The master thesis is focused on analysis of data comparability and commensurability in datasets, which are used for obtaining knowledge using methods of data mining. Data comparability is one of aspects of data quality, which is crucial for correct and applicable results from data mining tasks. The aim of the theoretical part of the thesis is to briefly describe the field of knowledqe discovery and define specifics of mining of aggregated data. Moreover, the terms of comparability and commensurability is discussed. The main part is focused on process of knowledge discovery. These findings are applied in practical part of the thesis. The main goal of this part is to define general methodology, which can be used for discovery of potential problems of data comparability in analyzed data. This methodology is based on analysis of real dataset containing daily sales of products. In conclusion, the methodology is applied on data from the field of public budgets.

Science has been perceived as difficult to learn because of its nature and the methods by which it is usually taught. Most first-year science students entering higher education in South Africa today come from disadvantaged teaching and learning backgrounds. These students bring different “knowledge, skills or abilities” into the learning process. This knowledge, referred to as prior knowledge – or what the student already knows – is the single most important factor influencing learning (Ausubel, 1968). It is on the basis of this influence of prior knowledge on learning that the focus in this study is on understanding its manifestation in learning. Prior knowledge has both facilitating and inhibiting effects in learning. However, the focus in this study was only on inhibiting effects of prior knowledge on learning. To better understand prior knowledge qualitative methods (interview, observation, document review and the prior knowledge state test) were used. The aim was to specifically establish how students used their understanding of selected acid-base concepts and processes to construct understanding and to generate meaning of new concepts and/or knowledge. The study managed to highlight important aspects of the quality of prior knowledge and their manifestation in learning. The findings generally indicated that: <ul> <li>The quality of the knowledge that students possessed was in most instances incomplete. That is, in their description of concepts, students preferred to use summary and informal descriptions without understanding the meaning of the concepts they were describing.</li> <li> The quality of knowledge (e.g. incomplete knowledge) affected their ability to construct understanding and/or generate meaning as this knowledge was insufficient to access for the construction of scientifically valid meanings of concepts.</li> <li>The quality of students’ knowledge impeded their ability to reflect and/or to be aware of the knowledge they possessed. This made it difficult for students to access knowledge and to restructure it in order to construct new knowledge or prevent errors in their learning.</li> </ul> The study culminated in the development of a framework that may in future be used to assess prior knowledge and enhance meaningful teaching and learning based on the quality of students’ prior knowledge. / Thesis (PhD)--University of Pretoria, 2008. / Curriculum Studies / unrestricted

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