Magister Artium - MA / Afrikaans in practice replaced Dutch and became one of South Africa's official languages (along with English) from 1925. It reached the apex of its development and influence during the years of Nationalist party rule and the apartheid regime as a language of officialdom, of the judiciary and education. However, in 1994 nine African languages were afforded official status along with English and Afrikaans in South Africa. Presently, Afrikaans is still taught in the majority of schools in the Western Cape as either a first or second language. This thesis compares and contrasts the language attitudes and motivation towards Afrikaans in two groups of secondary school learners - grade eight and grade eleven learners - at the same school, viz. the Settlers' High School in Parow, a northern suburb of Cape Town, South Africa. At this English medium school, Afrikaans as a second language is a compulsory subject. The thesis also examines the dominant ideologies held towards Afrikaans by the learners and by the school in question which contributes towards shaping their attitudes and motivations for learning the language as well as their actual use of the language. The study finds a correlation between the learners' attitudes towards Afrikaans and their actual patterns of use of the language, which indicates that the use of Afrikaans may be in decline among especially the younger, grade eight, learners. / South Africa

Syftet med denna studie är dels att undersöka textfunktioner och argumentationsstrukturer i elevers debattartiklar, dels att synliggöra styrkor och utvecklingsmöjligheter i debattartiklarna. Materialet består av fyra argumenterande elevtexter med rubriken ”Rädda vår jord!” från det nationella provet i svenska 2008. Teori och metod utgår från Tirkkonen-Condits (1985) problem- och lösningsmodell för textfunktioner i argumenterande text. Analysen är kvalitativ och bygger på frågor som ställs till texterna. Sammanfattningsvis visar studien att debattartiklarna har olika kvalitéer och utvecklingsmöjligheter, men gemensamt gäller att eleverna uppvisar en medvetenhet om fungerande struktur och disposition i argumenterande text. Eleverna argumenterar utifrån tesen och använder ofta konkretiserande exempel. Samtliga elever formulerar textfunktionen lösning och evaluering där de förklarar vad som bör göras för att rädda vår jord, och de redogör för konsekvenser om tesen inte följs. Den gemensamma utvecklingsmöjligheten hos samtliga elever är att de bör formulera textfunktionen problem mer explicit samt ha med textfunktionen orsaker vilken de inte alls använder.

What do the Honda Civic, the Mazda 626, and the Boeing 747 have in common? What about Weird Al's song Bob, the first name of Miley Cyrus' alter ego, and the 70s sensation Abba? What do all these things have in common? They all contain palindromes. While some people recognise a palindrome when they see one, fewer realise that a palindrome is a special case of a pattern and that these patterns are all around. Palindromes frequently occur in names, both of vehicles and people, and in music.

In 2016 the Ministry of Education in British Columbia (BC), Canada introduced the topics of quantum mechanics (QM) into the Grade 8 science curriculum. Science teachers with or without QM background are expected to learn and teach QM. Stemming from a constructivist theoretical framework, this in-depth exploratory case study explores the processes of learning and teaching the topics of QM by asking: “How does a Grade 8 science teacher learn to teach QM?” The purpose was to understand the teacher’s QM learning process, the development of pedagogical content knowledge (PCK) in QM and teacher’s views of the nature of science (NOS). The data was collected through multiple sources and analyzed by using thematic analysis. The themes were identified under five main categories: 1) the development of PCK in QM is complex, 2) the student-centered approach mandated in the redesigned curriculum may be limiting, 3) the nature of learning QM is not different than learning other subjects, 4) middle school science education is inconsistent with the current level of scientific knowledge, and 5) the development of informed views of NOS requires an accumulation and synthesis of prior knowledge in history and philosophy of science (HPS). The study proposes two previously unexplored integral aspects of PCK framework, since: the ‘allotted time’ in learning and teaching a subject and ‘pre-PCK’ change the nature of PCK development. The term pre-PCK was coined referring to the specific content oriented and student-centered activities that take place before the class with the goal of establishing an effective basis for the PCK development. The insights emerging from the study would be of interest to other Grade 8 science teachers in BC, pre-service teacher program coordinators at the universities, and the Ministry of Education in BC to provide institutional support. This study would also contribute to closing the knowledge and communication gaps between the fields of science, science education practice and science education research. / Graduate

