Metacognition is commonly understood in the context of the learners and not their teachers. Extant literature focusing on how Mathematics teachers apply their metacognitive skills in the classroom, clearly distinguishes between teaching with metacognition (TwM) referring to teachers thinking about their own thinking and teaching for metacognition (TfM) which refers to teachers creating opportunities for learners to reflect on their thinking. However, in both of these cases, thinking requires a language, in particular appropriate mathematical language to communicate the thinking by both teacher and learners in the Mathematics classroom. In this qualitative study, which forms part of a bigger project within SANPAD (South Africa Netherlands Research Programme on Alternatives in Development), the metacognitive skills and mathematical language used by Mathematics teachers who teach at two township schools were interrogated using the design-based research approach with lesson study. Data collection instruments included individual interviews and a trigonometric assessment task. Lessons were also observed and video-taped to be viewed and discussed during focus group discussions in which the teachers, together with five Mathematics lecturers, participated. The merging of the design-based research approach with lesson study brought about teacher-lecturer collaboration, referred to in this study as the Mathematics Educators’ Reflective Inquiry (ME’RI) group, and enabled the design of a hypothetical teaching and learning trajectory (HTLT) for the teaching of trigonometric functions. A metacognitive performance profile for the two grade 10 teachers was also developed. The Framework for Analysing Mathematics Teaching for the Advancement of Metacognition (FAMTAM) from Ader (2013) and the Teacher Metacognitive Framework (TMF) from Artzt and Armour-Thomas (2002) were adjusted and merged to develop a new framework, the Metacognitive Teaching for Metacognition Framework (MTMF) to analyse the metacognitive skills used by mathematics teachers TwM as well as TfM. Without oversimplifying the magnitude of these concepts, the findings suggest a simple mathematical equation: metacognitive skills + enhanced mathematical language = conceptualization skills. The findings also suggest that both TwM and TfM are required for effective mathematics instruction. Lastly the findings suggest that the ME’RI group holds promise to enhance the use of the metacognitive skills and mathematical language of Mathematics teachers in Mathematics classrooms. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2014

ABSTRACT The study aims at establishing whether Foundation Phase schooling provides a proper foundation for the promotion of scientific literacy. Natural Science in the Foundation Phase is understood as scientific knowledge, process skills, and values and attitudes, which together should foster scientific literacy. Influential perspectives on learning, and teaching methods appropriate to Natural Science education in the Foundation Phase, are reviewed, and the Natural Science Learning Area in the RNCS discussed in the context of global trends in curriculum development. Finally the findings of an empirical survey on the perceptions of Foundation Phase teachers with regard to Natural Science teaching and learning, are presented. Major findings include the following: (1) Scientific literacy is currently not a curriculum priority in the Foundation Phase, due mainly to meagre time allocation and lack of applicable Learning Outcomes. (2) Although teachers appear predominantly positive towards the Learning Area, significant shortcomings need to be addressed before Natural Science teaching in the Foundation Phase may claim to provide the required basis for promoting scientific literacy. OPSOMMING Die studie poog om vas te stel of Grondslagfase-onderrig `n geskikte basis lê vir die bevordering van wetenskaplike geletterdheid. Natuurwetenskappe in die Grondslagfase word beskou as `n kombinasie van wetenskaplike kennis, prosesvaardighede, en waardes en ingesteldhede, wat gesamentlik wetenskaplike geletterdheid ten doel het. Invloedryke perspektiewe op leer, en gepaste onderrigmetodes vir die effektiewe fasilitering van Natuurwetenskappe-onderrig in die Grondslagfase word onder die loep geneem voordat die Natuurwetenskappe-leerarea in die Hersiene Nasionale Kurrikulumverklaring bespreek word binne die konteks van wêreldwye neigings in kurrikulumontwikkeling. Laastens rapporterr die studie die bevindinge van `n empiriese ondersoek na die persepsies van Grondslagfase-onderwysers rakende Natuurwetenskaponderrig en -leer. Belangrike bevinding sluit in: (1) Die bevordering van wetenskaplike geletterdheid word nie as kurrikulumprioriteit in die Grondslagfase beskou word nie, soos blyk uit die karige toedeling van tyd en aantal leeruitkomste aan die Natuurwetenskappe-leerarea op hierdie vlak. (2) Alhoewel onderwysers se persepsies rakende Natuurwetenskaponderrig en -leer oorwegend positief blyk te wees, is daar ernstige tekortkominge wat aangespreek moet word voordat Natuurwetenskappe-onderrig in die Grondslagfase die vereiste grondslag sal kan lê vir die bevordering van wetenskaplike geletterdheid. / Educational Studies / M.Ed.

