An investigation of the potential role for environmental education in the conservation of the Swartkops estuary and Swartkops Nature Reserve
- Authors: Kitson, Brian Anthony Austen
- Date: 1994
- Subjects: Environmental education -- Curricula -- South Africa Conservation of natural resources -- South Africa -- Eastern Cape -- Swartkops Nature Reserve Conservation of natural resources -- South Africa -- Eastern Cape -- Swartkops River
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1654 , http://hdl.handle.net/10962/d1003537
- Description: This study explores the potential role of an environmental education approach towards the conservation of the Swartkops Estuary and Swartkops Nature Reserve. More specifically it examines the opinions, feelings and perceptions of a sample of twenty seven people, who have a vested interest, in the possible conservation of the area. These stakeholders were comprised of people representing all the various groups and communities that use either or both the estuary and reserve. Opinions were examined by means of a qualitative data analysis from semi-structured interviews. The conservation opinions of respondents were obtained on both general topics and more detailed areas. Due to the small sample and exploratory nature of the project, these results should be viewed as tentative. Proposals are made for increasing the impact of Environmental Education programmes in this and similar environments, and recommendations are put forward to help facilitate related studies in the future.
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- Date Issued: 1994
Case studies of tutors' responses to student writing and the way in which students interpret these
- Authors: Paxton, Moragh Isobel Jane
- Date: 1994
- Subjects: Written communication -- Study and teaching -- South Africa Written communication -- South Africa -- Case studies Grading and marking (Students) -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1430 , http://hdl.handle.net/10962/d1003311
- Description: This thesis examines tutor feedback on student essays to ascertain the extent to which these responses assist in teaching the academic and specific disciplinary conventions and to determine what is effective feedback and what is not. The investigation constituted an evaluation of a small sample of essays and the framework for this evaluation was developed from a study of current theories of literacy and language teaching. It was further informed by data gathered from interviews with students and tutors and questionnaires completed by them. This was done in order to establish how students interpret and react to feedback and to demonstrate the level of understanding between tutors and students in this mode of communication. The conclusion was that tutor feedback can provide a valuable method for teaching the discourse of the discipline. However, results of the study revealed that communication often breaks down because tutors and students do not share a common language for talking about academic discourse and because students may not have understood the requirements of the task. In addition, the study found that responses to a small group of essays in the lowest mark category and written by second language students, were very inadequate. As the researcher, I concluded that graduate tutors were not well equipped for the task of dealing with these weaker essays. I have made suggestions for future research in this area and I believe that the data from this case study will provide valuable ideas for training tutors for responding to student essays.
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- Date Issued: 1994
Computer assisted language learning for academic development programmes : an appraisal of needs, resources and approaches
- Authors: Collett, Philip Godfrey
- Date: 1994
- Subjects: English language -- Computer-assisted instruction Language arts -- Computer-assisted instruction Language acquisition Computers and literacy English language -- Study and teaching -- Foreign speakers Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1457 , http://hdl.handle.net/10962/d1003338
- Description: A major objective of Academic Development Programmes is to support the student in acquiring a level of language competence which is sufficient to enable the student to cope with the linguistic demands of academic courses. Language teaching programmes in the Academic Development context in South Africa suffer from a number of constraints: staffing, time on task, relevance, and difficulty of integration with learning in other coUrses. A review of developments in the field of Computer Assisted Language Learning (CALL) shows that computers can be used to support language learning. CALL materials range from simple instructional programs to powerful linguistic research tools and need to be integrated into wider language programmes so as to support and enhance other teaching and learning activities. However, relatively little research has been done to investigate the feasibility and effectiveness of CALL in language development courses within Academic Development programmes in South Africa. The development of a system designed to enable students to practise proof-reading and editing is described and evaluated. Suggestions are made for using this system with other CALL materials within a computer assisted language development environment. It is argued that CALL can be used feasibly and effectively in this environment to enhance learning and to counteract constraints.