This study used the TIMSS 2011 International Database to investigate predictors of 8th-grade mathematics achievement across three countries that represent a wide range of cultures and levels of mathematics achievement: Chinese Taipei, Ghana, and the United States. A review of literature on predictors of mathematics achievement yielded variables in four major contexts of learning—a student’s home, beliefs, school, and classroom. The variables of home that were investigated are home possessions for learning, parent education, and parents’ expectations and involvement in their children’s education. The variables of student beliefs were self-confidence in mathematics and the value of mathematics. The variables of school were school climate, school resources, administrator leadership, and school socioeconomic status. Finally, the variables of the classroom are access and equity, curriculum, tools and technology, assessment, and teacher professionalism. A 2-level hierarchical linear model was used to investigate relationships between the predictors for learning mathematics and 8th-grade mathematics achievement. Level 1 represented the relationships among the student-level variables, and Level 2 represented the school-level variables. In Chinese Taipei, statistically significant predictors of mathematics achievement in the final model included variables from the domains of home resources, student beliefs, school climate, and school socioeconomic status. In Ghana, both student-beliefs variables had statistically significant relationships with mathematics achievement, and one school climate and one school socioeconomic status variable each was found statistically significant. The U.S. had statistically significant predictors in the domains of home resources, student beliefs, school socioeconomic status, classroom-level access and equity, classroom assessment, and teacher professionalism. This study extends previous research in several ways. It includes a review of classic and recent literature regarding predictors of mathematics achievement; 17 scales using the Rasch partial credit model were developed to measure predictors of mathematics achievement; and the results of this study may be used to examine the relationships between the independent variables of this study and middle-grades mathematics achievement in countries similar to the 3 in this study to reinforce and support variables that contribute to student achievement.

This mixed methods research design, which was modelled on the constructivist view of schooling, sets out to investigate the effect of developing mathematical problem solving skills of grade 8 learners on their performance and achievement in mathematics. To develop the mathematical problem solving skills of the experimental group, a problem-centred teaching and learning environment was created in which problem posing and solving were the key didactic mathematical activity. The effect of the intervention programme on the experimental group was compared with the control group by assessing learners’ problem solving processes, mathematical problem solving skills, reasoning and cognitive processes, performance and achievement in mathematics. Data were obtained through questionnaires, a mathematical problem solving skills inventory, direct participant observation and questioning, semi-structured interviews, learner journals, mathematical tasks, written work, pre- and post- multiple-choice and word-problem tests. Data analysis was largely done through descriptive analysis and the findings assisted the researcher to make recommendations and suggest areas that could require possible further research. / Mathematics Education / M. Ed. (Mathematical Education)

Considering that geometry is taught according to certain principles that do not encourage creativity, I have decided to employ the mixed methods philosophical framework applying the concurrent transformative design in the form of an exploratory case study. The case study to (i) explore and design a model that influences learning using polygon pieces and mathematics dictionary in the teaching and learning of geometry to grade 8 learners; (ii) investigate if the measurement of angles and sides of polygons using polygon pieces assisted by mathematics dictionary promote learners’ comprehension of geometry and (iii) investigate how mathematics teachers should use polygon pieces along with mathematics dictionary to teach properties of triangles in order to promote learners’ conceptual understanding. Drawing from my research findings a model has been developed from the use of polygon pieces and mathematics dictionary. The model use of mathematics dictionary in teaching and learning geometry is to develop learners’ mathematics vocabulary and terminology proficiency. Polygon pieces are to enhance the comprehension of geometric concepts. The quantitative data emerged from marked scripts of the diagnostic and post-intervention tests, the daily reflective tests and intervention activities were analysed as percentages and presented in line and bar graphs. Qualitative data obtained from observation notes and transcribed interviews were analysed in three forms: thematically, constant comparison and keywords in context. These findings support other research regarding the importance of using physical manipulatives with mathematics dictionary in teaching and learning geometry. They align with other findings that stress that manipulatives are critical facilitating tools for the development of mathematics concepts. The investigations led into the designing of a teaching model for the topic under study for the benefit of the mathematics community in the teaching and learning of geometry, focusing on properties of triangles. The model developed during this study adds to the relatively sparse teaching models but growing theoretical foundation of the field of mathematics. / Mathematics Education / Ph. D. (Mathematics Education)

