ABSTRACT The aim of this study was to investigate the effect of an active learning approach (ALA) on the achievement of 11 th grade learners in Newton’s laws of motion, The case study was done in one school by comparing the achievement of learners in Newton’s laws of motion through an Active Learning Approach (ALA) with that of learners taught through Traditional Direct I nstruction (TDI) and to determine whether learners taught with ALA retained the material better than those taught with TDI. Two grade 11 classes in one school in the Queenstown District of the Eastern Cape were selected on their performance in two differen t tests and used as case study . The Force Concept Inventory was used to determine the achievements and retention of knowledge of the two groups. The effect of the active lear ning approach on the treatment group was also measured by ask ing each learner in t he group to complete a learner assessment of instruction form. The treatment group was also subjected to a classroom group interview. T he following information emerged from the study: i) Learners taught using the ALA achieved significantly better in FCI pos t - test than those taught with traditional direct instruction. ii) In the retention of knowledge test, the mean score of the learners taught using the ALA was 4.8% higher than those taught with TDI although insignificant. iii) Learners subjected to the ALA liked the instructional approach and as such put in extra time to learn. The findings suggest that the active learning approach had positive effect on the achievement of the Grade 11 learners and thus, can be adapted to enhance learning in the classroom. / Physics

Organisation knowledge attrition continues to gain attention due to the increasing mobility of organisational employees. Employees leave organisations due to retirement, resignation in search for better employment opportunities, termination of employment contracts, indisposition, unofficially leaving employment, and death. When they leave organisations, they take with them tacit knowledge. Attrition of tacit knowledge leads to loss of intellectual assets and erosion of organisational memory which negatively affect learning and innovation. The knowledge can be subject matter expertise, organisational memory of why certain decisions were made, experience of past research and development projects and the social network in terms of from whom they sought out for answers or collaborated with in executing their tasks. Knowledge attrition is common in many organisations in different sectors. The literature does not show any framework that addresses knowledge attrition right from the time an employee is recruited into an organisation to when he or she leaves it. The purpose of this study was to develop an integrated knowledge retention framework for minimising organisational knowledge attrition. This was achieved by investigating how loss of organisational tacit knowledge can be minimised. The research adopted a single case study design with a concurrent parallel mixed methods research strategy informed by pragmatic philosophical assumptions. It was conducted in Uganda in a large national agricultural research organisation. Data was collected from 36 focus group discussions involving 161 participants, review of organisational documents, 35 interviews, 205 online surveys and a validation workshop by 16 top managers. The main contribution of this research is the novel framework for knowledge retention that comprehensively addresses knowledge attrition from an organisation. The framework comprises two categories of components. The first is the organisational behavioural components comprising knowledge sharing, capturing and documenting knowledge, and knowledge exploitation. This category constitutes the core components of the knowledge retention strategy. The second category is the organisational environmental components. It comprises creating organisational learning environment, having knowledge-oriented governance and leadership, providing necessary capacities and conditions, and providing strategic guidance - planning for knowledge retention. Environmental components have moderating effects on the behavioural components. In addition, it has contributed to the theoretical existing body of knowledge from the framework that was developed. This complements the reviewed literature which uncovered three conceptual categorisations of the knowledge retention strategies based on the timing of capturing knowledge from an individual. The three categories are: Reactive (short-term), Containment (medium-term) and Preventive (long-term) knowledge retention strategies. Although the concept of knowledge retention is not new, this research has contributed to the existing body of literature. Additionally, the study provides a deeper understanding of knowledge retention and opens new research areas. Perhaps this is the first study of its kind in the agricultural sector specifically focussing on agricultural research.