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- Date Issued: 1994
Investigating an environmental education curriculum to a developing society's needs: a case study of the programme offered at the Pilanesberg National Park, Bophuthatswana
- Authors: Johnson, Steven Robert
- Date: 1994
- Subjects: Environmental education Environmental education -- Curricula -- South Africa -- Bophuthatswana Environmental education -- Curricula -- Case studies Pilanesberg National Park (South Africa)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1585 , http://hdl.handle.net/10962/d1003467
- Description: The Environmental Education programme offered at the Gold Fields Environmental Education Centre (GFEE Centre) in the Pilanesberg National Park, Bophuthatswana, was initiated in response to requests from schools in Bophuthatswana to visit game reserves as 'syllabus related school activities'. Evaluative research into the GFEE Centre programme by an external researcher indicated that the learning experiences largely concentrated on cognitive development, and neglected to influence affective and psychomotor development. After a number of adaptations to the programme, which emphasised a more child-centred approach it was realised that little was known about the background and learning needs of the predominantly BaTswana school children. It was felt by the researcher that the learning activities provided at the GFEE Centre could also possibly be biased by a Western, scientific orientation which possibly lacked relevance to the cultural backgrounds of the pupils. The researcher used an action research approach in a number of workshops with a purposive sample of BaTswana primary school teachers, to gather data. The teachers were encouraged to critically reflect on the background and learning-needs of BaTswana children, with specific regard to environmental issues and worldviews. The information provided by the teachers' reflective deliberations and a seperate research project with school children, indicated that primary school children in Bophuthatswana tend to follow accepted human development patterns in their perceptions of the environment. The influence of either a predominantly rural or urban upbringing during a child's early formative years was considered by the teachers to be significant in determining worldviews, and culture was considered to have an influence on children's learning processes. Their beliefs and experiences were used by them in generating suggestions to correct the GFEE Centre programme. The teachers' also highlighted the fact that there were a number of socio-cultural and institutional issues which influenced the effectiveness of the GFEE Centre programme.
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- Date Issued: 1994
Perceptions of environmental education among senior Ciskeian educationists, and the implications for educational change in the Ciskei region
- Authors: Mkala-Pholo, Pumla Patricia
- Date: 1994
- Subjects: Environmental education -- South Africa -- Ciskei Environmental education -- Curricula -- South Africa -- Ciskei Educators -- South Africa -- Ciskei -- Attitudes Educational planning -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1692 , http://hdl.handle.net/10962/d1003575
- Description: This study was conducted to investigate perceptions of Environmental Education among senior Ciskeian educationists, and to explore the possibility of implementing Environmental Education in school and college curricula in the Ciskei region. Data was collected from interviews with a sample of senior Ciskeian educationists, then analysed and assessed. Corroborating information was obtained from attendance at several regional workshops organised by the Environmental Education Policy Initiative. The data indicated a sound general awareness of environmental problems in Ciskei and a belief in Environmental Education as a means toward their solution. Although the interviewees' understanding of Environmental Education was imperfect, there was broad support for its aims and principles. Since the study was motivated by concern about the implementation of Environmental Education in Ciskei, the results obtained were encouraging.
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- Date Issued: 1994
Perceptions of language teaching in science from student and teacher discourse
- Authors: Garraway, James Windsor
- Date: 1994
- Subjects: Physics -- Study and teaching -- South Africa Language arts -- South Africa Written communication -- Study and teaching -- South Africa Language arts -- Correlation with content subjects -- South Africa Physics teachers -- Language
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1693 , http://hdl.handle.net/10962/d1003576
- Description: The research was concerned with perceptions of language and physics in three strata of participants in a writing across the curriculum teaching course at an intermediate college. The participants were: a language teacher, two physics teachers and a class of twenty physics students - the students were studying in order to enter the Engineering Faculty at the University of Cape Town. The predominant understanding of the teachers was that of a limited interpenetration between the discourse of physics and language teaching. Physics teachers thought that language teachers would experience difficulties with both the concepts and language of physics. In actual practice however, students and the language teacher managed physics knowledge with some degree of success in the language classroom. Some students understood writing as helping them to understand physics. However, the dominant understanding of language was that of knowing the appropriate language of physics for their teachers. An appropriate language understanding was seen as potentially problematic in that it could encourage an unquestioning or monodimensional approach to physics knowledge. As a way around this problem, it was suggested that language teachers teach students to recognise and to use particular genres within science, and to develop their voice within these constraints.
