D.Tech. / South Africa, as a developing country, is in search of an approach to education that could overhaul the problems associated with the historical education system. Outcomes-based education was introduced in South Africa on the assumption that it would lead to an increase in the quality of education by improving the standard of teaching and learning performance and by providing a curriculum that is more relevant to learners‘ needs. A focus of this research project is to empower physiology lecturers with the relevant teaching, learning and assessment skills needed to implement outcomes-based education within a constructivist framework. This research study describes the development of learning interventions for physiology that exploits the congruencies between constructivist perspectives on learning and the individual attributes of students as defined by learning styles and instructional design principles. This development research project was conducted in four phases: an extensive literature review in which teaching, learning and assessment models and theories were integrated into Curry‘s 'Onion model‘; the design of questionnaires, based on the literature reviewed, to compile a profile of the students registered for physiology at the University of Johannesburg; a pilot study; implementation of the questionnaires; and analysis of the data. Concurrent with this the different teaching, learning and assessment interventions, as identified in the literature, were implemented and evaluated continuously. A questionnaire was designed and implemented to determine student‘s views on these different interventions. Observations were also captured in a teaching diary and during semi-structured interviews with students. The literature review revealed that although there is a vast amount of information available on teaching, learning and assessment most of the models, theories and strategies described do not address the presence of more than one style at a time. This study makes a contribution to the field of instructional design for physiology with the development and application of the proposed model for 'Whole brain learning‘, as well as the proposed model for designing learning interventions entitled 'The 3‘D‘s of designing learning interventions‘.

The primary purpose of this creative project was to demonstrate the need for, and the subsequent development of, an anatomy/physiology course model designed in concept and implemented with representative content so as to provide unique curricular and instructional advantages to community college based allied health career students.To accomplish this purpose, three objectives were achieved. They were:1. to ascertain the nature and form of anatomy/ physiology courses currently offered for students of allied health career programs in community colleges.2. to develop a curriculum model for an anatomy/ physiology course proposed to more appropriately meet institutional and student needs than courses currently offered in that basic science.3. to construct a valid evaluative instrument which could be used to assess the opinion of administrative heads of health career programs regarding the efficacy of the proposed curriculum.In order to achieve the first objective, fifty community colleges were randomly chosen for survey. These colleges represented a sample of all community colleges which hosted from four to twenty programs in nursing and allied health careers and which indicated full time student enrollments of from 2500 to 15,000. The types of allied health career programs and the form of anatomy/physiology offered by each college was determined by a study of selected college catalogs and national. directories. It was found that, in these colleges, there does exist a wide variety of curricular forms of anatomy/physiology taken by health career programs. Multi-curriculum forms were especially prevalent and where core courses did exist, theywere described in the catalogs of the colleges as a sequence of two interdependent courses.In order to demonstrate that an anatomy/physiology course could be developed which would provide not only commonalities in content but relativeness to the student's career interest area, this creative project formulated in concept and implemented with representative content a unique instructional design for anatomy/physiology which entailed the differentiation of course concepts through core and modular curricular forms. This technique of graded topic complexity was demonstrated within the project model at the total course, course topic and modular level of instruction. This was achieved by considering total course content as typically represented in anatomy/physiology texts and college catalog course descriptions and then differentiating that content into basic and advanced levels of comprehension. In addition to this content differentiation, behavioral objectives were also differentiated into basic and advanced levels for one suggested unit of instruction.Because innovative curriculum forms, when proposed by writers, often do not take into account the impact of their implementation upon students, faculty or administration, it was also an objective of this project to provide the design of an attitudinal scale which could serve as an evaluative instrument for institutional review of the curriculum. This scale was developed along the lines of a Likert type scale. Scale items were first validated through expert opinion and final items were derived after item analysis, employing a discriminatory power technique. While neither the scale nor the model curriculum itself was distributed to any real sample of individuals for assessment of opinion regarding the curriculum structure, facsimile data was introduced and a statistical technique utilized which demonstrated the manner in which significance of difference of opinion between two hypothetical groups could be determined.

