This study is a multi-method exploratory quantitative and qualitative examination of the degree to which students produce, share, and learn vocabulary and cooperative skills as they carry out three types of individually and cooperatively structured art-based tasks regarding carefully selected and sequenced artworks. The artwork was selected from, and the tasks were adapted from Visual Thinking Strategies, an approach for teaching art appreciated and critical thinking skills. There has been little research that reports the degree of vocabulary through the use of images in general, very little research on cooperative learning and language learning, and an extremely limited amount of research on cooperative learning carried out in the field of foreign language learning through the use of artwork in the Japanese context. This study aims to fill these gaps. There were five main purposes of this study. The first purpose was to explore the range of vocabulary elicited through the cooperatively structured art-based tasks regarding the artworks. The second purpose was to measure students’ learning and use of two cooperative skills as they carried out the art-based tasks. The third purpose was to examine the implementation of the art-based tasks adapted for language learning in the Japanese college context investigated in this study. The fourth purpose was to explore the degree to which vocabulary is produced, shared, and learned in the adapted art-based tasks. The fifth and final purpose was a qualitative and quantitative examination of students’ attitudes towards the art tasks and towards working cooperatively in groups. To answer questions based on the purposes listed above, AntWordProfiler was used to analyze students’ production of vocabulary as they wrote their individual comments about the artworks and the RANGE feature of AntWordProfiler was used to analyze the frequency of particular vocabulary within and across groups in the group activities. The degree of learning was measured through pretests and posttests adapted from the Vocabulary Knowledge Scale. Finally an ANOVA was used to compare the vocabulary learned in the individual and cooperative drawing tasks following a Latin Square design. The qualitative study involved examination of many sources of data, including the worksheets students filled out as they carried out the art-based tasks, the artwork they drew, and audio recordings. Finally, a combined qualitative and qualitative survey at the end of the semester allowed an exploration of students’ opinions regarding art-based tasks, working and learning in groups, and the class as a whole. The results to the 12 research questions showed very little predictability in the specific vocabulary elicited, but did find patterns in the frequency of vocabulary elicited through the artworks, especially in terms of the percentage of vocabulary elicited. Students showed a significant increase in vocabulary knowledge between the pretests and posttests on all tasks, although there was a significant difference in vocabulary learned by students who did the drawing task individually for one artwork over those who drew that artwork in cooperative groups. A frequency analysis of student self-reports of their use of the cooperative skills they were taught and an examination of audio recordings showed they used and processed their use of the skills in ways that cooperative research suggests are beneficial for learning. Finally, the results of the quantitative and qualitative course-final survey showed that students had generally positive attitudes towards both the learning vocabulary using artwork and working in groups and that students enjoyed interacting and learning from fellow group members. There were some negative views of the cooperative tasks that need to be addressed in future use of these tasks, primarily making students aware of the reasoning behind the way they were being asked to carry out the tasks. The findings showed teachers can use artwork with confidence that students will learn vocabulary and that students are generally positive to the cooperatively structured art-based tasks. Future research needs to be carried out with other artwork, in different contexts, with students at different levels of language ability, and with additional art-based tasks. / Teaching & Learning

Concept cartoons are a didactic tool, which are alike cartoons and address concepts and phenomena within the science subjects. The available Concept cartoons on the Swedish National Agency for Education's website are mainly aimed for pupils from 10 to 15 years old, however there are only a few for pupils from 7 to 9 years old. This study aims to describe and develop various aspects in a Concept cartoon to make primary school pupils' prior knowledge visible of a specific biological content. The method of the study is design research and has been used to develop a Concept cartoon for pupils in ages six to nine, based on data from audio recording and observation. Based on a Concept cartoon conversations were held and recorded together with groups up to three pupils. Through three design cycles, we have analyzed and developed a Concept Cartoon that will highlight the pupils' prior knowledge of bird survival. In the data, some visual and textual aspects can be distinguished that are significant for the students to be able to express their biological prior knowledge. The results from the study show that students in year two discuss and relate to the visual aspects before the textual