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Ontwerp en evaluering van 'n psigoontwikkelingsprogram vir huweliksverryking.Daniels, Lito Errol January 1997 (has links)
Magister Artium - MA / Psychological interventions can take place in a number of ways. The familiar one-to-one therapeutic approach is appropriate in most cases, but within certain contexts the following can be considered as disadvantages of such an approach: it is expensive; it can only involve a small number (one or two) people at any given time. The result is that only a few people can afford this type of service, as well as the under-utilization of professional people's ingenuity and expertise. This is especially the state of affairs pervasive within the South African context, where there exists a great need to involve more clients simultaneously. The latter can be achieved by using the model of the Psycho development process. As a result, Psycho-development programmes has become increasingly relevant in Psychology, Education and
associated disciplines. Family Psychology is a field which presents a number of possibilities, concerning the social development of married
couples. The development of psycho-social life-skills of married couples, is a specific area in which little research has been done to date - a fact which should be noted. The purpose of the present study was to devise a programme for the development of psycho-social life-skills for married couples. In addition, the results of the programme on an experimental group of married couples were ascertained. For evaluation of the effectiveness of the 'programme, a qualitative evaluation was done by conducting informal discussions with couples who participated. in the programme. 287 In conclusion, the general applicability of the programme for continued use, was assessed. The motivation for the present research was two-folded. Firstly, the author observed deficiencies in the psycho-social life-skills of couples. This observation was reinforced and confirmed through discussions with married couples, social workers and psychologists. Secondly, the assumption that the development of psycho-social life-skills should receive more attention, was confirmed through relevant literature. Most of the existing
enrichment-programmes have limited attraction for potential couples. The programme that has been developed to address the problem of
deficient psycho-social life-skills of couples, consists of the following sections, namely, "Getting acquainted and listing of strength "Why couples argue II j "Win-Win conflict negotiation" j "Understanding one another and communicating love to your parner"j "Sharing your feelings with your partner and assessing your sexual relationship". The assumption was that there would be a significant difference between couples that took part in a intervention programme (experimental group) and couples that did not take part in a intervention programme (control group). This was operationalised by involving 38 couples (sample) of which 18 couples (experimental group) took part in the intervention programme and 20 couples (control group) who did not take part in the intervention programme. During evaluation the fuctioning of couples was used as criteria, using the Dyadic Adjustment scale (Spanier, 1976) as the evaluation-instrument. The programme was implemented at the beginning of 1996 by applying it to an experimental group. Both the randomly selected experimental group and the control group (N = 76) were assessed by using the standardized measuring instrument. After pre-testing, the programme was implemented over a period of five weeks. Re-measurement (post-testing) occurred during the following two weeks and the follow-on measurement (post-posttesting), 17 weeks after the implementation of the program. Statistical analysis (quantitative investigation) after the implementation of the programme, indicated that the experimental group derived considerable benefit from the programme. This group obtained significantly better results than the control group in every section covered by the programme. These conclusions agree with the predominantly positive comments of the. participants about the quality and suitability of the programme. In conclusion it can be said that the main objectives of the
research were accomplished, namely to devise a functional programme for the development of psycho-social life-skills for married couples, and that the validity of the programme has been established, both quantitatively and qualitatively.
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Grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk met besondere verwysing van pedoterapie / Ground structures for an accountable educational psychological practice with special reference to pedotherapyKruger, Jacolien 06 1900 (has links)
Summaries in Afrikaans and English / Die begin van die nuwe millennium word gekenmerk deur radikale vooruitgang op tegnologiese
gebied, paradigmatiese verskuiwings in natuur- en geesteswetenskappe, toenemende onsekerheid oor
wat die ware aard van die mens is en hoe die een mens die ander verantwoordbaar kan help met die
oplossing van probleme en herstel van menswaardigheid deur middel van opvoedkundige sielkundige
ondersteuning.
