A Research Report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of Master of Education by course-work and research report. Johannesburg, 1992 / This research report investigates the psychological dimensions in the learning and teaching of probability theory. It begins by outlining some problems arising from the author's own experience in the learning and teaching of probability theory, and develops a theoretical position using the Theory of Activity. This theory places education within the broad social context and recognises the centrality of affective aspects of cognition. [Abbreviated abstract. Open document to view full version]

This research is a qualitative study of a short project set up to explore the uses of a visual arts-based approach for addressing HIV and AIDS through teacher development. It was undertaken at the University of KwaZulu-Natal in the face of the HIV and AIDS pandemic. It responds to the suggestions that teachers need to explore their own understanding, attitudes and perceptions of the disease if they are to deal confidently with the demands it places on them as educators in schools. Thirteen preservice teachers, who had enrolled in a guidance course, used photographs and drawing to capture their views of HIV and AIDS and to construct messages for their peers. Methods for the approach were adapted from the work of Ewald and Lightfoot (2001) and from Wang’s (1999) photo-voice. A visual arts-based approach was chosen for its potential to simultaneously engage the mind, body and emotions (Weber & Mitchell, 2004). Drawing on the conceptual work of Banks (2001), Hall (1997) and Fairclough (1995), the photo texts were then analysed by the researcher who saw them as socially and culturally embedded constructions and was interested in how they were affected by and could have an impact on culture and social discourses. Reflections on the photo texts and their associated processes by both the researcher and pre-service teachers lead to suggestions as to the pedagogic possibilities of using a visual arts-based approach in education to address HIV and AIDS. The thesis concludes with discussion of what a visual arts-based approach can contribute to HIV and AIDS in teacher education and comments on the challenges and limitations of such an approach. / Thesis (PhD.)-University of KwaZulu-Natal, 2006.

This qualitative study actively engaged a group of eight pre-service mathematics teachers (PMTs) in an evolutionary process of generalizing and justifying. It was conducted in a developmental context and underpinned by a strong constructivist framework. Through using a set of task based activities embedded in a dynamic geometric context, this study firstly investigated how the PMTs experienced the reconstruction of Viviani’s theorem via the processes of experimentation, conjecturing, generalizing and justifying. Secondly, it was investigated how they generalized Viviani’s result for equilateral triangles, further across to a sequence of higher order equilateral (convex) polygons such as the rhombus, pentagon, and eventually to ‘any’ convex equi-sided polygon, with appropriate forms of justifications. This study also inquired how PMTs experienced counter-examples from a conceptual change perspective, and how they modified their conjecture generalizations and/or justifications, as a result of such experiences, particularly in instances where such modifications took place. Apart from constructivsm and conceptual change, the design of the activities and the analysis of students’ justifications was underpinned by the distinction of the so-called ‘explanatory’ and ‘discovery’ functions of proof. Analysis of data was grounded in an analytical–inductive method governed by an interpretive paradigm. Results of the study showed that in order for students to reconstruct Viviani’s generalization for equilateral triangles, the following was required for all students: *experimental exploration in a dynamic geometry context; *experiencing cognitive conflict to their initial conjecture; *further experimental exploration and a reformulation of their initial conjecture to finally achieve cognitive equilibrium. Although most students still required the aforementioned experiences again as they extended the Viviani generalization for equilateral triangles to equilateral convex polygons of 4 sides (rhombi) and five sides (pentagons), the need for experimental exploration gradually subsided. All PMTs expressed a need for an explanation as to why their equilateral triangle conjecture generalization was always true, and were only able to construct a logical explanation through scaffolded guidance with the means of a worksheet. The majority of the PMTs (i.e. six out of eight) extended the Viviani generalization to the rhombus on empirical grounds using Sketchpad while two did so on analogical grounds but superficially. However, as the PMTs progressed to the equilateral pentagon (convex) problem, the majority generalized on either inductive grounds or analogical grounds without the use of Sketchpad. Finally all of them generalized to any convex equi-sided polygon on logical grounds. In so doing it seems that all the PMTs finally cut off their ontological bonds with their earlier forms or processes of making generalizations. This conceptual growth pattern was also exhibited in the ways the PMTs justified each of their further generalizations, as they were progressively able to see the general proof through particular proofs, and hence justify their deductive generalization of Viviani’s theorem. This study has also shown that the phenomenon of looking back (folding back) at their prior explanations assisted the PMTs to extend their logical explanations to the general equi-sided polygon. This development of a logical explanation (proof) for the general case after looking back and carefully analysing the statements and reasons that make up the proof argument for the prior particular cases (i.e. specific equilateral convex polygons), namely pentagon, rhombus and equilateral triangle, emulates the ‘discovery’ function of proof. This suggests that the ‘explanatory’ function of proof compliments and feeds into the ‘discovery’ function of proof. Experimental exploration in a dynamic geometry context provided students with a heuristic counterexample to their initial conjectures that caused internal cognitive conflict and surprise to the extent that their cognitive equilibrium became disturbed. This paved the way for conceptual change to occur through the modification of their postulated conjecture generalizations. Furthermore, this study has shown that there exists a close link between generalization and justification. In particular, justifications in the form of logical explanations seemed to have helped the students to understand and make sense as to why their generalizations were always true, but through considering their justifications for their earlier generalizations (equilateral triangle, rhombus and pentagon) students were able to make their generalization to any convex equi-sided polygon on deductive grounds. Thus, with ‘deductive’ generalization as shown by the students, especially in the final stage, justification was woven into the generalization itself. In conclusion, from a practitioner perspective, this study has provided a descriptive analysis of a ‘guided approach’ to both the further constructions and justifications of generalizations via an evolutionary process, which mathematics teachers could use as models for their own attempts in their mathematics classrooms. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2013.