aspects in a Concept cartoon. With the removal of details that do not refer to the biological content and the introduction of false statements, students direct a greater focus on the concept of the Concept cartoon and social learning occurs. / Concept cartoons är ett didaktiskt verktyg som efterliknar serieteckningar, samt tar upp begrepp och fenomen inom de naturvetenskapliga ämnena. Tillgängliga Concept cartoons på Skolverkets webbplats riktar sig främst till årskurs 4–9, och det finns bara ett få till årskurs 1–3. Den här studien syftar till att kartlägga och utveckla olika aspekter i en Concept cartoon för att synliggöra just lågstadieelevers förkunskaper om ett specifikt biologiskt innehåll. Studien har utgått från designforskning för att utveckla en Concept cartoon för åk 1–3 baserad på data från ljudinspelning och observation. Under studien spelades samtal in i grupper om 2–3 elever i årskurs två där samtal har förts tillsammans med eleverna utifrån en Concept cartoon. Genom tre designcykler har vi analyserat och utvecklat en Concept cartoon som ska framhäva elevernas förkunskaper om fåglars överlevnad. I data kan några visuella och textuella aspekter urskiljas som är betydelsefulla för att eleverna ska kunna uttrycka sina biologiska förkunskaper. Resultatet från studien visar att elever i årskurs två diskuterar och relaterar till de visuella aspekterna före de textuella aspekterna i en Concept cartoon. Med borttagning av detaljer som inte syftar till det biologiska innehållet och införandet av falska påståenden, riktar eleverna ett större fokus på konceptet för Concept cartoons och ett socialt lärande uppstår.

Art-oriented pedagogical approaches have been successfully applied to optics and photonics education. We will describe how art-based programs that incorporate a Visual Thinking Strategies (VTS) approach can be used by optics and photonics educators. VTS encourages both a deep appreciation of the content of optics images and phenomena and a highly participatory approach to understanding them. This type of approach has been used by the authors in a variety of educational settings including teacher professional development workshops, museum and science center-based programs, after school programs and in two-week intensive summer academies for students. These approaches work well with multiple age groups including primary and secondary grade students, university students, and adults who may have little apparent connection to optics and photonics. This art-science hybrid approach can be used by university professors, optics/ photonics professionals who do public programs, museum educators, and classroom science teachers.

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In light of the growing concern about the psychological impact of computer, console and handheld electronic games (digital games), this research explores the thoughts and thinking strategies of game players (gamers) during gameplay. It attempts to achieve this goal by means of using a form of verbal analysis based on the 'think out loud' method of Protocol Analysis. The recordings of gamers engaged in the 'think out loud' exercise during gameplay at a gaming networking session were transcribed and analyzed. These gamers participated in two different genres of games. The fist was a First-Person Shooter (FPS) and the second a Real Time Strategy (RTS). The content of the different transcripts were categorized using cognitive models and theories. From this process a nine category classification framework was developed. By dividing identified thought segments into these different categories, a quantitative frequency analysis was possible. This supplemented the overall qualitative exploration of gamers’ thoughts and thinking strategies. The results of this study indicate that different genres of games stimulate different concentrations of different types of thoughts. Overall these concentrations numerically classify gaming as an activity in terms of perception, cognition, emotion, and self immersion. It also indicated that each genre has its own unique influence and that each player is uniquely engaged. Besides providing insight into gamers’ thoughts and thinking strategies, this study also provides evidence that an adapted form of verbal analysis is suitable in exploring a visually absorbing activity such as gaming. / Dissertation (MA)--University of Pretoria, 2006. / Psychology / unrestricted

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher level thinking in the natural sciences learning area. The types of questions asked by the teachers as well as the different questioning techniques that can be used to provoke the learners' higher level thinking during a learning experience was discussed. The way in which learner questions can be used to encourage student engagement and learning was determine. Questioning as it is used in secondary school was investigated to determine the ways in which it is applied during teaching and learning. The present situation regarding the development and stimulation of learners' questions was determine. The degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill is investigated by means of a survey. Guidelines to enhance questioning as a skill to develop the learners' higher level thinking was formulated. Method: A literature study was done to investigate the ways in which questioning can be used to enhance the teaching and learning of higher level thinking. Learning strategies, teaching and learning methods and skills to enhance effective higher level thinking was discussed in terms of teaching and learning in the natural sciences. The success rate of teaching and learning can be measure in terms of good questioning and the level of thinking. 