Text in Afrikaans / Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer. Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word. ‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerstyl, is gemeet. Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die vernaamste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Denkontwikkeling is nie as ‘n vername faktor geïdentifiseer nie. Die bevindinge in die literatuurstudie en die empiriese ondersoek is bespreek om ouers en onderwysers van riglyne te voorsien om prestasie in Afrikaans te verhoog. / The aim of the research focusses on the relationship between thought development (a cognitive variable) and achievement in Afrikaans as a second language. Besides thought development, verbal understanding and memory recollection are also identified as distinctive cognitive variables. Affective variables such as motivation, self-concept and anxiety could also relate to performance in Afrikaans as a second language. Empirical research was conducted amongst 174 High School learners. Cognitive variables, affective variables and learning styles were measured. Resulting from the empirical research, it appears that self-concept, memory recollection, verbal comprehension and motivation are the main variables that impact on the performance of Afrikaans as a second language. Thought process development was not identified as a main factor. Results from the literature study and the empirical research are discussed in order to assist parents and teachers with guidelines to increase achievement in Afrikaans as a second language. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

ABSTRACT The study aims at establishing whether Foundation Phase schooling provides a proper foundation for the promotion of scientific literacy. Natural Science in the Foundation Phase is understood as scientific knowledge, process skills, and values and attitudes, which together should foster scientific literacy. Influential perspectives on learning, and teaching methods appropriate to Natural Science education in the Foundation Phase, are reviewed, and the Natural Science Learning Area in the RNCS discussed in the context of global trends in curriculum development. Finally the findings of an empirical survey on the perceptions of Foundation Phase teachers with regard to Natural Science teaching and learning, are presented. Major findings include the following: (1) Scientific literacy is currently not a curriculum priority in the Foundation Phase, due mainly to meagre time allocation and lack of applicable Learning Outcomes. (2) Although teachers appear predominantly positive towards the Learning Area, significant shortcomings need to be addressed before Natural Science teaching in the Foundation Phase may claim to provide the required basis for promoting scientific literacy. OPSOMMING Die studie poog om vas te stel of Grondslagfase-onderrig `n geskikte basis lê vir die bevordering van wetenskaplike geletterdheid. Natuurwetenskappe in die Grondslagfase word beskou as `n kombinasie van wetenskaplike kennis, prosesvaardighede, en waardes en ingesteldhede, wat gesamentlik wetenskaplike geletterdheid ten doel het. Invloedryke perspektiewe op leer, en gepaste onderrigmetodes vir die effektiewe fasilitering van Natuurwetenskappe-onderrig in die Grondslagfase word onder die loep geneem voordat die Natuurwetenskappe-leerarea in die Hersiene Nasionale Kurrikulumverklaring bespreek word binne die konteks van wêreldwye neigings in kurrikulumontwikkeling. Laastens rapporterr die studie die bevindinge van `n empiriese ondersoek na die persepsies van Grondslagfase-onderwysers rakende Natuurwetenskaponderrig en -leer. Belangrike bevinding sluit in: (1) Die bevordering van wetenskaplike geletterdheid word nie as kurrikulumprioriteit in die Grondslagfase beskou word nie, soos blyk uit die karige toedeling van tyd en aantal leeruitkomste aan die Natuurwetenskappe-leerarea op hierdie vlak. (2) Alhoewel onderwysers se persepsies rakende Natuurwetenskaponderrig en -leer oorwegend positief blyk te wees, is daar ernstige tekortkominge wat aangespreek moet word voordat Natuurwetenskappe-onderrig in die Grondslagfase die vereiste grondslag sal kan lê vir die bevordering van wetenskaplike geletterdheid. / Educational Studies / M.Ed.

