This thesis presents results of a secondary analysis of South African Grade 8 learners' responses to the TIMSS 1999 Population 2 Science questions, and the results of a test and group interviews with learners from three high schools in Pietermaritzburg. The study is motivated by the need to understand the reasons for the poor performance of SA Grade 8 natural science learners in the TIMSS 1999 study. The aim of the study was to identify possible misconceptions held and errors made by SA science learners and to pinpoint pos sible causes and sources of these misconceptions and errors. An analysis of the SA learners' responses contained in the TIMSS 1999 Population 2 data and the test results from the Pietermaritzburg schools was used to identify possible misconceptions held and errors made by SA learners on certain science topics. The questions used in the Pietermaritzburg study were selected from the TIMSS 1999 population 2 science quest ions. The questions were selected based on perceived minimal levels of guessing by learners when answering these questions in the TIMSS 1999 study. The three schools selected for inclusion in this study in Pietermaritzburg were chosen based on their former classification as Indian, Coloured and Black schools. The majority of pupils at each of these three schools still reflect this racial composition that was in place at the time the TIMSS study was conducted. The Pietermaritzburg data was collected by administering a written test consisting of selected TIMSS 1999 science questions to a randomly selected group of ten learners at each school follow ed by interviews with the learners and the head of the Science Department at each school. Learner ' notebooks and the year planners used by teachers at the three schools were analysed primarily to check if these were in line with the SA intended curriculum and to check for any possible sources of misconceptions. The analysis of the data was guided by the constructivist theory and the conceptual framework used in the TIMSS data. The TIMSS conceptual framework focused on the intended, the implemented and the achieved curriculum. The study found that learners hold misconceptions on different concepts of the natural science curriculum. Some causes of misconceptions and errors among learners were identified. Some of the misconceptions highlighted indicate for instance that learners believe that boiling water is a form of a chemical reaction; a seed develops from a root; proteins are the same as vitamins, proteins and vitamins provide energy for the body. Some possible causes of misconceptions and errors among learners were identified. These possible causes of misconceptions and errors are varied with some for example, linked to poor content coverage by teachers, learners' everyday experience, the lack of learning resources and materials at some schools. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.

This study explores assessor approaches and values in Design programmes at / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2007.

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2004. / The purpose of this research was to investigate the practices, understanding and application of critical thinking in the lives of learners, educators and parents. The research was conducted in the grade seven classes of three schools in the Western Cape. These schools are representative of the demography of the Western Cape. Initial questionnaires were sent to parents of the grade seven learners in this study to determine whether the home environment encourages critical thinking and whether or not the parents practice critical thinking in their home and personal lives. An interview was conducted with the 8 teachers of each grade seven class at the three schools, to determine their understanding of critical thinking, whether they use critical thinking in their personal capacity, and whether they nurture and teach critical thinking. Each learner completed a questionnaire to determine his or her knowledge and understanding of critical thinking, prior to teaching and learning interventions. The interventions occurred through a series of teaching/learning activities, and participative action research to facilitate the learning, understanding and application of critical thinking. Data was obtained from observation throughout intervention as well as from a final questionnaire at the end of the teaching/ learning activities. The data collected was analysed and the results and recommendations form part of this thesis. The results clearly indicated that it is possible to foster critical hoped that teachers' awareness of the need to teach and foster critical thinking in the classroom was aroused by this intervention. thinking through teaching and learning interventions. It also became evident that the influence of learners' home life plays a major role in children's thinking practices. It is hoped that teachers' awareness of the need to teach and foster critical thinking in the classroom was aroused by this intervention. / Peninsula Technikon