'The teaching and learning experience in natural sciences is influenced by the nature of science. The objectives of teaching and learning in the natural sciences is discussed. The empirical data about the grade 8 and grade 11 natural sciences classroom situations was obtained by means of video recordings. These recordings was analysed and coded with a situation analysis instrument developed against the background of the literature study. Empirical research was also undertaken in terms of a survey procedure to obtain the biographical data about the teachers. The empirical data are analysed and discussed in terms of the present situation in use in the natural sciences classrooms. Based on this discussions, guidelines were developed in terms of the proposal of the findings with which to ensure the application of questioning as a teaching and learning skill to enhance the development of learners' higher level thinking in the natural sciences learning area. Core findings: The core findings are, that not enough effort is put to the didactic task of enhancing questioning as an effective teaching and learning skill of learners in the natural sciences. The teachers are confronted with the challenge to make use of spiral questioning to provoke the learners thinking in the classroom situation. Questioning can be used to serve and support the teaching and learning experience. From the empirical data it can be deducted that the teachers in this research group are not trying to enhance, stimulate of provoke learners' questioning. Questioning as practice by the teachers are mostly classified as communication and lower level questions. Furthermore no deduction can be made about the degree to which training and experience determine the teachers application of questioning as an effective teaching and learning skill to enhance the higher level of thinking in the natural sciences learning area. Based on these core findings recommendations are made about the development of higher level thinking to promote deeper understanding of the natural sciences with the aid of questioning as an instructional skill during learning. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2007.

Paper One: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems. Section One Introduction 1.1 Purpose Personal, social and emotional development is as much a concern as academic development in children. Research suggests that social and emotional skills are needed to succeed in school (Thompson, 2002) to establish and sustain relationships, reduce aggressive behaviour (Nagin & Tremblay, 1999) and create an ideal learning and teaching environment. The objective of this research is to determine whether the school’s personalised EL programme (NA) produces favourable behavioural outcomes in children. Paper Two: Social and emotional literacy has become an educational agenda on a national and international level. Schools universally are addressing deviant behaviour through a social learning perspective. Emotional literacy (EL) reflects three of the five outcomes for “Every Child Matters: Change for Children” (DfES, 2003): to be healthy, to enjoy and achieve and to make a positive contribution. EI is also embedded in the legal framework for the associated reform that is set out in the Children Act (2004). The five outcomes for Every Child Matters are statutory demands on educational institutions and welfare services. Since EL is reflected in the outcomes, it suggests that it too needs to be addressed. However, schools have the flexibility in how they chose to address it. This study aims to evaluate a personalised approach in promoting EL in Key Stage Two (KS2) children in one primary school. A pre and post design was used to evaluate the school’s new approach (NA). Class teachers completed Strengths and Difficulties Questionnaires (SDQs) for 75 children pre-NA and post-NA. Statistical tests were used to: 1) Compare the pre SDQ scores to the post SDQ scores to determine whether the NA produced a significant change. 2) Determine where there was a significant difference between the research sample scores and the expected value scores according to the classification of the SDQ scores. 3) Compare the research sample SDQ scores to the SDQ scores from the norm data of the British population. Results of the statistical analysis suggest that the NA was effective as there was a significant improvement in the overall general behaviour according to the total difficulties scores. The statistical analysis revealed mixed results for the five scale scores. The hyperactivity scale, the peer problems scale and the emotional symptoms scale showed significant improvements. However, the pro social scale showed a significant decline and the conduct problems scale was the only scale that showed no significant difference between pre-NA and post- NA. Further tests conducted to strengthen the quality of the sample showed the pro social scale was in line with the British norms even with the significant decline. Similarly, the conduct problems scale was in line with the British norm post-NA. The research has produced encouraging statistics for the effectiveness of NA on the children’s behaviour, however, it calls for a re-evaluation of the NA in order to improve the pro social behaviour and lessen conduct problems.

