Department of Curriculum Studies
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- ItemAanpassing van wiskunde-onderrigpraktyk vir die integrasie van getalbegrip, wiskundige bewerkings en probleemoplossing vir verstandelik erg gestremde leerders(2023-03 ) Cloete, Jevonn; Lampen, Erna; Basson, Magdalene; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: This study examines the mathematics teaching practice of severely intellectually disabled (SID) learners in the integration of mathematical operations, problem solving and number sense. The study was carried out in a special school for SID learners. Based on the data generated, a teaching intervention was designed and implemented. This investigation was undertaken against the background of a lack of methodological guidelines for the teaching of mathematical operations, problem solving and number sense in the new adapted curriculum for SID learners. Five other mathematics educators in the research school indicated that their choice of learning tasks only included number facts and arithmetic fluency. The methodological decisions of these educators also often seem to be influenced by the learners' need for individualised teaching. This realisation highlighted the need for alternative teaching to SID learners. The lived experiences of the ten learners involved in the investigation were subsequently included in mathematical problems to design context-rich tasks. This study followed a qualitative research approach. Empirical data were generated through action research which included three cycles. The research design and methodology are therefore based on the principles of action research. The data were collected in the following ways: semi-structured focus group interviews with five mathematics educators, two mathematics specialists and ten learners as well as field notes, a literature review, learner's written work and learner drawings. A literature review was conducted to obtain an educational approach as well as a theoretical framework for the study. This study is informed by the social constructivist framework of Vygotsky (1978) as an educational approach. Vygotsky's theory described the importance of social interactions. The problem-centred mathematics teaching approach of Murray, Olivier and Human (1998) in collaboration with the Stages of Early Computational Knowledge Framework of Wright (2006) were used as theoretical underpinnings for the partial planning of mathematics tasks for the teaching intervention. The study's findings were weighed against the main research as background. Three sub-research questions were used to answer the main research question. These questions brought forth findings that indicate which mathematical problem types, real-life contexts and teaching strategies can be developed in learning experiences for SID learners to intentionally integrate number sense and mathematical operations. The teaching intervention suggested adjustments to my teaching intervention and will continue to be used to adjust my mathematics teaching practice.
- ItemDie aanwending van 'n rekenaarsentrum ter bevordering van rekenaargeletterdheid in die primere skool(Stellenbosch : Stellenbosch University, 1995-03) Arangies, H. L. (Hendrickus Lourens); Blanckenberg, J. M.; Stellenbosch University. Faculty of Education. Department of Educational Psychology.AFRIKANSE OPSOMMING: Die rekenaar is 'n instrument wat stelselmatig besig is om 'n groter invloed op die lewe van elke mens uit te oefen. Waar sommige nog 'n vrees daarvoor het, is dit so 'n kragtige hulpmiddel dat opvoeders dit nie meer uit die skole kan hou nie. Soos elke ander nuwe onderwerp in die onderwys word die rol en plek van die rekenaar 'n strydpunt wat deur baie beredeneer word. Daar is diegene wat glo dat die koste daaraan verbonde nie die aankoop van rekenaars vir skole regverdig nie. Ander sien weer die rekenaar as 'n ekstra vak wat tot die kurrikulum toegevoeg word en oorbeklemtoon die gebruik en aanwending van die rekenaar. Die werkstuk kyk na die rol van die rekenaar ten einde rekenaargeletterdheid ender leerlinge te bewerkstellig. Dit word deurgaans egter beklemtoon dat rekenaargeletterdheid onder leerlinge bloot 'n middel tot 'n doel is. Daar sal verwys word na die eintlike rol van die rekenaar in die skool, naamlik die van 'n hulpmiddel vir probleemoplossing en toepassingsoefeninge. Die grootste gedeelte van die mensdom is bloot eindgebruikers van die rekenaar en as opvoeders is dit ons plig om hulle daarvoor voor te berei. Tesame hiermee ontwikkel die rekenaartegnologie teen so 'n snelle pas, dat die onderwyser nooit kan terugsit en dink dat sy werk afgehandel is nie. Dit is daarom noodsaaklik dat daar in die onderwys mense sal wees wat op die voorpunt van die tegnologiese verandering sal wees sodat die leerlinge die voordeel uit hierdie tegnologie sal trek. Dit is jammer dat hierdie onderwerp direk gekoppel is aan die beskikbaarheid van geld. Dit is sonder twyfel so dat Suid-Afrikaanse skole in die nabye toekoms baie deeglik sal moet besin oor die aanwending van fondse ten einde onderwys van 'n hoe standaard daar te stel. In hierdie proses is die integrering van die rekenaar ongelukkig een van die belangrike fasette wat moontlik in die slag sal bly weens meer primere behoeftes van die leerlingkorps van Suid-Afrika.
