Master of Landscape Architecture / Landscape Architecture/Regional and Community Planning / Howard D. Hahn / Landscape architecture’s scope of knowledge and professional practice is continuously broadening. Formalized certification and certification standards do not exist to date; as a result, limiting the depth of knowledge in landscape architects. Beyond competency in core skills like natural systems, site planning and design, and visualization graphics, the general knowledge base of most landscape architects spans a variety of disciplines. This ability to “see the bigger picture” offers certain strengths when “placemaking”, interacting with allied professionals, and leading project teams; yet there are limited opportunities for landscape architects to formally develop a depth of expertise. An extensive literature search identified forty-one knowledge domains that exist in landscape architecture. This report identifies fourteen domains that landscape architects need in current and future work supported with identified core skills and knowledge in the profession. This report seeks to update the Council of Landscape Architecture Registration Board’s (CLARB) identification of knowledge domains by layering skills and knowledge found in sixty current job postings, literature search, and structured interviews. In addition, this report identifies future trends in the profession and marketplace and future dilemmas landscape architects must address in the next twenty years. Content analysis of certification programs offered to landscape architecture students at accredited schools was conducted. A certification precedent study was conducted to understand the range of certification standards that exist in order to propose a standardized certification program. Thirteen themes are identified in the structured interviews that are incorporated into themes of this report. Overall, professionals feel that landscape architecture’s strength as a generalist profession makes the profession unique from its allied professions. However, some professionals acknowledge that as a landscape architect progresses in his or her career, they tend toward areas of specialization. This report suggests that certifications be offered to graduate students and professionals, explains specialization in the profession, and identifies areas landscape architects need to increase their skills and knowledge in, to stay relevant.

The performance of mathematics and physical science students are very low in South Africa. These students lack algebraic knowledge and skills in physics education. They tend to treat mathematics and science as separate entities; to them the two subjects are not related. Even the teachers seem not to realise the interrelationship of the two subjects, because according to the research, they perpetuate this attitude. A possible reason could be that they are unfamiliar with common objectives and applications. Knowledge of science is enhanced by the application of mathematics, but the role of mathematical knowledge and skills in the understanding of physical science is uncertain. Even in the new National Curriculum Statement (NCS) of South Africa the relationship between mathematics and physical science is not clearly indicated. Algebraic language is a main tool used in physics, but students still display a lack of understanding of mathematical concepts and problem solving skills. The study was aimed at identifying the mathematical knowledge and skills that would enable students to solve physics problems in grades 11 and 12. The aim was also to identify the specific problems experienced by students in applying these skills and knowledge in physics at grades 11 and 12 level. The empirical study was conducted amongst a group of 120 students in four schools in the Rustenburg Region, North- West Province, South Africa and 28 teachers of which 10 were from these schools and 18 were teachers participating in the Sediba project of the North-West University. The investigation was done by means of a self constructed test and questionnaires. The results indicate that the biggest problem lies with a lack of conceptual knowledge, especially with a basic understanding of proportional reasoning. Other problems were identified and possible remedies proposed. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

The performance of mathematics and physical science students are very low in South Africa. These students lack algebraic knowledge and skills in physics education. They tend to treat mathematics and science as separate entities; to them the two subjects are not related. Even the teachers seem not to realise the interrelationship of the two subjects, because according to the research, they perpetuate this attitude. A possible reason could be that they are unfamiliar with common objectives and applications. Knowledge of science is enhanced by the application of mathematics, but the role of mathematical knowledge and skills in the understanding of physical science is uncertain. Even in the new National Curriculum Statement (NCS) of South Africa the relationship between mathematics and physical science is not clearly indicated. Algebraic language is a main tool used in physics, but students still display a lack of understanding of mathematical concepts and problem solving skills. The study was aimed at identifying the mathematical knowledge and skills that would enable students to solve physics problems in grades 11 and 12. The aim was also to identify the specific problems experienced by students in applying these skills and knowledge in physics at grades 11 and 12 level. The empirical study was conducted amongst a group of 120 students in four schools in the Rustenburg Region, North- West Province, South Africa and 28 teachers of which 10 were from these schools and 18 were teachers participating in the Sediba project of the North-West University. The investigation was done by means of a self constructed test and questionnaires. The results indicate that the biggest problem lies with a lack of conceptual knowledge, especially with a basic understanding of proportional reasoning. Other problems were identified and possible remedies proposed. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006.

