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The development of a modularised curriculum for computer competency courses for technikon learners / Gail Janse van RensburgVan Rensburg, Gail Janse January 2003 (has links)
This study investigated the implications that the scheduling of a block module for a
computer competency course over two weeks, has had on the curriculum. The block
module was presented at the start of the first semester, 2001 at the Vaal Triangle
Technikon. The objectives were to:
develop a flexible, outcomes-based curriculum in which the learners had to
demonstrate capability and employability by integrating computer competencies
in other modules;
design and implement an effective learning and teaching strategy in order to
ensure that learners will achieve the learning outcomes within two weeks; and to . implement continuous, integrative assessment methods in order to foster the
learning of hands-on skills that can be integrated in the learners' academic
programmes.
The researcher followed an action research approach, in order to assess the
improvement of current educational practices. A target group of first-year learners
was divided into a block module-group and a semester-group. The researcher made
use of data triangulation, by collecting qualitative and quantitative data comprising
structured interviews and open-ended and structured questionnaires completed at
different stages of the project.
This research report comprises three articles. The first article reports on the high
success rate of the block module-group and reveal that these learners could retain.
and utilise the computer competencies that they had to utilise for completing
assignments, to a larger degree than the semester-group.
The second article reports that experiential learning, as an outcomes-based strategy,
fosters learning in accelerated learning contexts.
The third article concludes that the continuous integrative approach to assessment
fosters w-operation, feedback through self-assessment and the ability of learners to
apply computer competencies in new situations.
It is recommended that lecturers in all the associated departments should
collaboratively assign and assess tasks in progressive advanced modules. It
concludes that, in order to utilise resources optimally when scheduling block
modules, ail associated departments would have to be fully modularised. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003.
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Kriteria en strategieë vir die optimering van kontaktyd in die bereiking van leeruitkomste in die geografie-opleiding van onderwysstudente / Aubrey GolightlyGolightly, Aubrey January 2005 (has links)
With the acceptance of Outcomes-based Education (OBE) in South Africa, the
emphasis shifted from a teacher-centred to a learner-centred instruction approach.
The learner-centred teaching approach of OBE is based on the social constructivistic
teaching view. This view is based on the fundamental acceptance that people
construe knowledge through interaction between their existing knowledge and beliefs
and new ideas or situations within a social environment or milieu. It is thus essential
that future Geography education students receive training in a similar manner as that
which is expected of them as future practising teachers.
Lecturers' and students' beliefs and perceptions of how instruction must take place,
in the majority of cases, still support the traditional direct instruction approach where
lecturers transfer knowledge to students mainly through formal lectures. The
acceptance of the social constructivistic teaching approach for the training of
Geography education students implies that the beliefs of lecturers and students as
well as their roles in the teaching learning process, must change. This means that
the purpose of contact time between lecturer and students must necessarily change.
Contact time should not just be used by the lecturer for presenting content. It is the
task of the Geography lecturer to create a learning environment where students are
actively involved in cooperative learning environments in the learning process. The
lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process.
Contact sessions must be used to offer the students the opportunity to report back on
the learning assignments and activities or to reflect on what has been learnt.
Continuous formative assessment takes place during contact and non-contact times
to give quick feedback on learning. The lecturer and students are involved in the
assessment process. Clear assessment criteria must be compiled by the lecturer in
cooperation with students so that the students will know precisely what is expected of
them.
Together with the learner-centred teaching approach, certain universities worldwide
have been obliged to decrease contact time between lecturer and student. Reasons
for this can mainly be ascribed to an increase in student numbers and to effectively
vii
manage the lecturers' time so that more time can be spent on research. The lecturer
is supposed to design and plan a specific module so that the set learning outcomes
could be achieved within the reduced time. Different guidelines are identified in the
context of reducing contact time so as to ensure the effective achievement of
learning outcomes. The lecturer should prepare, plan and manage contact time.
Students must also accept larger responsibility for independent learning and attain
some of the learning outcomes during non-contact times. To support students during
non-contact times and to guide them in the attainment of learning outcomes and
completion of assignments, students must make use of resource-based learning.