- ItemAcademic development : bridging at a South African University(Stellenbosch : Stellenbosch University, 1999-12) Troskie-de Bruin, Christel; Botha, H. L.; Cilliers, C. D.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: In this study two of the academic development initiatives of the University of Stellenbosch, namely the Gencor Bridging Programme (GBP) and the foundation programme (FP) were investigated. The GBP is a four-week bridging programme that is held annually during January, before the start of the academic year. The main purpose of this programme is to channel students into appropriate programmes. The FP forms part of the extended curriculum. Students who participate in the FP follow a programme that is extended over a longer period and provides additional support modules during the first year. A two-pronged research approach was followed, which consisted of both a quantitative and qualitative investigation. The purpose of the quantitative research was to investigate the influence of the GBP and FP on students' academic performance and persistence. A control group of mainstream students with a cultural and educational background similar to that of the GBP and/or FP participants was used during the quantitative investigation. The aim of the qualitative investigation was to establish how the GBP and FP are perceived by the students and to identify some of the factors that influence student performance both positively and negatively. The main findings of the quantitative research were that there was no consistent pattern in the fluctuation in students' academic performance at different year levels, and that the influence of the GBP and FP on students' persistence seemed to be positive during the first year, but the long-term influence on student performance could not be established with certainty. The main findings of the qualitative investigation were that students perceived both the GBP and the FP to be of greater social than academic value, and that students relied mainly on peers from their own cultural group for academic and emotional support.
- ItemAcademics' conceptions and orientations of graduate attributes in applied design programmes at a university of technology(Stellenbosch : Stellenbosch University, 2014-04) Bester, Marianne; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: Based on a number of comprehensive international studies conducted in the past three decades as well as various other national surveys and reports, it is reasonable to argue that a focus on mere academic disciplinary knowledge is not sufficient to meet employers’ and students’ expectations about higher education studies. These studies support arguments of preparing students for today’s rapidly changing and highly competitive labour markets, for periods of unemployment in terms of economic downturn, and for lifelong learning. Moreover, the literature suggests that the so-called discrepancy between the needs of the world of work and those offered by higher education could possibly be addressed by placing a more pertinent focus on the development of graduate attributes. Despite the fact that graduate attributes have been the centre of discussion in many countries over a number of decades, literature indicates that the notion of graduate attributes is a complex concept that relates to issues such as employability, lifewide and lifelong learning, social responsibility and good citizenship, as well as others related to environmental consciousness and technological adeptness. This study is located within a constructivist-interprevist paradigm using a phenomenographic approach to investigate the qualitatively different ways in which academic staff members in five undergraduate Applied Design programmes at a University of Technology experience, conceptualise, perceive and understand the phenomenon of graduate attributes in the subjects they teach. The conceptual framework used in the study is based on the three domains of higher learning of the engaged curriculum model of Barnett and Coate (2005). For this study qualitative data was collected using multiple data collection methods, including curriculum document analysis, focus-group sessions and semi-structured interviews. The data analysis process consisted of seven stages of defining the categories of description that emerged from the qualitative data available to the researcher. This was an iterative process of discovery of which the categories of description were not based on predetermined classifications. A set of a limited number of hierarchically related categories of description emerged from this analysis. These categories of description, in conjunction with the relationships among the categories, constitute the outcome space of phenomenography. Based on the findings from the literature perspectives on graduate attributes and the empirical findings of the phenomenographic study a number of important issues can be highlighted. These include academics’ misconceptions of what is meant by graduate attributes as well as the interactions between their conceptions of graduate attributes and how they approach the development of graduate attributes through their teaching practice. The phenomenographic analysis indicates that if academics view graduate attributes as discrete, isolated units of learning that can be attached to an existing curriculum as a ‘quick-fix’ to address employers’ needs, they are likely to have a simplistic, technicist conception of curriculum and may adopt a transmission, teacher-centred approach to their teaching. Literature has revealed that such approaches negatively influence students’ learning experiences. As an alternative approach, an integrated capabilities framework is suggested to support the notion of graduate attributes as a complex, multi-dimensional and inter-related aspects of higher education.
- ItemAcquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University(Stellenbosch : Stellenbosch University, 2008-03) Van Schalkwyk, Susan C.; Bitzer, E. M.; Van der Walt, C.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.In this study the experiences of a group of first-year Extended Degree Programme (EDP) students were explored in order to obtain insight into their acquisition of academic literacy. The study was undertaken against the backdrop of a higher education sector that is facing an increasing influx of first-year students on the one hand, and poor retention rates on the other. In South Africa, where the opening up of access to higher education for all citizens has become a political imperative, the need to address the undesirable dropout rate is self-evident. Students’ poor performance at university is often linked to their under-preparedness for higher education studies, and an important aspect of such under-preparedness is their academic literacy. In this context academic literacy is seen as knowing how to speak and act within a particular discourse, and the reading and writing that occur within the discipline as tools through which to facilitate learning. While some students acquire academic literacy by virtue of their participation in the discourse community of the relevant discipline, this is not always so for students who are less prepared for higher education studies. In response to the disconcerting retention rates, higher education institutions have implemented academic support programmes to address the needs of students who enter university with poor school results. One such intervention at Stellenbosch University is the Extended Degree Programme in the Faculty of Arts and Social Sciences, which makes provision for students to extend their first academic year over two years. Since 2006 EDP students have also been required to register for an academic literacy module and it is this group that comprises the focus of this study. Using a case study design, this qualitative, interpretive inquiry was characterized by multiple data collection methods. In this way qualitative data that pointed to the perceptions of the students and some of the lecturers who taught the EDP classes were generated via semi-structured interviews, focus group interviews, observation and content analysis. In addition, descriptive quantitative data was collected and this further contributed to generating the rich, in-depth data that characterize case study research. The analysis of the data was undertaken according to a three-tiered approach, in which the results of the empirical inquiry were first analysed per data source and then themes and trends across all the data sources were identified. Ultimately, these findings were interpreted according to an explanatory framework. The study highlights a number of important issues, key of which is that providing an academic literacy module for under-prepared students can facilitate the acquisition of academic literacy, particularly when such provision seeks to support the different discipline-based mainstream modules. Another important finding of the study emphasizes the extent to which institutional factors, such as increased student numbers, have placed pressure on university infrastructure and human resources. The impact of this situation filters down to the first-year classroom and negatively influences student learning. Finally, the results of the study question prevailing notions about under-prepared students as all of the students in the study, irrespective of their backgrounds and levels of sophistication, attested to the significant challenges that entry into the academic community posed for them. The findings of this study, while specific to the context in which it was undertaken, contribute to the growing body of knowledge in the field of academic development within higher education and the role of academic literacy in student learning.
- ItemAn action research inquiry into outcomes-based education and training in an adult learning environment at the Forensic Science Laboratory(Stellenbosch : Stellenbosch University, 2007-03) Naidoo, Jason; Kapp, C. A.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: The Forensic Science Laboratory (FSL) is a component of the South African Police Service (SAPS). The Questioned Document Unit (QDU) is a section within the FSL. It has been practice in the QDU to recruit members of the SAPS for training as Questioned Document Examiners within the FSL. Although the SAPS has a policy on education, training and development, it is not applied. Even after the establishment of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF), the QDU and the rest of the FSL continued their training practices at the workplace outside the outcomes-based paradigm. As part of standard practice, the FSL has taken content experts (forensic analysts) and turned them into trainers. These forensic experts had no training qualifications and little or no facilitation skills. Their knowledge of outcomes-based education (OBE) and adult learning was also either inadequate or non-existent. This shortcoming has influenced the quality of learning in this environment. In 2004 the Forensic Science Laboratory began to give some members an opportunity to be trained as trainers, assessors and moderators of learning. However, this has been a disjointed effort. Generally, learners have had to endure a frustrating period of more than four years of internal training before being certified as competent to act as examiners. Before 1994 the QDU employed mostly white personnel as examiners. Most black personnel still occupy the lower salary levels amongst examiners. There are no black trainers. At present (2006) in the FSL, the tendency is that white personnel hold senior positions and black personnel are juniors. There is covert racial tension among the members. In the QDU, the training manager has always been a trainer as well. In the training environment at the QDU there have been obvious problems, namely – ���������� poor practice of OBE and adult learning; ���������� relationship problems between trainer and learners; ���������� distrust and a lack of communication and dialogue between trainer and learners; and ���������� underlying racial tension. The action research process on which we (the learners, training manager and I) embarked was aimed at – ���������� opening dialogue/communication between the training manager and learners; ���������� increasing learner participation in the process; and ���������� providing the opportunity for both the learners and the training manager to increase their knowledge of adult learning and OBE. We hoped that by making the entire action research process transparent we could create a platform for the learners and the training manager to build relationships in order to bring about an improvement in learning practice. We used an action research process that included participation by both the learners and the training manager. Change occurs within the action component of the action research process, while the research component is meant to generate knowledge. We used a cyclic method that entailed stages of planning, action, observation and reflection. Continuity was achieved by the reflection stage of one cycle informing the planning stage of the next. The action research process used in this setting has supported the existing theory and assumptions that adult learners want to participate, be involved in decision-making, and learn by doing. It has also shown that they are critically aware. The learning practice at the QDU has improved. The action research process that took place at the unit can serve as a powerful case study for trainers who endeavour to improve practice in other environments.
- ItemAdapting instruction to meet the individual needs of foundation phase readers and writers(Stellenbosch : University of Stellenbosch, 2011-03) Swart, Marika; Nathanson, Renee Riette; University of Stellenbosch. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: Current intervention programmes implemented in most Western Cape schools reflect the use of isolated item-based literacy teaching methods. However, the low literacy levels in the Western Cape primary grades do not indicate successful literacy learning. Therefore, this study seeks to implement alternative approaches to fostering literacy comprehension, such as socio-cognitive processing and constructivist approaches, which are more in line with current research than the traditional items based models of literacy instruction. The alternative, research-based methods were explored through the implementation of an individualized contingent literacy intervention with emergent literacy learners. The intervention took shape as a comparison between low progress learners, who participated in the literacy intervention lessons, and average progress learners, who did not participate in the literacy intervention lessons. The aim was to accelerate the low progress learners’ literacy learning so that they could reach the average-band performance of their classmates after 12 weeks in the intervention. Data were gathered by means of observations of learners and a Grade one teacher, an interview with the teacher and assessment results obtained in a pre-mid-post-test design. In order to triangulate the results of the intervention, both qualitative data and quantitative data were obtained and discussed. Based on qualitative data, the intervention lessons proved to be successful, because observations indicated positive change in the low progress learners’ reading and writing behaviours. Given the small sample size, the overall trend in the quantitative data supported the value of the intervention and indicated a need for extending the research beyond a pilot study. Further research using larger sample sizes is thus recommended. More research is also needed to obtain data on research-based interventions that are flexible enough to meet the diverse needs of learners from different cultural backgrounds.
