Education programmes of the previous education departments in South Africa were based mainly on individual achievement and competition. In the new Outcomes Based programmes there is a shift to interaction, shared knowledge and the mastering of a variety of interaction skills. Ned Herrmann’s (1996) theory about the complexity of the human brain, the MI-theory of Gardner (2000b) and Sternberg’s (1997), Litzinger and Osif’s (1993) view of thinking and learning styles form the theoretical framework of this study. This research focuses in the first place on the way that students experience group work and co-operative learning, secondlyon what facilitators know or do not know about MI (multiple intelligences), co-operative learning and groupwork and how they implement the principles in their planning and during contact sessions. The research problem is: To what extend do facilitators in higher education make provision for the learning style preferences and other individual differences of learners during contact sessions facilitated by means of group work and/or co-operative learning? How do the learners respond to these approaches? This mixed methods research is done through observation, semi-structured interviews, a diagnostic questionnaire and a content analysis of study documentation. Study documentation was analysed to determine to what extend facilitators provided for learners’ learning style preferences and other individual differences. The behaviour of teacher training students was recorded over a period of three months and in different group settings. Participants completed a diagnostic questionnaire and the data obtained were compared with their behaviour to determine if there is any correlation between certain learning styles and behaviour patterns. I found that although the questions and assignments leave room for the learners’ differences, there is no reference to MI and learning styles in the study documentation. The theory of co-operative learning and group work is addressed in die study documentation. Learners with high interpersonal intelligence scores participated spontaneously in group activities and co-operative learning. Contrary to this the intrapersonal learners responded in a negative way. Personality clashes, conflict, prejudice, etc. were resolved to a great extend by changing group combinations. Nevertheless, the intrapersonal learner maintains a negative response towards group activities and co-operative learning. There was little or no significant negative behavior observed from learners with high scores in the other seven intelligences according to Gardner (2000b). The outcome of the first contact session led me to the conclusion that co-operative learning and group work are valuable facilitating strategies on the basis of shared sources, knowledge and progress in learning activities. Although the facilitators used these facilitating strategies, I could find no evidence that they took learners’ preferences and differences into account during contact sessions. However, in the interviews it became clear that they are enthusiastic to learn more about MI and learning styles and ways to plan and facilitate according to that knowledge. Facilitators need to know the learners in order to accommodate their diversities in group activities and co-operative learning. Learners, on the other hand, need to know their own abilities, intelligence and learning style preferences. The teaching profession is complex and continuous renewal and amelioration are essential to ensure dynamic and effective learning. / Dissertation (MEd (Curriculum Studies))--University of Pretoria, 2006. / Curriculum Studies / unrestricted

Emotional intelligence has attracted a considerable amount of attention over the past few years specifically with regard to the nature of the underlying construct and the reliability and validity of the psychometric tools used to measure the construct. The present study explored the reliability and validity of a trait measure of EI in relation to an ability measure in order to determine whether the tools can be considered as measuring conceptually valid constructs within an occupational environment. The study also examined the overlap with a trait measure of cognitive thinking styles to determine the potential for separating the trait and ability EI into two unique and distinguishable constructs. Participants included 308 employees from four different workforces within a diverse South African consulting firm. The results of the study identified a number of psychometric concerns regarding the structural fidelity of the instruments as well as concerns about the cultural bias evident in both measurement instruments. Evidence for the discriminant and incremental validity of the two instruments was, however, provided and recommendations are made for the reconceptualisation of trait EI as an emotional competence and ability EI as an emotional intelligence. / Psychology / D. Litt. et Phil. (Psychology)

