Global ETD Search

51	An intervention programme to improve the self-concept and attitudes of prospective mathematics teachers Moyana, Hlengani Jackson 06 1900 (has links) This study attempted to design and implement an intervention programme to improve the self-concepts and attitudes of prospective primary school teachers. The possible effects of the programme were researched by means of a combined quantitative and qualitative approach. A questionnaire to determine the effectiveness of the programme was also designed. Important findings of this study are that: (a) the Cronbach Alpha Coefficient indicated a 0,9 reliability of the designed questionnaire; (b) the average self-concepts of prospective teachers improved after the intervention programme was implemented, though not significantly and (c) the self-concepts of prospective teachers not majoring in Mathematics also improved after the intervention, though not significantly. A focus group interview was conducted to improve the intervention programme. On the basis of the responses of the participants in the focus group interview as well as of the quantitative study and of the literature reviewed, an improved version of the intervention programme was designed. According to the research, the programme should include: cooperative learning; everyday life contexts; manipulatives; hands-on activities, encouraging the asking of questions; a positive relationship between lecturer and student; writing assignments before doing a new topic; content relevance; a positive communication of assessment; games; various approaches to solving problems; understandable language; gender sensitivity and positive role modeling. The intervention programme implemented in this study was tested over a period of three months; hence the recommendation in this research for the replication thereof over a longer period. The study further recommends that since the study was conducted in one college of education only, there is a need for it to be conducted in a number of colleges, in order to elicit a broader and more representative picture of the impact of the intervention programme. The findings of this study advocate the need to combine both quantitative and qualitative research in studies: the results of the quantitative research did not conclusively indicate a positive impact of the intervention programme. However, the qualitative research saw respondents expressing improved confidence and attitudes. / Psychology of Education / D. Ed. (Psychology of Education) Mathematics self-concept Mathematics attitudes Prospective teachers Intervention programme Mathematics anxiety Cooperative learning Real life experiences Mastery learning Manipulatives Hands-on activities Gender stereotypes Workshops Word problems Teaching methods Relevant curriculum Classroom atmosphere Focus group interview 372.21
52	Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design / Creating authentic learning environments in a grade ten Economics classroom via a progressive teaching design Flanagan, Wayne Gary Theo 11 1900 (has links) The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the contribution of the learner to the development of knowledge is recognised. The educator also acknowledges the learner as a social being reliant on interaction with others to generate meaning. The problem statement for this study is based on the researcher’s opinion that In South African schools rote learning and memorisation are still the main methods of learning. The reason for this is because the majority of educators have been schooled in the traditional educational paradigm where the teaching process essentially revolves around the educator. In such a system learners who can recall facts best and obtain the best grades are regarded as having learnt well. The researcher contests the assertion that the learners learnt authentically. The progressive teaching approach is proffered by the educator as an alternative for the attainment of authentic learning in a grade 10 Economics classroom. In an authentic learning environment learners are prepared to face challenges in the real world through the development of critical thinking and problem-solving skills. Learners collaborate and cooperate as members of a group to unravel problems. The researcher makes use of a qualitative research design for this study. The grade 10 Economics class of the researcher is used a case study to ascertain whether a progressive teaching approach can enhance authentic learning. Twelve learners out 26 that indicated that they would participate eventually took part in the study. The research instruments used were the video recorded lessons, teacher observation sheets and learner focused-group interviews. One of the findings from the study was that authentic learning skills such as problem-solving and critical thinking can be developed through the educator using the progressive teaching approach. This is in line with the principles of the CAPS for Economics. Another finding is that although more learner involvement is required for the progressive approach, the role of the educator remains crucial as a knowledge expert and a facilitator in the classroom. A further finding was that learners embraced the co-operative learning strategy which is one of the fundamentals of authentic learning. They enjoyed teaching to and learning from one another in group work. Finally, learners appreciated the use of cartoons and team-games by the progressive educator as additional strategies to further authenticate and enhance the learning experience. In summary the researcher wants to contend that from the literature study, the findings of the empirical research and the recommendation of this study that by working within the parameters of the CAPS for Economics, authentic learning can be achieved via a progressive teaching design. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies) Progressive teaching approach Constructivism Learner-centred Critical thinking Problem-solving Peer learning Co-operative learning Real life learning Higher levels of thinking Authentic learning 330.071268227
53	Investigating the effect of implementing a context-based problem solving instruction on learners' performance Dhlamini, Joseph Jabulane 11 1900 (has links) The aim of this study was to investigate the effect of context-based problem solving instruction (CBPSI) on the problem solving performance of Grade 10 learners, who performed poorly in mathematics. A cognitive load theory (CLT) was used to frame the study. In addition, CLT was used to: 1) facilitate the interpretation and explanation of participants‟ problem solving performance; and, 2) influence the design of CBPSI to hone participants‟ problem solving skills. The study was conducted in the Gauteng province of South Africa and involved a two-week intervention program in each of the nine participating high schools. Participants consisted of 783 learners and four Grade 10 mathematics teachers. A non-equivalent control group design was employed, consisting of a pre- and post- measure. In addition, classroom observations and semi-structured interviews were conducted with teachers and learners. Teachers employed conventional problem solving instructions in four control schools while the researcher implemented CBPSI in five experimental schools. Instruction in experimental schools entailed several worked-out context-based problem solving examples given to participants in worksheets. The main aspects of CBPSI embraced elements of the effects of self-explanation and split-attention, as advocated by