Traditional teacher-centered methods of lectures and PowerPoint presentations are commonly used when teaching secondary social studies, yet these methods continually prove to be boring for most high school students and neglect to teach critical thinking skills. Student-centered methods are different than teacher-centered methods because these methods incorporate several learning styles, cooperative activities, and even technology in order to engage the student and promote critical thinking skills. Critical thinking is important for students to master because it gives them the skills to move past the obvious and make individual connections with the text. The intent of this thesis was to explore the effectiveness of integrating student-centered methods in high school social studies classrooms as a means of promoting critical thinking skills. All students were given the same pretest and posttests. Students were divided into three groups: one was taught using student-centered methods, one was taught using teacher-centered methods, and one was the control group and was not directly taught by anyone. Based on analyzing students' posttest scores compared to their pre-test scores, student-centered teaching produced a higher average score increase, though all methods had students who scored higher, and students whose scores remained constant. Evidence and student feedback showed that continued future research should be conducted to see if student-centered methods should be used throughout all secondary social studies classrooms to promote critical thinking.

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Text in Afrikaans / Real empowerment of school learners requires preparing them for the age of technology. This empowerment can be achieved by developing their higher-order thinking skills. This is clearly the intention of the proposed South African FET National Curriculum Statements Grades 10 to 12 (Schools). This research shows that one method of developing higher-order thinking skills is to adopt an integrated curriculum approach. The research is based on the assumption that an integrated curriculum approach will produce learners with a more integrated knowledge structure which will help them to solve problems requiring higher-order thinking skills. These assumptions are realistic because the empirical results of several comparative research studies show that an integrated curriculum helps to improve learners' ability to use higher-order thinking skills in solving nonroutine problems. The curriculum mentions four kinds of integration, namely integration across different subject areas, integration of mathematics with the real world, integration of algebraic and geometric concepts, and integration into and the use of dynamic geometry software in the learning and teaching of geometry. This research shows that from a psychological, pedagogical, mathematical and historical perspective, the theme conic sections can be used as an integrating factor in the new proposed FET mathematics curriculum. Conics are a powerful tool for making the new proposed curriculum more integrated. Conics can be used as an integrating factor in the FET band by means of mathematical exploration, visualisation, relating learners' experiences of various parts of mathematics to one another, relating mathematics to the rest of the learners' experiences and also applying conics to solve real-life problems. / Mathematical Sciences / D.Phil. (Wiskundeonderwys)

The purpose of this study was to examine the effect of using Lakatos’ heuristic method to teach the surface area of the cone (SAC) on students’ learning. The Lakatos (1976) heuristic framework and the Oh (2010) model of “the enhanced-conflict map” were employed as framework for the study. The first research question examined the impact of the Lakatosian heuristic method on students’ learning of the SAC, which was addressed in three sub-questions: the impact of the method on the students’ achievement, the impact of the method on their conceptual learning and the impact of the method on their higher order thinking skills. The second question examined whether the heuristic method of teaching the SAC helped students to sustain their learning better than the traditional method (Euclidean method). The third question examined whether the heuristic method of teaching SAC could change students’ readiness level, according to Bloom’s taxonomy. A pre-test and post-test quasi-experimental research design was used in the study that involved a total of 198 Grade 11 students (98 in the experimental group and 100 in the control group) from two schools in Cyprus. The instruments used for data collection were cognitive tests, lesson observations (video-recorded), interviews and questionnaire. Data was analysed using inferential statistics and the Oh (2010) model of the enhanced conflict map. Student achievement within time was the dependent variable and the method of training the independent variable. Therefore, time was the “within” factor and each group was measured three times (pre-test, post-test and delayed). The differences in students’ achievement within each group over time were examined. Results indicated that the average mean score achievement of the students in the experimental group was double that of the students in the control group. The Jun- Young Oh’s model of the enhanced conflict map showed that students in both groups changed from alternative conceptions to scientific conceptions with the experimental group showing greater improvement. It was also observed that from the post-test to delayed test, the Lakatosian method of teaching the SAC has a significant positive effect on students’ achievement at all levels of Bloom’s taxonomy, especially at the higher order thinking (HOT) levels (application and analysis-synthesis levels) as compared to the Euclidean method of teaching. In addition, the Lakatosian method helped the students to sustain their learning over time better than the Euclidean method did and also helped them to change their readiness level, especially at the HOT levels. The Lakatosian method helped students to foster skills that promote active learning. Of great importance was the use of mathematical language, as well as, the enhanced perception in the experimental group in comparison with the control group, through the use of the Lakatosian method. The results of this study are promising. It is recommended that pre-service teachers should be trained on how to effectively implement the Lakatosian heuristic method in their teaching. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

