Formal learning contexts often present information to learners in an inert and highly abstract form, making it unlikely that learners would ever use this information in their every-day lives. Learners do, however, show a greater propensity for retaining information that is seen as having relevance in their lives. Constructivism is an educational paradigm that has gained popularity amongst educationists. The core tenet of this paradigm is that learners learn through interaction with their environment and that all knowledge construction is based on previous life experience. Information that is presented to learners in a contextualised form not only has a better chance of being retained in long-term memory, but also has a greater likelihood of being applied in relevant life situations. This publication deals with the research, design and delivery of important information concerning diseases that have a major impact in Southern Africa. Firstly, learners at the University of Natal, Durban were polled for their existing knowledge concerning four widespread diseases, namely HIV/AIDS, tuberculosis, malaria and cancer. Aspects of these diseases where learners demonstrated a low level of awareness were defined as the primary learning objectives for an educational 3D- immersive microworld. Areas of knowledge concerning the transmission, symptomatic expression, biology and prevention of these diseases were generally not well represented in the learner sample. Hence, information regarding these aspects is presented to learners in a contextualised form within the microworld. Motivation for learners to play in this microworld is provided by a storyline that was researched and written for the portal. In addition, the model used in the storyline design was evaluated for its effectiveness as a tool to be used in the planning of future educational games. A model, the Puzzle Process model, was proposed to inform the design of puzzle interfaces for these types of interactive learning environments, and puzzle interfaces were designed for the virtual environment according to the model guidelines. The learning environment was tested as part of the formative evaluation with a small sample of learners. The testing process made use of both quantitative and qualitative methodologies to evaluate the effectiveness of the learning environment as a possible learning tool. Comparison of pre- and post-gameplay questionnaires showed that learners gained a more indepth and richer understanding of the topics being dealt with in the portal. In particular, the puzzle objects situated in the environment stimulated learners to negotiate meanings for the puzzle interfaces and, in the process, encouraged learners to discuss the topic being dealt with. Results from this study also show that the longer learners discussed and negotiated a certain knowledge domain, the greater their increase in richness of information was for that knowledge domain after gameplay. These results highlight the importance of social dialogue in the knowledge construction process and suggest that environments like these have great potential based on their ability to encourage learners to talk to one another and their facilitators while negotiating mutually acceptable knowledge. The original Puzzle Process model, as well as the Game Achievement model and the Game Object model were modified to account for the need for social dialogue and content. These more comprehensive models are instrumental for use in future virtual world environment design. / Thesis (Ph.D.)-University of KwaZulu- Natal, Durban, 2004.

This study has been approached from a narrative counseling point of view, which is a product of the postmodern discourse. Counseling within this framework represents a fundamental new shift in counseling practices. Various theories and perspectives are being discussed in this study to explain the context to the reader in which narrative theory operates. Taking the above mentioned framework into consideration the researcher enters into discussions with an individual who has experienced restrictive narratives. Another point of departure of the researcher in this study is that the belief systems of individuals play a significant role in their lives. Narrative counseling with respect to counseling is therefore a very useful instrument in assisting people to understand how their lives are being shaped and influenced by means of their belief systems. Within the framework of the narrative counseling perspective a series of discussions took place with the client. The purpose of these discussions was to deconstruct the client problem saturated story or restrictive narrative into an alternative story of hope, free from the restrictions of the dysfunctional belief system. / This study has been approached from a narrative counseling point of view, which is a product of the postmodern discourse. Counseling within this framework represents a fundamental new shift in counseling practices. Various theories and perspectives are being discussed in this study to explain the context to the reader in which narrative theory operates. Taking the above mentioned framework into consideration the researcher enters into discussions with an individual who has experienced restrictive narratives. Another point of departure of the researcher in this study is that the belief systems of individuals play a significant role in their lives. Narrative counseling with respect to counseling is therefore a very useful instrument in assisting people to understand how their lives are being shaped and influenced by means of their belief systems. Within the framework of the narrative counseling perspective a series of discussions took place with the client. The purpose of these discussions was to deconstruct the client problem saturated story or restrictive narrative into an alternative story of hope, free from the restrictions of the dysfunctional belief system. / Thesis (M.A. (Sociology))--North-West University, Vaal Triangle Campus, 2005.