D.Litt. et Phil. / This study proposes that there has been and will be a need for Afrikaans Foreign Language (Third Language) as a subject in South African schools. Multilingual proposals and models for school education advocate the inclusion of three language subjects. It can be argued that a logical choice would be an African language, English and Afrikaans. The study is done from different perspectives: Following a general introduction, a broad, conceptual framework for language planning lays the basis for the study. A comparative analysis is made where a parallel is drawn between language planning in general and education in South Africa and other post-colonial countries. The analysis concludes that past practices continue to influence current policies and planning. The history of language planning in South Africa, with specific reference to Afrikaans, is traced from 1652 to the present. It becomes apparent that the linguisistic practices which were followed in the past directly influence current planning. An analysis is made of the position of Afrikaans and other languages in South Africa using empirical data obtained from the SABC, HSRC, AMPS and the Department of Education. It is noted that no extensive language study has been done since the change in government in 1994 and that the current position is therefore difficult to determine. Current proposals and models for language policy in education are discussed in detail. It becomes apparent that the multilingual nature of our society will have to be reflected in a language policy for education and that three language subjects should be promoted and may, in time, become the norm. The very specific problems of Foreign Language Teaching is addressed in the penultimate chapter. It is acknowledged that there are differences between Second Language Acquisition and Foreign Language Learning and that these differences call for other strategies in teaching. It is proposed in the study that recent democratic planning has leveled the playing fields in education. Every child's basic linguistic rights are acknowledged and guaranteed. Although Afrikaans and English have lost their privileged position, they can be promoted by cultural organisations or institutions. Finally it is suggested that language is a commodity, analogous to other marketable products.

D.Cur. / The midwife is the pivot around whom training activities in midwifery revolve. Her knowledge and skill form an inseparable part of the effectiveness of her practice. The external and internal environment of the midwife play a vital role regarding the demands placed upon her. The internal and external environment of the midwife is dynamic, and change continually. The external environment in the past ten years has undergone marked changes: health policy has changed; legal-ethical changes have occurred; the roles of the private sector and fee-for-service practitioners have changed; a new government with other objectives has placed the emphasis on new needs at professional and lay levels. These changes place new demands on the midwife's practice. Because the internal and external environments are in interaction, changes in the internal environment are continually being made, for example the knowledge and competency required by the midwife must continuously be improved so that she can comply with the new demands in her practice. The training of the midwife ought to be such that she is adequately equipped to fulfil the demands set by practice. The goal of this study is: an exploration and description of the knowledge and skill required by the midwife to be able to accept her responsibility in the new health care service of South Africa and set guidelines for the basic training of midwife who is to function independently.

The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack.

Writing skills is are an essential requirement to lifelong learner success yet the way teachers teach and provide feedback to their learners on writing is quite challenging. This study sought to explore the teaching strategies to improve writing skills as an essential requirement for effective learning in schools for grade 8 and 9 learners in English First Additional Language. For people living in the townships and rural areas in South Africa, exposure to English is limited, because the majority of people communicate with each other in local languages. With teachers and learners residing in the townships where communication occurs mostly in isiXhosa, problems in language proficiency, in particular writing in English First Additional Language, are often encountered not only by the learners, but by educators as well. This was a case study of four high schools in the Cradock Education District. In-depth interviews were conducted with eight participants in the four schools. There were eight main findings, which are as follows: Lack of support for teachers, lack of a culture of learning amongst learners, and lack of competence in English for both learners and parents, which need to be addressed; and strategies proposed to improve writing skills are: the importance of creative writing; regular feedback and the importance of drafts.