Text in English with abstracts and keywords in English, Tswana and Afrikaans / Tuberculosis (TB) is one of the top-ranking causes of death in many countries, including Namibia. The purpose of this research study was to determine the knowledge and the attitudes of religious leaders and congregants regarding TB and to describe practices of TB prevention among religious leaders and congregants in Khomas Region, Namibia. The researcher developed strategies for enhancing the prevention of TB by religious leaders in Khomas Region, Namibia. The Health Belief Model and the Socio-ecological Model were adopted for the study. A mixed-method convergent design was used in this study. Phase one of the study involved the use of a quantitative descriptive design and phase two comprised a sequential mixed-method study using the Delphi technique. Explorative, descriptive and contextual designs were applied in phase two. Data were collected using semi-structured questionnaires in both phase one and phase two. Phase one included 299 participants and phase two included 100 experts in TB and religion. A quantitative data analysis was done using Moon Stats 2018, version 2.0. A qualitative data analysis was done following the steps of content analysis. This study found that the participants were very knowledgeable about TB in that 241 (80.87%) participants indicated that bacteria are the cause of TB and 292 (97.99%) indicated that TB bacteria are spread through the air from one person to another. The participants had a good attitude towards TB in that 227 (76.65%) participants agreed that anyone can be infected with TB and 140 (47.78%) expressed compassion for people who have TB. Participants of the study had good practices for TB prevention, like seeking medical attention if they suspect they have TB. A total of 28 strategies for the primary, secondary and tertiary prevention of TB were developed. The recommendation made in this study is that religious leaders should be at the forefront of TB prevention activities due to their sphere of influence in society. All health sector stakeholders should support efforts by religious leaders to combat TB through sponsorships. / Bolwetsi jwa lehuba (TB) ke nngwe ya dibaki tsa loso tse di kwa setlhoeng mo dinageng tse dintsi, go akaretsa Namibia. Maikaelelo a thutopatlisiso eno e ne e le go sekaseka kitso le maitshwaro a baeteledipele ba sedumedi le baphuthegi mabapi le TB le go tlhalosa ditiragalo tsa thibelo ya TB magareng ga baeteledipele ba sedumedi le baphuthegi mo Kgaolong ya Khomas, Namibia. Mmatlisisi o dirile ditogamaano tsa go tokafatsa thibelo ya TB ka baeteledipele ba sedumedi mo Kgaolong ya Khomas, Namibia. Go amogetswe sekao sa Tumelo ya Boitekanelo le Sekao sa Ikholoji ya Loago mo thutopatlisisong. Go dirisitswe thadiso ya molebo o o kopantsweng mo thutopatlisisong eno. Kgato ya ntlha ya thutopatlisiso e akareditse tiriso ya molebo o o tlhalosang wa dipalopalo, mme kgato ya bobedi e nnile le thutopatlisiso ya molebo o o kopantsweng wa tatelano o o dirisang thekeniki ya Delphi. Go dirisitswe melebo ya tshekatsheko, tlhaloso le bokao mo kgatong ya bobedi. Data e ne ya kgobokanngwa go dirisiwa makwalopotsolotso a a batlileng a rulagantswe mo kgatong ya ntlha le kgato ya bobedi. Kgato ya ntlha e akareditse banni-le-seabe ba le 299, mme kgato ya bobedi e akareditse baitsenape ba le 100 ba TB le bodumedi. Tokololo ya data ya dipalopalo e ne ya dirwa go diriswa Moon Stats 2018, mofuta wa 2.0. Tokololo ya data e e lebelelang mabaka e ne ya dirwa go latelwa dikgato tsa tokololo ya diteng. Thutopatlisiso eno e fitlhetse gore banni-le-seabe ba ne ba na le kitso thata ka ga TB mo e leng gore banni-le-seabe ba ba 241 (80.87%) ba kaile gore ditwatsi ke tsona di tlholang TB, mme ba le 292 (97.99%) ba kaile gore ditwatsi tsa TB di phatlaladiwa mo moweng go tswa go motho yo mongwe go ya go yo mongwe. Banni-le-seabe ba na le megopolo e e siameng ka ga TB mo e leng gore banni-le-seabe ba ba 227 (76.65%) ba dumetse gore mongwe le mongwe a ka nna a tshwaetswa ke TB, mme ba le 140 (47.78%) ba ne ba bontsha boutlwelobotlhoko mo bathong ba ba nang le TB. Banni-le-seabe ba thutopatlisiso ba na le ditiragatso tse di siameng tsa thibelo ya TB, go tshwana le go batla thuso ya kalafi fa e le gore ba belaela gore ba na le TB. Go dirilwe palogotlhe ya ditogamaano di le 28 tsa thibelo ya ntlha, ya bobedi le ya boraro ya TB. Katlenegiso e e dirilweng mo thutopatlisisong eno ke gore baeteledipele ba sedumedi ba tshwanetse go nna kwa pele mo ditiragatsong tsa thibelo ya TB ka ntlha ya seemo sa bona sa tshusumetso mo setšhabeng. Baamegi botlhe ba lephata la boitekanelo ba tshwanetse go tshegetsa