Navorsing is ondemeem om 'n beeld te verkry van wat 'n verantwoordbare opvoedkundige
sielkundige praktyk met besondere verwysing na pedoterapie, kan wees. 'n Literatuurstudie is gedoen
aangaande grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk in historieskomtemporere
konteks. 'n Verdere literatuurstudie is gedoen aangaande 'n verantwoordelike en
verantwoordbare pedoterapeutiese praktyk in opvoedings- en medemenslikheidsperspektief. 'n
Teoretiese fundering van pedoterapie is gedoen, waarin daar, onder andere, klem geplaas is op 'n
ontleding van die begrip en idee pedoterapie, pedoterapeutiese verhoudinge, diagnostisering, vorme
van pedoterapie en die aard enrol van 'n mensbeeld in die opvoedkundige sielkundige praktyk. 'n
Soektog na kategoriee waarmee 'n verantwoordbare Sielkundige Opvoedkundige wetenskap en
opvoedkundige sielkundige praktyk beskryf kan word, is ondemeem. Daarna is kriteria vir die
evaluering van pedoterapeutiese arbeid geformuleer. Die oorsprong vir en die waarde van 'n
universele etiese kode vir terapeute is teen die agtergrond van 'n mensbeeld bespreek.
Aan die hand van 'n empiriese ondersoek is daar bepaal wat die stand van opvoedkundige sielkundige
teorie en praktyk teenswoordig sou wees. Hierdie empiriese ondersoek is met idiografiese onderhoude
uitgevoer, waama idiogramme saamgestel is. Met die empiriese ondersoek is daar gepoog om 'n beeld
te verkry van hoe vertroud hedendaagse praktisyns met teoretiese grondslae en die waarde van 'n
ontologiese mensbeeld, die waarde van evalueringskriteria en die stand van die Sielkundige
Opvoedkunde se toepassingsmoontlikhede vir die pedoterapeutiese praktyk is of nie is nie.
Deelnemende opvoedkundige sielkundige praktisyns se praktyksbenadering in etiese en praktiese
konteks is verkry asook bulle oordele van, onder meer, heersende voorskrifte en voorstelle ter
bevordering van die opvoedkundige sielkundige praktyk.
'n Aantal aanbevelings is gemaak op grond van die bevindinge vanuit die totale studie. 'n Aanloop tot
die daarstelling van 'n etiese kode vir opvoedkundige sielkundiges is gemaak. / The beginning of the new millennium is characterized by radical technological progress, paradigm
shifts in natural and human sciences, increasing uncertainty about the real nature of the human being
and how one person can assist another in an accountable way with solving problems in order to restore
human dignity through educational psychological assistance.
Research is carried out to determine what an accountable educational psychological practice, with
special reference to pedotherapy, should entail. A literature study regarding basic requirements of an
accountable educational psychological practice in historical and contemporary perspective is included.
A further literature study is executed concerning an accountable pedotherapeutic practice. A
theoretical grounding of pedotherapy is included in the literature study and specific attention is given
to an analysis of the concepts and ideas of pedotherapy. pedotherapeutic relationships, the diagnostic
approach and forms of pedotherapy. The nature and role of a view of human kind in educational
psychological practice is also discussed. Categories describing an accountable science of Psychology
of Education and its practice are presented. Subsequent criteria for the evaluation of pedotherapeutic
endeavour are formulated. Origins for and the value of a universal code of ethics for pedotherapists
are discussed against the background of a view of human kind.
By means of an empirical investigation it is determined what the current status of Psychology of
Education in theory and practice is. This investigation is conducted by means of idiographic
interviews and afterwards idiogrammes are compiled to determine to what extent practitioners are
conversant with theoretical foundations and an ontological view of human kind, the value of
evaluation criteria and the possibilities presented by the insights of Psychology of Education and how
practitioners approach their practice in ethical stance. Also the views of practitioners on current
prescriptions and their suggestions for improving educational psychological practice are obtained.
A number of recommendations is presented in the light of findings from the entire study. A trial run
for the formulation of an ethical code for educational psychologists is presented. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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Ontwerp en toetsing van 'n intervensieprogram vir gesyferdheid vir graad 2- en 3-leerdersEngelbrecht, Adel 03 1900 (has links)
Thesis (MEd) -- University of Stellenbosch, 2009. / ENGLISH ABSTRACT: Learning and the development of numeracy in the foundation phase are regarded as highly important. In this critical period learners attain the fundamental knowledge that is needed for future learning and development. A serious problem within South African schools is that a great number of foundation phase learners show difficulties in numeracy. Various reasons
can be provided for these difficulties, for example, learners do not receive
good teaching, they hold negative attitudes towards numeracy, they
encounter language barriers, and so forth.
