Dissertationen: „Study and teaching: Aids“

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Dlol, Sarah. „How Ethnicty is Represented in Teaching Aids : A Literature Study of two English Teaching Aids“. Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-19332.

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The aim of this essay is to analyze how two teaching aids is representing ethnicity and how the teaching aids is maintaining the multicultural view, as the Swedish curriculum recommends (Lgr 2011). The two teaching aids are What's Up (2007) and Wings (2010). Ajagán - Lester (1999) claims in his article that the western norm is represented in teaching aids and how the representation of "The other" is important part of our worldview because of the fact "The Other" is contradiction to "Us". Ajagán - Lester (1999) also believes teaching aids construct an ethnic self - understanding and that this plays an important role in how other cultures and ethnicities are introduced in teaching aids. Lgr (2011) advocate since there is pupils with different cultural backgrounds, nationalities and experiences it is important to work for the same democratic values and principles in all Swedish Schools. In addition, it isimportant to emphasize the ethos that humans are different by introducing the pupils to different nationalities and socialites.In order to make the analysis the study is based on reader - response theory, the theory emphasize an ingoing examination of a text, as a result the analysis indicated that What's Up and Wings are introducing ethnicity with the concept of nation and the teaching aids are only present and explain the nations from an Western world perspective.

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Gripper, Antoinette Bernadette. „The impact of an HIV/AIDS module on the self-efficacy of teachers“. Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/737.

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In response to the crisis created by the HIV and AIDS pandemic in this country, South African education departments are demanding that educators play a significant role in creating awareness amongst children and adults alike. This task is challenging for teachers who are already working under the pressure of demanding workloads. In order to achieve the intended outcome of AIDS awareness, training of highly efficacious teachers is required. The education module, PSED201, Issues in School and Society, offered as part of a BEd degree for in-service mathematics and science teachers at the Nelson Mandela Metropolitan University, provides one such training opportunity. This study investigates the impact of this module on the self-efficacy of 128 teachers with respect to their role as HIV and AIDS educators. Both quantitative and qualitative methods were used and data were collected by means of questionnaires and interviews. The results suggest that there has been an improvement in all four areas of teacher self-efficacy examined in this research. As such, it may be concluded that an important outcome of this intervention has been achieved. As highly efficacious teachers are more likely to influence the behaviour of their learners, the findings of this research should make a meaningful contribution to the debate around AIDS education in South African schools.

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Grove, Teresa. „Nurses' attitudes toward patients with AIDS examined by hours of AIDS education“. PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4071.

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This study was designed to describe the attitudes of staff nurses toward patients who have Acquired Immunodeficiency Syndrome (AIDS), and to determine if the 1989 Washington State licensing requirement for seven hours of AIDS education was effective in changing the attitudes of these nurses toward AIDS patients. Health care providers' attitudes toward patients with AIDS have been documented as differing from their attitudes toward patients with other debilitating conditions (cancer, diabetes, heart disease) in that they place more blame for getting the disease on those with AIDS, they tend to have some degree of homophobia, and they are sometimes overly cautions in using protective procedures around these patients. The consequence of these attitudes can be seen in the nursing care received by some of these patients: insensitive comments and avoidance behavior by staff.

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4

Hobson, David Allen. „Developing transparency masters for Introduction To Construction Technology for Indiana's industrial technology education curriculum“. Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544154.

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This creative project is an approach to assist the Industrial Technology Educators of Indiana in Implementing the Introduction to Construction Technoloay Course. The necessity for high quality instructional materials has set the objectives for a valuable and productive creative project: to research and collect pertinent data from Indiana's state curriculum guides, and recommended texts for the development of transparency masters for the Introduction to Construction Technology Course. The instructional benefits to both prospective and veteran teachers is well worth the effort.
Department of Industry & Technology

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Apple, Steven David. „Developing transparency masters for Product and Manufacturing System Design to support Indiana's industrial technology education curriculum“. Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/544152.

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The purpose of this creative project is to develop transparency masters for the course, Product and Manufacturing System Design, as outlined in the Indiana Industrial Technology Education Curriculum Guide. Since the curriculum's acceptance, there has been a need for visual instructional material to support the new courses. The author identified this need by assembling a committee to advice his creative project and thus developed instructional media in the form of transparency masters. Now that the transparency masters are developed, instructors in the field of industrial technology education may now benefit by utilizing the materials to help convey the information to their students.
Department of Industry & Technology

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6

Lebeta, T. V. „An investigation into pre-service teachers mathematical behaviour in an application and modelling context“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_4455_1189159771.

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The aim of this study was to investigate the hypothetical view that the use of familiar social institutions in the formulation of mathematical problems by mathematics pre-service teachers will enable them to find solutions to problems by taking meaning, context and realities of a problem into consideration. The approach to investigate this hypothetical view was to describe the mathematical behaviour of pre-service teachers in an application and modelling context. This study, therefore, described the strategies used to arrive at solutions for problems from real life situations that are familiar to the participants.