Emotional intelligence has attracted a considerable amount of attention over the past few years specifically with regard to the nature of the underlying construct and the reliability and validity of the psychometric tools used to measure the construct. The present study explored the reliability and validity of a trait measure of EI in relation to an ability measure in order to determine whether the tools can be considered as measuring conceptually valid constructs within an occupational environment. The study also examined the overlap with a trait measure of cognitive thinking styles to determine the potential for separating the trait and ability EI into two unique and distinguishable constructs. Participants included 308 employees from four different workforces within a diverse South African consulting firm. The results of the study identified a number of psychometric concerns regarding the structural fidelity of the instruments as well as concerns about the cultural bias evident in both measurement instruments. Evidence for the discriminant and incremental validity of the two instruments was, however, provided and recommendations are made for the reconceptualisation of trait EI as an emotional competence and ability EI as an emotional intelligence. / Psychology / D. Litt. et Phil. (Psychology)

本研究旨在了解大學生個人思考風格與團隊互動時的領導風格、組織氣氛與團隊策略之關係。本研究採混合研究法，研究工具包含量化的問卷資料及質性的學生週記與訪談資料兩部分，所使用的問卷為Sternberg的心智自我管理理論（theory of mental self-government）提出的思考風格量表（Thinking Styles Inventory，TSI），作為測量學生思考風格之工具。研究者於每週授課時段進入課堂觀察小組互動之情形，時間為一學期，期末施予問卷並另約訪談時間了解團隊互動之過程，自願參與本研究之受測者共計七名，願意受訪者共計五名。研究結果顯示： 壹、具有學習型目標的團隊，學習目標的達成比追求團隊效率更為重要。 貳、思考風格、領導風格及團隊策略相搭配，使得團隊互動更為順利。 參、不同思考風格之人在互動中可能帶來正面影響，也可能造成彼此的壓力。 / This study aims to understand the relationships between undergraduate student individual thinking styles and group interaction, with group interaction including leadership styles, organizational climate and group strategies. A mixed-method study was conducted by using the quantitative measure of a questionnaire and two qualitative measures of students’ weekly journals and interviews. Students’ thinking styles were evaluated by the Thinking Styles Inventory developed based on Sternberg’s theory of mental self-government. Student group interactions in a course lasting for one semester were observed every week. Semi-structured interviews were performed at the end of the semester to understand the process of group interaction. Results of both quantitative and qualitative data analyses revealed that: 1. A team with learning-centered goals would stress more on achieving those goals than on team efficiency. 2. Thinking styles, leadership styles and group strategies work together can make group interaction smooth. 3. People with different thinking styles can either bring positive effects or create stresses within group interaction.

Denna studies syfte var att undersöka hur intuitivt tänkande, analytiskt tänkande, kritiskt tänkande, utbildningsnivå, tro på pseudovetenskap, utbildning, inställning till klimatforskning samt inställning till vaccin korrelerar med tro på konspirationsteorier. Studien var en kvantitativ tvärsnittsstudie där deltagare besvarade ett frågeformulär som mätte variablerna tro på konspirationsteorier, intuitivt tänkande, analytiskt tänkande, kritiskt tänkande, tro på pseudovetenskap, utbildning, inställning till klimatforskning och inställning till vaccinforskning. Insamling av data skedde via ett icke slumpmässigt bekvämlighets- samt frivillighetsurval. Deltagarna i studien (N=125) var mellan 18 och 82 år gamla (M=46.28, SD=13.48) och bestod av 75 kvinnor och 48 män samt 2 annan/vill ej uppge. Det genomfördes två analyser där resultatet visade att de två modellerna var signifikanta. Resultatet visade att variabeln tro på pseudovetenskap hade en signifikant positiv korrelation med tro på konspirationsteorier och variabeln inställning till vaccin hade en signifikant negativ korrelation med tro på konspirationsteorier. Intuitivt tänkande visades vara en signifikant