It is important that the learners’ difficulties in numeracy are attended to
immediately and effectively, to be able to minimise the gaps between the
learners’ functioning level and the level the learner is suppose to be on. The
Western Cape Education Department (WCED) laid bare their concern with the
current problem in numeracy when they launched the WCED Literacy and
Numeracy Strategy 2006-2016. As part of this the Metropole North Education
and Management Development Centre (EMDC) requested and implemented
an intervention programme for grade 2 and grade 3 learners.
Part of this problem is that many foundation phase educators lack the
necessary knowledge to identify the learners with difficulties and especially to
attend to these difficulties.
The goal of this research study was to investigate the realization of an early
intervention programme implemented over a limited period of time of ten
weeks in grade 2 and grade 3 classrooms. The current study aimed at
providing educators with resources to offer learning support to their
disadvantaged learners within the Numeracy classroom. This study has
implications for the way in which educators approach and teach numeracy, as
well as for the type of learning support the educators provide their
disadvantaged learners with.
The intervention programme is based on a problem centered approach with
constructivism as underlying epistemology. This approach views the educator
as a facilitator who provides the learners with opportunities to be actively
involved in the learning environment to construct knowledge. The importance
of word problems and discussion within the Numeracy classroom are
emphasized and it is necessary that the educator create the appropriate
classroom atmosphere so that this approach can be implemented effectively.
Learning is an active process and it is the responsibility of the educator to
provide the learners with appropriate learning activities for learning and
development to take place.
The study made use of programme evaluation as research methodology.
Programme evaluation refers to a research goal instead of specific research
methods, because various methods can be used which may be quantitative or
qualitative in nature. The gathering of data was done through classroom
observations by the researcher, informal interviews with participating
educators, questionnaires, and semi-structured interviews with the educators
at the four schools the researcher monitored intensively during the
implementation process of the intervention programme. The gathering of data
was an ongoing process and the researcher analysed and interpreted the
learners’ work at the end of the implementation process. The researcher
checked this analysis by means of the literature review, transcripts and field
notes. This formed the basis on which conclusions and recommendations
could be made.
The conclusions confirmed the importance of early intervention and the
efficacy of the problem centered approach within the numeracy classroom. It
also confirmed the disadvantages of the training model that was used, that is
the Cascade model. With this study it was possible to determine that a ten
week intervention programme was too short a period to observe meaningful
improvements in learners. Therefore further research should be done on
addressing learners’ difficulties and to train and support educators to provide
learning support to their learners.
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Grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk met besondere verwysing van pedoterapie / Ground structures for an accountable educational psychological practice with special reference to pedotherapyKruger, Jacolien 06 1900 (has links)
Summaries in Afrikaans and English / Die begin van die nuwe millennium word gekenmerk deur radikale vooruitgang op tegnologiese
gebied, paradigmatiese verskuiwings in natuur- en geesteswetenskappe, toenemende onsekerheid oor
wat die ware aard van die mens is en hoe die een mens die ander verantwoordbaar kan help met die
oplossing van probleme en herstel van menswaardigheid deur middel van opvoedkundige sielkundige
ondersteuning.