- ItemAddressing the needs of commuter students : an evaluation of the amamaties hub at Stellenbosch University(Stellenbosch : Stellenbosch University, 2018-03) Van Zyl, Benita; Fourie-Malherbe, M.; Dunn-Coetzee, M.; Stellenbosch University. Faculty of Education. Curriculum Studies.ENGLISH SUMMARY : Massification of higher education has led to increasing numbers of a diversity of students entering universities. At the same time financial constraints prohibit higher education institutions from providing sufficient student accommodation on campus. This results in growing numbers of commuter students with different needs and challenges. The residential education (ResEd) and cluster initiative at Stellenbosch University (SU) aim to address the needs of commuter students by providing a physical on-campus space (hub) for commuter students and by granting access for them to common areas in residence dining halls and study areas. The hub and cluster initiative aims to promote commuter student success and to enhance the social interaction among residential and commuter students in the co-curricular environment. It further seeks to create integrated learning communities that are commuter-friendly and promote active and collaborative academic and social activities outside the classroom. This initiative was implemented in 2008, and has not been evaluated before. This study used program evaluation to gain a better understanding of the cluster initiative and hub, and the extent to which it actually addresses the needs of commuter students. The following outcomes of the Logic Model were evaluated: to create spaces which would address the basic needs of commuter students (in terms of safety, meals, rest and relaxation); to create opportunities within the cluster for commuter and residence students to participate in learning communities (i.e. attend mentor and/or tutor sessions and form study groups); to make campus life more welcoming by creating spaces and opportunities where diverse commuter and residence students can socialize in the same community; to enhance the academic experience and academic success, especially that of commuter students. All the commuter and residential students in the amaMaties cluster during 2014 and 2015 were asked to participate in the study. A self-generated questionnaire was used for an electronic survey among the research participants. The questionnaire was completed by 331 students, of whom 126 were commuter students and 205 were residential students. Some of the findings of the study included that significant interaction between commuter and residential respondents occurred in the learning community of the hub, and although a gradual improvement of average percentages of commuter students occurred, graduation rates of residential students still exceeded those of commuter students, especially in the case of black and coloured students who live in residences. This study found that the hub and cluster contributed firstly to the positive experience and sense of belonging of commuter students. Secondly, it contributed to the spontaneous interaction across race and gender differences among commuter and residential students. Thirdly, an unexpected change in behaviour of residential students to open up previously exclusive spaces in residences occurred. Fourthly, both commuter and residential students experienced the space as a learning community that enhanced their student experience, and lastly the study provides guidelines to student affairs practitioners at other South African universities on how to better integrate commuter and residential students, leading to a stronger sense of belonging among commuter students.
- ItemAfrikaanse literatuur en die jong volwassene(Stellenbosch : Stellenbosch University, 2002-03) Swanepoel, Celeste; Combrink, L. E.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: There is a sharp decrease in the reading habits of learners in the senior secondary school phase. Interest in Afrikaans literature is decreasing amongst both high school learners and the broader public. From an early age, readers prefer to read English. This thesis examines the reading culture of young adults. The literature study takes a look at the nature and the extent of young adult literature, with specific focus on the characteristics unique to young adult literature, the value of young adult literature and the role played by popular literature. The reading world of young adults is examined with reference to their reading habits, reading preferences and the reasons why they do not read. The factors that playa role in the reading habits of this target group are also discussed. This includes reading needs, disinclination to read, eagerness to read, reader guidance, the library, parents, the peer group, free time, age, the media, the cover, the title, the author, cost of books, literature education, the availability and obtainability of books, gender, reading pleasure, socially disadvantaged communities, culture and geographical position. The questionnaire involved 308 16- and 17-year-old young adults and focused on their reading habits, reading milieu, free time expenditure, language and book preferences and aversions. The reading habits are analysed on the basis of criteria such as how often the respondents read books, how many books they had read in the previous month and how often they visit the library. The reading milieu refers to the book, newspaper and magazine reading habits of the parents of the respondents and to the visits to the library by the respondents in their earlier youth. The role of variables such as gender, geographic position and population group is also examined. The results of the questionnaire examination confirm the hypotheses stated in this study: There is not an established reading culture among Afrikaans-speaking young adults (16- and 17 year aids). Afrikaans-speaking young adults prefer to rather read English than to read Afrikaans. In conclusion, a summary of proposals is provided that, if implemented successfully, could promote the reading habit and establish a positive attitude towards Afrikaans literature. There is a specific look at proposals with regard to literature education, the role that is played by libraries, parents, authors and the peer group, as well as marketing, book sales and projects that promote the culture of reading.
