This project addresses the needs of the adult learner. The adult learner referred to in; this project comes from two distinguishable groups. One group of adult learners consists of the ESL students who attend adult school or community-based English programs. The other group of adult learners consists of the teachers within adult education ESL programs who themselves are students as they participate in professional development workshops.

With the realization that traditional instructional approach has not yielded satisfactory results, quasi-experimental and descriptive research designs were employed to investigate whether the application of constructivist instructional approach in the learning of stationary points in differential calculus by Grade 12 learners in South Africa would improve conceptual learning. Three Gauteng high schools of 204 Grade 12 learners constituted the research fields – one served as the control group while the other two represented the experimental group. Being a mixed-method research, quantitative data were gathered through pre-test and post-test while qualitative data were collected from classroom observations. Both inferential and descriptive statistical methods of data collection and analysis were used. The results obtained indicate that the experimental group demonstrated a better understanding of the concept of stationary points than the control group. / Mathematics Education / M. Sc. (Mathematics Education)

Text in Afrikaans / Summaries in Afrikaans and English / Hierdie verhandeling beskryf 'n taalkonstruktivistiese benadering tot die behoeftebepalingsproses in gemeenskapswerk. Taalkonstruktivisme vorm dee! van konstruktivisme. Taalkonstruktivisme word verduidelik in terme van 'n aantal beginsels en hoe dit toegepas kan word op die behoeftebepalingsfase. Dit fokus op die volgende: - Die belangrikheid van taal en betekenis in die gemeenskapswerker se eie denke en interpretasies van 'n gemeenskap se behoeftes. - Die belangrikheid van taal en betekenis en die verbalisering van 'n gemeenskap se behoeftes. - Die versigtigheid waarmee die kommunikasieproses met 'n gemeenskap benader moet word. - Die skep van idees wat in taal plaasvind en ook verander kan word wanneer daar behoeftebepaling in 'n gemeenskap gedoen word. Hierdie beskrywing van die taalkonstruktivistiese beginsels vind plaas aan die hand van 'n gevallestudie vanuit die navorser se praktiese werk wat uitgevoer is as gedeeltelike vereiste ter vervulling van die Meestersgraad. Dit beklemtoon die implikasies van die toepassing van taalkonstruktivisme op gemeenskapswerk. / This dissertation describes a language constructivist approach to the phase of needs assessment in community work. Language constructivism is part of constructivism. Language constructivism is explained in terms of certain principles and how they can be applied to needs assessment. The focus is on the following: - The part language performs in the community worker's own thoughts and interpretations of a community's needs. - The importance of language and meaning when a community verbalises its needs. - The care with which the communication process with a community should be approached. - The creation of ideas which can take place and change in language when a community's needs are being assessed. This description of the principles of language constructivism is done according to a case study of the researcher's practical work which was done as part of the requirements in fulfillment of the Master's degree. It emphasizes the application of language constructivism to community work. / Social work / M.A. (Social Sciences)

Text in Afrikaans / Summaries in Afrikaans and English / Hierdie verhandeling beskryf 'n taalkonstruktivistiese benadering tot die behoeftebepalingsproses in gemeenskapswerk. Taalkonstruktivisme vorm dee! van konstruktivisme. Taalkonstruktivisme word verduidelik in terme van 'n aantal beginsels en hoe dit toegepas kan word op die behoeftebepalingsfase. Dit fokus op die volgende: - Die belangrikheid van taal en betekenis in die gemeenskapswerker se eie denke en interpretasies van 'n gemeenskap se behoeftes. - Die belangrikheid van taal en betekenis en die verbalisering van 'n gemeenskap se behoeftes. - Die versigtigheid waarmee die kommunikasieproses met 'n gemeenskap benader moet word. - Die skep van idees wat in taal plaasvind