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This syllabus includes both lecture notes and laboratory activities for a two-semester anatomy and physiology community college course. The syllabus is based on a 16-week semester that is comprised of a three-hour lecture section and a one-hour laboratory class each week. Both the lecture course and laboratory are necessary to fulfill the requirement for anatomy and physiology. Laboratory activities coincide with lectures to enhance understanding of each topic by providing visual and hands-on experiments for the concepts learned in the lecture. Laboratory quizzes will be given each week to help students maintain a working knowledge of the material learned in the laboratory. This course is appropriate for the typical anatomy and physiology student and should benefit both students who plan to major in biology and also those who are non-biology majors. Because subject matter in anatomy and physiology is quite difficult, the importance of attendance and good study skills is stressed.

Submitted in fulfillment of the requirements for the Degree in Masters of Technology in Nursing, Durban University of Technology, 2014. / Introduction: There is a global shortage of nurses, particularly in South Africa where there is a scarce resource of professional nurses. Since KwaZulu1Natal College of Nursing (KZNCN) is tasked with the responsibility of training 86% of professional nurses in the province, it is unfortunate to lose 22% of these students through failure and attrition. Most of these failures are in the subject of Anatomy and Physiology. Aim of study: The aim of the study was to establish factors that impact on the success in Anatomy and Physiology in first year student nurses affiliated to KZNCN, in a South African context. Methodology: A quantitative descriptive survey research design was used to establish relationships between variables that impact on nursing students’ success in Anatomy and Physiology. Results: The majority of respondents were Black (86.7%) from rural areas (6􀀀.3%) of KwaZulu1Natal. Their nurse training was in English as a second language (78.6%) but most respondents felt that they were coping well with being taught in English (p 􀀀0.00􀀀). However, respondents with English as a first language obtained significantly higher marks in Anatomy and Physiology I (p = 0.003) and there was a good correlation between matriculation English and Anatomy and Physiology II results (p = 0.02). There was also a good correlation between matriculation Biology/Life Science mark and Anatomy and Physiology I marks (p <􀀀 0.00􀀀). Additionally, good performance in Anatomy and Physiology I was a good indicator for success in Anatomy and Physiology II (p < 0.00􀀀). A significant number of respondents found the academic workload, financial stressors and long working hours stressful but engaged in positive coping skills to address these. Conclusion: Prior knowledge in English and Biology/Life Sciences has a significant positive impact on student performance in Anatomy and Physiology. / M

Acompanha: Uma sequência didática para o ensino de anatomia e fisiologia humana / Este estudo apresenta uma proposta de sequência didática que insere vídeos como mediadores no processo de ensino e aprendizagem de Anatomia e Fisiologia Humana para o oitavo ano do ensino fundamental. A investigação foi realizada em uma escola estadual de um dos municípios, da região metropolitana de Curitiba e busca responder a seguinte questão: Como diferentes categorias de vídeos, inseridos em uma sequência didática contribuem para o processo de ensino aprendizagem? Para responder tal questão a pesquisa foi embasada nas teorias de aprendizagem de Vygotsky.A falta de pesquisa na área de ensino de Anatomia e Fisiologia Humana e o grande interesse dos alunos em notícias e questões da área médica e de saúde pública foi a maior motivação da escolha do tema. A escolha do uso de vídeos como ferramenta para a sequência didática se deu pela conclusão de que através destes recursos o ensino pode se tornar mais atrativo e prazeroso. Os vídeos foram classificados conforme Bartolomé como “Lição”, “Monoconceitual”, e “Impacto”, e como documento da coleta de dados foi utilizado dois relatórios que foram analisados de forma comparativa, o que permitiu qualificar os ganhos em relação a aprendizagem dos conteúdos de Anatomia e Fisiologia Humana mostrando principalmente, a importância de inserir vídeos de diferentes categorias, onde cada tipologia aborda o conteúdo com uma perspectiva diferenciada dentro das várias metodologias de ensino, podendo ter a intervenção do professor e aluno, principalmente do vídeo classificado como sendo de impacto. / This study presents a proposal for a didactic sequence that inserts videos as mediators in the teaching and learning process of Anatomy and Human Physiology for the eighth year of elementary school. The research was carried out at a state school in one of the municipalities of the metropolitan region of Curitiba and seeks to answer the following question: How do different categories of videos, inserted in a didactic sequence, contribute to the learning process? To answer such a question the research was based on Vygotsky's theories of learning. The lack of research in the field of Anatomy and Human Physiology teaching and the great interest of the students in medical and public health news and issues was the major motivation for choosing the topic. The choice of videos as a tool for the didactic sequence was based on the conclusion that through these resources teaching can become more attractive and enjoyable. The videos were classified according to Bartolomé as "Lesson", "Monoconceitual", and "Impacto", and as a data collection document two reports were used that were analyzed in a comparative way, which allowed to qualify the gains in relation to the learning of the contents Of Anatomy and Human Physiology showing mainly the importance of inserting videos of different categories,where each typology approaches the content with a different perspective within the various teaching methodologies, being able to have the intervention of the teacher.

