different hypotheses namely: the future is like the past and present (stochastic modelling), and the future is not like the past and present but is a result of combining current and unexpectedly new forces or factors (intuitive scenario thinking). The idea behind this stems from the philosophy of Socrates, whereby he postulated that the truth can never be fully known and therefore, when working with the truth, one needs to work with multi-hypotheses about the truth until all but one hypothesis can be discarded. This will then bring one closer to the truth, but never lead you to know the truth in full, since the truth can’t be known in full. Applying this idea means conjunctively using two techniques which are based on the two hypotheses about the future. From a literature review it was realised that two such techniques existed, namely, stochastic modelling and scenario thinking. Stochastic modelling, by its very nature, is based on the assumption that the future is like the past and present since historical data, historical inter-relationships, experience, and modelling techniques are used to develop the model, apply it, and to interpret its results. Scenario thinking on the other hand, and specifically intuitive logics scenario thinking, is based on the notion that the future is not like the past or present, but is rather a combination of existing and new and unknown factors and forces. At first the perceived problem with this idea was thought to exist in the problem of using both techniques in combination, since the two techniques are fundamentally different because of the fundamentally different assumptions on which they are based. The question and challenge was therefore whether these two techniques could be used in combination, and how? However, the solution to this problem was more elementary than what was initially thought. As the two techniques are fundamentally different, it implies that the two techniques can’t be combined because the two underlying assumptions can’t be combined. However, what is possible is to use it in conjunction without adjusting either technique. Rather, one would allow each technique to run its course, which at the same time leads to cross-pollination in terms of ideas and perspectives, where possible and applicable. The cross-pollination of ideas and perspectives will then create a process whereby ideas regarding the two basic assumptions on the future are crystallised and refined through a learning process, hence resulting in clearer perspectives on both hypotheses about whether the future will be like the past and present, or whether the future will be a combination of existing and new but unknown factors and forces. These clearer perspectives provide a framework to the decision-maker whereby the two basic hypotheses on the future can be applied simultaneously to develop strategies and policies that are likely robust enough to be successful in both instances. It also provides a framework whereby reality can be interpreted as it unfolds, which signals to the decision-maker which of the two hypotheses is playing out. This will assist the decision-maker in better perceiving what is in fact happening, hence what the newly perceived truth is in terms of the future, and therefore what needs to be done in order to survive and grow within this newly developing future, reality, or truth. The presentation of three case studies assists in testing the hypothesis of this thesis as presented in chapter one, and concludes that the hypothesis can’t be rejected. Hence, through the presentation of the case studies it is found that using scenario thinking in conjunction with stochastic modelling does indeed facilitate a more complete understanding of the risks and uncertainties pertaining to policy and strategic business decisions in agricultural commodity markets, through fostering a more complete learning experience. It therefore does facilitate better decision-making in an increasingly turbulent and uncertain environment. / Thesis (PhD)--University of Pretoria, 2010. / Agricultural Economics, Extension and Rural Development / unrestricted

Values education in geography can be seen as a way of educating pupils to think critically and independently on matters to which they can readily relate. It also involves the relating of facts and concepts of a subject area to the pupils ' own lives. There is, therefore, a need to introduce values education in geography at our schools. The DET geography syllabuses offer many topics of social and environmental concern. Valuing processes, based on values analysis and values clarification, can be used to teach these topics. Through values education, geography pupils can become more purposeful, more enthusiastic and positive in their learning. This study investigates the effectiveness of valuing strategies in the teaching of geography. A broad overview of the literature on valuing in general and valuing in geographical education in particular, was analysed. Three teaching units were then devised and tried out in KwaZulu schools. The responses of pupils to these units were then investigated through questionnaires. Teachers were also interviewed to find the extent to which valuing approaches were being used. The principal findings of the study are, firstly, that the pupils responded well to the valuing units. Secondly, that teachers were not using valuing strategies in schools and, lastly, that the units in the research could be effective in teaching values geography. From the findings of this research, it is evident that values geography has an important place in the South African school curriculum