- ItemAligning the clinical assessment practices with the assessment practices(Stellenbosch : Stellenbosch University, 2011-12) Maart, Ronel; Bitzer, Eli; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: Removable Prosthetic Dentistry (PRO400) is a fourth year module of the undergraduate dentistry programme which consists of a large clinical component. After reviewing relevant literature and conducting module evaluations, clinical tests were introduced and implemented in 2008 as an additional clinical assessment method. The intention of introducing the clinical tests was an attempt to ensure that students were assessed fairly, that their theoretical knowledge and the ability to apply it clinically were properly assessed, and to provide feedback on their clinical performance. The purpose of this concurrent mixed methods study was to compare the relationship between the students‟ performance in the clinical tests and daily clinical grades with their theoretical performance in the PRO400 module. The second part of the study explored the academic staff s‟ perceptions of the clinical test as clinical assessment tool in the PRO400 module. The case study design enabled the researcher to explore the question at hand in considerable depth. The mixed methods approach was useful to capture the best of both the qualitative and quantitative approaches. For the quantitative data-collection, record reviews of the results of fourth-year dental students‟ who completed the PRO400 module at the end of 2007 were used, and included 110 students. For the qualitative component three full-time lecturers within the Prosthetic department were interviewed. The clinical test marks and clinical session marks of all the students (n=109) in PRO400 were compared to their theory mark of that year. The tests marks were entered into a spreadsheet in Microsoft Excel and the data analysis was done with the assistance of a statistician. The analytical abstraction method was used to assist with the qualitative data analysis; first the basic level of analysis was done in the narrative form, followed by second higher level of data analysis. The basic and higher levels of analysis were discussed under the following themes: clinical tests, student performances, alignment of theory and clinical assessment and personal influence on supervisors‟ assessment practices and attitude. Role-taking and the supervisors‟ perceptions and concerns regarding the students were explored as emergent themes. The quantitative findings were displayed using tables and graphs. Forty five students. clinical marks were 10% higher than their theory mark, while only 8 students. theory marks were 10% higher than their clinical test mark. There appeared to be hardly any relationship between the students. clinical daily grade assessment marks and their theory marks. The average theory mark was 47%, the average clinical test marks were 55% and the average daily clinical grade was 63%. Integration of the data obtained from the different data collection methods was done at the level of data interpretation. The clinical test as an assessment tool is well accepted by the supervisors and they agreed that it is more reliable and accurate than the clinical daily grade assessment method. The quantitative findings relate well to other reported studies that concluded that the daily grade was poorly correlated with the competency exams (a similar phenomenon in the clinical test of the PRO400 module). From the findings of this study it appeared that there is a better correlation of the clinical test mark and the theory mark, than clinical daily mark and the theory mark. This finding related well with the lecturers. views that the clinical tests were more reliable as a clinical assessment tool than the daily clinical mark.
- ItemAn analysis of learning characteristics, processes, and representations in mathematical modelling of middle school learners with special educational needs(Stellenbosch : Stellenbosch University, 2014-12) Scott-Wilson, Rina; Wessels, Dirk C. J.; Wessels, H. M.; Swart, Estelle; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: The special needs community is in the midst of a philosophical and physical shift from a segregated system to an integrated system, not only in placement, but more importantly, in terms of learning and affording learners with special needs access to mainstream curricular materials. Mathematical modelling, or challenging mathematics problems solved in small groups, is part of the Australian mainstream curriculum. The purpose of the study was to investigate the way special needs learners learn mathematics from a modelling learning environment. To do this, it was necessary to identify the critical characteristics of the best practice in teaching and learning for learners with special needs, and the critical features of modelling. One theory of learning that has the capacity to promote special needs learners' interaction with mathematical modelling is Feuerstein’s theory of Structural Cognitive Modifiability. A hypothetical learning trajectory was designed for special needs learners at middle school according to general design principles from theory, which was adapted to the learning characteristics of the class. The learning environment comprised of three challenging modelling tasks, together with recommended implementation and support conditions in the classroom. Specifically, the research sought to investigate the ways in which special needs educators can support the higher reasoning processes of special needs students during modelling through design in general, and through mediation specific to each learner. The research took the form of a qualitative study, combining the phases of design-based research with a multiple case study approach. Three cases were analysed in depth. Empirical data were collected through a range of qualitative methods, which included data from student files, field observations, video and audio recordings, focus group interviews with students, and the input of various collaborators across the different phases of planning, design, implementation, and revision. Data were coded and analysed inductively according to emerging patterns and themes. Findings suggest that the use of modelling was successful when implemented with certain characteristics defined in the literature, and that it enabled learners to learn mathematics and also to develop additional outcomes such as social skills and language. During this study, learners' higher-order reasoning was supported through dynamic assessment and subsequent mediation.