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- Date Issued: 1994
Perceptions of primary school teachers towards the South African Museum as an environmental education resource
- Authors: Harrison, Jo-Anne Elizabeth
- Date: 1994
- Subjects: Elementary school teachers -- South Africa -- Attitudes South African Museum Environmental education -- South Africa Environmental education -- Curricula -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1694 , http://hdl.handle.net/10962/d1003577
- Description: This study examines the perceptions of a small group of primary school teachers from Gugulethu in Cape Town, of the various exhibitions and education services currently offered at the South African Museum. Their perceptions of proposed services are also examined in order to find out which of these proposals, as well as existing services, best meet the needs expressed by this group of teachers. An attempt was also made to determine their level of understanding of environmental education and awareness of environmental issues. This study suggested the need for greater emphasis to be placed on the 'hands-on' components of the Museum's education programmes. The need for syllabus related and enriching educational programmes and resource materials was also identified. In this regard, the exhibits perceived to be of greatest benefit to the pupils were those relating either to the syllabus or their culture, whilst exhibits seen to be 'out of the pupils' experience' (eg. Fossils) were perceived as unimportant. The teachers also epressed a strong desire for training sessions to be held at the Museum that would help them improve their knowledge of the displays and programmes. It was found that the teachers understanding of environmental education ranged from syllabus-related definitions to more holistic views. The environmental issues perceived to be of greatest importance were mainly social issues such as poverty, violence, child abuse and street children as well as water pollution and cruelty to animals. The production of posters and resource materials, drama, story-telling and programmes for parents were seen to be among the choices most favoured for the Museum to adopt in promoting environmental awareness in the community.
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- Date Issued: 1994
Planning in Ciskei secondary schools with special reference to managerial teams
- Authors: Magqaza, Ocean Bungani
- Date: 1994
- Subjects: Curriculum planning -- South Africa -- Ciskei Educational planning -- South Africa -- Ciskei Teaching teams School management and organization
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1706 , http://hdl.handle.net/10962/d1003589
- Description: Educational leadership and management is a very wide field of study with interdependent components that should form a chain reaction in order to bring about effective management. This study attempts to investigate planning in schools which is one of the educational leadership and management components or functions. Very little research work has been done on educational planning in the Ciskei schools. This is a shortcoming since the number of secondary schools has mushroomed in the late twentieth century. The Ciskei educational managers and parents need to know and take note of the possible situations in the various schools. This is opportune time, particularly that recent events, i.e. students' demands and strikes, are drawing parents closer to the education of their children. The researcher's experience of inspecting school administration since 1990 has reinforced his conviction that the managerial teams in the Ciskei secondary schools have little knowledge of management, and of planning in particular. Although the investigation is into secondary school administration, it is also pertinent to primary school planning. Management, i.e. school year-planning, control of work, staff development, appointment of teachers, policy governing students and teachers are discussed at length . Joint planning, i.e. a participative or consultative approach, and advance planning, are investigated in relation to the school year-programme. The existence of statutory bodies in the various schools is assessed in order to test parents' involvement in the education of their children. School tours are discussed in relation to students' involvement in the school activities. The analysis of the results highlights areas that require attention, and the recommendations given address the controversial issues in planning in the various schools.
