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This project analyzes the progress of 20 first grade, Spanish speaking students through a weather science unit. The study observes how students respond to literacy and science learning events.

The research in this project shows that spelling needs to be taught through patterns, rhymes and the use of analogies. Weekly spelling tests are effective to assess spelling patterns, instead of useing a pre-determined collection of random words. Additionally, spelling needs to be taught within writing, not as a completely separate subject.

The problem in this study is to determine the worth of natural science as an incentive to the learning of the retarded pupils in the group, and as a means of orienting the new pupils in the group.

Call number: LD2668 .T4 1978 T64 / Master of Science

The study aimed at developing a curriculum for technology teacher education and training for technology teachers teaching Grade R-9 in South African schools. The study was motivated by the national implementation of Curriculum 2005 as well as the Revised National Curriculum Statements Grades R-9 to be implemented from 2004. The cognitive framework was illuminated by the conceptualisation of technology education and examined the philosophical foundation and theoretical context of technology education, including the historical background of technical education in relation to teacher training in South Africa. The Norms and Standards for Educators as a benchmark for teacher education and training programmes is explored. Moreover, a conceptual framework for the proposed curriculum was investigated. This involved an analysis of selected educational philosophies and their influence on curriculum development, various curriculum approaches and models, including outcomes-based education, a needs analysis and curriculum evaluation and assessment. A small-scale empirical investigation using qualitative and quantitative approaches was carried out. Questionnaires designed for educators of the Technology Learning Area and educators of technical subjects were used to gather data. The empirical investigation comprised a needs analysis of the curriculum development process. To ascertain validity and reliability of findings, instruments were subjected to a pilot study. Data were analysed by a MS Excell spreadsheet computer programme and findings presented in tables and graphs. The curriculum for technology teacher education and training, particularly curriculum content, was based on the empirical findings and the philosophical foundations discussed in the literature review. The proposed curriculum stresses the importance of partnership between schools and industry and resulted in the following outcomes: * knowledge of technology education; * applied and integrated teaching competence; * applied and integrated assessment; * recommendations for improving the school-industry relationships through partnerships programmes emphasising the design of technological projects. Finally, the following recommendations emanated: * improvement of technology teacher education and training programmes in higher education; * development of expertise in the teaching and learning of technology; * resurgence of research in the teaching and learning of the technological design process. / Educational Studies / D. Ed. (Didatics)

An emphasis ·on creativity as well as its implications for teacher education is significant for the South African education system. In this study some relevant issues related to the creative teaching of English in the· Junior Primary phase of schooling as well as to the training of teachers are highlighted. The transitional changes that are taking place currently, present a challenge for all educators, particularly language educators. It is evident that teachers need to acquire competencies which would enable them to function effectively in a multicultural, multilingual society. They need to be a skilled, flexible and innovative work-force. The main area of focus. is the training programme used at Springfield College of Education. An analysis of the Junior Primary English Syllabus reveals that there is a need for the programme to be orientated towards the development of creative teachers. This study includes some recommendations for teaching practice and teacher training. / Educational Studies / M. Ed. (Didactics)