Navorsing is ondemeem om 'n beeld te verkry van wat 'n verantwoordbare opvoedkundige
sielkundige praktyk met besondere verwysing na pedoterapie, kan wees. 'n Literatuurstudie is gedoen
aangaande grondeise van 'n verantwoordbare opvoedkundige sielkundige praktyk in historieskomtemporere
konteks. 'n Verdere literatuurstudie is gedoen aangaande 'n verantwoordelike en
verantwoordbare pedoterapeutiese praktyk in opvoedings- en medemenslikheidsperspektief. 'n
Teoretiese fundering van pedoterapie is gedoen, waarin daar, onder andere, klem geplaas is op 'n
ontleding van die begrip en idee pedoterapie, pedoterapeutiese verhoudinge, diagnostisering, vorme
van pedoterapie en die aard enrol van 'n mensbeeld in die opvoedkundige sielkundige praktyk. 'n
Soektog na kategoriee waarmee 'n verantwoordbare Sielkundige Opvoedkundige wetenskap en
opvoedkundige sielkundige praktyk beskryf kan word, is ondemeem. Daarna is kriteria vir die
evaluering van pedoterapeutiese arbeid geformuleer. Die oorsprong vir en die waarde van 'n
universele etiese kode vir terapeute is teen die agtergrond van 'n mensbeeld bespreek.
Aan die hand van 'n empiriese ondersoek is daar bepaal wat die stand van opvoedkundige sielkundige
teorie en praktyk teenswoordig sou wees. Hierdie empiriese ondersoek is met idiografiese onderhoude
uitgevoer, waama idiogramme saamgestel is. Met die empiriese ondersoek is daar gepoog om 'n beeld
te verkry van hoe vertroud hedendaagse praktisyns met teoretiese grondslae en die waarde van 'n
ontologiese mensbeeld, die waarde van evalueringskriteria en die stand van die Sielkundige
Opvoedkunde se toepassingsmoontlikhede vir die pedoterapeutiese praktyk is of nie is nie.
Deelnemende opvoedkundige sielkundige praktisyns se praktyksbenadering in etiese en praktiese
konteks is verkry asook bulle oordele van, onder meer, heersende voorskrifte en voorstelle ter
bevordering van die opvoedkundige sielkundige praktyk.
'n Aantal aanbevelings is gemaak op grond van die bevindinge vanuit die totale studie. 'n Aanloop tot
die daarstelling van 'n etiese kode vir opvoedkundige sielkundiges is gemaak. / The beginning of the new millennium is characterized by radical technological progress, paradigm
shifts in natural and human sciences, increasing uncertainty about the real nature of the human being
and how one person can assist another in an accountable way with solving problems in order to restore
human dignity through educational psychological assistance.
Research is carried out to determine what an accountable educational psychological practice, with
special reference to pedotherapy, should entail. A literature study regarding basic requirements of an
accountable educational psychological practice in historical and contemporary perspective is included.
A further literature study is executed concerning an accountable pedotherapeutic practice. A
theoretical grounding of pedotherapy is included in the literature study and specific attention is given
to an analysis of the concepts and ideas of pedotherapy. pedotherapeutic relationships, the diagnostic
approach and forms of pedotherapy. The nature and role of a view of human kind in educational
psychological practice is also discussed. Categories describing an accountable science of Psychology
of Education and its practice are presented. Subsequent criteria for the evaluation of pedotherapeutic
endeavour are formulated. Origins for and the value of a universal code of ethics for pedotherapists
are discussed against the background of a view of human kind.
By means of an empirical investigation it is determined what the current status of Psychology of
Education in theory and practice is. This investigation is conducted by means of idiographic
interviews and afterwards idiogrammes are compiled to determine to what extent practitioners are
conversant with theoretical foundations and an ontological view of human kind, the value of
evaluation criteria and the possibilities presented by the insights of Psychology of Education and how
practitioners approach their practice in ethical stance. Also the views of practitioners on current
prescriptions and their suggestions for improving educational psychological practice are obtained.
A number of recommendations is presented in the light of findings from the entire study. A trial run
for the formulation of an ethical code for educational psychologists is presented. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)
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Critical thinking of adolescents with regard to political issuesPienaar, Gregory Edward 11 1900 (has links)
Summaries in English and Afrikaans / The second fully democratic election in South Africa is scheduled to take place in May 1999.
In the five years since the first election, it appears that very little attention has been paid to the
political literacy of the electorate in general, and the youth in particular. The purpose of this
study was to establish adolescents' level of political knowledge and whether they are able to
think critically about political issues or not.