maiteko a baeteledipele ba sedumedi go lwantsha TB ka diketleetso. / Tuberkulose (TB) is een van die grootste doodsoorsake in Namibië en talle ander lande. Die doel van hierdie studie was om godsdiensleiers en gemeentelede in die Khomasstreek in Namibië se kennis van TB, hulle ingesteldheid jeens die siekte, en hulle voorkomingsmaatreëls te ondersoek. Die navorser het strategieë opgestel om te verhoed dat godsdiensleiers in hierdie streek TB opdoen. Die Gesondheidopvattings- en die Sosiaal-ekologiese model is met die oog op hierdie studie aangepas. ʼn Konvergente ontwerp met gemengde metodes is in hierdie studie gebruik. In fase 1 is ʼn kwantitatiewe, deskriptiewe ontwerp gevolg en in fase 2 is opeenvolgende gemengde metodes volgens die Delphitegniek toegepas. ʼn Verkennende, deskriptiewe en kontekstuele ontwerp is in fase gevolg. Data is in fase 1 en 2 aan die hand van halfgestruktureerde vraelyste ingesamel. In fase 1 het 299 respondente en in fase 2 het 100 TB- en godsdiensdeskundiges deelgeneem. ʼn Kwantitatiewe ontleding van die data is met Moon Stats 2018, weergawe 2.0 gedoen. Vervolgens is die data kwalitatief volgens die stappe van ʼn inhoudsanalise ontleed. In hierdie studie is bevind dat die deelnemers heel kundig was oor TB. Altesame 241 (80,87%) deelnemers het te kenne gegee dat bakterieë die oorsaak van TB is, en 292 (97,99%) het laat blyk dat TB-bakterieë luglangs van een persoon na ʼn ander versprei. Die deelnemers se ingesteldheid jeens TB was reg, want 227 (76,65%) deelnemers was dit eens dat enige iemand die siekte kan opdoen, en 140 (47,78%) het medelye gehad met TB-lyers. Daarby het hulle goeie voorkomingsmaatreëls gevolg soos om ʼn dokter te spreek toe hulle vermoed het dat hulle TB opgedoen het. Altesame 28 maatreëls is vir die primêre, sekondêre en tersiêre voorkoming van hierdie siekte getref. Daar word aanbeveel dat godsdiensleiers vanweë die aansien wat hulle in die samelewing geniet, die leiding in voorkomingsveldtogte moet neem. Alle belanghebbendes in die gesondheidsektor moet godsdiensleiers se pogings om TB te bestry, met borgskappe steun. / Health Studies / Ph. D. (Nursing)

Text in Afrikaans / Die doel van die ondersoek sentreer rondom die verband tussen denkontwikkeling (‘n kognitiewe veranderlike) en prestasie in Afrikaans as tweede taal. Denkont-wikkeling is egter nie die enigste kognitiewe veranderlike wat prestasie in ‘n taal kan beïnvloed nie. Verbale begrip en geheue is ook as vername kognitiewe verander-likes geïdentifiseer. Affektiewe veranderlikes soos motivering, selfkonsep en angs, kan ook met prestasie in Afrikaans as tweede taal in verband gebring word. ‘n Empiriese ondersoek is uitgevoer waarby 174 hoërskoolleerders betrek is. Kognitiewe en affektiewe veranderlikes, asook leerstyl, is gemeet. Uit die empiriese ondersoek blyk dit dat selfkonsep, geheue, verbale begrip en motivering as die vernaamste veranderlikes beskou kan word wat met prestasie in Afrikaans as tweede taal verband hou. Denkontwikkeling is nie as ‘n vername faktor geïdentifiseer nie. Die bevindinge in die literatuurstudie en die empiriese ondersoek is bespreek om ouers en onderwysers van riglyne te voorsien om prestasie in Afrikaans te verhoog. / The aim of the research focusses on the relationship between thought development (a cognitive variable) and achievement in Afrikaans as a second language. Besides thought development, verbal understanding and memory recollection are also identified as distinctive cognitive variables. Affective variables such as motivation, self-concept and anxiety could also relate to performance in Afrikaans as a second language. Empirical research was conducted amongst 174 High School learners. Cognitive variables, affective variables and learning styles were measured. Resulting from the empirical research, it appears that self-concept, memory recollection, verbal comprehension and motivation are the main variables that impact on the performance of Afrikaans as a second language. Thought process development was not identified as a main factor. Results from the literature study and the empirical research are discussed in order to assist parents and teachers with guidelines to increase achievement in Afrikaans as a second language. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