This mixed methods research design, which was modelled on the constructivist view of schooling, sets out to investigate the effect of developing mathematical problem solving skills of grade 8 learners on their performance and achievement in mathematics. To develop the mathematical problem solving skills of the experimental group, a problem-centred teaching and learning environment was created in which problem posing and solving were the key didactic mathematical activity. The effect of the intervention programme on the experimental group was compared with the control group by assessing learners’ problem solving processes, mathematical problem solving skills, reasoning and cognitive processes, performance and achievement in mathematics. Data were obtained through questionnaires, a mathematical problem solving skills inventory, direct participant observation and questioning, semi-structured interviews, learner journals, mathematical tasks, written work, pre- and post- multiple-choice and word-problem tests. Data analysis was largely done through descriptive analysis and the findings assisted the researcher to make recommendations and suggest areas that could require possible further research. / Mathematics Education / M. Ed. (Mathematical Education)

Abstracts in English, Sotho and Zulu / Waste generation is a global problem encountered by many nations. In recent years, population growth, booming urbanisation, an increase in economic activities and rise of communities’ living standards have significantly escalated household waste generation which has been a cause for concern. Waste production in households and schools imposes serious concern on the environment. To curb further depletion of environmental resources, sustainable consumption and household waste management practices and systems cannot be over emphasised. Therefore, the aim of the study was to explore the views of secondary school teachers’ views with regard to learners’ awareness of household waste management in Newcastle, South Africa. This study, following a qualitative approach, adopted a case study design to explore secondary teachers’ views on learners’ awareness on household waste management in the Newcastle municipality, in the Amajuba District, South Africa. By using semi- structured interviews, non-participatory observation and documents analysis, data were collected from three secondary schools and nine teachers, teaching Natural Sciences, Social Sciences and Life Orientation in Grade 8. The findings revealed that teachers understand the importance and benefits of household waste management although misconceptions of household waste management still prevailed. A challenge that emerged showed that teachers lack training to successfully integrate household waste management in their subjects. Their failure to identify household waste management themes in their CAPS subjects was sufficient evidence for the urgency of in-service training of teachers to assist them in integrating environmental education (EE) themes such as household waste management in their subjects. Although teachers experienced several challenges regarding implementing the theme of household waste management in their subjects, they considered the benefits outweighed the challenges. / Tlhahiso ya ditshila ke bothata bo aparetseng dinaha tse ngata. Dilemong tsa morao tjena, kgolo ya baahi, ho eketseha ha ditoropo, ho eketseha ha mesebetsi ya moruo, le ho phahama ha maemo a bophelo a baahi ho ekeditse tlhahiso ya ditshila tsa malapa ka mokgwa o bonahalang, e leng seo e leng sesosa sa ho tshwenyeha. Tlhahiso ya ditshila malapeng le dikolong e baka mathata a tebileng tikolohong. Ho thibela ho qepha ho eketsehileng ha mehlodi ya tikoloho, tshebediso e tsitsitseng le ditlwaelo tsa taolo ya ditshila tsa malapeng le ditsamaiso ho hloka ho elwa hloko ka tsela e kgethehileng. Kahoo, sepheo sa phuputso e ne e le ho hlahloba maikutlo a matitjhere a dikolo tse mahareng mabapi