Introduction Saudi Arabia is the largest country in the Middle East occupying the majority of the Arabia Peninsula. In 1934 the exploration of oil propelled this country from one of the poorest to one of the highest in per capita income. Islamic law forms the basis of Saudi Arabia's constitution, its civil and penal codes and guides the Saudis in their daily and family lifestyles, governing morals, dress, eating habits and business dealings. Between 1970 and 1980, there was a sharp increase in the rate of population. Currently the population is estimated at 20.8 million with a projected increase to 44.8 million by the year 2025, with approximately 49% under the age of 20. This rise in population has implications for the health care industry, of which expatriates make up more that 85% of the country's health care system. Purpose The purpose of the study was to examine the social and cultural experiences associated with living and working as a registered nurse in a major teaching hospital in Saudi Arabia and to identify and understand how to develop critical thinking skills in Saudi nurses during a nursing education/intervention program in Saudi Arabia. Methodology The researcher reviewed the literature on critical thinking, which allowed the construction of a conceptual model (Appendix 1) to guide teaching and evaluation of critical thinking skills and maintained the focus on dialogue to stimulate interaction and participation in order to promote critical thinking abilities in Saudi nurses. This study adopted ethnography as a methodology and utilised Spradley's (1979)ethnographic research cyclical tasks for data collection and analysis, which are explained in the exploratory, descriptive and explanatory phases of the research. The researcher was a participant observer and collected ethnographic data in the social situation. A variety of data collection methods were employed, which included observation of students and clinical instructors, evaluation of clinical instructors teaching techniques in utilising critical thinking strategies, evaluation of students' responses in the use of critical thinking strategies, focus group interviews of students and clinical instructors and informal interviews conducted within the hospital setting with relevant informants. The use of multi-methods provided the opportunity to examine more fully the richness and complexities of the culture, by gathering data from various sources to validate the consistency of information to reflect the multiple realities of this cultural group. Cultural domains were identified after examining field notes and interviews for terms and clues repeatedly verbalised by informants, in particular students. The researcher organised the domains to formulate taxonomies, leading to cultural themes, which are answered within the research questions in Chapter 8. The research questions for this study are as follows: Research questions 1. What are the issues related to the implementation of critical thinking in a Professional Development Program to improve critical thinking in Saudi nurses? 2. What major elements are involved in creating and sustaining the Saudi Arabian nursing profession? 3. How might Saudi culture be used to support the development of professional nursing identity? Implications for the study This study has the potential to make a significant contribution to nursing education in Saudi Arabia in promoting critical thinking in nurses and in curriculum development for the following reasons. First, didactic instruction was replaced with an interactive approach by utilising critical thinking strategies and devices to facilitate the development of critical thinking abilities. Second, working with a conceptual framework or model made it easier to manage complex multifaceted concepts, such as critical thinking. The model maintained the focus on dialogue and experiential learning thereby assisting students and staff to integrate theory and practice. This model was effective for the program and if duplicated by other programs, could create a learning environment that would allow the effective development and evaluation of critical thinking. The model is reflected in Appendix 1. Recommendations for the nursing profession in Saudi Arabia * To establish the Nursing Practice Act which subsequently leads to the formation of a National Nursing Registration Board. * To transfer nursing into the higher education sectors, to be on par with their Western counterparts. To foster career incentives for men to meet the cultural needs of the people, increase Saudi nurses in the workforce and to raise the image of nursing. * To enact Saudiisation policy. * To incorporate Islamic nursing history into diploma nursing and other nursing educational programs and implemented into the workplace, government policy and the media. * To construct separate male and female hospitals to solve the gender issues. * To systematically collect, collate and analyse nursing data. * To develop continuing education programs to meet educational needs of nurses.