A research report submitted to the Faculty of Humanities, School of Education, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Education, September 2018 / Access to mathematical concepts has for long been a major talking point, not only in South Africa, but throughout the world. Sadly, debate on ways of assisting learners to improve their understanding of mathematical concepts appear not to be yielding desirable results. One of the major barriers to effective and meaningful mathematics learning is errors which usually arise from misconceptions. To my knowledge and experience, learners hold a lot of misconceptions in the area of variability of data. In spite of this, little ground has been covered in misconception research around the study of statistics. In this regard, the study aimed at establishing the nature of errors which arise from misconceptions which learners hold particularly in representing and interpreting variability of data on ogives, frequency polygons and box plots. In addition, the study sought to establish the extent to which teaching intervention could assist towards error minimisation. Using ideas of constructivism and sociocultural theory, the study involved a group of eighteen Grade 11 learners and the researcher. It was conducted at a township high school in Gauteng, South Africa. The researcher was involved in the delivery of ten lessons on statistics. Upon completion of the topic, two tasks were assigned to learners prior to as well as after conducting a constructivist-based intervention lesson. The rationale for conducting the lesson was to determine the extent to which remediation could assist in minimising incidences of these errors. In order to capture as much data as possible, particularly on the thinking behind the errors, an interview was conducted on a sample of four learners. The study found that most errors made by learners emanated from application of irrelevant prior knowledge (conceptual errors) which led to the use of unsuitable methods (procedural errors). Through interviews, it emerged that misconceptions in the study of statistics arise from poor language proficiency. Learners struggled to express themselves in giving verbal responses to questions posed to them by the interviewer. The study recommends that teachers should always use the language of teaching and learning all the time so as to enable learners to improve their communication skills as well as enhance understanding of statistical concepts. Moreover, this study recommends that future studies be carried out on the statistical content knowledge of teachers as this could be yet another source of misconceptions held by learners in statistics. / XL2019

Submitted in fulfilment of the requirement for the Masters Degree in Technology : Operations and Quality Management - Durban University of Technology, 2014 / The study has been influenced by the experience of the researcher in inclusive education. In inclusive education, the educator is required to respond to the diverse individual needs of the learners. Since 1994, the education system has been continually changing, resulting in challenges. A number of policy documents have been published which provide scope for transformation and restructuring in education. The policy on inclusive education has resulted in major challenges in the classroom. This inclusive education policy document states that learners who experience barriers to learning should be accommodated in the mainstream school. The aim of this study was to evaluate the challenges of inclusive education in a mainstream school on the quality of teaching and learning. Primary data was collected for this study using a survey method. A questionnaire consisting of thirty items was used to gather the needed information from all foundation phase educators from fourteen selected schools in the eThekwini region of KwaZulu-Natal province. Data were analysed using descriptive and inferential statistical techniques. Conclusions and recommendations were thereafter drawn from the literature and the findings of the study. The study shows that the general knowledge of the respondents about inclusive education and barriers to learning are somewhat narrow. Most of the respondents have a negative attitude towards inclusive education, which can be attributed to lack of skills and the fact that inclusive education is still in its infancy stage in South Africa. It can be inferred that many of the schools are under-resourced and the implementation of inclusive education would be difficult under these conditions. The success of inclusive education is dependent on quality teacher education and training. A substantial effort is required to successfully implement the paradigm shift towards inclusive education and change the attitude of educators.

Since the advent of democracy in 1994, there have been several turning points in South African education. One of the key changes has been the conception of Social Sciences (SS) – a learning area under the National Curriculum Statement of 2002. The structure of SS has undergone a significant change with regard to evolving from Human and Social Sciences (HSS) to its current state – SS. The DoE claims that the SS curriculum is the result of integration – a concept which has been widely accepted in the international community. The aim of this study was to investigate the views and pedagogy of SS teachers with reference to the concept of integration. I engaged in qualitative research and employed the interpretivist paradigm when analysing my data. Research instruments included semi-structured interviews, a picture identification session and a critical discourse analysis (CDA) of key SS policy documents which inform SS pedagogy. Data were analysed through the method of open-coding. The study concluded that integration has a multitude of meanings, and the conceptualisation and implementation of it differs from teacher to teacher. Integration has now become a generic concept which can be applied to socio-political, economic, educational and environmental spheres of the SS curriculum. For this reason I argue that the SS curriculum may not be foregrounded by the concept of integration, but rather an alternate disciplinary collaboration/s such as interdisciplinarity, pluridisciplinarity and multidisciplinarity. The different disciplinary collaborations has been investigated and applied to the SS curriculum within the South African educational context. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.