en ook verander kan word wanneer daar behoeftebepaling in 'n gemeenskap gedoen word. Hierdie beskrywing van die taalkonstruktivistiese beginsels vind plaas aan die hand van 'n gevallestudie vanuit die navorser se praktiese werk wat uitgevoer is as gedeeltelike vereiste ter vervulling van die Meestersgraad. Dit beklemtoon die implikasies van die toepassing van taalkonstruktivisme op gemeenskapswerk. / This dissertation describes a language constructivist approach to the phase of needs assessment in community work. Language constructivism is part of constructivism. Language constructivism is explained in terms of certain principles and how they can be applied to needs assessment. The focus is on the following: - The part language performs in the community worker's own thoughts and interpretations of a community's needs. - The importance of language and meaning when a community verbalises its needs. - The care with which the communication process with a community should be approached. - The creation of ideas which can take place and change in language when a community's needs are being assessed. This description of the principles of language constructivism is done according to a case study of the researcher's practical work which was done as part of the requirements in fulfillment of the Master's degree. It emphasizes the application of language constructivism to community work. / Social work / M.A. (Social Sciences)

Abstract in English, Afrikaans and Venda / Constructivism is a relatively recent theory of learning which focuses on using learner-centred strategies in learning. Reform efforts in education in Zimbabwe have been aimed at incorporating constructivist-inspired strategies in the classroom, with mixed results. Some teachers continue to prefer traditional approaches to learning in their classrooms, despite these being teacher-centred and generally looked down upon. The study examined the perceptions of primary school student teachers regarding the practical application of constructivism in the classroom. A qualitative research design was adopted, and the study was grounded in a constructivist and interpretivist paradigm aimed at understanding perceptions emanating from the lived experiences of the student teachers. In all, eight student teachers were sampled for the study by means of purposive, convenience and stratified random sampling. Data was collected through a literature review, lesson observations and semi-structured individual interviews. The rigour of the study was maintained by ensuring trustworthiness and the credibility of the findings. Ethical issues were adhered to. Data was analysed using Tesch’s method of data analysis, through which the researcher identified categories and themes, and reported on in narrative format. The study findings indicate that student teachers have a positive perception of the practical application of constructivism in learning. Participants expressed the view that the practical application of constructivism leads to deeper learning and greater understanding by learners. Participants nevertheless stated that in their efforts to implement constructivism in learning and teaching during their practicums they experienced a lack of support from mentor teachers and shortages of resources. Considering these findings, the researcher made several recommendations to various stakeholders with the aim of helping student teachers to be more effective constructivist teachers. The recommendations include the need to carry out more research on the constructivist learning theory and its practical application in the classroom as well as encouraging teachers to apply constructivist learner-centred strategies in their classrooms. The researcher also made recommendations for further research. / Konstruktivisme is ʼn leerteorie wat betreklik nuut is en wat fokus op die gebruik van leerdergesentreerde strategieë vir leer. Inisiatiewe vir opvoedingshervorming in Zimbabweis daaropgerig om konstruktivisme-geïnspireerde strategieë in die klaskamer te inkorporeer – met gemengde resultate. Sommige onderwysers verkies om steeds tradisionele benaderings tot leer in hul klaskamers te volg, al is dit onderwysergesentreerde benaderings waarop daar oor die algemeen neergesien word. In hierdie studie is die persepsies van laerskool studentonderwysers rakende die praktiese toepassing van