O material educativo (parcialmente composto pela configuração interna dental e cirurgia de acesso endodôntico), bem como o tema para o exercício escolhido, utilizados neste aplicativo, são de caráter experimental. Para sua produção, todas as modalidades audiovisuais normalmente utilizadas no ensino tradicional pela Disciplina de Endodontia foram parcialmente digitalizadas e processadas, o que possibilitou a exploração das potencialidades da tecnologia hipermídia. Os recursos pedagógicos dessa ferramenta permitiram instrumentalizar o corpo discente para uma exploração ativa do tema e exclusivamente centrada no aluno. O objetivo deste trabalho constituiu-se no desenvolvimento de aplicativo computacional, valendo-se da hipermídia como recurso de ensino-aprendizagem em Endodontia, de modo a: • Permitir uma exploração interdisciplinar do tema e de recursos audiovisuais; • Possibilitar uma navegação não-linear e interativa das informações, com características motivadoras de aprendizagem, baseadas em buscas e associações e veiculadas em diferentes mídias. Alunos e Professores da Disciplina de Endodontia compuseram o público alvo. A sala de aula é o ambiente ideal para utilização deste aplicativo. Conquanto o aplicativo computacional possa residir nos laboratórios de informática, nas bibliotecas, em CD-ROM; possa ser acessado em ambiente restrito ou em rede local (Intranet) e sua aplicação no grupo de alunos não seja descartada, a exploração mais indicada é a individual. / The educative material (containing, partially, dental internal configuration and endodontic access), and the choice about the exercise theme used in this device are experimental. To produce it, all the audiovisual devices usually used traditionally by the Endodontic Discipline were partially digitalized and processed. It allowed hypermedia technology potential exploration. This teaching devices allowed the theme active exploration by the students. The aim of this study was a multimedia application development using an hypermedia device by teaching-learning process in endodontics, to: • allows an interdisciplinary exploration about the theme and the audiovisual devices; • to make possible the non-linear and interactive navigation of the informations, with learning motivated characteristics, based in searches and associations, and transmitted in different medias. The Endodontics Students and Professors (Dentistry Faculty - Endodontics Discipline) were the aim public. The classroom is the ideal environment to use this device. Even if this device can stay in computer laboratories, libraries, CD-ROMs; could be accessed by a restricted environment or by a local net (Intranet), the advice is to an individual navigation.

Esta pesquisa teve como objetivo geral investigar a possível associação entre o desempenho motor, a orientação motivacional e a competência percebida em escolares. Mais especificamente buscou-se: verificar se crianças que apresentam dificuldades motoras em habilidades motoras fundamentais amplas também apresentam dificuldades em tarefas motoras específicas de motricidade fina e equilíbrio, bem como as diferenças de desempenho quanto ao sexo e as idades; investigar a competência percebida de escolares e as possíveis diferenças entre idade e sexo; investigar a orientação motivacional de escolares e as possíveis diferenças entre idade e sexo; e fazer uma associação entre as variáveis investigadas. A amostra total foi composta de 301 crianças de seis a 10 anos, alunos de duas escolas públicas, uma da cidade de Porto Alegre e outra da cidade de Cachoeirinha na região metropolitana. Os instrumentos utilizados para a coleta de dados foram o “Teste de desenvolvimento motor grosso – Segunda edição” (TDMG-2), validado para a população do RS (VALENTINI et al, 2008); a Movement Assessment Battery for Children (HENDERSON; SUGDEN, 1992); a “Pictorial Scale of Perceived Competence and Acceptance for Young Children” (HARTER; PIKE, 1980); a “Escala de autopercepção para crianças” validada no Brasil (VALENTINI et al, 2010) a partir da escala proposta por Harter (1985); e a A “Scale of Intrisic versus Extrinsic Orientation in Classroom” (HARTER, 1980). Os resultados indicam: (1) desempenho motor pobre e muito pobre para as habilidades de locomoção e controle de objetos; e desempenho motor típico para as tarefas específicas de destreza manual, habilidades com bola e equilíbrio; (2) meninos apresentaram desempenho superior às meninas aos 10 anos para as habilidades de controle de objetos; aos oito anos para as habilidades de locomoção; aos sete, nove e 10 anos para as tarefas de habilidades com bola; (3) meninas apresentaram desempenho superior aos meninos aos nove anos para o equilíbrio; (4) nas habilidades de locomoção as meninas apresentaram queda de desempenho dos seis aos oito anos e estabilidade posterior, e os meninos evidenciaram estabilidade de desempenho a partir dos seis anos; nas habilidades de controle de objetos e nas tarefas de habilidades com bola ambos os sexos apresentaram estabilidade de desempenho a partir dos seis anos; para as tarefas de destreza manual meninos e meninas apresentaram estabilidade de