This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a basic knowledge about critical reading as well as to form a knowledge base that would enable me to teach it effectively. First, I gave students a diagnostic assessment activity, analyzed the result and established the students’ ability to read a text critically. After I had established the students’ strengths, weaknesses, and the requirements to move students from their existing critical reading competency to an improved one, I reviewed the literature to provide me with a theory of teaching critical reading. The lessons were then planned and taught. The lessons; focus group interviews; researcher’s diary; students’ reflections and non-participant observer comments formed the data of the study. The data were analyzed using the framework of “what went well”, “what did not go well” and “what needs to be improved if the lessons were to be repeated”. The main purpose was to address the goals of the research, which were to find effective ways of teaching critical reading, appropriate critical reading materials, and to identify any pedagogic shortcomings. The 30 students who took part in this research were third-year students studying English Second language and Mother tongue pedagogies to become specialists in the teaching of both at Junior Secondary level (grades 8 – 10). The study was guided by constructivist theory, which underpins learner-centred education, which continues to inform and shape the development of curricula in Namibia.

AFRIKAANS: In hierdie studie word daar 'n diepgaande studie van die kultuurstrategie-model van C.A. van Peursen gemaak vanuit 'n histories-opvoedkundige navorsingsmetode. Die doel van die studie is om te bepaal of opvoeding soos dit in die verlede gemanifesteer het met behulp van die model georden, geklassifiseer en gesistematiseer kan word. Indien moontlik, in hoe 'n mate kan die model toepassingswaarde hê vir die Historiese Opvoedkunde. Ten aanvang is daar in hoofstuk 1 'n breë raamwerk en agtergrond verskaf waarteen die studie gelees kan word. In hoofstuk 2 is relevante begrippe wat uit die studie voortvloei, gedefinieer en verklaar om die studie meer toeganklik te maak. Ten einde 'n breër perspektief te verskaf, is hoofstukke 3, 4 en 5 in drie onderskeie wordings- of ontwikkelingsfases van die mens verdeel onder andere die mitiese, ontologiese en funksionele fase. In elk van die fases is die verhouding en ingesteldheid van die mens met die werklikheid, medemens en die bonatuurlike bespreek. In elke fase word daar telkens verwys na eksemplare uit die verlede. Ten laaste is daar bevind dat die model uiters geskik en toepasbaar is vir die ordenning, klassifikasie en sistematisering van die opvoedingsverlede. Enkele aanbevelings word in hierdie verband gemaak. ENGLISH: This study involves a comprehensive and thorough examination of the Culture Strategy Model of C.A. Van Peursen from a historical-educational research perspective. The aim of the examination is to determine whether education, as was manifested in the past with the help of the model, can be classified and systematized. If at all possible, to which extent can the model contain application value for the History of Education. To commence with, Chapter 1 contains a broad framework and background for the reading of the study. In Chapter 2 we find relevant ideas which emanate from the study and which are defined and explained to facilitate the accessibility of the study. In order to provide a broader perspective, chapters 3, 4 and 5 are divided into three separate genetic or development phases of man that is the mythical, ontological and functional phases. In each of the phases we examine the relationship and involvement of man with reality, his fellow beings and the supernatural. In each phase reference will be made to specimens from the past. Finally, it was established that the model is extremely suitable and applicable for the arrangement and systemizing of the educational past. A few recommendations are made in this regard. / Dissertation (MEd)--University of Pretoria, 2005. / Humanities Education / Unrestricted

This dissertation aims to use a system thinking approach to describe and evaluate the Lead-Acid Battery Recycling Program in British Columbia, compare it with other provincial regulated recycling programs and identify strategies on how it can be improved. The research is presented in the manuscript based format, comprised of four interrelated chapters. Following the introduction, chapter 2 describes a multiple regression analysis to assess how various factors identified by informed stakeholders have contributed to recycling rate in 14 transportation zones from 1995 to 2005. This study demonstrates that the existing recycling scheme ineffectively promotes recycling as it has achieved an average of 75% over the past 13 years with large fluctuations among transportation zones. The regression also shows that recycling rate of transportation zones are not highly influenced by LME lead prices and Transportation Incentive (which can be explained by the strong market power of the recycling plants responsible for setting up the price of scrap lead to which the collectors respond). Chapter 3 identifies key components that influence the performance of varied recycling systems based on a comparative analysis of provincial recycling systems informed by expert interviews. In chapter 4, comprehensive evaluation criteria for the lead-acid battery recycling program is developed based on objectives and performance measures elicited through an extensive stakeholder consultation process with various individuals and organizations. Fundamental objectives identified by stakeholders include: reduce environmental impacts, reduce occupational health impacts, reduce net costs, increase equity in resource consumption patterns and increase systematic learning. In chapter 5, we use multiple criteria decision analysis (MCDA) to design and assess effective recycling strategies to meet societal objectives previously identified in the chapter 4. Recycling strategies were compiled using the results of chapter 3. The results reveals that the optimal policy for the lead-acid battery recycling system combines a return to retailer program financed through an advanced disposal fee included in the battery price in combination with increased plant or recycling capacity domestically. This research also provides relevant contributions to the refining and application of value-focused thinking and decision analysis methodologies. / Applied Science, Faculty of / Mining Engineering, Keevil Institute of / Graduate