Submitted by Geandra Rodrigues (geandrar@gmail.com) on 2018-05-04T12:31:03Z No. of bitstreams: 1 ritaizabeldocarmogoveia.pdf: 999467 bytes, checksum: 070dc9a2732fa2aa9d4e52fa10788fa6 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-05-07T15:24:29Z (GMT) No. of bitstreams: 1 ritaizabeldocarmogoveia.pdf: 999467 bytes, checksum: 070dc9a2732fa2aa9d4e52fa10788fa6 (MD5) / Made available in DSpace on 2018-05-07T15:24:29Z (GMT). No. of bitstreams: 1 ritaizabeldocarmogoveia.pdf: 999467 bytes, checksum: 070dc9a2732fa2aa9d4e52fa10788fa6 (MD5) Previous issue date: 2017-08-22 / A presente dissertação discorre sobre os prejuízos gerados pela rotatividade de professores na Escola Estadual José Franco, localizada no Distrito de São Pedro de Caldas, município de Caldas/MG, visando estabelecer formas de amenizar esses impactos no cotidiano escolar. Os objetivos definidos para este estudo foram: descrever a questão da rotatividade na escola e como isso tem impactado nas atividades desenvolvidas dentro da instituição; analisar os impactos gerados, visando compreender o problema e vislumbrar formas de amenizá-lo; propor um plano de ação educacional que auxilie a equipe gestora a lidar com esse problema, minimizando suas consequências. A pesquisadora atribui como hipóteses que a causa do problema em estudo refere-se à localização da escola e uma de suas consequências seja a dificuldade em reter o conhecimento gerado pelos professores. Os referenciais teóricos consultados discorrem sobre questões como rotatividade, as suas causas e consequências, além de abordarem acerca de algumas formas de gestão que podem contribuir para o enfrentamento dessa fragilidade. Utilizou-se como metodologia a pesquisa qualitativa e como instrumentos de coletas de dados a pesquisa documental, entrevistas semiestruturadas, observações estruturadas e participantes. Os dados coletados em campo indicaram que o Projeto Político Pedagógico (PPP) da escola não é do conhecimento de grande parte dos professores e consequentemente, não é implementado e nem utilizado como norteador do trabalho pedagógicos dos docentes. Além disso, os registros de práticas pedagógicas são superficiais e não são sistematizados, dificultando a continuidade do trabalho nas constantes trocas de docentes. Por outro lado, não há acompanhamento e monitoramento pedagógico adequado, gerando descontinuidades nos projetos. Assim, o Plano de Ação Educacional propõe medidas direcionadas ao enfrentamento das fragilidades apontadas pela pesquisa de campo, possuindo três enfoques: PPP, Registros e Monitoramento Pedagógico. São apresentadas propostas voltadas para a Gestão Democrática, Gestão do Conhecimento e Gestão Pedagógica. / The present dissertation discourses on the damages generated for the rotation of professors in State School José Franco, located in the District of Is Pedro de Caldas, City of Caldas/MG, aiming at to establish forms to brighten up these impacts in the daily school. The aims defined for this study were: to describe the question of the rotation in school and as this has impactado in the developed activities inside of the institution; to analyze the generated impacts aiming at to understand the problem and to glimpse forms to brighten up it; to propose an educational action plan that assists the managing team to deal with this problem, being minimized its consequences. The researcher attributes as hypotheses that the cause of the problem in study mentions the localization to it of school and biggest provoked consequence is the difficulty with the retention of the knowledge generated for the professors. The consulted theoretical references discourse on questions as rotation, its causes and consequences, beyond approaching concerning some forms of management that can contribute to the confrontation of this fragility. The qualitative research was used as methodology and as instruments of collections of data: the documental research, semi structured interviews, structured and participant comments. The data collected in field indicaramque the Project Pedagogical Politician of school is not of the knowledge of great part of the professors and consequently, it is not implemented and nor used as norteador of the work pedagogical of the professors. Moreover, the registers of pedagogical practices are superficial and they are not systemized, making it difficult the continuity of the work in the constant exchanges of professors. On the other hand, it does not have accompaniment and adjusted pedagogical monitoramento, generating discontinuities in the projects. Thus, the Educational Action plan proposes measured directed to the confrontation of the fragilities pointed for the field research, possessing three approaches: PPP, Registros and Pedagogical Monitoramento. Are proposals directed to the Democratic Management, Management of the Knowledge and Pedagogical Management.

The aim of this study was to investigate the effect of an active learning approach (ALA) on the achievement of 11 th grade learners in Newton’s laws of motion, The case study was done in one school by comparing the achievement of learners in Newton’s laws of motion through an Active Learning Approach (ALA) with that of learners taught through Traditional Direct I nstruction (TDI) and to determine whether learners taught with ALA retained the material better than those taught with TDI. Two grade 11 classes in one school in the Queenstown District of the Eastern Cape were selected on their performance in two differen t tests and used as case study . The Force Concept Inventory was used to determine the achievements and retention of knowledge of the two groups. The effect of the active lear ning approach on the treatment group was also measured by ask ing each learner in t he group to complete a learner assessment of instruction form. The treatment group was also subjected to a classroom group interview. T he following information emerged from the study: i) Learners taught using the ALA achieved significantly better in FCI pos t - test than those taught with traditional direct instruction. ii) In the retention of knowledge test, the mean score of the learners taught using the ALA was 4.8% higher than those taught with TDI although insignificant. iii) Learners subjected to the ALA liked the instructional approach and as such put in extra time to learn. The findings suggest that the active learning approach had positive effect on the achievement of the Grade 11 learners and thus, can be adapted to enhance learning in the classroom. / Physics