prediktor utifrån ett självskatttningsformulär men inte från en mätning genom ett test. Variablerna analytiskt tänkande, kritiskt tänkande, utbildning, inställning till klimatforskning var inte signifikanta prediktorer i respektive modell. Den aktuella studiens resultat visade att en högre tro på pseudovetenskap, en högre tendens till intuitivt tänkande samt en mer negativ inställning till vaccin uppvisade högre tro på konspirationsteorier. / This study's purpose was to examine how intuitive thinking, analytical thinking, critical thinking, belief in pseudoscience, education, approach to science regarding climate and approach to science regarding vaccines correlates with belief in conspiracy theories. The study used a quantitative cross-sectional design where the participants answered a questionnaire that measured the variables intuitive thinking, analytical thinking, critical thinking, belief in pseudoscience, education, approach to science regarding climate and approach to science regarding vaccines. The data was collected through a non-randomized convenience and volunteer sampling. The participants (N=125) were aged 18 to 82 (M=46.28, SD=13.48) whereof 75 were women, 48 were men and 2 chose other/wish to not say. Two analyses were conducted where the result showed that each model was significant. The result showed that the variable belief in pseudoscience had a significant positive correlation with belief in conspiracy theories and the variable approach to vaccine had a significant negative correlation with belief in conspiracy theories. The variable intuitive thinking was shown to be a significant predictor based on a self-assessment measurement but not based on a measurement through a cognitive reflection test. Analytical thinking, education, critical thinking and approach to science regarding climate were not significant predictors in each model. The result showed that a higher level of belief in pseudoscience, a higher tendency to use intuitive thinking and a negative approach to science regarding vaccine correlated with a higher belief in conspiracy theories.

Abstracts in English and Southern Ndebele / “We tend to think of the mind of an organisation residing in the … top management …but… [strategic] intelligence is not organised in a centralised structure but much more like a beehive of small simple components… ” Kevin Kelly, (1994: 166283). From the quote above, it is implied that the strategising practices of, among others, top managers, are the ‘small simple components’ that build towards the overall strategy of an organisation. The overall strategy of any organisation directly influences the performance thereof. As strategists, top managers use their thinking styles to influence the new strategic practices they endorse and those that are discarded, thereby impacting the competitive strategy employed by the organisation and ultimately organisational performance. This study investigated the rapport between the strategising practices used by top managers and their thinking styles. Based on a single illustrative case, this study utilised mixed data obtained from of 33 interviews and 79 questionnaires to describe the possible relationship between thinking styles and strategising practises. The results show that at the case organisation, thinking styles of top managers differ depending on the situation in which they find themselves. A possible relationship between thinking styles and strategising practises, at the case organisation, is further implied. / “Se taele go nagana ge monagano we mokhadlo lo o hlala e tulu, mara lehlelo le go hlaganepha le ga bekwa ge Ndlela le ngore esekhathi, mara kgulu go fana ne lekhaya le tenosi le le le gase bodese le lengane.” Kevin Kelly, (1994:166283). Go leso setsopolwe e tulu, era gore tedlela te go hlela, go leto te khona, baphathi ba se tulu, geto tedo te tengane leto te gase bodese le to te akha lehlelo gemoga le mokhadlo. Lehlelo gemoga le mokhadlo o monye na o monye le dlolela e go etene ge tedo. Jene ge bahleli, baphathi ba setulu ba beregesa tedlela tabo te go nagana, go tshwaetja tedlela te tetsha leto ba te vumelago na leto ba te kganago. Ge go eta jalo te thella lehlelo lelo le phalesanago lelo lele beregeswe mokhadlo, e maphellweni na leso mokhadlo o se yetago. Go bala lokhu, go ete gore go be ne go vesesana e khathe ge tedlela te go hlela leto te beregeswa mbaphathi ba setulu ne Ndlela leyo ba nagana gayo. Go beka nnye ye tedlela leto ba te beregeselego, go beregeswe tedaba