Summaries in English and Afrikaans / The second fully democratic election in South Africa is scheduled to take place in May 1999. In the five years since the first election, it appears that very little attention has been paid to the political literacy of the electorate in general, and the youth in particular. The purpose of this study was to establish adolescents' level of political knowledge and whether they are able to think critically about political issues or not. The first part of the literature study which was concerned with critical thinking revealed that the major aspects of critical thinking are: deductive reasoning, inductive inference, recognition of assumptions, credibility, and problem solving. The second part of the literature study was an analysis of which factors may play a role in the development of critical thinking of an adolescent. with particular reference to a political context. The third part was an examination of important current political and social issues. These were: the new Constitution. Truth and Reconciliation Commission, housing, land redistribution, education, labour, health, crime, political violence, environment, and the next election. A reliable measuring instrument was developed in order to measure adolescents' knowledge of political issues, and their ability to think critically about these issues. The results of the empirical study revealed that intellectual potential and academic achievement were significantly related to critical thinking ability, while gender, environment, and personality appeared not to play a role. There was a significant correlation between political knowledge and critical thinking in a political context, implying that critical thinking is subject-specific. Cultural background also played a significant role in critical thinking in a political context. In terms of political knowledge, boys were found to be at a significantly higher level than girls. The subjects from urban areas were also at a significantly higher level than those from rural areas. There was also a positive correlation between intellectual potential, academic achievement, and political knowledge. Finally, some recommendations for improving the levels of political knowledge and critical thinking abilities with regard to political issues of South African adolescents were given. / Die tweede ten valle demokratiese verkiesing in Suid-Afrika is geskeduleer om in Mei 1999 plaas te vind. In die vyf jaar sedert die vorige verkiesing is baie min aandag gegee aan die politieke geletterdheid van die verkiesingspubliek in die algemeen en die jeug in besonder. Die doel van hierdie studie was om adolessente se vlak van politieke kennis te bepaal en om vas te stel of hulle in staat is om krities oar politieke kwessies na te dink. Die eerste deel van die literatuurstudie wat verband hou met kritiese denke het uitgewys dat die hoofaspekte van kritiese denke die volgende is: deduktiewe redenering, induktiewe inferensies, herkenning van aannames, geloofwaardigheid en probleemoplossing. Die tweede deel van die literatuurstudie behels 'n analise van die faktore wat 'n rol kan speel in die ontwikkeling van die kritiese denke van die adolessent, met spesifieke verwysing na 'n politieke konteks. Die derde deel is 'n ondersoek na belangrike teenswoordige politieke en sosiale kwessies. Hierdie kwessies sluit in: die nuwe Grondwet, die Waarheids- en Versoeningskommissie, behuising, herverdeling van grand, opvoeding, arbeid, gesondheid, misdaad, politieke geweld, die omgewing en die volgende verkiesing. 'n Betroubare meetinstrument om adolessente se kennis van politieke kwessies asook hul vermoe om krities daaroor na te dink, is ontwikkel. Die resultate van die empiriese ondersoek het aangetoon dat intellektuele potensiaal en akademiese prestasie betekenisvol verband hou met kritiese denkvermoe, terwyl geslag, omgewing en persoonlikheid klaarblyklik nie 'n rol speel nie. Daar is ook 'n betekenisvolle korrelasie tussen politieke kennis en kritiese denke in 'n politieke konteks wat impliseer dat kritiese denke vakspesifiek is. Kulturele agtergrond speel ook 'n betekenisvolle rol in kritiese denke in 'n politieke konteks. Ten opsigte van politieke kennis is daar bevind dat seuns op 'n betekenisvolle hoer vlak is as dogters. Respondente uit stedelike gebiede is oak op 'n betekenisvolle hoer vlak as diegene uit plattelandse gebiede. Oaar is oak 'n betekenisvolle korrelasie tussen intellektuele potensiaal, akademiese prestasie en politieke kennis. Ten slotte is aanbevelings gemaak om die vlakke van politieke kennis en kritiese denkvermoens met betrekking tot politieke aangeleenthede by Suid-Afrikaanse adolessente te verbeter. / Psychology of Education / D. Ed. (Psychology of Education)