Acompanha: Uma sequência didática para o ensino de anatomia e fisiologia humana / Este estudo apresenta uma proposta de sequência didática que insere vídeos como mediadores no processo de ensino e aprendizagem de Anatomia e Fisiologia Humana para o oitavo ano do ensino fundamental. A investigação foi realizada em uma escola estadual de um dos municípios, da região metropolitana de Curitiba e busca responder a seguinte questão: Como diferentes categorias de vídeos, inseridos em uma sequência didática contribuem para o processo de ensino aprendizagem? Para responder tal questão a pesquisa foi embasada nas teorias de aprendizagem de Vygotsky.A falta de pesquisa na área de ensino de Anatomia e Fisiologia Humana e o grande interesse dos alunos em notícias e questões da área médica e de saúde pública foi a maior motivação da escolha do tema. A escolha do uso de vídeos como ferramenta para a sequência didática se deu pela conclusão de que através destes recursos o ensino pode se tornar mais atrativo e prazeroso. Os vídeos foram classificados conforme Bartolomé como “Lição”, “Monoconceitual”, e “Impacto”, e como documento da coleta de dados foi utilizado dois relatórios que foram analisados de forma comparativa, o que permitiu qualificar os ganhos em relação a aprendizagem dos conteúdos de Anatomia e Fisiologia Humana mostrando principalmente, a importância de inserir vídeos de diferentes categorias, onde cada tipologia aborda o conteúdo com uma perspectiva diferenciada dentro das várias metodologias de ensino, podendo ter a intervenção do professor e aluno, principalmente do vídeo classificado como sendo de impacto. / This study presents a proposal for a didactic sequence that inserts videos as mediators in the teaching and learning process of Anatomy and Human Physiology for the eighth year of elementary school. The research was carried out at a state school in one of the municipalities of the metropolitan region of Curitiba and seeks to answer the following question: How do different categories of videos, inserted in a didactic sequence, contribute to the learning process? To answer such a question the research was based on Vygotsky's theories of learning. The lack of research in the field of Anatomy and Human Physiology teaching and the great interest of the students in medical and public health news and issues was the major motivation for choosing the topic. The choice of videos as a tool for the didactic sequence was based on the conclusion that through these resources teaching can become more attractive and enjoyable. The videos were classified according to Bartolomé as "Lesson", "Monoconceitual", and "Impacto", and as a data collection document two reports were used that were analyzed in a comparative way, which allowed to qualify the gains in relation to the learning of the contents Of Anatomy and Human Physiology showing mainly the importance of inserting videos of different categories,where each typology approaches the content with a different perspective within the various teaching methodologies, being able to have the intervention of the teacher.

This study, using qualitative exploratory, descriptive and contextual research design, explored and described student nurses’ perspectives of the high failure rate in biological sciences. The study was conducted at one of the campuses of the school of nursing in the Free State province of South Africa. A purposively selected sample of 1st and 2nd year student nurses registered for the programme of education and training leading to registration as a nurse (general, psychiatric and community) and Midwife (R425, 1985; paragraph (iii) as amended) at the selected campus of the School of Nursing in the Free State was used. World café was utilized for data collection. Thematic analysis of data done using Braun and Clarke (2006) and for world café participants’ created documents, Blakeman, Samuelson and McEvoy (2012) method of document analysis was applied. The findings identified the internal and external causes of high failure rate in biological. Internal causes included students-related factors, which included difficulty in understanding the content and lack of motivation. The external causes involved content overload, inadequate utilisation of available limited resources, ineffective teaching methods and unfair assessment practices. Suggestions that were made by the students to improve the success rate in biological sciences were based on the perceived causes. Recommendations made included in-service education on interactive, evidence-based teaching learning methods in anatomy and physiology, provision of support for students with no background knowledge of biological sciences. / Health Studies / M.A. (Nursing Science)