le tlhokomediso ya baithuti ka taolo ya ditshila tsa malapa Newcastle, Afrika Borwa. Phuputso, ka ho sebedisa mokgwa wa boleng, e amohetse moralo wa phuputso e ikgethileng ho hlahloba maikutlo a matitjhere a dikolo tse bohareng hodima tlhokomediso ya baithuti mabapi le taolo ya ditshila tsa malapa mmasepaleng wa Newcastle, Seterekeng sa Amajuba, Afrika Borwa. Ka ho sebedisa dipuisano tse hlophisitsweng hantle, tlhahlobo e sa kenyelletseng bonkakarolo le manollo ya ditokomane, datha e ile ya bokellwa ho tswa dikolong tse tharo tse bohareng le ho matitjhere a robong, a rutang Saense ya Tlhaho, Saense ya Phedisano le Thuto ya Bophelo bakeng sa baithuti ba Sehlopha sa 8. Diphetho di senotse hore matitjhere a utlwisisa bohlokwa le melemo ya taolo ya ditshila tsa malapa le hoja maikutlo a fosahetseng mabapi le taolo ya ditshila tsa malapa a ntse a atile. Phephetso e ileng ya hlaha e bontsha hore matitjhere a haellwa ke kwetliso ya ho kenyelletsa ka katleho taolo ya ditshila tsa malapa dithutong tsa bona. Ho hloleha ho kgetholla dihlooho tsa taolo ya ditshila tsa malapa dithutong tsa bona tsa CAPS e ne e le bopaki bo lekaneng ba ho potlaka ha kwetliso ya matitjhere a tshebetsong ho ba thusa ho kenyelletsa dihlooho tsa thuto ya tikoloho (EE) jwalo ka taolo ya ditshila tsa malapa dithutong tsa bona. Leha ele hore matitjhere a ile a ba le diphephetso mabapi le ho kenyelletsa dihlooho tsa taolo ya ditshila tsa malapa dithutong tsa bona, ba ile ba utlwa hore melemo e feta diphephetso. / Ukukhiqizeka kukadoti kuyinkinga ehlangabezana nezizwe eziningi emhlabeni. Eminyakeni esanda kudlula, ukukhula kwenani labantu, ukukhula kwamadolobha, ukukhula kwemisebenzi yamabhizinisi kanye nokukhuphuka kwezinga lempilo yabantu yikho okuye kwadala ukuthi imizi ikhiqize izinga eliphezulu likadoti/lenkukuma, okuyinkinga ebekade ivele isikhona. Ukukhiqizeka kukadoti emakhaya kanye nasezikoleni kudala izinkinga ezibi kakhulu endaweni. Ukuqeda ukumoshakala/ukuguga kwemithombo yezendawo okuqhubekela phambili, kusobala ukuthi kudingeka izindlela ezisimelele zokugaywa kukadothi kanye nezindlela zokulawula kukadothi kanti konke lokhu kuyiqiniso elingenakuphikiswa. Ngakho-ke, inhloso yocwaningo kwakuwukuphenya imibono yabafundisi bezikole zamabanga aphakeme mayelana nokuxwayisa uhlelo lokulawulwa kukadoti endaweni yase Newcastle, eNingizimu Afrika. Lolu cwaningo ngokulandela indlela yocwaningo eyencike kwingxoxo, luye lwalandela idizayini yocwaningo lotho ukuphenya imibono yabafundisi bamabanga aphakeme mayelana nokuxwayiswa kwabafundi ngokulawulwa kukadoti emakhaya ngaphansi kukamasipaladi waseNewcastle, ongaphansi kwesiFunda saseMajuba, eNingizimu Afrika. Idatha iye yaqoqwa ngokusebenzisa inhlolovo embaxambili, kwahlaziywa indlela yokuziphatha futhi kwahlaziywa imibhalo, kanti le datha iqoqwe ezikoleni zamabanga aphakeme ezintathu kanye nakubafundisi abayisishiyagalolunye, okungabafundisi abafundisa izifundo phecelezi Natural Sciences, Social Sciences kanye neLife Orientation yabafundi bakaGreyidi 8. Ulwazi olutholakele luveze ukuthi abafundisi bazwisisa ukubaluleka kanye nezinzuzo zohlelo lokulawulwa kukadoti, yize kusekhona ukudideka/ukungazwisisani mayelana nohlelo lokulawula ukuphatha kukadoti. Inselelo ebonakele, ikhombise ukuthi abafundisi baswela ukuqeqeshwa ukuze bakwazi ukuzwisisa kahle uhlelo lokulawulwa kukadoti kwizifundo zabo. Ukwehluleka kwabo ukwehlukanisa izindikimba zokulawulwa kukadoti emakhaya ezifundweni zabo zeCAPS kuye kwaba wubufakazi obanele besidingo esisheshayo sokuqeqeshwa kwabafundisi abasemsebenzini ukubanceda ukuba bakwazi ukuhlanganisa izindikimba zezifundo zezendawo environmental education (EE) ezinjengokulawulwa kukadoti ezifundweni zabo.Yize abafundisi behlangabezana nezinselele ezimbalwa mayelana nokusebenzisa indikimba yokulawulwa kukadoti ezifundweni zabo, baye babona ukuthi izinzuzo zalokhu zedlula izinselele. / Curriculum and Instructional Studies / M. Ed. (Environmental Education Curriculum)