Thesis (MA)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: While every Botswana national can claim to be a citizen legally within the framework of the modern nation-state, some (minority groups in the main) are perceived by others (among the majority Tswana groups especially), as less authentic nationals or citizens. There is a hierarchy of citizenship fostered by political, economic, social and cultural inequalities, such that it makes some individuals and groups much more able to claim and articulate their rights than others. Ethnic identities seem stronger than ‘national identities’ as they work at the very macro level and on an immediate and daily basis. Thus the multicultural and linguistic diversity of Taung compels us to view every group as heterogeneously unique and important in its own ways, since students become marginalised as a result of individual circumstances, by being members of historically oppressed social groups. The main aim of this study was to explore visual art as a learning platform to negotiate social and cultural meanings and inform understandings of self. A qualitative approach towards the study was considered the most suitable way for conducting the research. An interpretive analysis was used to gain insight into how students made sense of their experiences and the significance of art as a platform to negotiate stigmas and stereotypes in class and school. Using the case study drawn from Taung Junior Secondary School comprising of twelve students from different ethnic groups, two major themes of difference and discrimination were identified. The sub-theme discussed under difference includes sub themes race, ethnicity and nationality, and language; while stereotyping and stigma, feelings of discomfort and feeling outcast, and Othering and marginalisation were discussed under the theme discrimination. My study revealed that art can be an especially effective catalyst for developing a critical awareness of issues of race, immigration, difference, and privilege. Art practices can become a platform for the negotiation and construction of meaning and lobby for removing the historic inequalities and injustices created by a stratified society. For this reason, it is important to understand culture and cultural diversity because culture provides beliefs, values, and the patterns that give meaning and structure to life. It enables individuals within the multiple social groups of which they are a part to function effectively in their social and cultural environments, which are constantly changing. Groups try to maintain social hierarchies and individuals maintain their position within such hierarchies by excluding others, to deny difference and try and enforce homogeneity and reproduce current social relations. As such if forces such as, differences in race, culture, gender, language, and religion are well understood, the students will engage in the process of identifying ways to manage them to shape their own educational practices. / AFRIKAANSE OPSOMMING: Terwyl elke Botswana burger wetlik aanspraak kan maak op burgerskap binne die raamwerk van die moderne volkstaat, word sommige (hoofsaaklik minderheidsgroepe) deur ander (veral Tswana groepe) as minder egte burgers beskou. Daar bestaan ‘n hierargie van burgerskap wat deur politieke, ekonomiese, sosiale en kulturele ongelykhede bevorder word; tot die mate dat sommige individue en groepe meer geredelik hulle regte kan verwoord as ander. Etniese identiteite blyk sterker te wees as ‘nasionale identiteite’ omdat dat dit op makrovlak funksioneer sowel as op ‘n onmiddellike en daaglikse basis. Gevolglik dring die multikulturele en linguistiese diversiteit van Taung ons om elke groep as heterogeen uniek en belangrik op sy eie manier te beskou, aangesien studente gemarginaliseerd raak weens individuele omstandighede, deurdat hulle lede van geskiedkundigonderdrukte sosiale groepe is. Die hoofdoel van hierdie studie was om ondersoek in te stel na die visuele kunste as ‘n leerplatform om oor sosiale en kulturele betekenisse te onderhandel en selfbeskouings toe te lig. Daar is besluit dat ‘n kwalitatiewe benadering tot die studie die mees geskikte manier is om die navorsing uit te voer. ‘n Verklarende analise is gevolg om insig te verkry ten opsigte van hoe studente sin maak uit hulle ervarings en die betekenisvolheid van kuns as ‘n platform om oor stigmas en stereotipes in die klas en skool te onderhandel. Deur van Taung Junior Sekondêre Skool, met twaalf studente van verskillende etniese groepe, as gevallestudie gebruik te maak, is twee hooftemas, nl verskil en diskriminasie, geidentifiseer. Die subtemas wat onder verskil bespreek word, sluit ras, etnisiteit en burgerskap en taal in; terwyl stereotipering en stigma, gevoelens van ongemak en verwerping en ‘Othering’ en marginalisering onder die tema diskriminasie bespreek word. My studie het getoon dat kuns ‘n besonder effektiewe katalisator is vir die ontwikkeling van ‘n kritiese bewustheid ten opsigte van kwessies soos ras, immigrasie, verskil en voorreg. Kunspraktyke kan ‘n platform word vir die onderhandeling en konstruksie van betekenis en selfs druk uitoefen ten opsigte van die opheffing van historiese ongelykhede en ongeregtighede wat deur ‘n gestratifiseerde samelewing geskep is. Dit is vir hierdie rede belangrik om kultuur en kulturele diversiteit te verstaan omdat kultuur die oortuigings, waardes en die patrone voorsien wat betekenis en struktuur aan die lewe gee. Dit gee vir individue binne die verskeie sosiale groepe waarvan hulle deel vorm, die vermoë om effektief in hul sosiale en kulturele omgewings, wat deurlopend verander, te funksioneer. Groepe poog om sosiale hierargië te handhaaf en individue handhaaf op hulle beurt hul posisie binne hierdie hierargië deur ander uit te sluit, verskille te ontken en homogeniteit af te dwing en huidige sosiale verhoudings te herproduseer. Indien daar ‘n goeie begrip is van magte, soos verskille in ras, kultuur, geslag, taal en godsdiens, sal studente betrokke raak by die proses om maniere te identifiseer om dit te bestuur en sodoende hule eie opvoedkundige praktyke te vorm.