desempenho dos seis aos oito anos, queda de desempenho aos nove anos e nova estabilidade aos 10 anos; para as tarefas de equilíbrio os meninos apresentaram estabilidade de desempenho dos seis aos oito anos, queda aos nove anos e melhora de desempenho aos 10 anos, e as meninas apresentaram estabilidade de desempenho dos seis aos oito anos com queda de desempenho dos oito aos 10 anos; (5) crianças que apresentaram dificuldades motoras nas habilidades motoras fundamentais amplas também apresentaram dificuldades nas tarefas específicas de motricidade fina e equilíbrio; (6) níveis moderados de competência percebida em todos os domínios investigados; (7) meninos se percebem mais competentes no domínio atlético e meninas na conduta comportamental; (8) crianças de menor idade se percebem mais competentes que crianças com idade mais avançada; (9) motivação intrínseca moderada em todas as dimensões investigadas; (10) semelhança na orientação motivacional entre meninos e meninas e também nas idades investigadas; (11) associação positiva e significativa entre a competência percebida e o desempenho motor; (12) associação positiva e significativa entre a competência percebida e a motivação intrínseca; e por fim, (13) falta de associação significativa entre a orientação motivacional e o desempenho motor. Conclui-se que as crianças em geral não estão apresentando desempenho motor adequado para a idade, e que perceber-se competente está associado à motivação de crianças para a prática e os melhores desempenhos em termos motores. / This research aimed to investigate the perception of competence, motivational orientation and motor performance in children from public schools. More specifically we sought: check if children who have motor difficulties in gross motor skills fundamental also present difficulties in motor tasks specific to fine motor skills and balance, as well as the differences in performance on the sex and ages; investigate the perceived competence of students, and the possible differences between age and sex; investigate the motivational orientation to school and the possible differences between age and sex; and make an association between the variables investigated. The total sample consisted of 301 children from six to 10 years old, attending two public schools, one in the city of Porto Alegre and other in the city Cachoeirinha in the metropolitan area. The instruments used for data collection were the "Test of gross motor development - Second Edition" (TDMG-2), validated for the population of RS (VALENTINI et al, 2008), the Movement Assessment Battery for Children (Henderson; Sugden , 1992), the "Pictorial Scale of Perceived Competence and Acceptance for Young Children" (Harter, PIKE, 1980), the "self-perception scale for children" validated in Brazil (VALENTINI et al, 2010) from the scale proposed by Harter (1985), and A "Scale of intrinsic versus Extrinsic Orientation in Classroom" (Harter, 1980). The results indicate: (1) motor performance poor and very poor for the abilities of locomotion and control of objects; and motor performance typical for the specific tasks of manual dexterity, abilities with the ball and balance; (2) boys had superior performance than girls at 10 years old for the abilities of control of objects; at eight years old for the abilities of locomotion; at seven, nine and 10 years old for the tasks of abilities with the ball; (3) girls had higher performance for the balance than the boys at nine years old; (4) in the abilities of locomotion girls had drop in performance from six to eight years old and stability later, and the boys showed stability of performance from six years old on; in the abilities of control of objects and in the tasks of abilities with the ball both sexes presented stability of performance from six years old; for the tasks of manual dexterity boys and girls had stability of performance from six to eight years old, drop in performance at nine years old and new stability at 10 years old; for the tasks of balance the boys had stability of performance from six to eight years old, drop at nine years old and improves performance at 10 years old, and the girls had stability of performance from six to eight years old with drop in performance from eight to 10 years; (5) children who had motor difficulties in gross motor skills fundamental also had difficulties in specific tasks of fine motor skills and balance; (6) moderate levels of perceived competence in all areas investigated; (7) boys realize that they are more competent in the athletic field and girls in behavioral conduct; (8) younger children perceive themselves more competent than children with more advanced age; (9) intrinsic motivation moderate in all dimensions investigated; (10) similarity in motivational orientation between boys and girls and also in the ages investigated; (11) positive and significant association between the perceived competence and motor performance; (12) positive and significant association between the perceived competence and intrinsic motivation; and finally, (13) lack of a significant association between motivational orientation and the motor performance.