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- Date Issued: 1994
Social constructivist mathematics education in a Ciskeian secondary school classroom
- Authors: Raghavan, Prasannakumary
- Date: 1994
- Subjects: Mathematics -- Curricula -- South Africa -- Ciskei -- Case studies Mathematics -- Study and teaching (Secondary) -- South Africa -- Ciskei
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1767 , http://hdl.handle.net/10962/d1003652
- Description: The researcher's experience as a high school mathematics teacher in several African countries convinced her that a good number of mathematics learners exhibit serious difficulties in conceptualising mathematics properly. Her experience in teaching the subject in the Ciskei since 1990 reinforced this conviction. The researcher's natural curiosity to probe into the causes of the poor state of mathematics education in the region served as the springboard into her investigation. Her thoughts developed in line with the emerging educational theories of social constructivism. This provided a conceptual framework for the solution of the problem, the feasibility of which was put to test practically in a Ciskeian classroom. She explicates that the difficulties experienced by the pupils in conceptualising mathematics are philosophically deep rooted and latent in the present system of mathematics education itself, which, in Ciskei, impedes the learners' conceptualisation owing to numerous problems related to their linguistic and cultural situatedness. In the analysis of the present system of mathematics education in the Ciskei she reviews a few recently published mathematics text books in the context of the topics chosen for her research study. The results of her classroom investigation establish that a possible solution to the problem lies in the social constructivist teaching approaches.
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- Date Issued: 1994
The design and use of a data base for the teaching of history at primary school level
- Authors: Paul, James R M
- Date: 1994
- Subjects: Education -- Data processing History -- Study and teaching (Elementary) -- Data processing Computer-assisted instruction
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1490 , http://hdl.handle.net/10962/d1003371
- Description: The changes brought about by society's move from an industrial to an information society has brought with it changes in the way that society operates - from the way we do business to the way we entertain ourselves and, increasingly, in the way we educate our children. That the society of tomorrow requires new skills to survive and operate had been, and continues to be, debated in a growing number of books and in the popular media. More and more educationists are calling for schools to 'restructure' so as to be able to provide the skills that this new society requires, especially those related to the management of information. The nature of these skills are discussed, together with the potential provided by information technology, particularly computers, to provide them. The current use of computers in schools is addressed, together with the apparent inability of schools to generate effective change from within using in-service training. The researcher suggests that this makes it imperative that teacher training institutions provide the next generation of teacher-trainees with a thorough understanding of the requirements of an information society and the tools that it uses. The research undertaken attempted to provide final year primary education teacher-trainees with one example of the way in which the electronic database can be used to change the teaching of history. By researching in the field and entering data into a data base, the teacher-trainees were able to look at information in new ways. By selecting and sorting data by different fields, they were able to act as ' true' historians - each interacting with the data in his or her own way to extract knowledge that is arguably unique for each participant. The data base was then used with a class of standard four pupils, with the researcher acting as participant observer. The reactions and responses of the pupils to the data was noted and these are discussed in the results . A non-participant observer, also a primary school history -teacher, provided input with respect to the validity of the learning experience and to act as a control. The research is described, together with the observations of the researcher, teacher-trainees and pupils involved. The observations of the non-participant observer are also discussed. Shortfalls and difficulties encountered are pointed out, and areas for further research suggested.
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- Date Issued: 1994
The need for a multicultural approach to mathematics curriculum design for the senior secondary school phase: a case study conducted at the Woolhope Secondary School, Port Elizabeth
- Authors: Govender, Vasuthavan Gopaul
- Date: 1994
- Subjects: Mathematics -- Curricula -- South Africa -- Case studies Multicultural education -- South Africa -- Case studies Education, Secondary -- Research -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1676 , http://hdl.handle.net/10962/d1003559
- Description: Multicultural countries such as England have recognised the need to multiculturalise their mathematics curricula to cater for the needs of all ethnic/cultural groups, to encourage racial harmony and have pupils of a specific culture learn about, and accord respect to, another culture (Duncan, 1986;Dyson, 1986; Gilbert, 1984). However, in South Africa, a multicultural country with its large Black majority, such an approach has not been given the necessary attention. Laridon (1990) has criticised the way in which curriculum development in mathematics is conducted in South Africa. He describes it as a "top-down" approach and based on input from non-representative samples of teachers and not taking into account the needs of all cultural groups in South Africa. He criticises the manner in which topics are added to or removed from the syllabus and calls this "syllabus tinkering". With a number of, mostly English medium, schools opening their doors to all races, it is possible that certain cultural groups are at a disadvantage when compared with others if modifications to the syllabus, to accommodate their needs, are not made. This study is a small scale case-study, conducted at Woolhope Secondary, a predominantly Indian school, but with a significant number of Black pupils (approximately 25%). The study focusses on the need for a multicultural approach to mathematics curriculum design. The views of the senior mathematics pupils and mathematics teachers are considered in this regard, and together with the relevant literature, broad guidelines for a multicultural mathematics curriculum design in South Africa are suggested.