This study has been approached from a narrative counseling point of view, which is a product of the postmodern discourse. Counseling within this framework represents a fundamental new shift in counseling practices. Various theories and perspectives are being discussed in this study to explain the context to the reader in which narrative theory operates. Taking the above mentioned framework into consideration the researcher enters into discussions with an individual who has experienced restrictive narratives. Another point of departure of the researcher in this study is that the belief systems of individuals play a significant role in their lives. Narrative counseling with respect to counseling is therefore a very useful instrument in assisting people to understand how their lives are being shaped and influenced by means of their belief systems. Within the framework of the narrative counseling perspective a series of discussions took place with the client. The purpose of these discussions was to deconstruct the client problem saturated story or restrictive narrative into an alternative story of hope, free from the restrictions of the dysfunctional belief system. / This study has been approached from a narrative counseling point of view, which is a product of the postmodern discourse. Counseling within this framework represents a fundamental new shift in counseling practices. Various theories and perspectives are being discussed in this study to explain the context to the reader in which narrative theory operates. Taking the above mentioned framework into consideration the researcher enters into discussions with an individual who has experienced restrictive narratives. Another point of departure of the researcher in this study is that the belief systems of individuals play a significant role in their lives. Narrative counseling with respect to counseling is therefore a very useful instrument in assisting people to understand how their lives are being shaped and influenced by means of their belief systems. Within the framework of the narrative counseling perspective a series of discussions took place with the client. The purpose of these discussions was to deconstruct the client problem saturated story or restrictive narrative into an alternative story of hope, free from the restrictions of the dysfunctional belief system. / Thesis (M.A. (Sociology))--North-West University, Vaal Triangle Campus, 2005.

This dissertation presents a constructivist discussion of the experiences of the author in doing hypnosis. It explores the practice of hypnosis as a progression of behavioral changes by the hypnotis in facilitating the initiation, expansion and coherence of the hypnotic domain. These changes include punctuating and redefining everyday experiences and environmental events as hypnotic, and engaging participants in discussions based on the hypnotic logic. Hypnosis is defined as social and cognitive domain that is specified in language, and maintained by the embodied descriptions of participants. It is described how the hypnotic system evolves in terms of complexity, distinctness and functional integrity, and how this reflects the structurally determined fit between its members. In this system the hypnotist facilitates the development of the hypnotic description as a viable domain of existence that is experienced as real and all-inclusive. In conclusion some constructivist ideas for research, treatment and training are presented before constructivist thinking is used to contextualize the dissertation itself. / Psychology / M.A. (Clinical Psychology)

The purpose of this study was to determine the effects of constructivist methods on student learning in an undergraduate art appreciation class. Three constructivist learning activities were designed and implemented in an undergraduate art appreciation course for non-art majors at Mississippi College. Through these constructivist learning activities, students were involved in their learning throughout the semester in realistic art roles in which they worked as curators, Web page designers, and artists. Six subjects were selected to participate in this case study. Subject data was collected through three methods: interviews with subjects at three points during the semester, student documents produced during the three activities, and a field journal of observations made during the activities. The multiple data sources were triangulated to reveal nine patterns of learning. The data evidence that constructivism results in a deeper understanding of art and art processes than in a typical art appreciation course in which learners are merely passive recipients of knowledge. This was not only indicated by the nine patterns of learning which emerged from the data, but also in the students' awareness and regulating of their cognitive processes. Although the research provided an in-depth understanding of this case and should not represent or be generalized to the entire population of art appreciation students, the results of this study suggest that art appreciation instructors have an opportunity to facilitate high levels of student thinking and encourage metacognitive skills through constructivist methods such as the ones used in this study.