- ItemAn analysis of the tourism curriculum at Boland College : what the tourism industry in Stellenbosch requires from entry level college employees(Stellenbosch : Stellenbosch University, 2013-12) Swart, Claudia; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum StudiesENGLISH ABSTRACT: Students graduate from Boland College after obtaining the National Certificates N4 – N6 in Tourism. I have been working at Boland College Stellenbosch Campus as a tourism lecturer for 12 years and over the past few years I have found that students have been struggling to find employment in the tourism industry on completion of their studies. The national tourism curriculum offered at FET colleges was implemented in 1995 with the last renewal in 2001 for selected subjects. The tourism industry, however, is a vibrant, ever-changing industry which stands in direct contrast with a static, needs-insensitive and unchanging curriculum. The aim of this study was to establish in which respects the current national tourism curriculum corresponds, or does not correspond, with what the tourism industry in Stellenbosch requires from entry-level employees in terms of expected skills, knowledge and attitudes. Qualitative methods were used to generate data from employers representing the tourism industry in Stellenbosch, graduates and lecturers from Boland College. Research participants were interviewed using semi-structured interviews. The data was analysed by doing verbatim transcriptions of the interviews, using coding and an Excel spread sheet analysis. The results revealed specific areas where the current national tourism curriculum does not correspond with the expectations and needs that the tourism industry in Stellenbosch has from entry-level employees in terms of expected skills, knowledge and attitudes.
- ItemThe applicability of international benchmarks to an internet-based distance education programme at the University of Stellenbosch(Stellenbosch : Stellenbosch University, 2001-03) Herman, Nicoline; Bitzer, E. M.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: The publication of the Report of the National Commission on Higher Education (NCHE) in 1996, the White Paper on Higher Education (1997) and the Size and Shape Report (2000) has profoundly changed the landscape of Higher Education in South Africa. Institutions of Higher Education have to re-think, among others, their teaching and learning strategies including the integration and use of technology. Although the use of technology in higher education is still in the early stages, the use of Information and Communication Technologies (ICTs) is growing rapidly. The University of Stellenbosch started to integrate the Internet in their teaching in 1998. Research was undertaken to find a suitable on-line course management system and Web Course Tools (WebCT) was chosen for this purpose. Since it was implemented, the use of WebCT has grown exponentially, although in most cases only as an add-on to classroom lectures. The World Health Organisation (WHO) Mental Health Disorders in Primary Care programme was the first programme developed as a full distance education course, delivered completely by means of WebCT and making use of the team approach to programme development. This programme was therefore chosen as the case study for this research. The purpose of this study is to apply 24 internationally developed benchmarks for quality on-line distance education to the WebCT component of the WHO programme in order to determine the applicability of these benchmarks for World Wide Web (WWW) programmes at the University of Stellenbosch. The research strategy for this study is a qualitative case study. Qualitative data was obtained by conducting semi-structured interviews with the individuals involved in the design, development and implementation of the WHO course. The study concludes that the 24 benchmarks cannot be applied to the current University of Stellenbosch context. The systems at the US will either have to be adapted, or established to meet the requirements of the international benchmarks. Another option for the US could be to develop their own benchmarks, taking international guidelines into account.
- ItemThe application of a whole brain approach to learning activity design in a Bachelor of Commerce degree(Stellenbosch : Stellenbosch University, 2018-03) Kruger, Catharina Elizabeth; Frick, Beatrice Liezel; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH SUMMARY: In South Africa, student achievement is paramount in maintaining standards set by institutions for higher education qualifications within higher education. Moreover, student achievement is emphasised. Higher education institutions thus launch initiatives that may positively influence learning and achievement. Students’ potential for achievement could potentially be negatively influenced due to a lack of mental dexterity. A whole-brain teaching and learning approach is one way of developing mental dexterity. Therefore, this study set out to determine how, if at all, the whole-brain teaching and learning approach was applied to the design of learning activities within the main discipline of Business Administration and Management (General) within the Bachelor of Commerce (BCom) degree offered by a private higher education institution (PHEI) in South Africa. Within the interpretivist paradigm, this study provided an insider perspective on the approach to learning-activity design through a case-study methodology, by means of document analysis of selected modules within the Business Administration and Management (General) discipline associated with the Bachelor of Commerce degree, and the interpretation of purposively chosen participants’ interviews and class observations. The data sets included the online learning material of the selected modules, digitally voice-recorded semi-structured interviews, and observations of class lectures, transcribed and interpreted by means of a conceptual framework. The conceptual framework, based on the delineated related literature illuminated the themes that allowed for the categorisation thereof using the Herrmann Whole Brain Teaching and Learning Model and the Herrmann Brain Dominance Instrument as organising tools. The data demonstrated that teaching and learning elements within the online learning material and learning activities, and the theories of learning participants subscribe to, could be linked to the Herrmann Whole Brain Teaching and Learning Model. The results showed progress towards an application of whole-brain teaching and learning; however, these were not conclusive. The small sample size and disciplinary delimitations in this study precludes any claim that the conclusions refer to all learning activities designed for all modules offered at the PHEI. Regarding the broader significance of this case study, there is still a great deal to be done to ensure the application of a whole-brain teaching and learning approach to learning activity design in the Bachelor of Commerce degree. This study therefore only serves as a point of departure in addressing the learning activity design of modules within the Bachelor of Commerce degree providing the PHEI with information that could inform future interventions that aim to address concerns around student achievement.