The interactive study guide and work planning, as developed and compiled by the
lecturer, is necessary for providing students with assistance and guidance so that
students know precisely what is expected of them, what resources to use and when.
It is furthermore necessary that the assessment strategies, that are used in the
teaching of Geography, support the decrease in contact time. Bigger responsibility is
given to students in the assessment process and is included in self and peer group
assessment of and feedback to assignments. The Geography education lecturer
involved in the development of the different Geography modules must make sure that
over-assessment does not take place, but that students are exposed to multiple
assessment methods.
Decision-making by university management on decreased contact time was probably
taken without considering the full implications for learner-centred teaching. This
study is an attempt to implement a learner-centred teaching approach in the
Geography training of education students within the optimising of contact time
between lecturer and students. A concept model for the Geography training of
education students was developed to ensure the successful attainment of learning
outcomes. The perception and attitudes of the students regarding the concept model
in Geography-training within the optimising of contact time was analysed, after which
the examination results of the students were compared with results of previous years.
From the information required in the literature as well as in the implementation of the
concept model in Geography training, criteria and strategies for the effective training
of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.
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Integrating road traffic safety education in the teaching and learning of science and technology / by Kenneth T. LesediLesedi, Kenneth Terhemen January 2005 (has links)
The title of the study is integrating road traffic safety education in the teaching and
learning of science and technology. The overall goal of this study was to develop a
tool for the integration of Traffic Safety Education (TSE) in the teaching and
learning of Science and Technology in School. As such, four research questions
(stated in 1.2.1 to 1.2.5) were raised on critical aspects of the problem so as to
direct the course of the study to provide solutions to the problem. These research
questions were formulated into the aims of the study as stated in section 1.3. To
attain these aims, a literature study and interviews were conducted.
Through interviews and a literature study, it was found (among other things)
that:
• TSE has great potential for the reduction of road accidents/ collisions, and its
teaching in school will prepare our learners to be safe road users.
• Science and Technology has tremendous impact on traffic safety, and the
three have much in common, which does provide room for them to be
integrated in school curricula.
• School educators are not adequately equipped to integrate TSE in the
different learning areas.
Consequently, an integration model called "Multilateral learning area
integration model" has been developed for the integration of TSE in the learning
areas of natural science and technology (see 7.2 and 7.3for details).
Eleven recommendations were made in section 8.4 on the basis of the conclusions
(in section 8.3) drawn from the proceedings of interviews and the literature
study. These recommendations if implemented accurately, would undoubtedly contribute
to solving the problem investigated in the study.
This study has therefore made a valuable contribution to laying a solid foundation for
Combating the problem of high road accidents/collisions on South African roads. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.
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Ideological influences in the national curriculum statements for the further education and training band.Maharaj, Asha. January 2006 (has links)
Since it assumed power in 1994, the government of South Africa had to meet the challenges of changing an education system that was established along racial lines. OBE and Curriculum 2005 were adopted into the school system. In the Further Education and Training Band Report 550 which was a 'cleansed' curriculum was introduced. The Framework for the Transformation of Further Education and Training in South Africa was published and promoted equality, economic competitiveness, redress, productivity and quality learning. On 28 October 2002 the draft National Curriculum Statements were published. The purpose of this study was to examine some of the policy intentions, influences and dominant ideologies in the FET policy documents. The study also examines the policy process and the recontextualization of policy discourses. A qualitative approach was used. Data was collected from questionnaires and interviews. The data obtained from the completed questionnaires and interviews was processed. The dominant ideology in the policy documents for English, Life Sciences, Mathematics and Physical Science were identified. The findings of the study shows that policy makers, designers and trainers adopted particular discourses that were at times aligned to the official policy discourse and at times they drew on new discourses based on their own histories, biographies and experiences of teaching in South African schools.
Finally recommendations were made concerning the policy process in the form of three propositions:
(i)Timing determined what was possible for the NCS: the policy development process was driven by a political need to deliver on a new curriculum;
(ii) In a system that is not currently functioning efficiently, new policy initiatives exacerbate rather than reform the conditions on the ground;
(iii) Government rationality was driven by a transformative agenda yet constrained by technicist management theories. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2006.
