Computer games have not only invaded the lives of children, but the lives of adults as well. Increasingly, computer games have become a part of popular culture. Initially computer games were considered to be a waste of time, time that could have been better spent doing more worthwhile activities such as studying and physical exercise. Recently, however, attitudes towards computer games have changed; teachers, parents and researchers have started to regard computer games as a possible educational resource. During this new information age it is possible that the children who are part of the Net generation have started to think and process information differently, and that they may have different educational needs. Some researchers think that computer games may serve as an educational tool to support their learning. This literature survey provides an overview of current literature on computer games and education. The review examines the aspects of computer games that support learning, such as motivational factors, social interaction and learning through doing. Further, the review studies the negative aspects that prevent games from being accepted as an educational tool such as the violence portrayed, game addiction, negative stereotyping and asocial behaviour. The Net generation is also examined. The review looks at their characteristics, thinking patterns, skills and their expectations of education. The review then serves as a basis to provide some guidelines for the selection and usage of computer games in the classroom. / Dissertation (MEd (Computer-Integrated Education))--University of Pretoria, 2007. / Science, Mathematics and Technology Education / unrestricted

Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ the various facilitation skills of language teaching in Afrikaans Second Language within the Outcomes Based Education framework in the learner-centred classroom. The facilitator is critical in providing an opportunity for multicultural learners to develop the necessary language learning skills to enjoy Afrikaans Second Language/Additional Language learning as an interesting learning experience within a positive learning milieu. In the learner-centred U -classroom, learners too must accept responsibility for their own and their peers' learning within the co-operative learning group. This study reveals how the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork, such as the strategies enhancing L 2 -learning, effective group facilitation skills, learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a control technique, communication, learners' behaviour and the advantages of groupwork. Furthermore, elements of classroom negotiation and the facilitator's methods of working in this negotiated partnership are also discussed. Since language learning is integral to lifelong learning, multicultural learners must be motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This necessitates the L2 -facilitator creating an interesting, challenging and authentic language learning environment where mutual respect and trust are emphasised. This study reveals how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and use it with the effective techniques of facilitation and negotiation skills in the taskorientated second language classroom to lead learners to effective Afrikaans L2 -learning. The new National Language Standardisation Policy 200112002 necessitates the facilitator of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment. Being knowledgeable on the various criteria and strategies regarding assessment is therefore imperative. Finally, chapter five illustrates practically how the facilitator could plan, organise, base, integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical knowledge and aspects of facilitation skills, group-work, task-based learning and assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet. In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder, effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek, kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod. Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die onderhandelingsvennootskap word ook bespreek. Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende, outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei. Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum 2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus noodsaaklik. Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)

Text in Afrikaans / Summaries in Afrikaans and English / This study aims to investigate and explain how the L2 -facilitator can effectively employ the various facilitation skills of language teaching in Afrikaans Second Language within the Outcomes Based Education framework in the learner-centred classroom. The facilitator is critical in providing an opportunity for multicultural learners to develop the necessary language learning skills to enjoy Afrikaans Second Language/Additional Language learning as an interesting learning experience within a positive learning milieu. In the learner-centred U -classroom, learners too must accept responsibility for their own and their peers' learning within the co-operative learning group. This study reveals how the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork, such as the strategies enhancing L 2 -learning, effective group facilitation skills, learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a control technique, communication, learners' behaviour and the advantages of groupwork. Furthermore, elements of classroom negotiation and the facilitator's methods of working in this negotiated partnership are also discussed. Since language learning is integral to lifelong learning, multicultural learners must be motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This necessitates the L2 -facilitator creating an interesting, challenging and authentic language learning environment where mutual respect and trust are emphasised. This study reveals how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and use it with the effective techniques of facilitation and negotiation skills in the taskorientated second language classroom to lead learners to effective Afrikaans L2 -learning. The new National Language Standardisation Policy 200112002 necessitates the facilitator of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment. Being knowledgeable on the various criteria and strategies regarding assessment is therefore imperative. Finally, chapter five illustrates practically how the facilitator could plan, organise, base, integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical knowledge and aspects of facilitation skills, group-work, task-based learning and assessment discussed in chapters two to four. / Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet. In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder, effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek, kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod. Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die onderhandelingsvennootskap word ook bespreek. Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende, outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei. Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum 2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus noodsaaklik. Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd kan aanbied. / Afrikaans and Theory of Literature / D.Litt. et Phil. (Afrikaans)

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)