Why did we ever purchase computers and place them along the wall or in the corner of a classroom? Why did we ever ask students to work individually at a computer? Why did we ever dictate that students should play computer games or answer questions built from a narrow data set? And why are we still doing this with computers in classrooms today? This approach has contributed to a systemic problem of low student engagement in course materials and little inclusion of student voice, particularly for traditionally underrepresented students. New transformational tools and pedagogies are needed to nurture students in developing their own ways of thinking, posing problems, collaborating, and solving problems. Of interest, then, is the predominance in today’s classrooms of programmed learning and teaching machines that we dub 21st century learning. We have not yet fully harnessed the transformational power and potential of the technology that schools already possess and that many students are bringing on their own. This dissertation aims to address what is missing in best practices of technology in the classroom. Herein these pages will be performed a document analysis of cornerstone books written by John Dewey, Paulo Freire, and Seymour Papert. This analysis will be in the form of annotations comprised of the author’s experience as an experienced educator and researcher, and founded in the extant relevant theories of critical theory, technology, and constructivism. The three philosophers were selected for their contributions to constructivism and their urgings to liberate the student from an oppressive system. With a different approach to educational technology, students could be working towards something greater than themselves or the coursework, something with a passionate purpose derived from student inquiry. Instead of working at the computer and having a “one and done” experience, students could be actively transforming their studies and their world. And instead of reifying existing social and racial inequities outside of the classroom through the large computer purchases and the dominant culture attitudes and beliefs found in many software products and databases, we could be examining our practices and programs with a critical lens that allows us to question and seek more inclusive community strategies. The final chapter is about asking for, pushing for, and dreaming for new kinds of schools, classrooms, software, hardware, and new ways to think about and create new opportunities for students. Mixed reality, sometimes called augmented reality, is likely the anticipated future of computers in the classroom. We need to, very deeply and purposefully, mix up electronics with people. We are in a new era with new understandings of old issues showing up in old problems. A unified learning theory for computers, computing, and digital learning environments could help to redefine classroom spaces and class time, as well as graduation outcomes. The revolution will indeed be live on the Internet, but it will also be remixed and recreated by students organically and authentically pursuing their own truth.

Text in Afrikaans / In hierdie navorsing word die interpersoonlike proses waardeur betekenissisteme deur dialoog in die terapeutiese konteks geko-konstrueer word, beskryf en gelllustreer, aan die hand van 'n gevallestudie. Hierdie navorsing is gegrond in 'n kubemetiese epistemologie wat impliseer dat probleme, oplossings en realiteite nie as 'n objektiewe realiteit beskryf kan word nie, maar eerder as 'n konstruksie van die observeerder. Terapie word beskryf as 'n dialektiese proses tussen die terapeut en die klient waarin betekenissisteme geko-konstrueer word. Die proses waardeur realiteite deur vertelling in terapie geko-konstrueer word, word gepunktueer in terme van 'n dialektiese beskrywingsproses tussen die sensoriese ervaring (dit sluit in kognitiewe verstandsprosesse wat deur konstruktivistiese teoriee verklaar word), en die beskrywing daarvan in taal (wat deur sosiale konstruktivisme verklaar word). In hierdie rekursiewe proses word betekenissisteme as intersubjektiewe fenomeen geskep en ervaar deur die individu betrokke in dialogiese en interaksionele prosesse. / This research illustrates and describes, through the use of a case study, the interpersonal process through which meaning systems are co-constructed by means of dialogue in the therapeutic context. The research is founded on the cybernetic epistemology which implies that problems, solutions and realities cannot be described as an objective reality, but rather as a construction ofthe observer. Therapy is described as a dialectic process between the therapist and the client in which new meaning systems are being co-constructed. The process in which realities are co-constructed through narratives, are punctuated in terms of a dialectic process of description between the sensory experience (that includes cognitive mental processes which are explained through constructivism), and the description thereof in language (which is explained through social constructivism). In this recursive process meaning systems as an intersubjective phenomena are created and experienced by the individual in dialogical and interactional processes. / Psychology / M.A. (Kliniese Sielkunde)