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The development of a modularised curriculum for computer competency courses for technikon learners / Gail Janse van RensburgVan Rensburg, Gail Janse January 2003 (has links)
This study investigated the implications that the scheduling of a block module for a
computer competency course over two weeks, has had on the curriculum. The block
module was presented at the start of the first semester, 2001 at the Vaal Triangle
Technikon. The objectives were to:
develop a flexible, outcomes-based curriculum in which the learners had to
demonstrate capability and employability by integrating computer competencies
in other modules;
design and implement an effective learning and teaching strategy in order to
ensure that learners will achieve the learning outcomes within two weeks; and to . implement continuous, integrative assessment methods in order to foster the
learning of hands-on skills that can be integrated in the learners' academic
programmes.
The researcher followed an action research approach, in order to assess the
improvement of current educational practices. A target group of first-year learners
was divided into a block module-group and a semester-group. The researcher made
use of data triangulation, by collecting qualitative and quantitative data comprising
structured interviews and open-ended and structured questionnaires completed at
different stages of the project.
This research report comprises three articles. The first article reports on the high
success rate of the block module-group and reveal that these learners could retain.
and utilise the computer competencies that they had to utilise for completing
assignments, to a larger degree than the semester-group.
The second article reports that experiential learning, as an outcomes-based strategy,
fosters learning in accelerated learning contexts.
The third article concludes that the continuous integrative approach to assessment
fosters w-operation, feedback through self-assessment and the ability of learners to
apply computer competencies in new situations.
It is recommended that lecturers in all the associated departments should
collaboratively assign and assess tasks in progressive advanced modules. It
concludes that, in order to utilise resources optimally when scheduling block
modules, ail associated departments would have to be fully modularised. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003.
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Kriteria en strategieë vir die optimering van kontaktyd in die bereiking van leeruitkomste in die geografie-opleiding van onderwysstudente / Aubrey GolightlyGolightly, Aubrey January 2005 (has links)
With the acceptance of Outcomes-based Education (OBE) in South Africa, the
emphasis shifted from a teacher-centred to a learner-centred instruction approach.
The learner-centred teaching approach of OBE is based on the social constructivistic
teaching view. This view is based on the fundamental acceptance that people
construe knowledge through interaction between their existing knowledge and beliefs
and new ideas or situations within a social environment or milieu. It is thus essential
that future Geography education students receive training in a similar manner as that
which is expected of them as future practising teachers.
Lecturers' and students' beliefs and perceptions of how instruction must take place,
in the majority of cases, still support the traditional direct instruction approach where
lecturers transfer knowledge to students mainly through formal lectures. The
acceptance of the social constructivistic teaching approach for the training of
Geography education students implies that the beliefs of lecturers and students as
well as their roles in the teaching learning process, must change. This means that
the purpose of contact time between lecturer and students must necessarily change.
Contact time should not just be used by the lecturer for presenting content. It is the
task of the Geography lecturer to create a learning environment where students are
actively involved in cooperative learning environments in the learning process. The
lecturer acts as facilitator, guide, enabler and fellow-explorer in the learning process.
Contact sessions must be used to offer the students the opportunity to report back on
the learning assignments and activities or to reflect on what has been learnt.
Continuous formative assessment takes place during contact and non-contact times
to give quick feedback on learning. The lecturer and students are involved in the
assessment process. Clear assessment criteria must be compiled by the lecturer in
cooperation with students so that the students will know precisely what is expected of
them.
Together with the learner-centred teaching approach, certain universities worldwide
have been obliged to decrease contact time between lecturer and student. Reasons
for this can mainly be ascribed to an increase in student numbers and to effectively
vii
manage the lecturers' time so that more time can be spent on research. The lecturer
is supposed to design and plan a specific module so that the set learning outcomes
could be achieved within the reduced time. Different guidelines are identified in the
context of reducing contact time so as to ensure the effective achievement of
learning outcomes. The lecturer should prepare, plan and manage contact time.
Students must also accept larger responsibility for independent learning and attain
some of the learning outcomes during non-contact times. To support students during
non-contact times and to guide them in the attainment of learning outcomes and
completion of assignments, students must make use of resource-based learning.