The first part of the literature study which was concerned with critical thinking revealed that
the major aspects of critical thinking are: deductive reasoning, inductive inference, recognition
of assumptions, credibility, and problem solving. The second part of the literature study was
an analysis of which factors may play a role in the development of critical thinking of an
adolescent. with particular reference to a political context. The third part was an examination
of important current political and social issues. These were: the new Constitution. Truth and
Reconciliation Commission, housing, land redistribution, education, labour, health, crime,
political violence, environment, and the next election.
A reliable measuring instrument was developed in order to measure adolescents' knowledge
of political issues, and their ability to think critically about these issues. The results of the
empirical study revealed that intellectual potential and academic achievement were
significantly related to critical thinking ability, while gender, environment, and personality
appeared not to play a role. There was a significant correlation between political knowledge
and critical thinking in a political context, implying that critical thinking is subject-specific.
Cultural background also played a significant role in critical thinking in a political context.
In terms of political knowledge, boys were found to be at a significantly higher level than girls.
The subjects from urban areas were also at a significantly higher level than those from rural
areas. There was also a positive correlation between intellectual potential, academic
achievement, and political knowledge.
Finally, some recommendations for improving the levels of political knowledge and critical
thinking abilities with regard to political issues of South African adolescents were given. / Die tweede ten valle demokratiese verkiesing in Suid-Afrika is geskeduleer om in Mei 1999
plaas te vind. In die vyf jaar sedert die vorige verkiesing is baie min aandag gegee aan die
politieke geletterdheid van die verkiesingspubliek in die algemeen en die jeug in besonder. Die
doel van hierdie studie was om adolessente se vlak van politieke kennis te bepaal en om vas
te stel of hulle in staat is om krities oar politieke kwessies na te dink.
Die eerste deel van die literatuurstudie wat verband hou met kritiese denke het uitgewys dat
die hoofaspekte van kritiese denke die volgende is: deduktiewe redenering, induktiewe
inferensies, herkenning van aannames, geloofwaardigheid en probleemoplossing. Die tweede
deel van die literatuurstudie behels 'n analise van die faktore wat 'n rol kan speel in die
ontwikkeling van die kritiese denke van die adolessent, met spesifieke verwysing na 'n
politieke konteks. Die derde deel is 'n ondersoek na belangrike teenswoordige politieke en
sosiale kwessies. Hierdie kwessies sluit in: die nuwe Grondwet, die Waarheids- en
Versoeningskommissie, behuising, herverdeling van grand, opvoeding, arbeid, gesondheid,
misdaad, politieke geweld, die omgewing en die volgende verkiesing.
'n Betroubare meetinstrument om adolessente se kennis van politieke kwessies asook hul
vermoe om krities daaroor na te dink, is ontwikkel. Die resultate van die empiriese ondersoek
het aangetoon dat intellektuele potensiaal en akademiese prestasie betekenisvol verband hou
met kritiese denkvermoe, terwyl geslag, omgewing en persoonlikheid klaarblyklik nie 'n rol
speel nie. Daar is ook 'n betekenisvolle korrelasie tussen politieke kennis en kritiese denke
in 'n politieke konteks wat impliseer dat kritiese denke vakspesifiek is. Kulturele agtergrond
speel ook 'n betekenisvolle rol in kritiese denke in 'n politieke konteks.
Ten opsigte van politieke kennis is daar bevind dat seuns op 'n betekenisvolle hoer vlak is as
dogters. Respondente uit stedelike gebiede is oak op 'n betekenisvolle hoer vlak as diegene
uit plattelandse gebiede. Oaar is oak 'n betekenisvolle korrelasie tussen intellektuele
potensiaal, akademiese prestasie en politieke kennis.
Ten slotte is aanbevelings gemaak om die vlakke van politieke kennis en kritiese
denkvermoens met betrekking tot politieke aangeleenthede by Suid-Afrikaanse adolessente
te verbeter. / Psychology of Education / D. Ed. (Psychology of Education)
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Critical thinking of adolescents with regard to political issuesPienaar, Gregory Edward 11 1900 (has links)
Summaries in English and Afrikaans / The second fully democratic election in South Africa is scheduled to take place in May 1999.