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- Date Issued: 1994
The potential of the township landscape for fieldwork in the teaching of senior secondary school geography: a case study in Duncan Village/Gompo, East London
- Authors: King, Llewellyn
- Date: 1994
- Subjects: Geography -- Fieldwork -- Study and teaching Geography -- Study and teaching (Secondary) Children with social disabilities -- Education (Secondary) -- South Africa Duncan Village (East London, South Africa) -- Social conditions
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1709 , http://hdl.handle.net/10962/d1003592
- Description: The research emerged out of a need to address firsthand classroom concerns. The problem identified was that the D.E.T. geography syllabus had a Western-orientated world-view and, as such, was largely inappropriate to the experiences of township pupils. As a result, education in townships tends to maintain the status quo and the marginal position of the majority of South Africans. Recent unpublished research has shown that fieldwork is an effective compensatory tool. If fieldwork is used in the township , it can utilize the local environment which is familiar to pupils. Fieldwork, as an approach, has an additional advantage of being a vehicle for the empowerment of users. The research sets out to explore the potential of the township environment as a site in which fieldwork can be undertaken. Numerous opportunities are identified and these have been developed into fieldwork exercises. Out of the preparatory work, a need arose to establish the viability of doing township fieldwork. The concern is that, in spite of fieldwork appearing in the secondary school syllabus for a number of years, it is a largely unexplored teaching approach. This necessitated the testing and evaluation of fieldwork opportunities in the township environment. The chaotic conditions of township education impinged upon the research process, causing its premature termination. The latter part of the research process raises questions of an ethical nature. Notwithstanding these problems, several positive factors emerge; the negative aspects should not be allowed to overshadow the benefits of the research. An emancipatory action research framework is used to evaluate the research process. The study concludes by highlighting the main issues raised in the research and makes recommendations concerning topics requiring further investigation.
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- Date Issued: 1994
The use of a database to improve higher order thinking skills in secondary school biology: a case study
- Authors: Phipps, Owen Dudley
- Date: 1994
- Subjects: Education -- Data processing Biology -- Study and teaching (Secondary) -- Data processing Biology -- Study and teaching -- Data processing -- Case studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1810 , http://hdl.handle.net/10962/d1003696
- Description: The knowledge explosion of the last decade has left education in schools far behind. The emphasis in schools must change if they are to prepare students for their future lives. Tertiary institutions as well as commerce and industry need people who have well-developed cognitive skills. A further requirement is that the school leaver must have skills pertaining to information processing. The skills that are required are those which have been labelled higher order thinking skills. The work of Piaget, Thomas and Bloom have led to a better understanding of what these skills actually are. Resnick sees these skills as being: nonalgorithmic; complex; yielding multiple solutions; involving nuanced judgements; involving the application of multiple criteria; involving uncertainty; involving self-regulation of the thinking process; imposing meaning and being effortful. How these can be taught and the implication of doing so are considered by the researcher. The outcome of this consideration is that higher order - thinking entails communication skills, reasoning, problem solving and self management. The study takes the form of an investigation of a particular case: whether a Biology field trip could be used as a source of information, which could be handled by a computer, so that higher order thinking skills could be acquired by students. Students were instructed in the use of a Database Management System called PARADOX. The students then went on an excursion to a Rocky Shore habitat to collect data about the biotic and abiotic factors pertaining to that ecosystem. The students worked in groups sorting data and entering it into the database. Once all the data had been entered the students developed hypotheses and queried the database to obtain evidence to substantiate or disprove their hypotheses. Whilst this was in progress the researcher obtained data by means of observational field notes, tape recordings, evoked documents and interviews. The qualitative data was then arranged into classes to see if it showed that the students were using any of the higher order thinking skills. The results showed that the students did use the listed higher order thinking skills whilst working on the database.