Text in Afrikaans / Real empowerment of school learners requires preparing them for the age of technology. This empowerment can be achieved by developing their higher-order thinking skills. This is clearly the intention of the proposed South African FET National Curriculum Statements Grades 10 to 12 (Schools). This research shows that one method of developing higher-order thinking skills is to adopt an integrated curriculum approach. The research is based on the assumption that an integrated curriculum approach will produce learners with a more integrated knowledge structure which will help them to solve problems requiring higher-order thinking skills. These assumptions are realistic because the empirical results of several comparative research studies show that an integrated curriculum helps to improve learners' ability to use higher-order thinking skills in solving nonroutine problems. The curriculum mentions four kinds of integration, namely integration across different subject areas, integration of mathematics with the real world, integration of algebraic and geometric concepts, and integration into and the use of dynamic geometry software in the learning and teaching of geometry. This research shows that from a psychological, pedagogical, mathematical and historical perspective, the theme conic sections can be used as an integrating factor in the new proposed FET mathematics curriculum. Conics are a powerful tool for making the new proposed curriculum more integrated. Conics can be used as an integrating factor in the FET band by means of mathematical exploration, visualisation, relating learners' experiences of various parts of mathematics to one another, relating mathematics to the rest of the learners' experiences and also applying conics to solve real-life problems. / Mathematical Sciences / D.Phil. (Wiskundeonderwys)

The purpose of this study was to examine the effect of using Lakatos’ heuristic method to teach the surface area of the cone (SAC) on students’ learning. The Lakatos (1976) heuristic framework and the Oh (2010) model of “the enhanced-conflict map” were employed as framework for the study. The first research question examined the impact of the Lakatosian heuristic method on students’ learning of the SAC, which was addressed in three sub-questions: the impact of the method on the students’ achievement, the impact of the method on their conceptual learning and the impact of the method on their higher order thinking skills. The second question examined whether the heuristic method of teaching the SAC helped students to sustain their learning better than the traditional method (Euclidean method). The third question examined whether the heuristic method of teaching SAC could change students’ readiness level, according to Bloom’s taxonomy. A pre-test and post-test quasi-experimental research design was used in the study that involved a total of 198 Grade 11 students (98 in the experimental group and 100 in the control group) from two schools in Cyprus. The instruments used for data collection were cognitive tests, lesson observations (video-recorded), interviews and questionnaire. Data was analysed using inferential statistics and the Oh (2010) model of the enhanced conflict map. Student achievement within time was the dependent variable and the method of training the independent variable. Therefore, time was the “within” factor and each group was measured three times (pre-test, post-test and delayed). The differences in students’ achievement within each group over time were examined. Results indicated that the average mean score achievement of the students in the experimental group was double that of the students in the control group. The Jun- Young Oh’s model of the enhanced conflict map showed that students in both groups changed from alternative conceptions to scientific conceptions with the experimental group showing greater improvement. It was also observed that from the post-test to delayed test, the Lakatosian method of teaching the SAC has a significant positive effect on students’ achievement at all levels of Bloom’s taxonomy, especially at the higher order thinking (HOT) levels (application and analysis-synthesis levels) as compared to the Euclidean method of teaching. In addition, the Lakatosian method helped the students to sustain their learning over time better than the Euclidean method did and also helped them to change their readiness level, especially at the HOT levels. The Lakatosian method helped students to foster skills that promote active learning. Of great importance was the use of mathematical language, as well as, the enhanced perception in the experimental group in comparison with the control group, through the use of the Lakatosian method. The results of this study are promising. It is recommended that pre-service teachers should be trained on how to effectively implement the Lakatosian heuristic method in their teaching. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))