Orientador: Sérgio Santos Muhlen / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de Computação / Made available in DSpace on 2018-08-17T09:39:56Z (GMT). No. of bitstreams: 1 Batista_DeboraDiasLeister_M.pdf: 4578908 bytes, checksum: d50788bb749f44349ed7c6d97a0151eb (MD5) Previous issue date: 2010 / Resumo: Este trabalho apresenta a construção e a aplicação de um sistema hipermídia para facilitar o ensino técnico de equipamentos médico-hospitalares, num curso técnico mantido pela industria, buscando contribuir para o processo de ensino e aprendizagem. Nesta primeira versão o sistema hipermídia esta focado em um equipamento medico (desfibrilador cardíaco). A avaliação foi realizada em duas etapas. Na primeira foi selecionado um grupo de alunos que realizaram um pré-teste para determinar seus conhecimentos prévios sobre os princípios de funcionamento do desfibrilador cardíaco, suas partes e componentes; em seguida utilizaram o sistema proposto, e finalmente um pós-teste para avaliar o ganho no aprendizado. Na segunda etapa a hipermídia foi disponibilizada para os alunos e docentes que tivessem interesse, e após algumas semanas de utilização livre responderam um questionário de opinião sobre o sistema. Os resultados mostraram que o nível de aprendizagem foi significativamente melhor entre os estudantes que utilizaram o sistema hipermídia, e as opiniões da pesquisa também foram bastante favoráveis a utilização da hipermídia como apoio ao ensino, confirmando a sua validade para o processo de ensino e aprendizagem / Abstract: This study presents the construction and application of a hypermedia system aiming to facilitate technical training of medical-hospital equipment technicians, in a technician preparation course supported by an industrial institution. In this first version, the hypermedia system is focused on a single equipment (cardiac defibrillator). The system was evaluated in two steps: in the first a selected group of students, having passed a pre-test to determine their previous knowledge on the principles, parts and components of cardiac defibrillator, have used the system proposed, and then they were submitted to a post-test to evaluate the learning. In the second step the hypermedia was offered for students and teachers interested on it, and after some weeks of free use they participated on a survey with questions about the system. The results showed a learning level significantly greater among students that used the hypermedia system, and the opinions on the survey were also very favorable to the use of this tool as a teaching support, confirming its value on the teaching-learning process / Mestrado / Engenharia Biomedica / Mestre em Engenharia Elétrica

Este trabalho tem como objetivo discutir as representações de alunos de cursos de Letras sobre ensino-aprendizagem de inglês em uma faculdade em São Paulo. Visa, também, identificar as representações desses futuros profissionais sobre a aprendizagem dessa língua no Ensino Fundamental e Médio. Fundamentam o trabalho teoricamente os estudos desenvolvidos por Celani e Magalhães (2002), Freire e Lessa (2003), e Castro (2004), as quais discutem a construção social de tais representações por professores em pré-serviço e em-serviço. Os participantes são alunos do 6 semestre do curso de Letras de uma instituição do ABC paulista e os dados foram coletados por meio de questionários, cujas respostas foram analisadas linguisticamente. / This paper aims at discussing a Language and Literature course students representations on teaching/learning English from a college in São Paulo and intends to identify these future professionals representations on learning this language in the Elementary and High School. Studies developed by Celani e Magalhães (2002), Freire e Lessa (2003) and Castro (2004) are the theoretical basis of this paper and they discuss the representations social construction as well as analyze the teachers to-be and teachers representations. The participants are students from the 6th semester of a college in ABC paulista and the data were collected with questionnaires, and the answers were linguistically analyzed.

