Masters Degrees (Curriculum Studies)

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Browsing Masters Degrees (Curriculum Studies) by browse.metadata.advisor "Beets, Peter"

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    Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase
    (Stellenbosch : University of Stellenbosch, 2010-12) Hendricks, Marjorie Angelene; Beets, Peter; America, Carina Georgina; University of Stellenbosch. Faculty of Education. Department of Curriculum Studies.
    AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie soort assessering wat bekend staan as assessering-vir-leer behoort deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en ontwikkeling met behulp van assessering by leerders te bevorder. Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en leerproses uit en gebeur nie slegs aan die einde van die leerproses nie. Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea in die Intermediêre Fase gebruik om leerdervordering te begelei en te ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik om data te genereer ten einde die navorsingsvraag te beantwoord. Onderwysers en leerders is in die studie as respondente gebruik. Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in praktyke van assessering-van-leer wat fokus op die insameling van punte eerder as op die gebruik van assesseringsinligting ten einde verdere leer by leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer in die betrokke skool te bevorder.
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    Exploring assessment for learning in one higher education classroom
    (Stellenbosch : University of Stellenbosch, 2011-03) Koen, Magaretha Paulina; Bitzer, E. M.; Beets, Peter; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: Assessment, teaching and learning are key elements in lecturers' pursuit of quality in education. In fact, Black and Wiliam (1998) argue that assessment, a vital part of this reciprocal relationship should contribute to classroom learning rather than concentrate on restricted forms of tests that are not always linked to a student's learning experience. It is therefore open to debate whether a handwritten, one-hour examination does indeed stimulate students to learn and develop the knowledge, the understanding, the attitudes and the skills they need to develop. This statement mirrors the hotly debated and contradictory role of the lecturer of simultaneously having to both judge and support students' learning. In addition, widespread social and political turbulence and changes have played a role in the reform of assessment in South Africa during the past 20 years. It seems as if lecturers are caught in the middle of this conflicting role where they are expected to navigate themselves and their students through the uncertainty about how assessment should be organised, while at the same time being accountable to the students, parents, and the institution. Given the above background, the following question arises: "How can assessment enhance learning in one higher education classroom?" In answering this question, a basic interpretative qualitative approach employing focus groups and semi-structured interviews, was used in order to explore - through a variety of lenses - how final-year students in one higher education classroom dealt with assessment issues. This study aimed at using appropriate measures to conduct research to establish a chain of evidence (forward and backward) by implementing Lincoln and Guba's model for trustworthiness (1985). The conceptual framework for this study was mainly drawn from Race.s spreading ripples model of learning. The underlying premise of Race's theory is based on the idea that effective learning demands the dynamic interaction of four elements like the ripples on a pond, namely wanting/ needing, doing, feedback and digesting. The findings of the study suggested that assessment of a Life Skills Module should provide students with a variety of opportunities to demonstrate their learning in order to develop a well-rounded set of abilities when they enter the workplace. This idea signaled the importance of bearing in mind the first and foremost purpose of assessment, namely that assessment should serve student learning.
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    Natuurwetenskaponderwysers se vakinhoudelike kennis en begrip van die Aardwetenskappe
    (Stellenbosch : Stellenbosch University, 2008-12) De Beer (nee Jordaan), Maria C.; Smit, M. J.; Beets, Peter; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    The numerous changes to the South African education system since January 1998 have had far reaching effects on schools and the training of educators (Government Gazette, 31 May 2002:13). Changes in subject content have occurred in various subjects, and the General Science (now Natural Science) syllabus is no exception. The General Science syllabus previously catered mainly for Chemistry, Physics and Biology, but the Curriculum 2005 (C2005) Natural Science syllabus includes subject matter on Physical Geography (Climatology, Astronomy, and Geomorphology) (Department of Education, 2002b:6). The problem with this is that educators that previously taught General Science are not necessarily qualified to present the Physical Geography component of the new syllabus. This study investigates the impact of the changes in the new curriculum. The review of existing literature on curriculum development in Natural Science education in South Africa emphasises key changes made in the development and implementation of C2005 and the Revised National Curriculum Statement (RNCS). It also explores the characteristic features of misconceptions, before considering specific misconceptions in Natural Sciences. The first part of the two-tiered empirical investigation is based on the results of questionnaires and interviews completed by different groups of Natural Sciences educators. The questionnaires, which drew in part on existing questionnaires used in similar studies, were based on information used for the literature review. The second part of the empirical investigation consisted of interviews conducted with Natural Sciences Departmental Heads at randomly selected schools. An attempt was made to determine how these senior educators experienced the implementation of C2005 and RNCS and what their attitude to the new curriculum were. The data obtained from the questionnaires and the subsequent interviews were categorised, interpreted and coded for statistical processing.
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    Secondary school Geography teachers' understanding and implementation learner-centred eof ducation and enquiry-based teaching in Namibia
    (Stellenbosch : Stellenbosch University, 2015-03) Awases, Cherly Lydia; Beets, Peter; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: This study investigates the understanding of and experiences in the implementation of learner-centred education (LCE) and enquiry-based teaching of Grade 10 Geography teachers against the backdrop of curriculum reform in Namibia. The Namibian curriculum is premised on the view that there is a need for the holistic development and preparation of learners for a knowledge-based society. Globally, LCE, with its potential for broadening access to quality education, has been a recurring theme of national reform policies and has been promoted as an innovative way of teaching. The usefulness of the LCE approach and associated enquiry-based teaching is embedded in constructivism and is introduced with the promise that it will enable learners to develop investigative and critical thinking skills that will put them at the centre of learning. This interpretative study employed a case study approach that utilised qualitative methods to gather information on the experiences of the three Geography teachers at the sampled schools as they implement LCE and enquiry-based teaching. The main data-gathering techniques in phases 1 and 2 of the research respectively were semi-structured interviews and classroom observations. The findings revealed that the teachers have different understandings of what LCE and enquiry-based teaching approaches are, although their teaching employs some elements of it. The research also indicated that there is one big factor that impinges on their implementation of LCE and enquiry-based teaching approaches. The teachers admitted that, due to the pressure of learner success in the end-of-year Grade 10 examination, they rather teach to the test. This diverts their teaching from focusing on implementing approaches that actively involve learners in the learning process and nurture enquiry skills when these skills are not formally assessed in examinations. Consequently, teachers fail to implement the syllabus as intended by policy makers and curriculum developers. Even though the findings of this study may be specific to the sampled schools and the participating teachers, it can be assumed that similar situations exist in schools with comparable contexts. It is therefore important that education policy makers and relevant stakeholders strive to allocate sufficient support and resources for teachers to implement LCE and enquiry-based teaching effectively in schools.