leto te phoma go 33 ye bado labo be ba butiswa go kereya leso be ba fona go seva ne mebotiso e 79 leyo e hlalosa nkgonagalo ye go talana e khathe ge mehuda ye go nagana ne ndlela leyo go hlelwa gayo. Mephomela e bonesa gore lapho e mekhadlweni, Ndlela ye go nagana ge baphathi ba setulu e ya phabana go ya ge gore ba te kereya ba se sejamweni se se jane. Nkgonagalo ye bodlelwano e khathe ge Ndlela ye go nagana ne lenaneo le le le ladelwago e tedweni te nhlagano, te beregeselwe. Mave e bohlogwa: Bophathi ba setulu, bakgoni be go hlela, baberegi be go hlela, tedlela leto go hlelwa gato, Ndlela leyo go naganwa gayo; go khetha, mekgwa ye go nagana ge botalo, tedlela te go suga endabeni ennye goya go ennye. / Business Management / M. Com. (Business Management)

This study explores the predominant mathematical thinking style that students with academic talent used in solving mathematical problems. Thinking styles are preferences by subjects in the way of expressing mathematical skills against a task, in this case, visual, formal and integrated. We assessed 99 students from an academic support talent program, in a retrospective ex post facto study with only one group. We administered the questionnaire mathematical thinking styles of Borromeo-Ferri and determined that these students exhibited mostly an integrated style of thinking, which involves the use of symbols and verbal representations with visual expressions in solving mathematical exercises. They also show a strong orientation to address the problems of combined mode, which involves considering them as a whole at a time. / El presente estudio establece el estilo de pensamiento matemático predominante que utilizan los estudiantes con talento académico en la resolución de problemas matemáticos. Los estilos de pensamiento son preferencias por parte de los sujetos en la forma de expresar las habilidades frente a una tarea matemática, en este caso, visual, formal e integrado. En el marco de un estudio ex post facto retrospectivo de grupo único, se evaluó a un total de 99 estudiantes pertenecientes a un programa académico de apoyo al talento con el cuestionario Estilos de Pensamiento Matemático de Borromeo-Ferri. Los resultados indican que los estudiantes declararon orientarse hacia el estilo de pensamiento integrado, que supone el uso de simbología y representaciones verbales junto con expresiones visuales en la resolución de los ejercicios matemáticos, así como una significativa orientación a abordar los problemas de modo combinado, que supone considerar los problemas como un todo. / La présente étude établit le style de pensée mathématique prédominant utilisé par les étudiants ayant un talent académique dans la résolution de problèmes mathématiques. Les styles de pensée sont des préférences de la part des sujets sous la forme d’exprimer les capacités face à une tâche mathématique, dans ce cas, visuelle, formelle et intégrée. Dans une étude rétrospective sur un seul groupe ex post facto, un total de 99 étudiants appartenant à un programme de soutien aux talents universitaires ont été évalués, à qui le questionnaire Styles de Pensée mathématique de Borromeo-Ferri a été appliqué et déterminé que ce type de sujets déclare principalement un style de pensée intégré, ce qui implique l’utilisation de la symbologie et des représentations verbales ainsi que des expressions visuelles dans la résolution des exercices mathématiques. En outre, ils montrent une forte orientation pour aborder les problèmes de manière combinée, ce qui implique de les considérer dans leur ensemble dans le même temps. / Este estudo estabelece o estilo predominante do pensamento matemático usado por os alunos com talento acadêmico na resolução de problemas matemáticos. Os estilos de pensamento são as preferências dos indivíduos sobre a forma para expressar as capacidades em uma tarefa matemática, neste caso, visual, formal e integrada. Como parte de um estudo ex post facto retrospectivo de grupo único, foram avaliados um total de 99 estudantes de um programa de talento acadêmico. Foram aplicados nos alunos o questionário “Estilos de Pensamento Matemático de Borromeo-Ferri” e determinou-se que a maioria dos participantes declararam um estilo de pensamento integrado, que envolve o uso de símbolos e representações verbais com resolução de expressões visuais de exercícios matemáticos. Eles mostram também uma forte orientação para resolver os problemas de modo combinado, o qual envolve a considerá-los como um todo de uma vez.