Submitted to the Faculty of Education in fulfilment of the requirements for the degree of MASTER OF SCIENCE EDUCATION in the Department of Mathematics, Science and Technology (MSTE) at the University of Zululand, 2015. / This study set out to investigate beliefs held by pre service Bachelor of Education (B.Ed) students about the nature of science and science teaching and learning. The research sample comprised one hundred and eighty four (184) third and fourth year (B.Ed) students majoring in mathematics and physical sciences. Data on students’ epistemological beliefs about the nature of science and science teaching and Learning were collected using two questionnaires: The Nature of Science as Argument Questionnaire (NSAAQ) and Beliefs About Reformed Science Teaching and Learning (BARSTL). Furthermore the study sought to find out if those beliefs cohered with the beliefs espoused by the National Curriculum Statement (NCS) for Physical Sciences grades 10-12. The conceptual framework of this study was framed upon the preponderance of literature that carried the view that a teacher’s classroom practices are a consequence of two main dialectic influences: (a) the teacher’s epistemological beliefs about the nature of science, which may be either naïve or sophisticated; and (b) the teacher’s beliefs about teaching and learning, which may be either traditional or reformed. Accordingly, the conceptual framework guiding the study opined that teachers holding naïve beliefs about the nature of science, and those holding traditional notions of teaching and learning will be characterized by teacher-centred instructional approaches, while those holding sophisticated beliefs of the nature of science and a reformed view of teaching and learning will be associated with learner-centred instructional approaches. This study was a case study conducted at a South African university, and involved one hundred and eighty-four third and fourth year students registered for a four-year Bachelor of Education (B.Ed) degree for the Senior and Further Education and Training phase. During these two final years of the programme students are engaged in science enquiry practices in their Methods modules. The participants were registered in physical science and mathematics education. Intact groups were used, so there was no sampling undertaken to select participants. Data were collected by the use of (a) the Nature of Science as Argument Questionnaire (NSAAQ), to determine epistemological beliefs held by the participants about the nature of science, as well as the concurrence of those beliefs with the views about science teaching and learning espoused by the NCS; and (b) the Beliefs about Reformed Science Teaching and Learning (BARSTL) questionnaire, to determine the beliefs held by preservice education students about science teaching and learning. Data analysis involved the use of both descriptive statistical methods to decipher patterns and general trends regarding the epistemological beliefs about science held by participants, and their beliefs about science teaching and learning, as well as inferential statistics to test both a priori and a posteriori hypotheses. Similarly, statistical analysis was carried out to determine whether or not third- and fourth-year pre-service science education students held beliefs about science teaching and learning that were in agreement with the pedagogical content beliefs about science teaching and learning espoused by the NCS. The study found that pre service students held significantly more sophisticated epistemological beliefs about the nature of science at fourth year than at third year level. The results also showed that fourth year students demonstrated a significantly higher level of ‘reformed oriented teaching and learning beliefs’ about science than did the third year students. The results however showed that third and fourth year students held beliefs that were not in line with the beliefs espoused by the National Curriculum Statement (NCS). These results support studies which have found that student teachers become more sophisticated in their epistemological beliefs towards graduation. The findings also showed that the B.Ed programme is succeeding in developing both epistemological beliefs about the nature of science and teaching and learning. The degree to which the programme succeeded in developing these beliefs was however quite small. This study recommends that further investigations be done to determine whether students who hold sophisticated epistemological beliefs about the nature of science and ‘reformed beliefs about science teaching and learning’ also demonstrate superior science teaching skills

Made available in DSpace on 2016-04-27T18:12:26Z (GMT). No. of bitstreams: 1 Marcos Viana Bomfim.pdf: 1471981 bytes, checksum: cabf6bafc208029878e7e23022f05c49 (MD5) Previous issue date: 2007-10-09 / Universidade do Estado da Bahia / Introduction and Objectives - The insert of new strategies and pedagogic actions in the field of Acoustics and Psycoacoustics applied to Phonoaudiology constitutes the new challenge for the elaboration of a quality and differentiated teaching. The relationship between acoustic knowledge and the biophysical phenomena of the audition and phonation, added to the insert of topics in laboratorial instrumentation for the Phonoaudiology students, favors a strategic moment for the acquisition of specific information and knowledge, which are essential for the students and for the update of the professionals in Phonoaudiology. The lack of studies about the process of teaching and learning