CLT. Due to the design of CBPSI participants in experimental schools became familiar with the basic context-based problem solving tasks that were presented to them through the worked-out example samples. In turn, the associated cognitive load of problem solving tasks was gradually reduced. The principal instrument for data collection was a standardized Functional Mathematics Achievement Test. The pre-test determined participants‟ initial problem solving status before intervention. A post-test was given at the end of intervention to benchmark change in the functionality of CBPSI over a two-week period. Using one-way analysis of covariance (ANCOVA), Analysis of Variance (ANOVA), and other statistical techniques the study found that participants in experimental schools performed significantly better than participants in control schools on certain aspects of problem solving performance. In addition, semi-structured interviews and classroom observations revealed that participants rated CBPSI highly. On the whole, the study showed that CBPSI is an effective instructional tool to enhance the problem solving performance of Grade 10 mathematics learners. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education) Problem solving skills Real-life context Conventional problem solving instruction Disadvantaged socioeconomic background Cognitive load theory Human cognitive architecture Worked-out examples Self-explanation Split-attention 510.7126822
54	Parameters Selection for Optimising Time-Frequency Distributions and Measurements of Time-Frequency Characteristics of Nonstationary Signals Sucic, Victor January 2004 (has links) The quadratic class of time-frequency distributions (TFDs) forms a set of tools which allow to effectively extract important information from a nonstationary signal. To determine which TFD best represents the given signal, it is a common practice to visually compare different TFDs' time-frequency plots, and select as best the TFD with the most appealing plot. This visual comparison is not only subjective, but also difficult and unreliable especially when signal components are closely-spaced in the time-frequency plane. To objectively compare TFDs, a quantitative performance measure should be used. Several measures of concentration/complexity have been proposed in the literature. However, those measures by being derived with certain theoretical assumptions about TFDs are generally not suitable for the TFD selection problem encountered in practical applications. The non-existence of practically-valuable measures for TFDs' resolution comparison, and hence the non-existence of methodologies for the signal optimal TFD selection, has significantly limited the use of time-frequency tools in practice. In this thesis, by extending and complementing the concept of spectral resolution to the case of nonstationary signals, and by redefining the set of TFDs' properties desirable for practical applications, we define an objective measure to quantify the quality of TFDs. This local measure of TFDs' resolution performance combines all important signal time-varying parameters, along with TFDs' characteristics that influence their resolution. Methodologies for automatically selecting a TFD which best suits a given signal, including real-life signals, are also developed. The optimisation of the resolution performances of TFDs, by modifying their kernel filter parameters to enhance the TFDs' resolution capabilities, is an important prerequisite in satisfying any additional application-specific requirements by the TFDs. The resolution performance measure and the accompanying TFDs' comparison criteria allow to improve procedures for designing high-resolution quadratic TFDs for practical time-frequency analysis. The separable kernel TFDs, designed in this way, are shown to best resolve closely-spaced components for various classes of synthetic and real-life signals that we have analysed. Time-frequency distribution nonstationary signal monocomponent signal multicomponent signal frequency modulated (FM) signal linear FM signal non-linear FM signal kernel filter separable kernel Fourier transform crossterms autoterms concentration resolution mainlobe amplitude sidelobe amplitude instantaneous frequency instantaneous bandwidth crossterms amplitude comparison criteria performance measure parameter optimisation optimal time-frequency distribution design requirements additive white Gaussian noise real-life signal Modified B distribution separable kernel TFD.
55	In Real Life (Or Elsewhere) : om kreativa processer och parallella verkligheter i dokumentärfilm Nevanti, Kirsi January 2017 (has links) Reality isn’t what it appears to be. Contexts are not always clear and visible. People don’t always say what they really mean. And they don’t always mean what they say. When life is your stage manager, anything can happen. I often say, life is hard, my head is harder. Making documentaries is not for the faint-hearted.This PhD project explores creative processes and parallel realities in documentary film, and discusses and conceptualizes the artistic practice of documentary filmmaking. The project consists in part of artistic works and essays that are critical reflections on the creative process and how that process can be conceptualized. The cinematic centerpiece of the thesis is entitled Images and the Worlds of Being (2011–2016). Previous subprojects are A Shift Between Worlds (2013–2015) and an essay book entitled In Real Life (or Elsewhere) (2013). Between 2013 and 2017, more essays were written, some of them translated to English. All the Swedish essays are available in PDF format. All of the works in the PhD project explore creative processes and parallel realities in two different ways: A Shift Between Worlds (2013–2015) explores identity and parallel realities in the gendered world. These works are based on two workshops led by Diane Torr, “Man for a Day” and “Woman for a Day.” They resulted in several component works, including two video essays, two audio works and two large-format photographic works, the latter in collaboration with photographer Johan Bergmark, as well as a short commentary film entitled Diane Speaks Out (2016). Images and the Worlds of Being (2011–2016) – a VR Classic Style film – explores what happens when documentary images are shown on four screens forming the walls of a room. This work also focuses on the view through the camera lens through which the filmmaker meets the world, in a hypnotic tapestry of parallel realities in a tenderly portrayed, runaway present. A sort of logical reasoning about the illogic of our era, in search of elusive reality (to paraphrase Jean Baudrillard) – the presence in the act of seeing. An experiment in the forms of visual knowledge, outside the traditional display windows. Shooting location: The World. ethics documentary film situational understanding authenticity reality parallel realities creative processes know thyself Images and the Worlds of Being A Shift Between Worlds director film team world in real life (or elsewhere) IRL VR Virtual Reality AR Augmented Reality life as stage manager reflections on space journey snippet of time interpretation of reality protagonist cinema cinematic means universe imagination artistic research presence of the camera existence the act of seeing visual knowledge intuition practical knowledge communication fictional gender bending identity visual art vantage point unreality art vision photography cinematography sound design editing directing life science Arts Konst

Page generated in 0.0214 seconds