Summaries in English and Afrikaans / The second fully democratic election in South Africa is scheduled to take place in May 1999. In the five years since the first election, it appears that very little attention has been paid to the political literacy of the electorate in general, and the youth in particular. The purpose of this study was to establish adolescents' level of political knowledge and whether they are able to think critically about political issues or not. The first part of the literature study which was concerned with critical thinking revealed that the major aspects of critical thinking are: deductive reasoning, inductive inference, recognition of assumptions, credibility, and problem solving. The second part of the literature study was an analysis of which factors may play a role in the development of critical thinking of an adolescent. with particular reference to a political context. The third part was an examination of important current political and social issues. These were: the new Constitution. Truth and Reconciliation Commission, housing, land redistribution, education, labour, health, crime, political violence, environment, and the next election. A reliable measuring instrument was developed in order to measure adolescents' knowledge of political issues, and their ability to think critically about these issues. The results of the empirical study revealed that intellectual potential and academic achievement were significantly related to critical thinking ability, while gender, environment, and personality appeared not to play a role. There was a significant correlation between political knowledge and critical thinking in a political context, implying that critical thinking is subject-specific. Cultural background also played a significant role in critical thinking in a political context. In terms of political knowledge, boys were found to be at a significantly higher level than girls. The subjects from urban areas were also at a significantly higher level than those from rural areas. There was also a positive correlation between intellectual potential, academic achievement, and political knowledge. Finally, some recommendations for improving the levels of political knowledge and critical thinking abilities with regard to political issues of South African adolescents were given. / Die tweede ten valle demokratiese verkiesing in Suid-Afrika is geskeduleer om in Mei 1999 plaas te vind. In die vyf jaar sedert die vorige verkiesing is baie min aandag gegee aan die politieke geletterdheid van die verkiesingspubliek in die algemeen en die jeug in besonder. Die doel van hierdie studie was om adolessente se vlak van politieke kennis te bepaal en om vas te stel of hulle in staat is om krities oar politieke kwessies na te dink. Die eerste deel van die literatuurstudie wat verband hou met kritiese denke het uitgewys dat die hoofaspekte van kritiese denke die volgende is: deduktiewe redenering, induktiewe inferensies, herkenning van aannames, geloofwaardigheid en probleemoplossing. Die tweede deel van die literatuurstudie behels 'n analise van die faktore wat 'n rol kan speel in die ontwikkeling van die kritiese denke van die adolessent, met spesifieke verwysing na 'n politieke konteks. Die derde deel is 'n ondersoek na belangrike teenswoordige politieke en sosiale kwessies. Hierdie kwessies sluit in: die nuwe Grondwet, die Waarheids- en Versoeningskommissie, behuising, herverdeling van grand, opvoeding, arbeid, gesondheid, misdaad, politieke geweld, die omgewing en die volgende verkiesing. 'n Betroubare meetinstrument om adolessente se kennis van politieke kwessies asook hul vermoe om krities daaroor na te dink, is ontwikkel. Die resultate van die empiriese ondersoek het aangetoon dat intellektuele potensiaal en akademiese prestasie betekenisvol verband hou met kritiese denkvermoe, terwyl geslag, omgewing en persoonlikheid klaarblyklik nie 'n rol speel nie. Daar is ook 'n betekenisvolle korrelasie tussen politieke kennis en kritiese denke in 'n politieke konteks wat impliseer dat kritiese denke vakspesifiek is. Kulturele agtergrond speel ook 'n betekenisvolle rol in kritiese denke in 'n politieke konteks. Ten opsigte van politieke kennis is daar bevind dat seuns op 'n betekenisvolle hoer vlak is as dogters. Respondente uit stedelike gebiede is oak op 'n betekenisvolle hoer vlak as diegene uit plattelandse gebiede. Oaar is oak 'n betekenisvolle korrelasie tussen intellektuele potensiaal, akademiese prestasie en politieke kennis. Ten slotte is aanbevelings gemaak om die vlakke van politieke kennis en kritiese denkvermoens met betrekking tot politieke aangeleenthede by Suid-Afrikaanse adolessente te verbeter. / Psychology of Education / D. Ed. (Psychology of Education)