An extensive review of literature revealed that although CBE was a familiar concept and a national policy for health professionals' education in South Africa, there was, however, limited understanding of this phenomenon. Most of the existing CBE programmes were a reaction to the inadequacy of traditional nursing education and had emerged without any intellectual discourse on the phenomenon CBE. The aim of this study was to analyse the phenomenon CBE in basic nursing education and the meaning attached to it. Furthermore, the researcher aimed at developing a middle-range theory of CBE. Strauss and Corbin's (1990) grounded theory approach was used to guide the research process. The South African Nursing Council's (SANC) education committee and seven nursing education institutions with CBE programmes were included for participation in the study. Data were collected by means of observation, interviews and document analysis. Purposive and theoretical sampling was used for selecting interviewees, resulting in a total of 41 interviewees. Data collection and initial analysis took place concurrently. Descriptive analysis followed by conceptual analysis was performed using Strauss and Corbin's paradigm for qualitative data analysis. The primacy of the community as a learning environment, timing of first exposure, duration, frequency and sequencing of community-based learning experiences, as well as service provision, emerged as discriminatory core characteristics of CBE in basic nursing education. Irrelevance of traditional nursing education and political change emerged as antecedents of CBE. The need to respond to national health policies and community health needs was seen as conditions under which CBE had to operate in South Africa. The nature of the CBE educative process, which placed emphasis on active learning and curriculum relevance, emerged as essential for the realization of expected outcomes of CBE in basic nursing education. Based on these results, it was concluded that CBE in basic nursing education in South Africa is (a) relevant education, (b) responsive education, (c) education for social justice, (d) a conscious and deliberate PHC socialisation process and (e) a process and outcomes education. As this was a ground breaking study on the meaning of CBE in basic nursing education in South Africa, a number of further research studies are recommended. / Thesis (Ph.D.)-University of Natal, Durban, 2003.

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.

The aim of this study was to explore experiences of Foundation Phase male studentteachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm. The study found that despite South Africa being a democratic country Foundation Phase is still viewed as a female space. Findings reveal that male student-teachers feel that in a democratic country, gender equality should be exercised. The study revealed that teaching profession is undermined. As much as participants reported about insecurities, they also reported about the benefits of being a male studentteacher in Foundation Phase specialisation. One of the benefits reported is knowledge and understanding of child development theories. The participants reported that during TP, they were seen as role-models, as father figures and resources. The research recommends that Initial Teacher Education Programme should do more in preparing male student-teachers venturing in Foundation Phase. The research also suggests that all stakeholders involved in education should have a programme focusing on developing teaching profession to be a prestigious profession. The government and all education stakeholders should also focus on gender equality within FP specialisation, both in Initial Teacher Education institutions and in schools.

The aim of this study was to explore experiences of Foundation Phase male student teachers during teaching practice. Four Bachelor of Education Foundation Phase male student-teachers were selected for the purpose of this study. Venturing of males in Foundation Phase specialisation is phenomenon. Foundation Phase has been viewed as a female territory for many years. As a result, there are few males teaching in FP. The study employed the qualitative approach as a suitable approach. As the study sought to explore experiences, a phenomenological design was followed. In a true phenomenological design, unstructured interviews and personal diaries are used for data collection. In this study data were collected through unstructured interviews and personal diaries of the participants. I employed interpretivism as a research paradigm.

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.