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- Date Issued: 1994
Towards the development of an environmental curriculum for members of the planning professions
- Authors: Long, Stanford Staples
- Date: 1994
- Subjects: Ecology -- Policy Education -- Environmental aspects Curriculum planning -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1802 , http://hdl.handle.net/10962/d1003687
- Description: In exercising their professional duties professional planners inevitably impact on the environment. In the past, more often than not, this impact has been allowed to occur without sufficient forethought, and usually to the detriment of the environment. In this research it is proposed that this undesirable state of affairs arises from inadequacies within the professional education of the planners, and that greater emphasis on the environmental education of planners is called for. From the perspective of a participative approach to curriculum development, the opinions of professional planners in the Port Elizabeth area were canvassed to establish baseline data in respect of their environmental education needs. To provide further information and a background against which the perceptions of the professional planners could be assessed, the opinions of the learned societies of the planning professions and of key environmentalists were also sought. In all these opinion surveys postal questionnaires formed the basis of the methodology employed. The extent of environmental education presently available to professional planners at tertiary institutions in South Africa and overseas, with particular emphasis on that available in the civil engineering discipline, was also investigated. The surveys revealed a strongly felt need for environmental education within the planning professions. The natural environment, the social environment, environmental ethics and interdisciplinary action all emerged as acceptable themes of the said education. A number of environmental topics to be covered were also identified. Block-release and part-time courses emerged as the most popular format for such environmental education offerings. The limited environmental education practice within the civil engineering discipline at South African tertiary institutions was noted, and the overseas practice in this regard provided useful insights. The data gathered as outlined above, formed the basis from which proposals towards an environmental curriculum for professional planners were made. Although these proposals focused primarily on the civil engineering discipline within the ambit of technikon-based educational programmes, wider multi-disciplinary applications remained an important concern. In the first instance, proposals aimed at expanding the environmental component of the existing first-qualification course were suggested. Secondly, proposals in respect of a post-first qualification, interdisciplinary, environmental study programme leading to a technikon degree were formulated.
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- Date Issued: 1994
A case for geography in South African senior primary schools: an analysis and evaluation of current geographical thinking and practice
- Authors: Taylor, Simon Michael
- Date: 1995
- Subjects: Geography -- Study and teaching (Elementary) -- South Africa -- Evaluation Geography teachers -- South Africa -- Attitudes Geography -- Study and teaching (Elementary) -- Curricula -- Comparative studies
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1428 , http://hdl.handle.net/10962/d1003309
- Description: Geography faces several challenges in a changing South Africa. These include the challenge to initiate a primary curriculum that helps to provide a foundation for sustainable living in a society that faces serious problems of unemployment, violence, irreparable damage to the environment and the lack of housing, water and basic services for the majority of the population. This thesis attempts to provide a case for geography in the primary school by examining the value of the subject for pupils' development and by reviewing the strengths and weaknesses of an integrated approach in view of the possible introduction of an integrated primary curriculum in South Africa. The second aspect of the study is concerned with a survey of teachers in the Natal Education Department to evaluate the perceived value of geography as a subject and support for geography as a discrete subject. The main thrust of geography in the primary school is to develop concepts, skills, values and attitudes that allow pupils to be more understanding and caring about the local and global environment, about people, communities, species and the natural environment on which we all depend. The results of the survey reveal that teachers support geography as a discrete subject with an intra-curriculum approach. The introduction of an integrated core curriculum in South Africa would prove problematic as teachers are not in favour of an integrated approach across the curriculum. The lack of teacher support in Kenya for an integrated curriculum was one of the main reasons for its failure. Hopefully South Africa will learn from other countries experiences with introducing an integrated curriculum. Teachers value the role of geography in the education of the child and suggest the introduction of environmental and development themes to make the subject more relevant to children's lives. The syllabus analysis revealed that a unified pnmary curriculum is required which is influenced by the needs of society in South Africa. Recommendations are made regarding ideas for a future primary curriculum.
