This paper reports on an on-line collaborative design project of which the final outcome was a comprehensive, international World-Wide Web database of experts in the field of Instructional Technology as part of a learning task for post-graduate students in the same field. The main objective of the study was to determine the extent to which computer-supported collaborative design without face-to-face contact could be used to create a useful resource in this field. Sub-questions that arose were: How does a computer-supported collaborative design process evolve in an open-ended learning environment? What support could student designers working on a real-life project expect from their peers and experts in the field? How does one judge the success of such a project? What direct benefits can students derive from computer-supported collaborative design? The iterative design process was explored by means of an action research case study methodology. Three sets of issues fundamental to constructivist learning in an open-ended virtual environment came under scrutiny, viz. collaborative and participatory design, computer-mediated collaboration and collaborative learning. lt was found that computer-supported collaborative design could be a highly effective method both of learning and of producing a valuable artefact. / Dissertation (MEd)--University of Pretoria, 2001. / gm2014 / Education Management and Policy Studies / unrestricted

The inception of technology education as a learning area in the South African national curriculum has posed challenges different from those in the other learning areas. Technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally and internationally. As a result technology education does not have a large research base or established subject philosophy. This can lead to problems in understanding the nature of technology and other pedagogical problems, such as the fragmentation of curricula in which content is simply parcelled in ‘departments’. One way through which technology can be conceptualized and understood is through technology as knowledge (epistemology). In the absence of an established subject philosophy for technology education, one can draw on frameworks from other disciplines in the field, such as engineering and design practice, for insights into technological knowledge. Educators, however, still need to determine the usefulness of these frameworks to technology education. The purpose of this study therefore, is to investigate the usefulness of an epistemological framework chiefly derived from engineering to be able to describe the nature of technological knowledge, in an attempt to contribute towards the understanding of this relatively new learning area. The conceptual framework for this study was derived mainly from Vincenti’s (1990) categories of knowledge and knowledge-generating activities based on his research into historical aeronautic engineering cases. A combination of quantitative and qualitative research was used to provide insight into the categories of knowledge and knowledge-generating activities used by students at the University of Pretoria during capability tasks. This included an analysis of the questionnaire (quantitative data), which was administered to and completed by the students, as well as a content analysis (qualitative data) of the students’ project portfolios. Findings from this study suggest that the conceptual framework chiefly derived from and used by professional engineers is useful in technology education. The findings also suggest that both the categories of technological knowledge and the knowledge generating activities apply to all the content areas, i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators deepen their understanding of the nature of technological knowledge by considering the categories of technological knowledge and the knowledge-generating activities presented in the conceptual framework. In order to “operationalise” the conceptual framework, educators must consciously attempt to include items of knowledge from each category of knowledge when conceptualising capability tasks for their learning programmes. The framework can then be used as a matrix to evaluate their learning programmes to ensure that all knowledge items (categories and activities) are addressed in each capability task in the technology learning programmes. / Thesis (PhD)--University of Pretoria, 2009. / Curriculum Studies / unrestricted

The Global Village Playground (GVP) was a capstone learning experience designed to address institutional assessment needs while providing an integrated, contextualized, and authentic learning experience for students. In the GVP, students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. The purpose of this study was to evaluate the effectiveness of the design of the GVP as a capstone experience. The research design follows a qualitative case study approach to gather and analyze data collected from the instructors and students participating in the pilot implementation of the GVP. Results of the study show predominantly favorable reactions to various aspects of the course and its design. Students reported to have learned the most through interactions with peers and through applying and integrating knowledge in developing the alternate reality game that was the central problem scenario for the course. What students demonstrated to have learned included knowledge construction, social responsibility, open-mindedness, big picture thinking, and an understanding of their relationship to the larger society and world in which they live. Challenges that resulted from the design included the amount of necessary to build consensus and then develop an overarching game concept, the tension between guided and directed instruction, and the need to foster greater interdependence among students while encouraging them to become more self-directed.