Text in Afrikaans / In hierdie navorsing word die interpersoonlike proses waardeur betekenissisteme deur dialoog in die terapeutiese konteks geko-konstrueer word, beskryf en gelllustreer, aan die hand van 'n gevallestudie. Hierdie navorsing is gegrond in 'n kubemetiese epistemologie wat impliseer dat probleme, oplossings en realiteite nie as 'n objektiewe realiteit beskryf kan word nie, maar eerder as 'n konstruksie van die observeerder. Terapie word beskryf as 'n dialektiese proses tussen die terapeut en die klient waarin betekenissisteme geko-konstrueer word. Die proses waardeur realiteite deur vertelling in terapie geko-konstrueer word, word gepunktueer in terme van 'n dialektiese beskrywingsproses tussen die sensoriese ervaring (dit sluit in kognitiewe verstandsprosesse wat deur konstruktivistiese teoriee verklaar word), en die beskrywing daarvan in taal (wat deur sosiale konstruktivisme verklaar word). In hierdie rekursiewe proses word betekenissisteme as intersubjektiewe fenomeen geskep en ervaar deur die individu betrokke in dialogiese en interaksionele prosesse. / This research illustrates and describes, through the use of a case study, the interpersonal process through which meaning systems are co-constructed by means of dialogue in the therapeutic context. The research is founded on the cybernetic epistemology which implies that problems, solutions and realities cannot be described as an objective reality, but rather as a construction ofthe observer. Therapy is described as a dialectic process between the therapist and the client in which new meaning systems are being co-constructed. The process in which realities are co-constructed through narratives, are punctuated in terms of a dialectic process of description between the sensory experience (that includes cognitive mental processes which are explained through constructivism), and the description thereof in language (which is explained through social constructivism). In this recursive process meaning systems as an intersubjective phenomena are created and experienced by the individual in dialogical and interactional processes. / Psychology / M.A. (Kliniese Sielkunde)

Published Article / The issue of language of learning and instruction in communities with diverse linguistic and cultural backgrounds, globally and in South Africa, is always shaped by socio-economical, political, ideological and hegemonic factors. The language of instruction and learning in South Africa is politically charged, not only because of colonial legacy, but more profoundly because of the apartheid legacy. This article reports on the results of the pedagogies of teachers teaching in English. The researcher found that most non-native English teachers use their native language pronunciation when teaching English, which results in mother tongue interference. On-native speakers end up transferring articulation habits of first language to second language. There is thus a need to improve quality in pedagogical practices in this diverse South African background since the language of instruction is different from the learners' first language for the majority of the population. The research in this article aims to investigate current pedagogic practices engaged by teachers from different cultural backgrounds when teaching English as a medium of instruction and how their practices affect learners in acquiring knowledge of the English language. The study uses an interpretive paradigm and in particular, adopts social constructivism to embed discussions. The study mainly implements a qualitative approach although the quantitative approach is used to quantify biographical data. The researcher found that two educational systems seem to exist in South African schools: some educators use English as a medium of instruction only, whereas others allow code switching. Education thus becomes a reproductive mechanism of social class differences.

Published Article / An exploratory study was conducted to investigate firstly, the contextual problems first-year university students experienced at their respective schools and secondly, the subject related-problems that they could be bringing to science classes and which could later affect their understanding of science concepts. The study is grounded in constructivism. A questionnaire was administered to all the 2007 First-year B.Ed (FET) Natural Science students at the Central University of Technology, Free State. The contextual problems identified by respondents included school, educator, examiner and student-related problems. Subject specific problem areas were identified in biology, chemistry and physics. The paper also reports on the preliminary results of some teaching interventions implemented in the three subjects. A Force Concept Inventory (FCI) test was administered to the physics students, and a concept test for chemistry group. Concept mapping as a teaching and learning strategy has been introduced in biology classes. Further research continues on the effectiveness of these interventions.