The interactive study guide and work planning, as developed and compiled by the
lecturer, is necessary for providing students with assistance and guidance so that
students know precisely what is expected of them, what resources to use and when.
It is furthermore necessary that the assessment strategies, that are used in the
teaching of Geography, support the decrease in contact time. Bigger responsibility is
given to students in the assessment process and is included in self and peer group
assessment of and feedback to assignments. The Geography education lecturer
involved in the development of the different Geography modules must make sure that
over-assessment does not take place, but that students are exposed to multiple
assessment methods.
Decision-making by university management on decreased contact time was probably
taken without considering the full implications for learner-centred teaching. This
study is an attempt to implement a learner-centred teaching approach in the
Geography training of education students within the optimising of contact time
between lecturer and students. A concept model for the Geography training of
education students was developed to ensure the successful attainment of learning
outcomes. The perception and attitudes of the students regarding the concept model
in Geography-training within the optimising of contact time was analysed, after which
the examination results of the students were compared with results of previous years.
From the information required in the literature as well as in the implementation of the
concept model in Geography training, criteria and strategies for the effective training
of Geography teachers in the optimising of contact time were developed. / Thesis (Ph.D.)--North-West University, Potchefstroom Campus, 2005.
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Integrating road traffic safety education in the teaching and learning of science and technology / by Kenneth T. LesediLesedi, Kenneth Terhemen January 2005 (has links)
The title of the study is integrating road traffic safety education in the teaching and
learning of science and technology. The overall goal of this study was to develop a
tool for the integration of Traffic Safety Education (TSE) in the teaching and
learning of Science and Technology in School. As such, four research questions
(stated in 1.2.1 to 1.2.5) were raised on critical aspects of the problem so as to
direct the course of the study to provide solutions to the problem. These research
questions were formulated into the aims of the study as stated in section 1.3. To
attain these aims, a literature study and interviews were conducted.
Through interviews and a literature study, it was found (among other things)
that:
• TSE has great potential for the reduction of road accidents/ collisions, and its
teaching in school will prepare our learners to be safe road users.
• Science and Technology has tremendous impact on traffic safety, and the
three have much in common, which does provide room for them to be
integrated in school curricula.
• School educators are not adequately equipped to integrate TSE in the
different learning areas.
Consequently, an integration model called "Multilateral learning area
integration model" has been developed for the integration of TSE in the learning
areas of natural science and technology (see 7.2 and 7.3for details).
Eleven recommendations were made in section 8.4 on the basis of the conclusions
(in section 8.3) drawn from the proceedings of interviews and the literature
study. These recommendations if implemented accurately, would undoubtedly contribute
to solving the problem investigated in the study.
This study has therefore made a valuable contribution to laying a solid foundation for
Combating the problem of high road accidents/collisions on South African roads. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2005.
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Uitkomsgebaseerde assessering van geskiedenis in graad 10 / Pieter Gabriël WarnichWarnich, Pieter Gabriël January 2008 (has links)
In 2006, Outcomes Based Education (OBE) was introduced into Grade 10 (as part of the FET band) for the first time. For the Grade 10 History teacher, this new teaching approach implied modified assessment practices, setting new demands and challenges. It brought about an adjusted assessment strategy through which the focus of formal assessment was shifted to an interactive and learner-centred approach of "doing" History rather than "facts" simply being assessed. Whether outcome based assessment (OBA) is executed meaningfully, is determined by the Grade 10 History teacher's ability to develop learning and assessment strategies that can integrate the critical outcomes, the development outcomes, the learning outcomes and the assessment standards meaningfully with the facilitation of the historic content.
The overarching aim of this research was to investigate the assessment practices of History teachers in Grade 10. It was undertaken within the framework of an extensive literature study on OBE and OBA as teaching processes - internationally and nationally.
In order to determine the assessment practices of Grade 10 History teachers, an empirical investigation was undertaken that was based on both quantitative and qualitative research methods, with a view to:
• establish to what extent the Grade 10 History teacher followed the guidelines/ prescriptions of OBA;
• determine the Grade 10 History teacher's knowledge, attitudes and skills regarding OBA;
• identify deficiencies and problems that prevent the Grade 10 History teacher from implementing OBA effectively; and
• design an OBA model for the Grade 10 History teacher.