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for great concern. This has resulted in different nation-wide intervention programmes that are aimed at improving teacher performance and effectiveness. In this study, the teacher is the focal point of the intervention. Problem-based learning (PBL), which is well-regarded as being one of the best examples of a constructivist learning environment, is introduced to a group of 15 Foundation Phase teachers. The study is an unpacking of the Foundation Phase teachers’ pedagogical knowledge and beliefs regarding, and practices in, the teaching and learning of mathematics, as well as in the use of PBL as a vehicle for the teaching and learning of mathematics. The unpacked knowledge can be used to address the challenges that are related to the improvement of the teaching and learning of mathematics in the Foundation Phase. A combination of qualitative and quantitative research methods, including questionnaires, interviews, lesson observation, and workshops, were used to explore the teachers’ current pedagogical knowledge, beliefs and practices with regard to problem-solving. It was also used to expose the teachers to PBL as an alternative approach to teaching and learning mathematics in the Foundation Phase. The study provides a body of knowledge on the Foundation Phase teachers’ pedagogical knowledge, practices and beliefs regarding the teaching and learning of mathematics in general, and approaches to problem-solving in particular, thus providing insights into some of the factors that might lie behind learner outcomes. Study findings indicate that the majority of teachers’ daily mathematical teaching culture was deep-rooted in the traditional approach (direct transmission). This approach was characterised by the teachers concerned focusing on the following of rules and procedures, and on doing demonstrations on the chalkboard, whereafter the learners were encouraged to practise what they had learned by asking them to do pen-and-paper calculations. The lessons were generally not structured to develop critical thinking and reasoning skills. In instances where the teachers created learner-centred activities that were conducive to the development of such skills, deep-rooted traditional approaches manifested themselves in the way in which the teachers showed the learners how to solve their given problem at the earliest signs of any difficulty in doing so was exhibited by the learners. In so doing, the majority of the teachers, despite initially creating learning opportunities by posing problems to their learners, they soon snatched away the selfsame opportunities from them. This was because they did not allow sufficient time for the learners to grapple with a problem, and to engage in critical thinking. After exposure to PBL, the educators were able to implement PBL so effectively that they could address the problems related to low learner achievement in mathematics, as reflected in the international assessment studies, and in the national systemic evaluations within the current South African context. / AFRIKAANSE OPSOMMING: In hierdie studie is die pedagogiese kennis van Grondslagfase-onderwysers ondersoek ten einde insig te verkry in hulle begrip van die onderrig en leer van wiskunde. Die onderwysers se kennis is ondersoek aangesien dit een van die belangrikste veranderlikes is wat 'n invloed het op dit wat in die klaskamer uitgevoer word. Die ondersoek is onderneem teen die agtergrond dat die algehele prestasie van leerders in die nasionale sistemiese evaluerings en internasionale assesseringstudies uiters swak en 'n bron van groot kommer was. Dit het gelei tot verskillende intervensieprogramme wat gemik is op die verbetering van onderwyserprestasie en -doeltreffendheid. In hierdie studie is die onderwyser die fokuspunt van die intervensie. Probleem-gebaseerde leer (PBL), wat beskou word as een van die beste voorbeelde van 'n konstruktivistiese leeromgewing, is aan 'n groep van 15 onderwysers in die Grondslagfase gebring. Die studie was ‘n poging om nuwe kennis te identifiseer ten opsigte van Grondslagfase-onderwysers se pedagogiese geloof en praktyke in die onderrig en leer van wiskunde, en die gebruik van PBL as 'n middel vir die onderrig en leer van wiskunde – kennis wat gebruik kan word om die verwante uitdagings aan te spreek ter verbetering van die onderrig en leer van wiskunde in die Grondslagfase. 'n Kombinasie van kwalitatiewe en kwantitatiewe navorsingsmetodes, wat vraelyste, onderhoude, les-waarneming en werkswinkels ingesluit het, is aangewend om die onderwysers se huidige pedagogiese sienings en praktyke met betrekking tot probleemoplossing grondig te ondersoek en dan voort te gaan om die onderwysers bloot te stel aan PBL as alternatiewe benadering tot onderrig en leer van wiskunde in die Grondslagfase. Die studie het bevind dat die meerderheid van die onderwysers se huidige onderrigkultuur een was wat diep gewortel is in die tradisionele benadering van onderrig en leer van wiskunde (direkte oordrag): dit is gekenmerk deur die onderwysers se onderrig van wiskunde deur te fokus op reëls en prosedures, demonstrasies aan die klas op die swartbord en leerders dan te laat oefen deur pen- en papierberekeninge te doen. Dié het die meerderheid van die onderwysers daagliks gedoen. Lesse is oor die algemeen nie gestruktureer om kritiese denke en beredenering te ontwikkel nie. In gevalle waar die onderwysers leerder-gesentreerde aktiwiteite geskep het wat weens hulle ontwerp bevorderlik is vir die ontwikkeling van kritiese denke en redenasie, het die diepgewortelde, tradisionele benaderings hulself gemanifesteer in die feit dat die onderwysers, met die eerste aanduiding dat die leerders sukkel, hulle te hulp gesnel het en die leerders gewys het hoe om die probleem op te los. Met dié optrede het die meerderheid van die onderwysers aanvanklik leergeleenthede geskep (deur probleme aan hulle leerders voor te hou), maar dit spoedig dan weer weggeraap weens die feit dat hulle nie genoegsame tyd toegelaat het vir hulle leerders om met idees te worstel en deel te hê aan kritiese denke nie. Blootstelling van die opvoeders aan PBL het aan die lig gebring dat opvoeders in die Grondslagfase PBL doeltreffend kan implementeer om probleme rondom lae leerder prestasie in wiskunde aan te spreek wat in internasionale assesseringstudies en in die nasionale sistemiese evaluerings binne die huidige Suid -Afrikaanse konteks weerspieël word.