Academics encounter problems with the selection, evaluation, testing and implementation of e-assessment software tools. The researcher experienced these problems while adopting e-assessment at the university where she is employed. Hence she undertook this study, which is situated in schools and departments in Computing-related disciplines, namely Computer Science, Information Systems and Information Technology at South African Higher Education Institutions. The literature suggests that further research is required in this domain. Furthermore, preliminary empirical studies indicated similar disabling factors at other South African tertiary institutions, which were barriers to long-term implementation of e-assessment. Despite this, academics who are adopters of e-assessment indicate satisfaction, particularly when conducting assessments with large classes. Questions of the multiple choice genre can be assessed automatically, leading to increased productivity and more frequent assessments. The purpose of this research is to develop an evaluation framework to assist academics in determining which e-assessment tool to adopt, enabling them to make more informed decisions. Such a framework would also support evaluation of existing e-assessment systems. The underlying research design is action research, which supported an iterative series of studies for developing, evaluating, applying, refining, and validating the SEAT (Selecting and Evaluating an e-Assessment Tool) Evaluation Framework and subsequently an interactive electronic version, e-SEAT. Phase 1 of the action research comprised Studies 1 to 3, which established the nature, context and extent of adoption of e-assessment. This set the foundation for development of SEAT in Phase 2. During Studies 4 to 6 in Phase 2, a rigorous sequence of evaluation and application facilitated the transition from the manual SEAT Framework to the electronic evaluation instrument, e-SEAT, and its further evolution. This research resulted in both a theoretical contribution (SEAT) and a practical contribution (e-SEAT). The findings of the action research contributed, along with the literature, to the categories and criteria in the framework, which in turn, contributed to the bodies of knowledge on MCQs and e-assessment. The final e-SEAT version, the ultimate product of this action research, is presented in Appendix J1. For easier reference, the Appendices are included on a CD, attached to the back cover of this Thesis.. / Computing / PhD. (Information Systems)

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Today’s research, as well as current Swedish governance documents, stress the high importance of developing students’ abstract, individual and critical thinking in mathematics education. The needs for such quality thinking however stand in stark contrast to the ‘traditional mathematics education’, which cannot be expected to develop such thinking. This study suggests an evolutionary instead of revolutionary approach in leaving the old paradigm of ‘traditional education’ behind, since project support for such a transformation project is claimed to be lacking on central level while the feasibility of such a paradigm shift on individual (teacher or even school) level is claimed to be very low in today’s time-pressured reality. By investigating teacher actions which generate occurrences of activated, exposed and elicited student thinking, this study purports to suggest alternative ways forward. A series of semi-structured classroom observations, complemented with questionnaires and interviews, has therefore been carried out of 18 mathematics teachers in upper secondary level in Sweden. The study is based on empowerment theory (as well as an adaptation from the industry of an applied empowerment model), a triangulation mixed-method design was adopted and a thematic analysis, underpinned by a latent theoretical approach from an epistemologically constructionist perspective as described by Braun and Clarke (2006), was used. The study identified several occurrences of the aforementioned student thinking, as well as their corresponding teacher actions and proposes a way for organizing the actions as well as their outcome into an overarching model. / Dagens forskning och samtliga svenska styrdokument betonar den stora vikten av att inom matematikundervisningen utveckla det abstrakta, individuella och kritiska tänkandet hoseleverna. Behoven av sådant ”kvalitetstänkande” står dock i kraftig kontrast till ”traditionell matematikundervisning”, som inte kan förväntas utveckla sådant tänkande. Denna studie föreslår ett evolutionärt, istället för revolutionärt, angreppssätt för att lämna det gamla paradigmet, eftersom projektstöd för ett sådant transformationsprojekt saknas på central nivå och genomförbarheten för ett paradigmskifte på individuell (lärar- eller t.o.m. skol-) nivå hävdas vara låg i dagens tidspressade verklighet. Genom att studera lärarhandlingar som genererar förekomster av aktiverat, exponerat och stimulerat elevtänkande, menar denna studie att hitta alternativa vägar framåt. En serie semistrukturerade klassrumsobservationer, kompletterade med enkäter och intervjuer, har därför genomförts hos 18 matematiklärare på gymnasiet i Sverige. Studien är baserad på empowerment-teori (tillsammans med en industriell tillämpning av en empowerment-modell), en blandad metoddesign (triangulation mixed-method) samt en tematisk analys kännetecknad av ett latent-teoretiskt angreppssätt och av ett epistemologiskt konstruktionistiskt perspektiv enligt Braun och Clarke (2006). Studien identifierade flera förekomster av ovannämnda elevtänkande, likväl som motsvarande lärarhandlingar, och föreslår ett sätt att strukturera både handlingar och deras resultat i en övergripande modell.

This study sets out to answer the call for explicit instruction in critical thinking for ELL. Using action research and qualitative methodology, I examine the effect of implementing the cognitive apprenticeship paradigm with ELL studying in a mainstream secondary English class using the American curriculum. I center instruction on authentic texts and scaffold critical literacy and thinking tasks for instructional interventions. The data generated by the study includes written responses and reflections by the participants. This data is analyzed using research into cognitive theory and critical thinking pedagogy. The results support the cognitive apprenticehip model as one means for improving the higher literacy of ELL, regardless of level and background. The findings of this study contribute to the discussion of how to bridge the achievement gap between ELL and their native speaking peers and provide an avenue to advance their academic success. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))