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- Date Issued: 1995
A case study of oral linguistic error-treatment in second language classrooms where English is the medium of instruction
- Authors: Mntambo, Nomawabo
- Date: 1995
- Subjects: Second language acquisition Language and languages -- Study and teaching English language -- Errors of usage
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1439 , http://hdl.handle.net/10962/d1003320
- Description: One of the issues that have been debated at length in second language acquisition research circles is that of error-feedback and its desirability. Although there is as yet no conclusive evidence concerning its effectiveness in contributing towards the acquisition of a second language, a number of studies that have been conducted bear evidence to its desirability in L2 classrooms. This research then, was concerned with the way teachers of content subjects reacted to their learners' linguistically erroneous responses during oral interaction in their classes. The participants were four teachers who, with their pupils, are second language speakers of English . Three of these were content subject teachers while the fourth one teaches English. The data was collected from a class of Std 5 pupils in a rural school in the Eastern Cape where the lessons of these teachers were observed and audio-taped. Subsequently some of them were transcribed and analysed. The analysis of the data revealed that teachers in content subject classes, who teach through the medium of English showed more concern for content than for linguistic errors despite the fact that they are expected to extend the pupils' chances of second language acquisition.
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- Date Issued: 1995
A critical analysis of the importance of oracy in the classroom, with particular reference to secondary schools in the Cape Education Department
- Authors: Malherbe, Neil
- Date: 1995
- Subjects: Communication in education Verbal behavior Oral communication Discussion -- Study and teaching Classroom management
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1474 , http://hdl.handle.net/10962/d1003355
- Description: In the past thirty years, oracy has received prominence as a means to enhance teaching styles and assist with learning. Much of what has been written in this field has been by those interested in a 'language across the curriculum' approach, such as Barnes (1969) who developed the terms 'exploratory talk' and 'final draft talk'. The linguist, M.A.K. Halliday {1989} and others have suggested that the teacher's approach should be to encourage what he terms 'heuristic talk' i.e. relatively unstructured exploratory language used by the pupils in talking towards an understanding of a concept. It is more evident in certain school subjects that pupils may have difficulty in understanding abstract or complex concepts. In this regard, English, mathematics and physical science were selected for the purpose of this study, as each has its own metalanguage, specific to that subject. It is presumed that some pupils may find difficulty in these subjects because of the subject-specific language inherent in each. This work explores whether a programme of increased oracy alleviates some of these problems and it makes recommendations for the implementation of such a programme. The period involved for the purpose of this study was five weeks, during which teachers of three selected classes presented lessons in such a way that oral work was stressed. At the completion of this programme, a test was written for comparison with past experiences. Pupils answered a comprehensive questionnaire and staff involved were interviewed; the results of this feedback, in conjunction with what has been written by others in this field, forms the basis for this work. The primary recommendation emerging from this and other studies is that a shift away from a teacher-/ and textbook-dominated approach is necessary. Pupils need to contextualise knowledge in their own terms. One important way of accomplishing this is by affording them theopportunity to interact orally with each other and with the teacher.
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- Date Issued: 1995
An analysis of the suitability of prescribed geography textbooks for Ciskei pupils in standard 6
- Authors: Rulashe, Turbner Mnyamezeli
- Date: 1995
- Subjects: Geography -- Study and teaching (Secondary) -- South Africa -- Eastern Cape -- Textbooks -- Evaluation
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1422 , http://hdl.handle.net/10962/d1003303
- Description: Research has shown that in the South African school context textbooks are perceived as the most important guide to subject content. It is essential, therefore, that pupils and teachers should possess skills and strategies that they can use to interpret and understand the textbook. Equally, textbook writers ought to be aware of the cues pupils need to facilitate the learning process. Problems that hinder the learning of geography subject content from textbooks may arise from, among other things, the style in which the text is written, the way in which concepts are developed, the presentation of visual materials and elements of bias and stereotyping. This study scrutinises and analyses two standard 6 geography textbooks prescribed for Ciskei schools to assess the extent to which these textbooks consider the language competence of the pupils, explain and develop concepts, and in general promote the geographical education. Interviews with Ciskei teachers revealed that Standard 6 pupils encounter difficulties in the geography textbooks which are attributed to the fact that they are second language learners and they lack the requisite skills for interpreting visual materials. The analysis of the textbooks revealed that despite efforts made in recent years to rectify the most blatant aspects of bias and stereotyping and to improve the presentation of textbooks, a number of serious problems continue to exist particularly with regard to the Standard 6 learner of geography. The study attempts to alert writers of texbooks and teachers to factors which need to be taken into consideration to assist second language speakers toward effective learning.