Abstracts in English, Afrikaans and Xhosa / Green information and communication technology (ICT) is viewed as a pioneering initiative that plays a key role in reducing the negative impact of ICT on the environment. The research problem of the study was the low green ICT adoption rate in South African small and medium enterprises (SMEs). The primary objective was to identify the most prominent barriers resulting in this low adoption rate. The first secondary objective was to determine the barrier with the strongest underlying correlation resulting in the low adoption rate of green ICT in South African SMEs. The second secondary objective was to recommend strategies on how to improve the adoption rate of green ICT. A self-administered questionnaire was used to collect data through electronic and paper-based surveys. A census study was conducted among owners and managers of high-technology-based SMEs located in Gauteng. An exploratory factor analysis was employed to identify the barriers resulting in the low adoption rate of green ICT. These barriers were found to be a lack of funding, awareness, legislation, skills, and knowledge based on complexity and uncertainty. A lack of funding was identified as the most prominent barrier to adopting low green ICT. Although five constructs were discussed in the literature, the overall results presented six components, with the construct of knowledge being made up of two parts – complexity and uncertainty. This study recommends that SMEs align green ICT initiatives with their strategic goals and that government consider more adequate support structures for SMEs. The study confirmed a low green ICT adoption rate in South African SMEs, and more research is required to explore the impact of each of the factors above on the environment. / Met groen inligting-en-kommunikasietegnologie (IKT) word baanbrekerswerk gedoen om die nadelige uitwerking wat IKT op die omgewing het, te verklein. Die trae tempo waarteen Suid-Afrikaanse klein en medium ondernemings (KMO’s) groen IKT aanneem was die navorsingsprobleem van hierdie studie. Die primêre oogmerk was om die grootste struikelblokke vir die aanneem van groen IKT aan te toon. Die eerste sekondêre oogmerk was om die struikelblok met die sterkste onderliggende korrelasie met die trae tempo waarteen Suid-Afrikaanse KMO’s groen IKT aanneem, te bepaal. Die tweede was om met strategieë te kom om die tempo te versnel waarteen groen ITK aangeneem word. Data is met ʼn selfvraelys deur elektroniese en papieropnames versamel. ʼn Sensusstudie is onder die eienaars en bestuurders van hoëtegnologie-KMO’s in Gauteng gedoen. Struikelblokke wat vir die trae aanneming van groen ITK verantwoordelik is, is met ʼn verkennende faktoranalise aangetoon. Daar is bevind dat gebrekkige befondsing en bewustheid, wetgewing, ʼn gebrek aan vaardighede en kennis weens die kompleksiteit en onsekerheid struikelblokke is. ʼn Gebrek aan befondsing was die grootste struikelblok vir die aanneem van groen IKT. Hoewel vyf konstrukte in die literatuur bespreek is, het die uitslag aangedui daar is ses. Die konstruk kennis is uit twee dele saamgestel: kompleksiteit en onsekerheid. Hierdie studie beveel aan dat KMO’s hulle groen IKT-inisiatiewe met hulle strategiese doelwitte in ooreenstemming bring, en dat die regering KMO’s beter ondersteun. Die studie bevestig die trae tempo waarteen Suid-Afrikaanse KMO’s groen ITK aanneem. Die invloed van elk van die bogenoemde faktore op die omgewing moet in verdere navorsing verken word. / Ulwazi lwezeMvelo kanye nobuchwepheshe bezokuxhumana (ICT) kuphawuleka njengemizamo yamaqhinga amasha adlala indima esemqoka ekunciphiseni umthelela omubi we-ICT kwezemvelo. Inkinga exazululwayo kucwaningo kwabe kuyizinga eliphansi lomthintela we-ICT kwezemvelo kumabhizinisi amancane nalawo asafufusa (SMEs) eNingizimu Afrika. Inhloso yokuqala kwabe kuwukuthola izikhinyabezo ezigqamile eziholela ekutheni kube nezinga eliphansi lokwamukela ezemvelo. Inhloso yokuqala esesigabeni sesibili kwabe kuwukuthola isikhinyabezo esinezimpawu ezihambisanayo kakhulu esidala izinga eliphansi lokwamukela ezemvelo kwi-ICT. Inhloso yesibili yesigaba sesibili kwabe kuwukuncoma amasu angasetshenziswa ukuthuthukisa izinga lokwamukelwa kwezemvelo kwi-ICT. Umbhalo wemibuzo ehlelwe wumcwaningi ngokwakhe wasetshenziswa ukuqoqa idatha ngohlelo lwesaveyi eyaqhutshwa ngekhomphyutha nangephepha. Ucwaningo lohlelo lokubalwa kwabantu/lwesensasi lwenziwa phakathi kwabanikazi kanye nabaphathi bamabhizinisi amancane nasafufusa esifundazweni saseGauteng, amabhizinisi encike kubuchwepheshe beqophelo eliphezulu. Uhlelo lokuhlaziya oluhlolayo lwasetshenziswa ngesizathu sokuthola izihibhe ezidala izinga eliphansi lokulandelwa kwezemvelo ku-ICT. Lezi zihibhe zatholakala ukuthi ukuswela uxhaso lwezimali, ukwexwayiswa, umthetho, izakhono zomsebenzi kanye nolwazi olwencike