SUMMARY: This thesis presents the possibilities and benefits of the use of anchoring vignettes method in educational science, in connection with information and communication technologies (ICT). It is the first ever use of the anchoring vignettes method in this field. In its theoretical part, the thesis introduces the works of other authors in which research was done with the use of self- assessment questions. It also shows the research using the anchoring vignettes method, and research in which this methodology was used in educational science. The practical part presents the results of the author's own survey, which shows the diversity of self-assessment of ICT knowledge and skills of Year 1 and 2 students at secondary schools. The thesis proves distinctive subjectivity in students' self-assessment, different usage of the scale by respondents and the purposefullness of using the anchoring vignettes method in this field. First and foremost, it shows an entirely different self-assessment of students of different study programmes, genders etc. before and after the correction using the anchoring vignettes method.

The aim of this thesis was to ascertain the self-assessment of university students with various specializations, in their knowledge of information and communication technology (ICT). The theoretical part concerns with self-assessment as concept and methods pertaining to its verification. It also contains a detailed description of the anchoring vignettes method with its application in specific areas. Also discussed is the Overclaiming Technique. An evaluation has been conducted in the empirical part, which elaborates on self-assessment of ICT terms of various groups of students. Anchoring vignettes method is used in order to amend said self-assessment. Aforementioned part of the thesis also contains the use of overclaiming technique in practise, which is demonstrated on a specifically devised questionnaire. In this questionnaire, the students were asked to evaluate their level of understanding both existing and non-existing terms from the ICT area. The results have shown that there are significant differences between the questioned groups of students. The numbers indicate that students of ICT have a greater tendency to exaggerate the level of their knowledge in the area of information and communication technologies. Much more so than students who specialize in different subject.

The aim of this thesis is to come up with a system enabling analysis of skills and knowledge of elementary school graduates in different subjects at the beginning of their first year at secondary schools in the form of an electronic didactic test using closed questions. The basic structure of this suggested system draws on the division of spheres of education into thematic units according to the educational framework for elementary schools. Tests for specific branches of education consist of closed questions arranged into groups of varying difficulty, determinated by the level of knowledge acquirement. This thesis further describes the rules of entering tasks into the system, rules of test development and of both percentual and verbal assessment. The final part deals with a project model of this suggested system in the phase of requirements. KEYWORDS: Analysis of skills and knowledge, didactic test, closed questions, task taxonomy, evaluation, project model, UP, UML

Views on the nature and relevance of science education have changed significantly over recent decades. This has serious implications for the way in which science is taught in secondary schools, particularly with respect to teaching emerging topics such as biotechnology, which have a socio-scientific dimension and also require novel laboratory skills. It is apparent in current literature that there is a lack of adequate teacher professional development opportunities in biotechnology education and that a significant need exists for researchers to develop a carefully crafted and well supported professional development design which will positively impact on the way in which teachers engage with contemporary science. This study used a retrospective case study methodology to document the recent evolution of modern biotechnology education as part of the changing nature of science education; examine the adoption and implementation processes for biotechnology education by three secondary schools; and to propose an evidence based biotechnology professional development model for science educators. Data were gathered from documents, one-on-one interviews and focus group discussions. Analysis of these data has led to the proposal of a biotechnology professional development model which considers all of the key components of science professional development that are outlined in the literature, as well as the additional components which were articulated by the educators studied. This research is timely and pertinent to the needs of contemporary science education because of its recognition of the need for a professional development model in biotechnology education that recognizes and addresses the content knowledge, practical skills, pedagogical knowledge and curriculum management components.

This dissertation deals with the use of the Anchoring Vignette Method in educational research carried out to establish the level of information and communication technology (ICT) knowledge and skills, with the focus on Czech upper-secondary school students. The theoretical part describes curricular documents that define the ICT knowledge and skills. In the Czech Republic that means mainly the Framework Educational Programmes. Attention is also paid to the international document DigComp. The Anchoring Vignette Method with the focus on nonparametric approach of this method is described in detail too. The author also provides an overview of available Czech and foreign bibliography on ICT knowledge and skills research - including the International Computer and Information Literacy (ICILS, 2013 and 2018) - and on the use of the Anchoring Vignette Method in educational research. The empirical part includes the description of the steps taken in formulating anchoring vignettes, this being an integral part of the Anchoring Vignette Method, in accordance with the curricular documents of the Czech Republic, and the steps taken while formulating anchoring vignettes on the basis of the international document DigComp. The verification of the fulfilment of the Anchoring Vignette Method assumptions (vignette...