The South African education system is based on learner centred principles and encourages the development of critical thinking. This approach is reflected in the South African Qualifications Framework, which identifies critical thinking as a primary outcome of education. In the vocational Tourism programme, there is a link between the subject learning outcomes and critical crossfield outcomes. The role of the vocational college educator is central in facilitating the development of critical thinking skills of all learners. The purpose of this study was to investigate how the selected Tourism educators develop critical thinking skills of risk L2 students. I conducted the study in a selected FET College using a qualitative case study in order to gain deeper understanding of how the educators implement curriculum policy in their classrooms. This study used four data collection instruments to gain an in-depth understanding of the research topic. The findings of the study reveal that educators understand the value of teaching critical thinking. However, there is a gap between educators’ conceptual understanding of critical thinking and their instructional practice to develop critical thinking skills during classroom instruction. The findings also reveal that there are factors that hinder the development of at risk students’ critical thinking skills such as; limited English language proficiency, poor behaviour, and subject guidelines which do not provide educators with guidance on teaching critical thinking skills. The study recommends in-service training sessions that will support educators on how to teach critical thinking skills explicitly. This study also recommends the development of practical guidelines to enhance educators’ critical thinking teaching strategies. The findings of this research will assist me in improving the support that I provide to Tourism educators.

The aim of this dissertation was to explore whether preschoolers understand that preferences differ over time and between people. The first goal was to determine if 3-, 4-, and 5-year-olds could appreciate that their future or “grown-up” preferences may differ from their current ones (self-future condition). This understanding was compared to children’s understanding of the preferences of a grown-up (adult-now condition), or the grown-up preferences of a same-aged peer (peer-future condition). Results from 3 experiments (N = 240) suggest that these types of reasoning develop substantially over the preschool years, and that children are generally proficient by 5 years of age. Results also indicate that thinking about one’s own future preferences is more difficult than thinking about the (future) preferences of others. The second goal of this dissertation was to explore the relations between reasoning about preferences and theory of mind (ToM) and executive function (EF) abilities. Correlational analyses revealed that children’s reasoning about their future preferences and those of others was associated with EF skills, but not with ToM. These findings provide a timely contribution to the expanding research on children’s future-oriented cognition. Implications for theories about perspective-taking abilities, more broadly, and future research are also discussed.

In today’s society it is expected that individuals completing teacher education programs harness the skill of critical thinking before entering into the classroom practice. This qualitative case study focuses on three (3) pre-service teachers’ experience in a teacher education course that was redesigned to foster and develop critical thinking skills and knowledge growth by the introduction of online discussion forums. This study was guided by the following question “How has the implementation of online discussion boards in the redesign of the two sections of a mandatory course of the Bachelor of Education program at a Canadian university supported the development of pre-service teachers critical thinking and contributed to their knowledge growth related to course content”? Data was collected from three (3) participants enrolled in the course, using semi-structured interviews and the data from the online discussion threads. Results show participants do not have a unified understanding of critical thinking and that online discussion boards can impact participant’s critical thinking development and knowledge growth provided they are given a strong foundation in the content area and have adequate time to reflect on the information presented. As well, findings revealed that participants used online discussion boards as a type of social media interface. By examining the participant’s perceptions and postings of online discussion boards, this study provides insights into how critical thinking can be developed in pre-service teachers through an online medium. Additionally, this study considers and how these skills might be translated into classroom practice.