ENGLISH ABSTRACT: Number properties, amongst others the commutative, associative and distributive properties and general rearrangement principles, form the building blocks of manipulative algebra. Research and observation have shown that sec~mdary school pupils do not sufficiently master manipulative algebra, i.e. they do not possess sufficient mastery towards the nature, meaning, functionality and logic of algebraic manipulations. They are hence not aware that algebraic manipulations are based on the number properties, on the one hand because they were not given sufficient opportunity to experience algebra as generalised arithmetic when they were introduced to algebra, and on the other hand because the number properties, about which young children possess intuitive knowledge, were never explicated for them. This study investigates the level of awareness of several number properties present in senior primary (especially standard 3) pupils, and utilises a few activities to attempt to lead pupils towards a higher level of awareness. In addition this study attempts to determine whether pupils who follow the experimental primary mathematics curriculum (project pupils) possess a higher level of awareness than pupils who follow the traditional curriculum (nonproject pupils). As part of the latter effort, two investigation methods are utilised with regards to specifically the distributive property, i.e. clinical interviews and questionnaires. This also serves as part of a wider effort to design a measuring instrument with which possible differences between the learning outcomes of project and non-project pupils can be measured .. From the results of this study, it seems to appear that the large majority of pupils are explicitly aware of the commutative properties of addition and multiplication and the general rearrangement principles, to a lesser extent with regards to a minus sign before brackets, and that there does not exist a significant difference about the level of awareness towards these properties between project and non-project pupils. With regards to the distributive property, there appears to exist a considerable amount of difference in the level of awareness between project and non-project pupils, the first mentioned being the higher. However, the opinion is expressed that the level of awareness among project pupils is not high enough, and that project pupils must be given sufficient opportunity in (at least standards 4 and 5) to explicate this property for themselves. Finally, a model of the levels of awareness, based on results of this study, is proposed. / AFRIKAANSE OPSOMMING: Getaleienskappe, waaronder die kommutatiewe, assosiatiewe en distributiewe eienskappe en algemene herrangskikkingsbeginsels, vorm die boustene van manipulatiewe algebra. Navorsing en waarneming het aan die lig gebring dat hoerskoolleerlinge manipulatiewe algebra nie na behore beheers nie, dit wil se hulle beskik nie oor voldoende beheersing ten opsigte van die aard, betekenis, funksionalteit en logika van algebraise manipulasies nie. Hulle is dus nie daarvan bewus dat algebraiese manipulasies op die getaleienskappe berus nie, enersyds omdat hulle nie tydens die kennismaking met manipulatiewe algebra genoegsaam in die geleentheid gestel is om algebra as veralgemeende rekenkunde te ervaar nie, en andersyds omdat die getaleienskappe, waaroor jong kinders intuitiewe kennis besit, nooit vir hulle geeksplisiteer is nie. Hierdie studie stel ondersoek in na senior primere (hoofsaaklik standerd 3) leerlinge se vlak van bewustheid van enkele getaleienskappe, en benut enkele aktiwiteite om leerlinge na 'n hoer vlak van bewustheid daarvan te probeer lei. Hierbenewens word probeer om vas te stel of daar by leerlinge wat die eksperimentele primere wiskunde-kurrikulum volg (projekleerlinge) 'n hoer vlak van bewustheid aanwesig is as by leerlinge wat die tradisionele kurrikulum volg (nie-projekleerlinge). As· deel van laasgenoemde poging, word twee ondersoekmetod~s gevolg ten opsigte van spesifiek die distributiewe eienskap, naamlik kliniese onderhoude en vraelyste. Dit dien ook as deel van 'n breer poging om 'n meetinstrument te ontwerp waarmee moontlike verskille tussen die leeruitkomste van projek- en nie-projekleerlinge gemeet kan word. Dit wil uit die bevindinge van hierdie studie voorkom asof die oorgrote meerderheid leertinge eksplisiet bewus is van die kommutatiewe eienskappe ten opsigte van optelling en vermenigvuldiging en die algemene herrangskikkingsbeginsels, in 'n mindere mate ten opsigte van die minusteken voor hakies, en dat daar nie 'n noemenswaardige verskil in die vlak van bewustheid oor hierdie eienskappe by projek- en nie-projekleerlinge bestaan nie. Sover dit die distributiewe eienskap betref, lyk dit asof daar 'n redelike verskil in die vlak van bewustheid by projek- en nie-projekleerlinge is met eersgenoemde die hoogste. Tog word die mening uitgespreek dat die vlak van bewustheid by projekleerlinge nie hoog genoeg is nie, en dat hulle in minstens standerd 4 en 5 in die geleentheid gestel moet word om hierdie getaleienskap vir hulself te eksplisiteer.