In the five years since the first election, it appears that very little attention has been paid to the
political literacy of the electorate in general, and the youth in particular. The purpose of this
study was to establish adolescents' level of political knowledge and whether they are able to
think critically about political issues or not.
The first part of the literature study which was concerned with critical thinking revealed that
the major aspects of critical thinking are: deductive reasoning, inductive inference, recognition
of assumptions, credibility, and problem solving. The second part of the literature study was
an analysis of which factors may play a role in the development of critical thinking of an
adolescent. with particular reference to a political context. The third part was an examination
of important current political and social issues. These were: the new Constitution. Truth and
Reconciliation Commission, housing, land redistribution, education, labour, health, crime,
political violence, environment, and the next election.
A reliable measuring instrument was developed in order to measure adolescents' knowledge
of political issues, and their ability to think critically about these issues. The results of the
empirical study revealed that intellectual potential and academic achievement were
significantly related to critical thinking ability, while gender, environment, and personality
appeared not to play a role. There was a significant correlation between political knowledge
and critical thinking in a political context, implying that critical thinking is subject-specific.
Cultural background also played a significant role in critical thinking in a political context.
In terms of political knowledge, boys were found to be at a significantly higher level than girls.
The subjects from urban areas were also at a significantly higher level than those from rural
areas. There was also a positive correlation between intellectual potential, academic
achievement, and political knowledge.
Finally, some recommendations for improving the levels of political knowledge and critical
thinking abilities with regard to political issues of South African adolescents were given. / Die tweede ten valle demokratiese verkiesing in Suid-Afrika is geskeduleer om in Mei 1999
plaas te vind. In die vyf jaar sedert die vorige verkiesing is baie min aandag gegee aan die
politieke geletterdheid van die verkiesingspubliek in die algemeen en die jeug in besonder. Die
doel van hierdie studie was om adolessente se vlak van politieke kennis te bepaal en om vas
te stel of hulle in staat is om krities oar politieke kwessies na te dink.
Die eerste deel van die literatuurstudie wat verband hou met kritiese denke het uitgewys dat
die hoofaspekte van kritiese denke die volgende is: deduktiewe redenering, induktiewe
inferensies, herkenning van aannames, geloofwaardigheid en probleemoplossing. Die tweede
deel van die literatuurstudie behels 'n analise van die faktore wat 'n rol kan speel in die
ontwikkeling van die kritiese denke van die adolessent, met spesifieke verwysing na 'n
politieke konteks. Die derde deel is 'n ondersoek na belangrike teenswoordige politieke en
sosiale kwessies. Hierdie kwessies sluit in: die nuwe Grondwet, die Waarheids- en
Versoeningskommissie, behuising, herverdeling van grand, opvoeding, arbeid, gesondheid,
misdaad, politieke geweld, die omgewing en die volgende verkiesing.
'n Betroubare meetinstrument om adolessente se kennis van politieke kwessies asook hul
vermoe om krities daaroor na te dink, is ontwikkel. Die resultate van die empiriese ondersoek
het aangetoon dat intellektuele potensiaal en akademiese prestasie betekenisvol verband hou
met kritiese denkvermoe, terwyl geslag, omgewing en persoonlikheid klaarblyklik nie 'n rol
speel nie. Daar is ook 'n betekenisvolle korrelasie tussen politieke kennis en kritiese denke
in 'n politieke konteks wat impliseer dat kritiese denke vakspesifiek is. Kulturele agtergrond
speel ook 'n betekenisvolle rol in kritiese denke in 'n politieke konteks.
Ten opsigte van politieke kennis is daar bevind dat seuns op 'n betekenisvolle hoer vlak is as
dogters. Respondente uit stedelike gebiede is oak op 'n betekenisvolle hoer vlak as diegene
uit plattelandse gebiede. Oaar is oak 'n betekenisvolle korrelasie tussen intellektuele
potensiaal, akademiese prestasie en politieke kennis.
Ten slotte is aanbevelings gemaak om die vlakke van politieke kennis en kritiese
denkvermoens met betrekking tot politieke aangeleenthede by Suid-Afrikaanse adolessente
te verbeter. / Psychology of Education / D. Ed. (Psychology of Education)
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