konstruktivisme in die klaskamer ondersoek. ʼn Kwalitatiewe navorsingsontwerp is gebruik en die studie is gegrond in ʼn konstruktivistiese en interpretivistiese paradigma wat ten doel het om die persepsies vanuit studentonderwysers se werklike (‘lived’) ervarings, te verstaan. ʼn Steekproef is onder altesaam agt studentonderwysers gedoen deur middel van doelbewuste steekproefneming, gerieflikheidsteekproefneming en gestratifiseerde ewekansige steekproefneming. Data is ingesamel deur middel van ʼn literatuurstudie, leswaarnemings en semi-gestruktureerde individuele onderhoude. Die akkuraatheid van die studie is gehandhaaf deur betroubaarheid en die geloofwaardigheid van die bevindinge te verseker. Algemeen ooreengekome etiekvoorskriftewat by die meeste instellings geld, is nagekom.Data is ontleed met behulp van Tesch se metode van data-ontleding, en sodoende kon die navorser kategorieë en temas identifiseer en in narratiewe formaat daaroor verslag doen. Die navorsingsresultate toon dat studentonderwysers ʼn positiewe persepsie van die praktiese toepassing van konstruktivisme in leer het. Deelnemers het hul oortuiging gedeel dat die praktiese toepassing van konstruktivisme, tot ʼn dieper vlak van leer en beter begrip by leerders lei. Deelnemers het egter ook aangedui dat hulle ʼn gebrek aan ondersteuning van mentoronderwysers, sowel as ʼn tekort aan hulpbronne, ondervind het in hul pogings om konstruktivisme in leer en onderrig te implementeer tydens hul praktiese onderwys. Met inagneming van hierdie bevinding doen die navorser verskeie aanbevelings aan verskillende belanghebbers, met die doel om studentonderwysers te help om meer doeltreffend in konstruktivistiese onderwys te wees. Die navorser hetook aanbevelings vir verdere navorsing gedoen. / Thyeori ya u fhaṱa nḓivho na mihumbulo miswai tou vha thyeori ya u guda ya zwinozwino yo sedzaho kha zwiṱirathedzhi zwo ḓisendekaho nga mugudi kha u guda. Nungo dza u vhuedzedza pfunzo Zimbabwe dzo livhiswa kha u ṱanganyisa zwiṱirathedzhi zwa u fhaṱa zwo ṱuṱuwedzwaho kiḽasini, na mvelelo dzo ṱanganyiswaho. Vhaṅwe vhadededzi vha khou bvela phanḓa na u takalela u shumisa maitele a kale a u guda kiḽasirumuni, naho izwi zwi tshi ḓisendeka nga mudededzi na u dzhielwa fhasi. Ṱhoḓisiso yo sedzulusa kuvhonele kwa vhadededzi vha matshudeni vha tshikolo tsha phuraimari musi zwi tshi ḓa kha u shumisa nyito ya thyeori ya u fhaṱa nḓivho na mihumbulo miswa kiḽasirumuniHo shumiswa kuitele kwa ṱhoḓisiso ya khwaḽithathivi, ngudo yo ḓitika nga tshiedziswa tsha u fhaṱa nḓivho na muhumbulo miswa na u ṱalutshedzayo livhiswaho kha u pfesesa kuvhonele kubvaho kha tshenzhemo ine ya khou itea zwenezwo nga vhadededzi vha matshudeni.Kha vhadededzi vha matshudeni vhoṱhe vha malo, vhe vha itwa tsumbonanguludzwa kha ngudonga nḓila ya zwine zwa khou sedzwa khazwo, u swikelelea na tshigwada tshiṱuku tsho nangwaho. Data yo kuvhanganywa nga kha u sedza hafhu maṅwalwa, u sedza ngudo na inthaviwu dza u vhudzisa muthunga muthu dzo dzudzanywaho. Ndeme na u itwa nga vhuronwane ha ngudo zwo itwa nga u vhona zwauri hu na u fulufhedzea na u khwaṱhisedzwa ha mawanwa. Mafhungo a vhuḓifari e a tendelaniwa khao nga u angaredza nga zwiimiswa zwinzhi o tevhedzwa. Data yo saukanywa hu tshi shumiswa kuitele kwa Tesch kwa u saukanya data, hune muṱoḓisisi a topola khethekanyo na thero, na u vhigwa nga nḓila ya u tou ṱalutshedza. Mawanwa a ngudo o sumbedzisa uri vhadededzi vha matshudeni vha na mbonalo yavhuḓi ya nyito i re khagala ya u fhaṱa nḓivho na mihumbulo miswa kha u guda. Vhadzheneleli vho bvisela vhupfiwa havho khagala uri nyito dzi re khagala dza u fhaṱa nḓivho na mihumbulo miswa zwi livhisa kha vhudzivha ha u guda na u pfesesa huhulwane nga vhagudiswa. Vhadzheneleli naho zwo ralo vho bula zwauri kha nungo dzavho dza u shumisa thyeori ya u fhaṱa nḓivho na mihumbulo miswa kha u guda na u funza nga tshifhinga tshavho tsha ngudo dza nyito vho tshenzhela u shaya thikhedzo u bva kha vhadededzi vhane vha khou guda khavho na ṱhahelelo ya zwiko. Musi hu tshi khou dzhielwa nṱha mawanwa aya, muṱoḓisisi o ita themendelo dzo vhalaho kha vhadzhiamikovhe vho fhambanaho hu na nḓivho ya u thusa vhadededzi vha vhagudiswa uri vha vhe vhadededzi vha re na vhukoni kha u fhaṱa nḓivho na mihumbulo miswa. Muṱoḓisisi o dovha a themendela ṱhoḓisiso i yaho phanḓa. / Psychology of Education / Ph. D. (Psychology of Education)