of acoustics and Psycoacoustics applied to Phonoaudiology in Brazil, specially those towards university professors and students of Phonoaudiology in the city of Salvador-Bahia, as well as their perceptions and implications in academic formation, characterize a poorly known reality of difficult actual projection in the phonoaudiologic formation. Methods - This qualitative study, of descriptive, analytic and exploratory type, was accomplished in two universities, a public and a private one, between November 2006 and February 2007 in Salvador, by means of interviews and the Brainstorm technique (Bordenave and Pereira, 1977) using six figures related to acoustics applied to audition and phonation. The conception of all four professors and eight students that accomplished the mentioned course was studied. The major condition for inclusion of the selected students was to have done the subjects related to applied acoustics and psychoacoustics, as well as the courses of Audiology and Voice. The Content Analysis (Bardin, 2004) was the method used in the study. Since it was a descriptive qualitative research, statistic analysis has not been performed. Results and Discussion - On the basis of the speeches of students and professors, six categories were selected and systematized: professional formation, conceptual content and interdisciplinarity, conception of practical, inferential factors in the process of teaching-learning, conception of integral formation, and cognitive aspects. The analysis of the speeches from the interviews and the descriptive reports of the figures allowed the evaluation of ideologic and cognitive conceptions regarding the teaching-learning relationship and topics of applied Acoustics and Psycoacoustics. The following topics were analyzed: the previous academic and professional experiences, methodologies and pedagogic proposals for the subject, planning and execution of course activities, content, learning of significant knowledge and abilities, teaching conditions established as learning promoters or inhibitors, besides other punctual aspects. Final Considerations -The new challenges targeting an excellence teaching in Applied Acoustics for Phonoaudiology, independent of the professor s background, are focused on the valorization of the professional educator by the teaching institutions, in the professor s cognitive development about the theoretic-philosophical of education triggering the formation of behavior and attitudes of professors and students, the necessity of perception regarding the social reflexes with the use of these sciences, as well as on the updating and re-dimensioning of the curricular proposals in the related subjects, attempting to attend a new integral and professional profile / Introdução e Objetivos - A inserção de novas estratégias e ações pedagógicas na área de Acústica e Psicoacústica aplicada a Fonoaudiologia constituem o novo desafio para a construção de um ensino diferencial e de qualidade. A relação entre os conhecimentos acústicos e os fenômenos biofísicos da audição e fonação, aliada a inserção de tópicos em instrumentação laboratorial para os acadêmicos de Fonoaudiologia propicia um momento estratégico para a aquisição de informações e conhecimentos específicos, essenciais à formação discente e à atualização do profissional fonoaudiólogo. A escassez de estudos sobre o processo de ensino aprendizagem da Acústica e Psicoacústica aplicada a Fonoaudiologia no Brasil, e em especial, os professores universitários e estudantes de Fonoaudiologia na cidade de Salvador-Bahia, bem como as suas percepções e implicações na formação acadêmica caracterizam uma realidade pouco conhecida e de difícil projeção atual na formação fonoaudiológica. Método - Este estudo qualitativo, do tipo descritivo, analítico e exploratório foi realizado em duas instituições de ensino superior público e privado da cidade de Salvador entre novembro de 2006 e fevereiro de 2007, através das aplicações dos instrumentos de entrevista semidirigida e a técnica de Tempestade Cerebral - Braimstorm (Bordenave e Pereira, 1977) utilizando seis figuras relacionadas à Acústica aplicada à audição e fonação. Estudou-se a concepção de quatro professores e oito alunos que cursaram a aludida disciplina nessas instituições. A condição principal de inclusão para os alunos selecionados, foi ter cursado as disciplinas relacionadas à Acústica e Psicoacústica aplicada, bem como as disciplinas profissionalizantes de Audiologia e Voz. O método analítico utilizado foi a Análise do Conteúdo (Bardin, 2004). Por se tratar de pesquisa qualitativa descritiva, optou-se por não estabelecer análise estatística. Resultados e Discussão - Á partir dos discursos relatados pelos professores e alunos, foram selecionadas e sistematizadas seis categorias: formação profissional, conteúdo conceitual e interdisciplinaridade, concepção de prática, fatores inferenciais no processo de ensino-aprendizagem, concepção de formação integral e aspectos cognitivos. A análise dos discursos advindos das entrevistas e os relatos descritivos das figuras permitiram avaliar as concepções ideológicas e cognitivas acerca da relação ensino-aprendizagem e tópicos de Acústica e Psicoacústica aplicada. Foram analisadas as experiências acadêmicas e profissionais pregressas, metodologias e propostas pedagógicas para a disciplina, planejamento e execução de atividades disciplinares, conteúdo programático, aprendizagens de conhecimentos e habilidades considerados significativos, condições de ensino estabelecidas como facilitadoras ou dificultadoras da aprendizagem, dentre outros aspectos pontuais. Considerações Finais - Os novos desafios para alcançar um ensino de excelência na Acústica aplicada para a Fonoaudiologia, independente do tipo de formação pregressa do docente, estão pautados na valorização do educador profissional pelas instituições de ensino, no desenvolvimento cognitivo docente acerca das bases teórico-filosóficas da educação, no desencadeamento da formação de atitudes e comportamentos de professores e alunos, na necessidade premente de conscientização sobre os reflexos sociais do uso destas ciências, bem como na atualização e redimensionamento das propostas curriculares nas disciplinas relacionadas, no intuito de atender um novo perfil profissional integral