- ItemArts and culture teachers' experiences of and responses to curriculum change(Stellenbosch : Stellenbosch University, 2012-12) Lombard, Jeffrey J.; Reddy, C. P. S.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: The provision of quality education for all South African learners has been an issue of central concern since the advent of the democratic dispensation in 1994. One initiative since 1998 was the implementation of a new curriculum for South African public schools, C2005 as it was then called. This curriculum was later revised and streamlined as the NCS. There was a mixed reception to this new curriculum. Some perceived it as a progressive initiative by the Ministry of Education, while others argued that it was ambitious and that it undermined the conditions and context of South African schools. Essentially the curriculum policy implementation was intended to change the entire system and introduce new ways of doing in all sectors of education. This links strongly to processes of systemic change and that is the considered policy backdrop to this research. In this study I work from an interpretive perspective and draw on the cognitive sense-making framework to develop in-depth, understanding of teachers’ roles as interpreters and enactors of education policy change in South Africa related to the implementation of the NCS. More specifically, the study examines the ways in which six Arts and Culture school teachers in six diverse South African educational contexts experienced and responded to the implementation of the NCS. Data from the study indicates that teachers found it difficult to adjust to the more complex and demanding teaching methodologies, which took up a great deal of time and required very different roles in the classrooms. Data from the study also suggests that the way teachers come to understand and enact policy or reform initiatives is influenced by their prior knowledge, the social context within which they work, and the nature of their connections to the policy or reform message. The study further suggests that teachers adapt a curriculum rather than adopt it as it is, and that their prior understandings and beliefs about knowledge, beliefs and experiences combined with their contexts in which they work frame their classroom practices explaining why policy is not enacted as intended. Conceptualising the problem of policy implementation in this way focuses attention on how implementing agents construct the meaning of a policy message and their own behaviour, and how this process leads, or does not lead, to a change in how they view their own practice, potentially leading to changes in both understanding and behaviour.
- ItemAssessering 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.
- ItemAssessering-vir-leer in geografie-klasse in die verder-onderwys-en opleidingsbaan(Stellenbosch : Stellenbosch University, 2007-12) Beets, Peter; Le Grange, L. L.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: The purpose of this study was to develop a nuanced perspective of the nature of assessment practices in Geography teaching and the extent to which such practices are aimed at promoting learning, in agreement with policy changes that underpin a shift from a behaviourist to a more social-constructivist teaching and learning approach. I developed this perspective through taking cognisance of the literature on educational assessment and my experience as a Geography teacher, as well as through my observation and experiences with regard to the assessment practices prevalent in Grade 10 Geography classes. The study focused on practices in assessment for learning in high schools in and around Stellenbosch in order to analyse and understand the actions of and interaction between the various role players in the educational activities that take place in differing contexts. This was done from within an interpretative research paradigm. The research confirms that the process of implementing curriculum renewal is highly complex and that it is co-determined by factors that operate both within the microcontext (the classroom, the school) and the macro-context (nationally, globally). The aforementioned complexity is further increased by the ongoing interaction between the contexts. The latter was illustrated clearly in the course of the research through a strongly conservative approach to assessment practices that is typical of an assessment-of learning regime on the one hand and pressure to comply with policy and career expectations on the other - without properly considering the possible implications for assessment for learning. The study argues that the grounding of teaching, assessment and learning practices in productive pedagogies and the corresponding policy making and in-service training of teachers could direct the focus on assessment for learning in support of quality teaching and learning in Geography classes in high schools.