phezu kwesimo esixubene kanye nokungabi nesiqinisekiso. Ukuswela ukuxhaswa ngezimali kwabonakala njengesikhinyabezo esikhulu mayelana nokwamukelwa kwezinga eliphansi lwe-ICT yezemvelo. Yize kuye kwaxoxwa ngezakhiwo ezinhlanu kumbhalo wobuciko, yonke imiphumela iveze izigaba eziyisithupha, ngesakhiwo solwazi esahlukene izingcezu ezimbili – isimo esixubene kanye kanye nokungabi nasiqinisekiso. Ucwaningo luncoma ukuthi amabhizinisi amancane nasafufusa (SMEs) ahambisana nemizamo yohlelo lwe-ICT olulandela ezemvelo kanye nezimpokophelo zamasu kanye nokuthi uhulumeni ubhekelele ukuthi kube nezakhiwo eziningi nezanele zokuxhasa amabhizinisi amancane nasafufusa (SMEs). Ucwaningo luqinisekisile ukuthi kunezinga eliphansi lokubhekelelwa amabhizinisi amancane nasafufusa mayelana nezemvelo kwi-ICT eNingizimu Afrika, kanti kudingeka ucwaningo oluningi ukuhlola umthintela wazo zonke izinto ezingenhla mayelana nezemvelo. / Business Management / M. Com. (Business Management)

The study explored the classroom practices of Natural Sciences teachers when teaching the Matter and Material strand in senior phase schools in the Siyabuswa circuit. The following research questions were explored: What is the nature of the teacher’s teacher knowledge when teaching Matter and Material strand in the senior phase schools? What is the nature of the teacher’s instructional strategies when teaching the Matter and Material strand in the senior phase schools? How does the teacher’s teacher knowledge and instructional strategies shape the classroom interactions and discourse? The qualitative case study approach was employed, wherein three teachers participated. Interviews and observation were used for data collection. The findings revealed that Natural Science teachers lack content knowledge and inadequate Subject Matter Knowledge which influences their instructional strategies, hence their classroom interactions and discourses. Recommendations were made to the Department of Education and government to look into the factors that influence the teaching of Natural Sciences as far as teacher’s knowledge and contextual factors are concerned. / Irhubhululo leli liphathelene nomfundisi nakafundisa ngekumbeni isifundo se Natural Sciences khulu khulu sitjheje amakghono kunye nobukgwari I Matter and Material strand emabangeni aphakathi (Senior Phase) isiyingi sange Siyabuswa. Imibuzo erhujululiweko netsengiweko ngelandelako: inzindzolwazi lomfundisi lingangani lokha nakafundisa isifundo se Matter and Material strand emabangeni aphakathi (Senior Phase)? Anjani amakgono womfundisi nakafundisa / nokwethula isifundo se Matter and Material strand emabangeni aphakathi (Senior Phase)? Ingabe ilwazi neendlela zokufundisa zomfundisi ziletha njani ukuzwisisa nokuragela phambili kwesifundo ngekumbeni? Irhubhululo elingeneleleko mayelana nokufuna ilwazi ngesihloko esingehla lisetjenzisiswe. Kusetjenziswe abafundisi abathathu kulelirhubhulo. Ukuhlolwa kwelwazi babuzwe imibuzo begodu baphoswa ilihlo elibukhali ukubuthelela inzinzolwazi. Imiphumela iveze pepeneneni bona abafundisi be Natural Sciences bayatlhayela ngelwazi kunye nelwazi elingeneleleko mayelana nesifundo, lokho kunomthelela omumbi ngendlela abathula ngayo ilwazi kunye nendlela yokuzwisisa kwabafundi. UMnyango wezeFundo kunye norhulumende bayelelisiwe bona batjheje amaphuzu anemithelela emimbi lokha nakufundiswa isifundo se Natural Sciences khulu khulu inzinzo lwazi lomfundisi kunye neenqabo zokufunda. / Die studie is die ondersoek na klaskamer praktyke van Natuurwetenskaponderwysers wanneer onderrig gegee word in Materie-en Materiale vesel in senior fase skole, in die Siyabuswa omgewing. Die volgende navorsingsvrae was ondersoek: Wat is die aard van die onderwyser se onderrigkennis wanneer Materie-en Materiale vesel in senior fase skole onderrig word? Wat is die aard van die onderwyser se onderrigstrategie wanneer Materie-en Materiale vesel in senior fase skole onderrig word? Hoe vorm die onderwyser se kennis-en onderrigstrategieë die klas se interaksies en diskoers? Die kwalititatiewe gevallestudie benadering was toegepas waartydens drie onderwysers deelgeneem het en die versamelde data gebruik was. Die bevindinge het die Natuurwetenskaponderwysers se gebrek aan inhoudskennis en onvoldoende Vakkennis, wat hul onderrigstrategieë nadelig beïnvloed uitgewys, vandaar hul klaskamer en interaksie diskoerse. Aanbevelings is gemaak aan die Departement van Opvoeding en die Regering om ondersoek in te stel na wat die onderrig van Natuurwetenskappe benadeel in so verre dit die kennis van die onderwysers betref. / Science and Technology Education / M. Ed. (Specialisation in Natural Science Education)