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- Date Issued: 1995
An investigation into the influence of an inset programme on teacher cognitions
- Authors: Bell, David Ian
- Date: 1995
- Subjects: Teachers -- In-service training -- South Africa Teachers -- South Africa
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1608 , http://hdl.handle.net/10962/d1003490
- Description: This study was based upon a concern about the quality of education in South Africa and a concern about the quality of NGO and other INSET interventions. Many organisations purport to address the issues of education, most of them doing so from the very comfortable position of the moral high ground (the position adopted where the political - correctness of the intervention outweighs the quality and impact) rather than from the position of having the capacity to deliver a quality service (a position from which they can effect genuine educational transformation toward quality education for all). With the rapid social, political and educational changes taking place at present, it is necessary for most organisations to assess their positions in respect of their ability to effect quality changes within the broad educational terrain. This study is an attempt to investigate the influence of one particular programme, that of the Centre for Cognitive Development, as it effects changes in teacher cognitions. It is argued that teachers are the catalysts for and agents of educational and social change and that these changes require the thinking and beliefs of individual teachers which inform their practices and behaviours, both personally and as professionals, to be addressed. These beliefs need to be critically reflected upon by the teachers themselves and through this process of reflection, teachers need to be empowered to take responsibility for the quality of teaching and learning. This concern was addressed by selecting a sample of teachers from within one such INSET intervention and through the use of a questionnaire, investigating whether teachers cognitions had changed, as a result of the INSET programme. It was hypothesised that changes in teacher cognitions would occur as a result of the INSET programme and that these cognitive or gestalt shifts could be categorised as Attributional shifts, Efficacy shifts, shifts in teachers perceived Locus of Control (Control Beliefs) and changes in general Pedagogic Beliefs. The statistical analysis of the data indicated varying degrees and trends of significant change. However, the complexity of the social context of teaching and the impact of this on teacher beliefs and cognitions, especially those of teachers who have been most affected (disempowered) by social and personal oppression, cannot be under-estimated and even minor shifts reflected in this investigation should be seen as positive changes none-the-less.
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- Date Issued: 1995
An investigation of environmental knowledge among two rural black communities in Natal
- Authors: Mtshali, Cynthia Sibongiseni
- Date: 1995
- Subjects: Wild plants, Edible -- South Africa -- KwaZulu-Natal -- Folklore Zulu (African people) -- Folklore Animals -- Folklore Environmental education -- South Africa Medicinal plants -- South Africa -- KwaZulu-Natal -- Maphumulo Medicinal plants -- South Africa -- KwaZulu-Natal -- Ingwavuma
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1623 , http://hdl.handle.net/10962/d1003505
- Description: This study elicits and documents knowledge of the natural environment amongst two rural Black communities in Natal namely, the districts of Maphumulo and Ingwavuma.Twenty members of these communities who are older than 60 years of age were interviewed, as older people are considered by the researcher to be important repositories of environmental knowledge. This study records a variety of animals hunted in these communities and discusses various activities associated with this activity. It examines the gathering and the use of wild edible plants like fruits and spinach, and of wild plants alleged to have medicinal value. It reviews indigenous knowledge related to custom beliefs and prohibitions as well as traditional laws associated .with animals and trees. It also considers how this knowledge can contribute towards the development of Environmental Education in South Africa. The data was deduced from the responses elicited from semi-structured interviews. The data was analyzed qualitatively.
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- Date Issued: 1995