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Teaching science using an inquiry approach is encouraged by several organisations responsible for defining teaching and learning guidelines in North America. However, using this approach can be difficult because of the complexity of inquiry. One source of difficulty is an inability to make sense of the data. Error variation, in particular, poses a significant barrier to the correct interpretation of data and therefore successful inquiry learning. A study was conducted to examine middle school students' ability to make sense of the data they collected in three related experiments. These data involved taking measurements of two continuous variables that were affected by error variation. The results indicated that students tended not to use abstract patterns to describe the data but rather used more local patterns that did not make use of the whole data set. However, many students also indicated an intuitive understanding that a greater amount of data could be used to generate results that are more accurate. This suggests a disparity between what the students understand about data and what they are capable of doing with data. Educational implications are that students may benefit from learning ideal patterns that can be compared to non-ideal data they collect.

The main purpose of this research was to establish how the theory of variation could be used as a resource to enhance learning in Economic and Management Sciences. In the process three specific interdependent research questions were addressed: firstly "how can we develop among learners a good understanding of a particular topic in EMS, for example how the price or value of the Rand is determined on the Foreign Exchange market? secondly "how can the theory of variation be used as a tool for learners to experience the object of learning in a particular way?"; and lastly, "How can the use of a learning study help educators to improve their teaching and make a particular kind of learning possible?" The study utilised pre-test-post-test retention design experiment in phenomenographic studies. A learning study tool within the variation theory of learning was incorporated into a series of grade nine classroom-learning activities on foreign exchange market operation. 361 learners participated in the study. Three main findings were established. Firstly an outcome space was found which contained four qualitatively different ways of experiencing the determination of the Rand price/value on the foreign exchange market. Secondly there was a statistically significant difference between the pre-test and post-test in learning outcome of the understanding of Rand price determination. This was demonstrated using t-test at p-value of 0.000, followed by Levene's t-test for equality of variance test. Thirdly, the results showed an educationally significant improvement in learners' understanding of the EMS concept, through the application of a learning study tool in the variation theory of learning The study therefore supports the role of the theory of variation of learning, which means that learning to see something in a particular way is a function of experiencing simultaneous variation in critical aspects of the object of learning. Educators identify the critical aspects related to different ways of understanding of a particular object of learning, and to design the patterns of variation, or create the space of variation consciously with respect to these critical aspects. / (PhD) North-West University, Mafikeng Campus, 2006

A key issue for the success of students entering a first year mathematics course at tertiary level is whether or not they have an integrated understanding and view of the mathematical concepts acquired at school. Various integrated applications from first year mathematics suggest that a compartmentalised view of mathematics would be detrimental to any student's chances of passing mathematics at this level. This study tried to assess whether learners do have an integrated understanding of mathematics at grade 12 level.

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A poorly consolidated concept base creates considerable difficulty amongst adolescents when it comes to the higher order task of analyzing complex, abstract and scientific weather phenomena as they appear on synoptic charts. The nature of the difficulties which they experience tends to encourage them to resort to the rote memorisation of concepts rather than understanding them. Kuhn (1962) avers that concepts, not enquiry methods, are at the core of rational thought. A well taught concept becomes a well developed mental construct which encourages understanding. It is the author's firm belief that in order for pupils to come to a thorough understanding of senior secondary meteorology - climatology and the synoptic chart, teaching of basic concepts should be graded and sequential. This thesis attempts to show the difficulties inherent in synoptic climatology. It relates these difficulties to adolescent cognitive development. Within this framework, the syllabus and past examinations of the Cape Education Department, and textbooks are examined. Teachers' views and pupils' understanding are gauged through the analyses of questionnaires and worksheets respectively. Conclusions are drawn and the problems which teachers and pupils encounter are addressed.

The new curriculum in Namibia has introduced a new approach to teaching and learning requiring teachers to make use of learners’ prior everyday knowledge (PEK) including indigenous knowledge (IK) and practical work/activities. It further emphasizes some variations in teaching methods such as; the use of analogies, the use of mind maps, and so forth with the aim to actively involve learners in the learning process and develop skills to solve global challenges. The emphasis is on understanding of knowledge, skills and the will to use them appropriately throughout their lives. The main aim of this study was to understand and document how Biology teachers mediate learning of the topic respiration. Informed by an interpretive paradigm, a qualitative case study was conducted at two secondary schools in the Kunene region. The participants were selected using a convenience sampling. Data were gathered using three main sources, namely, documents, semi-structured interview questions which culminated into a questionnaire and observations. Triangulation was thus used to give credibility, objectivity and validity to the interpretation of the data. Data analysis in this case study involved a multi-stage process of organizing, coding and categorizing, synthesizing and summarizing. The audio recorded lessons were transcribed into text and I analyzed data using a colour coding technique by segmenting and labelling text to identify descriptions and broad themes in the data. Vygotsky’s Mediation of Learning and Social Constructivism in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) informed the data analysis process. Teacher-learner interactions were the main theme for mediation of learning (social constructivist perspective), hence during analysis I paid more attention to moments where interactions evolved and I used PCK to gain insights in teaching and instructional strategies used by teachers. The findings of this study revealed that: 1) teachers endeavor to use a variety of teaching methods such as the use of a mind maps and question and answer method. Learners were keen to ask questions in order to understand this topic. 2) The study also revealed that a lack of practical activities is one of the challenges teachers are faced with. Based on my research findings, I therefore suggest that there is a need for continuous professional development of biology teachers and capacity building in order to improve both their content and pedagogical content knowledge.

The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.

What can be done to bring secondary mathematics courses in tempo with the present day needs and interests of the student? The purpose of this paper is to suggest a partial answer to this question. It is doubtless true that most boys and girls in the secondary school are far more interested in sports than in mathematics. Why not draw upon this common interest and bring sports into the mathematics classroom--or even take the mathematics classroom out to the field of sports? Such a question may seem unreasonable to those who have not given much thought to the possibility of approaching certain phases of mathematics through student interests in sports. Actually, such an approach is not at all unreasonable. The sports world offers practical examples of numerous mathematical relationships. / Typescript. / "May, 1949." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science under Plan II." / Includes bibliographical references (leaf 32).