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On making sense of science discourse : the role of the foundation programme in a South African University.Padayachee, Vasanthie. January 2013 (has links)
The BSc4 (Foundation) programme offered at the University of KwaZulu-Natal
(UKZN) caters for students from disadvantaged educational backgrounds, with lower
matriculation points, offering them the opportunity to pursue studies in science. The
students in the BSc4 (Foundation) programme are registered for foundation modules in
science, viz. biology, chemistry, mathematics and physics as well as an academic
literacy course. It is in the context of these foundation modules in science within the
BSc4 (Foundation) programme that this study is undertaken. This study explores the
discipline-specific literacies that the BSc4 (Foundation) students require in order to
learn science and to acquire science discourse. The study uses case study as a research
design, the interpretive research paradigm and the qualitative research approach to
analyse data obtained from multiple research instruments. Research findings reveal that
with the change in student profile, module changes within the BSc4 (Foundation)
programme were implemented. In light of these, the study explores factors such as the
‘articulation gap’ between school and university; and disadvantaged educational
experiences. The findings also suggest that students experience challenges with the use
of the language of science and the use of discipline-specific literacies in science in the
modules offered in the BSc4 (Foundation) programme. However, there exists the scope
for stronger engagement between the academics who teach the foundation modules in
science and the academic literacy specialists to assist students in the acquisition of the
discipline-specific literacies required to learn science and for science discourse. / Ph.D. University of KwaZulu-Natal, Durban 2013.
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Origins, Aims And Methods Of Basic Design Courses In Industrial Design Programs In TurkeyDamla, Ozer 01 January 2005 (has links) (PDF)
This study examines basic design courses in industrial design programs in Turkey, in terms of origins, aims and methods. The aim of the study is to inquire the differences and similarities, and to understand factors affecting the characteristics of basic design courses. A field study was conducted about the subject, which comprised of interviews with instructors of basic design courses and chairpersons in six departments offering undergraduate program in industrial design in Turkey.
The field study indicated that the aims of the course in different institutions were similar, whereas the origins, methods and the content varied. Of the factors affecting basic design education, student admission procedure, background of students and the faculty that the industrial design department belonged to were found to be important. The differences among course instructors were also found to be as much significant as the institutional differences.
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