The major purpose of this study was to investigate the effects of using animal organ dissection in general, and its use specifically in problem-solving as a teaching strategy in Grade 11 Life Sciences education. A multiple methods research design was used for this study. The data collection methods for the quantitative approach were the pre-test, post-test and a questionnaire. The pre-test and post-test had predominantly problem-solving questions. The questionnaire and the tests were administered to 224 learners from four Pretoria East secondary schools from different environments. The data collection methods for the qualitative approach were the interviews with the Grade 11 Life Sciences teachers of the selected schools, lesson observations and relevant document analysis. The interviews were conducted with six Grade 11 Life Sciences teachers teaching at the four selected schools. Findings from both the quantitative and the qualitative approaches were integrated to give an in-depth understanding of the study. The findings show that there were significant differences between the means of the pre-test and the post-test for the total for the whole group of 224 learners. The variables in which the tests were categorised were the rote learning, problem-solving and three learning outcomes of the National Curriculum Statement (NCS). The way in which the learners answered the questions in terms of terminology they used, the confidence they displayed, the level of answering and the explanations they gave when they wrote the post-test were significantly different from when they wrote the pre-test. The significant differences between the means of the pre-test and the post-test may possibly have been due to the intervention. This showed the effectiveness of the intervention which was animal organ dissection in problem-solving. The study also showed that most teachers are not well-acquainted with problem-solving strategies which made it challenging for them to use animal organ dissections to develop problem-solving skills in learners. The attitudes of the teachers and learners towards animal organ dissection and its use in problem-solving as a teaching strategy were predominantly positive with less than a quarter of the whole group being negative due to a variety of reasons which include: moral values, religion, culture, blood phobia, squeamishness and being vegetarian. The majority of learners acknowledged the importance of animal organ dissections in developing skills like investigative, dissecting and problem-solving skills. This acknowledgement resulted in them being positive towards the use of animal organ dissections in problem-solving. One can conclude that animal organ dissections can be used in problem-solving as a teaching strategy in Life Sciences education. The level of learner engagement with animal organ dissections can determine the level of development of problem-solving skills as was evidenced by the differences between the mean scores of the four schools. The study recommended that the teachers should be encouraged to use animal organ dissections more frequently where it is applicable to develop problem-solving skills in learners and not merely let the learners cut, draw and label the organ. Teachers should also focus on problem-solving in general and develop this as a prime strategy. All activities should be prepared by the teacher and implemented in class to encourage and develop problem-solving skills. / Thesis (PhD)--University of Pretoria, 2013. / gm2014 / Science, Mathematics and Technology Education / restricted

This Master's thesis discusses the Problem - based learning as one of the constructive teaching concept methods, it's position in the system of teaching methods and the possible uses in primary school regard to the key competencies of solving the problems. This theme is very actual because of the influence in the real life. The objectives of the Master's thesis is to define the basic concept of the Problem-based learning (problem, problematic situations, types of the problematic tasks and the way of their solving), key competencies and appropriate organizational forms of the teaching. The objective of the practical level is to define the principles of the effective use of this method in teaching, to verify the possibilities of uses of the Problem-based learning and focus on the way of fulfilling of the key competencies of solving the problems using various organizational forms of teaching. The thesis contains the empirical and theoretical part. The empirical part comes from the analysis and the comparation of the study of the vocational literature. This part focuses on the research as the method of achieving the goals. The research uses two basic methods; the method of the observation of the pupils during their work and method of the collection and analysis of the outcome of the pupils work. The...

Lecturers at three Nursing Colleges in the Gauteng Province in South Africa where this study was conducted raised their concern that a large proportion of learners reaching the senior phase have difficulty solving patient care problems and even making specific decisions regarding patient care. These learners are also unable to formulate nursing diagnoses and develop nursing care plans. This lack of essential critical thinking skills is evident during the assessment of their assignments, tests as well as clinical formative assessments. These skills can be developed within learners throughout their four-year training, if exposed to outcomes- based education (OBE) and problem-based teaching strategies especially starting on the first level of their training course. The current nursing education programme, at these Nursing Colleges where this study was conducted is an outcomes- and problem-based curriculum. It is important that teaching strategies utilized by nurse educators are appropriate for the specific curriculum implemented because they greatly differ from the traditional teaching strategies. The purpose of this study was to investigate the teaching and assessment strategies utilized in the facilitation of learning for the first year level students in the subject General Nursing Science (GNS I). The focus of the study was on the first year of training because it is expected that development of critical thinking be started at this level. A quantitative, contextual descriptive research method was utilised. The sample consisted of lecturers (N=23) and students (N=680). The lecturers from each of the three colleges were addressed during a personnel meeting regarding the study and a suitable date and time was set for the distribution of the questionnaires to the lecturers and to first year learners during the last block of the academic year. The questionnaires were distributed to the lecturers and the learners on the agreed date and time and the researcher was present to clarify any misunderstanding regarding the tool. The questionnaire consisted of appendix E, which was distributed to lecturers and appendix F, which was distributed to the learners. Respondents were requested not to give any identifiable information on the questionnaires and to place completed questionnaires in the box provided in each of the venues to ensure confidentiality and anonymity. Data from the study indicated that not all of the teaching strategies and assessment methods utilized by the educators are appropriate and conducive for the stimulation of critical thinking skills. The majority of the lecturers facilitate through a lecture method and assessments are mostly done through written tests and examinations. On the other hand teaching facilities at the colleges are inadequate, for instance small group facilities are not available. Recommendations are as follows: <ul> <li> More lecturers should be encouraged to obtain a Masters Degree qualification in Nursing.</li> <li> All lecturers should utilize the OBE educational strategies.</li> <li> In their facilitation of GNS I lecturers should accommodate older students, because they were never exposed to an OBE approach in their basic education.</li> <li> Lecturers should utilise a variety of teaching strategies that will ensure development of critical analytical thinking.</li> <li> Lecturers should utilize a variety of assessment methods.</li> <li> Students should be encouraged to seek information on their own, specifically regarding case studies because this actively involves them as they are solving problems, making decisions and draw conclusions in relation to GNS I.</li> </ul> Copyright / Dissertation (MCur)--University of Pretoria, 2011. / Nursing Science / unrestricted