Recent reforms in the South African health care and educational system were founded in the ideal that the country would produce independent, critical thinkers. Nurses need to cope with diversity in a more creative way, defining their role in a complex, uncertain, rapidly changing health care environment. Learning facilitators are held accountable for finding adequate learning experiences to prepare nursing students for such practice demands so that newly qualified nurses do meet expectations for entry level clinical judgement ability. Quality clinical judgement is therefore imperative as an identified characteristic of newly qualified professional nurses. There is a scarceness of information on the concept of clinical judgement especially within the South African nursing environment. Relevant information in this regard can assist in clarifying the meaning, which will facilitate a common understanding of the concept within the clinical nursing environment. This in turn can lead to the formulation of a teaching-learning strategy to facilitate clinical judgement in undergraduate nursing students, which would be of benefit in the nursing care environment. The objective of this study was addressed in three phases. The first phase of this research analysed the concept of clinical judgement through various data sources and a review of literature to clarify the meaning and facilitate a common understanding through identification of the characteristics and to develop a connotative (theoretical) definition of the concept. The second phase of the research investigated professional nurses‟ understanding of the meaning of clinical judgement, as well as the factors that influence the development of clinical judgement within the nursing environment. During the third phase a conceptual framework for an enabling teaching-learning environment was constructed from a modern day constructivist approach to facilitate clinical judgement. The section included a description and diagrammatic presentation of the framework. The conceptual framework formed the scientific basis from which a teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African nursing environment was synthesised. A qualitative design was used for the study. During the first phase (manuscript 1) an explorative, descriptive qualitative design was used to discover the complexity and meaning of the phenomenon. Multiple data sources and search engines were consulted for the time frame 1982-2013. An extensive concept analysis resulted in a theoretical definition of the concept „clinical judgement‟, a complex cognitive skill to evaluate patient treatment alternatives within the clinical nursing environment. The second phase (manuscript 2) is qualitative in nature and explored professional nurses‟ understanding of clinical judgement, as well as the factors influencing the development of clinical judgement in undergraduate nursing students. The findings emphasised clinical judgement as skill within the nursing environment. This assisted in the development of teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African Nursing environment as the third phase (manuscript 3). Such an environment should impact positively to promotion of autonomous and accountable nursing care. / PhD (Nursing), North-West University, Potchefstroom Campus, 2015

Consumer Studies is a valuable and multifaceted subject in South African schools, requiring that teachers in the subject are well prepared. Pre-service Consumer Studies teachers need to be prepared to become lifelong learners to cope with the dynamic nature of the subject, as well as to develop various 21st century skills to be able to deal with the demands of these times. Structured guidance, however, could not be uncovered for the preparation of pre-service Consumer Studies teachers to empower them with the requirements for Consumer Studies education. Sett-directed learning is a process that supports the developn1ent of various 21st century skills, including lifelong learning, and could thus contribute to the development of preservice Consumer Studies teachers, if included in their preparation. A suitable teaching-leaming strategy that could be utilised in the preparation module for Consumer Studies teachers, as well as a vehicle to promote self-directed learning as part of such preparation, was identified in the form of project-based learning. A qualitative case study was employed to investigate how project-based learning as a teaching-learning strategy could promote self-directed learning in a pre-service Consumer Studies teacher preparation module. Project-based learning was found to foster the development of various skills as part of the process, including planning and collaboration skills. Subject content, consistent with what is required to be taught in Consumer Studies education on high school level, was developed and self-directed learning was promoted in participants using project-based learning. Recommendations were suggested for the preparation of pre-service Consumer Studies teachers, as well as for the effective structuring of projects and project-based learning in Consumer Studies. