M.Ed. (Didactics - Natural Sciences) / The specific aim of this study is to identify misconceptions about· photosynthesis among Standard 9 pupils. To identify the possible misconceptions which may occur about photosynthesis, the writer made an empirical study using questionnaires which comprised of definitions, multiple choice and descriptive questions. The possible misconceptions and the possible nature of the misconceptions about photosynthesis were identified after the completion of the questionnaire. Comparisons were then made to see whether there was a correlation between the relevant study and other studies in the literature available.

M.Ed. / Our world is becoming more mathematical. We are constantly surrounded by mathematical situations and are regularly required to make mathematical decisions. These decisions require number sense, estimation skills, ability to analyse data intelligently, knowledge of two and three-dimensional geometry and many other abilities not often taught in school. Halpern (1992:1) states: "...as a nation we not only need competent scientists and engineers, we also need a citizenry that is literate in mathematics issues." Reyes and Stannic (1998:26) support this view as they state: "Knowledge of mathematics is essential for all members of our society. To participate in our democratic processes and to be unrestricted in career choice and advancement, people must be able to apply mathematical ideas." Learners leaving school need to be able to use available technology and to reason mathematically, be confident of their abilities, be able to communicate mathematically and be problem solvers. The introduction of technology into the lives of many people has called upon their background of mathematics to cope with mathematical problems and manipulating technological instruments. The relationship between mathematics and technology is emphasised by Dowling and Noss (1990:24) when they say: "New technology is a powerful tool which opens up new areas of mathematics and changes the way in which society makes use of mathematics in the factory, office and home". The Cockcroft Committee (1982), in their report on an inquiry into the teaching of Mathematics in schools, sees the main task of mathematics teachers as: "Enabling each learner to develop within his own capabilities the mathematical understanding and skills required for adult life, for employment and further study". The most important contribution for the purpose of this study, was the emphasis placed on cognitive aims to equip learners with numerical understanding and skills. Other contributions were to develop logical thinking and to expand their ability to look for patterns and explain them and to develop an awareness of the link between mathematics and everyday situations. This report (1982) motivated the researcher to review how teachers are teaching. This means that there will be an investigation into how children learn mathematics and not just what should be taught. Naidoo, Smit and Van Heerden (1995:7) also emphasise this by stating that "...the advance in technology at this time changed educational thinking more, making it even more important to further investigate how children actually learn." Yildirim (1994:28) argues that "... improving student's thinking ability is accepted as an important goal of education, and schools are considered places where thinking skills can be promoted. However, ways in which this should be done is a matter of controversy among educators." He further postulates that the best way to improve student thinking involves deep and thoughtful subject matter instruction in which students are encouraged to think reflectively rather than to merely cite the facts. The central characteristics of mathematical thinking are the determination of relationship and their application. It includes the ability to analyse a given situation or experience; to distinguish between applicable data and those which are not applicable; to classify and arrange these data; to abstract relationships from them, and finally to symbolize them for future use and application in new situations. Therefore it is important and essential for students to be taught how to approach the problems. This is one way of encouraging inquisitive and creative mathematics. Well-developed thinking skills are useful in almost every life situation, therefore there is a need to design instructional programmes that focus on the acquisition and uses thinking skills that are needed to find and solve mathematical problems.

M.Ed. (Education and Curriculum Studies) / Please refer to full text to view abstract

M.Ed. (Curriculum Studies) / Please refer to full text to view abstract

D. Litt. et Phil. (Curriculum Studies) / Please refer to full text to view abstract

M.Com. (Financial Analysis and Management) / This study was undertaken to investigate the usefulness and relevance of the subject curriculum of school Accounting. In this study the right of existence of Accounting as a school subject was tested and the subject curriculum was evaluated to determine whether the subject meets the demands of the times. The method of investigation applied was one of literature study supplemented by a questionnaire to universities and technicons as well as unstructured interviews with pupils and parents. From the investigation it became evident that all pupils can benefit from Accounting education in their careers but also in their personal lives. Accounting is taught at school for its educative as well as its career value. The majority of pupils choose Accounting for its personal value. Education in South Africa is on the eve of drastic changes. Equal education for all pupils in South Africa, that is both relevant and affordable is the cry of the time. Free education up to standard 10 is no longer possible, which places some constraints on the curriculum. and the economic situation in South This calls for a change in the aims Pupils should be taught basic experience as of immediate use. Unemployment is still rising Africa needs entrepreneurs. of Accounting education. Accounting which they wi 11 It became evident that the contents of Accounting core syllabi need little alteration but the method of teaching should alter. (Economic circumstances must be taken into account, if the curriculum is to be of practical value.) A new curriculum is suggested which is divided in modules.After pupils have passed a specific number of modules they could start on the next year's work. This system allows pupils to work at the level of their own intellectual capacity and thus it saves teaching costs. Economic consequences must always be kept in mind, which demands continuous evaluation and adjustments. Costs may however never be the only criteria for selecting curriculum contents.

M.Ed. (Subject Didactics) / Please refer to full text to view abstract

M.A. (Greek) / In the current research our interest lies in the teaching of Modern Greek in South African secondary schools. That is why we initially researched the South African and the Greek educational policies. In the first chapter we explored the social background on which contemporary South African educational policy is founded. In the Post–Apartheid society of this country, schools did not consist of students speaking the same language. As a result, one of the South African educational policy pursuits was the recognition and enhancement of multilingualism. This resulted from the social orientation towards respect of one’s right to be different. Within this framework, teaching Greek in the South African educational system as a second additional language, was established. This fact upgraded the position of the Greek language placing it amongst the South African educational subjects and offering to high school students a powerful motif to learn it, especially the ones of Greek origin. To the teaching of Greek in South Africa special consideration was given by both the Greek communities and the Greek government. This is the reason why we studied the Greek educational policy for the Greeks of the diaspora and why we examined the way in which this policy influences the teaching of the Greek language, in chapter two. Thus, we understood that the basic principles and the values promoted through the legislation of both countries, Greece and South Africa, as far as their teaching policies are concerned, coincide in showing respect to the human being. The right to be different is also a common value in both Greek and South African educational policies. Furthermore, there is no difference of methods to be followed, as far as the teaching of languages is concerned. Later though, analyzing the most recent Greek legislation on the diaspora education, we have noticed changes on the support of educational units. Thus, in fact, while the regulations regarding the support, both in equipment and by sending teacher to the diaspora, are maintained as far as South Africa is concerned, the support from the Greek government to the communities as such for the teaching of Greek became more limited.

M.Ed. (Subject Didactics) / Please refer to full text to view abstract

This thesis examines briefly the problems of learning and understanding history when the subject is taught through the medium of a second language. It assesses the difficulty levels (for first language speakers) of the history textbooks commonly used in Ciskei secondary schools and considers the implications of these levels for second language speakers. It assesses the ability of 400 pupils in standard 8 and standard 10 to comprehend an English text which is deliberately written at a lower level of difficulty than that of the current secondary school texts. Comparisons are made of the comprehension scores of those pupils whose answers are written in English with those who are allowed to answer in Xhosa on questions based on the simple text. Finally, it compares the quality of the pupils' answers in Xhosa and English. Tentative recommendations are made about the language implications of history teaching which emerge from the results of the research.