There is a growing problem with male under-achievement in public education. Boys who are unsuccessful in elementary and middle school are likely to drop out in high school. Engaging at-risk boys could alleviate school dropouts and the resulting consequences. The purpose of this study was to explore at-risk boys' engagement in a middle school model employing collaborative learning, problem-based learning, and technology. The study was framed on the self-determination theory and the idea that competence, autonomy, and relatedness are vital for engagement. A qualitative case study approach was used to explore teachers' views of at-risk boys' engagement. Eleven teachers who implemented the middle school model in a southeastern school district were interviewed individually and then participated in focus group discussions. Interviews and discussion data were coded to identify words and phrases describing engagement and disaffection. Results indicated that collaborative learning was a factor for at-risk boys' disaffection. Problem-based learning and technology use were factors for engagement when implemented with appropriate strategies. These results and the participants' recommendations suggest that individual instruction and coaching during preliminary research are effective supports to put in place before addressing a final project in a problem-based learning project. This study contributed to positive social change in middle school education, benefiting at risk-boys, their families, and communities, by informing current teaching methods and learning environments that are best suited to engage at-risk boys, help them succeed in school, and give them the opportunity to reach their innate potential.

Enhancing antiterrorism force protection (ATFP) training at off-installation sites to allow employees to survive a life threatening situation is a necessity after recent events at such military installations. However, little is known about how service members perceive their current ATFP training experiences and how those experiences impact their self-confidence for responding to a threat. The purpose of this qualitative study was to explore how current training experiences impact confidence levels in learning basic security fundamentals to respond to a threat, as well as possible training changes that might improve confidence levels. This study used social constructivism, andragogy theory, heutagogy, and problem-based learning as the conceptual frameworks. Participants were 15 sailors from 5 off-site locations. Data sources were semistructured interviews. Data were analyzed using provisional and open coding strategies to identify themes of supports and barriers to learning ATFP concepts. Results indicated that existing instruction resulted in sailors engaging in supplemental self-training activities to reach what they believed were strong preparedness levels. They also indicated that instruction that emphasizes authentic adult education practices such as learner-center instruction and hands-on drills under the framework of problem-based learning and heutagogy were necessary to increase self-reported levels of confidence in responding to a threat. This study impacts positive social change by providing guidelines for effective terrorist and threat preparedness instruction, regardless of organization, institution, or location that can be used by administrators to improve their confidence and ability to deal with terrorist actions.

The goal of this study was to examine the professional development experiences of two participants while they were creating standards-based individualized education plan (IEP) goals using a virtual world called TeacherSim. The focuses of the study were how did special educators engage with the task of creating standards-based IEP goals using TeacherSim and how did TeacherSim support or hinder this? This research used a descriptive case study selecting two participants from the larger data set of seven participants. The data was analyzed using qualitative coding which compared the observed experiences with the case propositions. This case study demonstrated that special education professionals can work at a distance to learn the process of creating standards-based IEP goals while using the technology of a virtual world. Similarly, the use of virtual world technology appeared to facilitate feelings of physical and social presence, which aided in online collaborative activities.

Under vfu perioden ht-2021 började vi fundera över vilka metoder lärarna använde sig av i undervisningen för naturvetenskap och teknik. De funderingar vi hade förstärktes efter en gemensam studieresa till Norge där vi fick uppleva nya lärmetoder, bland annat utmaningsbaserat lärande och problembaserat lärande. Vår frågeställning var om lärare använder sig av de här metoderna i grundskolan och om det då i realiteten ökar elevers motivation och intresse. Efter sökningen av relevanta vetenskapliga artiklar på flera olika databaser och webbplatser för ämnet fann vi mestadels forskningsrapporter riktade mot högre utbildning. Artiklarna som riktades mot grundskolan var i de flesta fall inte vetenskapligt granskade men bidrog ändå starkt till vår kunskapsöversikt. Utmaningsbaserat lärande utvecklades av teknikföretaget Apple Inc dels för att ta undervisning in i 2000-talet och självklart utöka användningen av digital teknik i skolorna. Flera av rapporterna visar att utmaningsbaserat lärande ger elever goda möjligheter för ett livslångt lärande och skapar goda ambassadörer för hållbar utveckling. Utmaningsbaserat lärande erbjuder onekligen ett nytt, varierat och engagerande sätt att arbeta tvärvetenskapligt med undervisning i bland annat hållbar utveckling. Dels genom att man får uppleva undervisningen med alla sina sinnen, det vill säga att se, höra och känna. Det blir även engagerande eftersom hållbar utveckling berör oss alla och vår framtid. Utmaningarna eleverna får är samhällsviktiga med ett globalt perspektiv. Det är en aktiv och integrerande lärprocess som innebär ett visst pedagogiskt förhållningssätt.