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Recent reforms in the South African health care and educational system were founded in the ideal that the country would produce independent, critical thinkers. Nurses need to cope with diversity in a more creative way, defining their role in a complex, uncertain, rapidly changing health care environment. Learning facilitators are held accountable for finding adequate learning experiences to prepare nursing students for such practice demands so that newly qualified nurses do meet expectations for entry level clinical judgement ability. Quality clinical judgement is therefore imperative as an identified characteristic of newly qualified professional nurses. There is a scarceness of information on the concept of clinical judgement especially within the South African nursing environment. Relevant information in this regard can assist in clarifying the meaning, which will facilitate a common understanding of the concept within the clinical nursing environment. This in turn can lead to the formulation of a teaching-learning strategy to facilitate clinical judgement in undergraduate nursing students, which would be of benefit in the nursing care environment. The objective of this study was addressed in three phases. The first phase of this research analysed the concept of clinical judgement through various data sources and a review of literature to clarify the meaning and facilitate a common understanding through identification of the characteristics and to develop a connotative (theoretical) definition of the concept. The second phase of the research investigated professional nurses‟ understanding of the meaning of clinical judgement, as well as the factors that influence the development of clinical judgement within the nursing environment. During the third phase a conceptual framework for an enabling teaching-learning environment was constructed from a modern day constructivist approach to facilitate clinical judgement. The section included a description and diagrammatic presentation of the framework. The conceptual framework formed the scientific basis from which a teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African nursing environment was synthesised. A qualitative design was used for the study. During the first phase (manuscript 1) an explorative, descriptive qualitative design was used to discover the complexity and meaning of the phenomenon. Multiple data sources and search engines were consulted for the time frame 1982-2013. An extensive concept analysis resulted in a theoretical definition of the concept „clinical judgement‟, a complex cognitive skill to evaluate patient treatment alternatives within the clinical nursing environment. The second phase (manuscript 2) is qualitative in nature and explored professional nurses‟ understanding of clinical judgement, as well as the factors influencing the development of clinical judgement in undergraduate nursing students. The findings emphasised clinical judgement as skill within the nursing environment. This assisted in the development of teaching-learning strategy for the creation of an enabling teaching-learning environment to facilitate clinical judgement in undergraduate nursing students within the South African Nursing environment as the third phase (manuscript 3). Such an environment should impact positively to promotion of autonomous and accountable nursing care. / PhD (Nursing), North-West University, Potchefstroom Campus, 2015

Consumer Studies is a valuable and multifaceted subject in South African schools, requiring that teachers in the subject are well prepared. Pre-service Consumer Studies teachers need to be prepared to become lifelong learners to cope with the dynamic nature of the subject, as well as to develop various 21st century skills to be able to deal with the demands of these times. Structured guidance, however, could not be uncovered for the preparation of pre-service Consumer Studies teachers to empower them with the requirements for Consumer Studies education. Sett-directed learning is a process that supports the developn1ent of various 21st century skills, including lifelong learning, and could thus contribute to the development of preservice Consumer Studies teachers, if included in their preparation. A suitable teaching-leaming strategy that could be utilised in the preparation module for Consumer Studies teachers, as well as a vehicle to promote self-directed learning as part of such preparation, was identified in the form of project-based learning. A qualitative case study was employed to investigate how project-based learning as a teaching-learning strategy could promote self-directed learning in a pre-service Consumer Studies teacher preparation module. Project-based learning was found to foster the development of various skills as part of the process, including planning and collaboration skills. Subject content, consistent with what is required to be taught in Consumer Studies education on high school level, was developed and self-directed learning was promoted in participants using project-based learning. Recommendations were suggested for the preparation of pre-service Consumer Studies teachers, as well as for the effective structuring of projects and project-based learning in Consumer Studies. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015