- ItemThe assessment of a rural community's needs and expectations regarding a community association(Stellenbosch : Stellenbosch University, 2005-04) Coetzee, Ilse-Marí; Van der Merwe, M. E.; Botha, M. J.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: Community associations and community centres have become a common phenomenon throughout South Africa. The aims of these associations and centres are closely linked to community development. Research has found that activities related to development programmes at such centres come to an end when facilitators hand the programmes over to the community. This was indeed the case at the Darling Focus Association and Centre in Darling. A possible reason for this was that the community's needs and expectations were not being met. The purpose of this study was to establish whether this Community Association and the services, activities and programmes presented at the Centre meet the needs and expectations of the rural community. A literature review was undertaken to present an in-depth look into the body of knowledge surrounding the study. Rural community development and the notion of rural community were discussed, since they create the context in which community associations and community centres function. Special attention was given to the revision of literature on the purposes and functions of community associations and centres. The concepts of community needs and community expectations were reviewed. The literature review concluded with a reference to the sustainability of activities following on training and development programmes based on community needs. The geographically demarcated area of the study was the rural town of Darling, as well as the Darling Focus Association and Centre. A context analysis was done and documents were analysed to gain knowledge of the functioning of the Association and the Centre. The activities, services and programmes offered by the Association at the Centre were established. A survey was undertaken among the Darling community, the members of the management committee of the Darling Focus Association and the participants in activities at the Darling Focus Centre. Samples were selected from these three groups, after which three different questionnaires were designed and tested and finally administered to the three groups. Statistical analysis was carried out on the data gathered during the community survey, and frequency tables and cross-tabulations were constructed. Data gathered from the management and participant surveys was analysed and described using frequency tables. The analysis showed that the community, the members of the management committee and the participants in activities at the Centre had different viewpoints on the functioning of the Association and the Centre. The community survey also revealed the needs of the community for certain activities, services and programmes, as well as their expectations of the Association. Comparisons were made between the needs of the community and the activities, services and programmes offered by the Association. The expectations and viewpoints of the community were also compared with the viewpoints of the management committee members and the participants. The conclusions of the study indicated that the activities, services and programmes offered by the Association at the Centre did not meet the needs of the community, and shortcomings were identified. The viewpoints of the management committee and the participants in activities did not comply with the expectations and viewpoints of the community. It is argued that this might be the reason for the low sustainability of activities, services and programmes of the Association. Recommendations are made to the Association to increase participation within the community and to address the community's needs in order to improve the sustainability of the activities, services and programmes of the Association.
- ItemAn assessment of climate change science literacy and climate change pedagogical literacy of geography teachers in the Western Cape(Stellenbosch : Stellenbosch University, 2015-04) Anyanwu, Raymond Ndubisi; Beets, Peter; Le Grange, Lesley; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: This survey research employed a criterion-referenced multiple-choice questionnaire to collect data from 194 FET Geography teachers in the Western Cape province to assess their level of literacy in both climate change science and climate change pedagogy, and to determine the influence of gender, age, qualification, specialisation, experience, grade mostly taught, their experience in providing instruction on climate change and the location of their school. Aspects of climate change science assessed include: climate processes and probable causes of climate change; climate change impacts; and climate change responses. Aspects of climate change pedagogy assessed include: the aims and significance of climate change education; and constructivist teaching principles and practice. The collected data was analysed using percentage frequencies to determine the teachers‟ level of literacy in climate change science and climate change pedagogy; the Mann-Whitney and Kruskal-Wallis tests were used to determine the influence of the mediating variables on climate change science literacy and climate change pedagogical literacy, respectively. The results indicate that Geography teachers in the Western Cape Province demonstrated „High‟ literacy in climate change science and „Low‟ literacy in climate change pedagogy. Factors such as school location, gender, age and teaching experience were found to have a significant influence on climate change science literacy; whereas qualification, specialisation, grade mostly taught and experience in providing instruction on climate change did not. Conversely, teaching experience and grade mostly taught had a significant influence on climate change pedagogical literacy; whereas school location, gender, age, qualification, specialisation and experience in providing instruction on climate change did not. Based on these findings, it is recommended that professional development interventions in climate change pedagogy are required in order to expose Geography teachers to the aims and significance of climate change education and methods of facilitating problem-based, learner-centred instruction on climate change.
- ItemAn assessment of readiness for self-directed learning of diploma students in a South African Technikon(Stellenbosch : Stellenbosch University, 2004-12) Chipeya, Nyamutowa Lucky Rachel; Kapp, C. A.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT: Self-directed learning is a teaching and learning strategy considered important in fostering lifelong learning. Students take responsibility for their own learning with or without the help of others. It is expected of higher education institutions to prepare students for the dynamic world of work so that graduates are multi-skilled individuals capable of working and the same time be lifelong learners. The aim of this study was to assess the readiness to engage in self-directed learning of radiography diploma students at the Technikon Witwatersrand. Assessing the students' readiness to engage in self-directed learning is the first step in the planning and implementation of self-directed learning. The Self-Directed Learning Readiness Scale was the instrument used to assess the students' readiness to engage in self-directed learning. The instrument is widely used to assess students' perceived attitudes towards self-directed learning. The scale was administered to a total of 133 students registered for the National Diploma Radiography: Diagnostics at the Technikon Witwatersrand in the year 2003. Of the 133 students, 51, 36 and 46 were in first, second and third year respectively. Data analysis revealed that the first year students' mean score on self-directed learning readiness was relatively higher than those of second and third year students. Assessment practices and prior exposures to self-directed teaching principles were identified as factors that had an influence on how the students perceived themselves to be ready to be self-directed. Results obtained from this study provide valuable information for the Department of Radiography at the Technikon Witwatersrand and any other institution in the preparation, implementation and conceptualization of self-directed learning as a teaching and learning strategy. Recommendations were that lecturers should assume self-directed learning approaches to the first year students from the onset while gradually introducing self-directed learning strategies to the second and third year students.