A random sample of schools was drawn nationally. A structured questionnaire was sent to the Grade 10 History teachers of these schools [n = 424], of which a total of 122 was received back. The results were analysed quantitatively and qualitatively and the following are but a few findings of this research:
• Most of the teachers were positively inclined towards OBA because it is aimed at developing the entire learner.
• Most of the teachers had sufficient knowledge of the assessment documents made available to them, and it was comprehensible.
• Most of the teachers were convinced that the training they had received, had not sufficiently empowered them professionally speaking for implementing OBA.
• Most of the teachers expressed the need for more support from the Department of Education concerning better in-service training programmes, more support from subject and curriculum advisors and more resources and learning and teaching support material being made available.
• Generally speaking, the theoretical knowledge of OBA of most of the teachers was good, but they desired more and longer practice oriented in-service training in specific aspects regarding OBA.
Based on the results proceeding from the research, recommendations were made in order to promote the practical implementation of OBA in schools. A holistic OBE quality model for teaching History was also designed that will empower the History teacher to implement OBA effectively to then especially complement the critical outcomes. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.
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The role of school managers in developing entrepreneurial skills of grade 9 learnersVan Zyl, Ethel Vera 30 November 2006 (has links)
The Department of Education in South Africa altered the concept of teaching and learning from a traditional method to a new outcome based approach. The new curriculum prescribes certain outcomes that the learners must successfully master.
One of the outcomes Grade 9 learners must manage is to become an entrepreneur and to be able to administer the small business as a profitable unit. The school managers, educators, parents and learners of the primary schools are eager participants in Market or Entrepreneur days.
However, in the secondary schools, the enthusiasm and commitment to such an event, does not exist. The teaching and learning environment between the two institutions are worlds apart and launching such a day in secondary schools, is basically impossible. As a result learners, including the Grade 9 learners, have limited opportunities, to practise their entrepreneurial skills.
Despite the various attempts made by the school managers and educators to compromise, secondary school learners are deprived of chances to exercise their skills within the school's safe environment. / Educational Studies / M. Ed. (Education Management)
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'n Analise van die "Revised National Curriculum Statement Grades R - 9 (Schools)" se Meetkunde in die lig van die Van Hiele modelWillemse, Margaretha Louisa 28 February 2005 (has links)
Summaries in Afrikaans and English / Outcomes-Based Education forms the foundation of South Africa's revised national education curriculum, known as The Revised National Curriculum Statement Grades R-9. The Van Hiele Model, developed for the teaching and learning of geometry, has already been used successfully in the school curricula of the Netherlands and Russia. Strong support for this theory exists in leading countries like America and Europe. This study has investigated the possible relationship between the Van Hiele theory and the "Revised National Curriculum Statement Grades R-9" and through critical evaluation found a great compatibility between them. Both are giving strong support for the spiral approach to mathematics education. It is recommended that all geometry learning programmes and teaching units be moulded on the Van Hiele Model. / Suid-Afrika se hersiene nasionale onderwyskurrikulum, die "Revised National Curriculum
Statement Grades R-9" word deur uitkomsgebaseerde onderwys gefundeer. Die Van Hiele Model
vir die onderrig en leer van meetkunde, is suksesvol in skoolkurrikula van Nederland en Rusland
toegepas en geniet wye steun in lande soos Amerika en Europa. Hierdie navorsing het die
moontlike verband tussen die Van Hiele raamwerk en die nuwe kurrikulum ondersoek en deur
kritiese evaluering baie sterk versoenbaarheid tussen die "Revised National Curriculum
Statement Grades R-9" en die Van Hiele Model gevind. Verder is ook aangetoon dat beide sterk
gebruik maak van die spiraalbenadering in wiskundeonderwys. Aanbevelings in die verband is dat
leerprogramme en onderrigeenhede wat die kurrikulum vir meetkunde in skole implementeer op
die Van Hiele Model geskoei word. / Mathematical Sciences / M. Sc. (Mathematics Education)
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