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Bednall, Timothy Colin Psychology Faculty of Science UNSW. „Effects of self-regulatory aids on autonomous study“. Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.

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The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.

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Alma, Erica. „The effect of a HIV/AIDS life skills programme on the knowledge, attitudes and perceptions of grade nine learners“. Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/739.

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The first cases of Acquired Immune Deficiency Syndrome (AIDS) were reported in 1981 and in 1983 the Human Immunodeficiency Virus (HIV) was identified. Today, over 40 million individuals globally are living with HIV/AIDS. As there is currently no cure for the disease, it is projected to reach pandemic proportions in the 21st century. In South Africa at the end of 2006, over 5.3 million individuals were living with HIV/AIDS, with affluent and educated South Africans showing the highest HIVprevalence growth rate. The HIV prevalence amongst 15 to 24 year old South Africans is 10.4 percent. It has become vital that youth receive education about HIV/AIDS as early as possible, to ensure that they do not contract the virus. Psycho-education seeks to teach psychological knowledge and skills to individuals. This is also known as life skills teaching. The National Departments of Health and Education have developed a life skills programme for schools. This programme aims to, amongst others; educate young people about HIV/AIDS. The effectiveness of this programme will be assessed in two schools in the Port Elizabeth area. In this exploratory descriptive, triangulation research study, a quasiexperimental, one group pre- and post-test design was used to assess the effectiveness of the life skills programme amongst 211 Grade nine middle to upper socio-economic group learners. Four focus groups were conducted after the programme to explore the learners attitudes and perceptions of HIV/AIDS and their experiences of the programme. Teschs model of content analysis and Gubas model of trustworthiness were used to analyse the data obtained from the focus groups.

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MITCHELL, MYRNA LOU WILLIAMS. „A COMPARISON OF THE EFFECTIVENESS OF INNOVATIVE INSTRUCTIONAL METHODS UTILIZED IN LOWER DIVISION MATHEMATICS AS MEASURED BY STUDENT ACHIEVEMENT: A META-ANALYSIS OF THE FINDINGS“. Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184030.

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Mathematics presents a stumbling block to many students, particularly those majoring in scientific fields, business administration, or elementary education. Improvement of student achievement in mathematics at the lower division college level is needed. Seven instructional methods were investigated in terms of student achievement: programmed instruction (P.I.), individualized instruction (I.I.), computer based instruction (CBI), laboratory and discovery methods (Lab), television (TV), audio-tutorial (A-T), and tutoring. The research questions were: (1) What is the relative effectiveness of the innovative instructional methods as measured by student achievement and compared to the traditional lecture method? (2) What is the relative effectiveness of the innovative instructional methods on students of differing ability and course levels. (3) What is the effectiveness of combinations of the innovative instructional methods? A meta-analytical approach was used. Studies comparing an innovative method to the lecture or to another innovative method were located, and the summary data in each were used to calculate an "effect size"--a standardized measure of the effectiveness of the innovative method--to which statistical procedures were applied. The meta-analysis found that (1) Relative to the lecture method, six of the innovative methods produced a positive effect on student achievement. The ranking of the methods in order of decreasing effectiveness was: tutoring, CAI, A-T, I.I., P.I., Lab, TV. (2) The most effective methods by level of course were: (a) Precalculus level: CAI, A-T, and tutoring; (b) Calculus level: tutoring, I.I., P.I., and A-T; (c) Foundations of Mathematics (elementary education majors): P.I.; Descriptive Geometry: TV. The most effective methods by ability level of the student were: (a) High ability: CAI and Lab; (b) Middle ability: CAI, I.I., and P.I.; (c) Low ability: P.I. and A-T. (3) The lack of empirical studies prevent a determination of the relative effectiveness of combinations of the innovative methods. Recommendations include the following: (1) Variation of instructional methods; (2) Incorporation of specific, effective elements of innovative methods into the lower division college mathematics instructor's repertoire; and (3) Empirical investigation of the effectiveness of combinations of methods and of various instructional methods on students of different ability levels.

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Stahl, Karen Ann. „TEACHING VISUALLY IMPAIRED STUDENTS CLOTHING SELECTION THROUGH AUDIO AND PRINT INDIVIDUALIZED INSTRUCTION (CASE STUDY)“. Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275328.

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Duffy, Sidney James. „Application of an expert system in AIDS education“. Thesis, Queensland University of Technology, 1992. https://eprints.qut.edu.au/36884/1/36884_Duffy_1992_v1.pdf.

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In 1978, the first clinical case of Acquired lmrnune Deficiency Syndrome (AIDS) was diagnosed. At that time, little concern was expressed by the medical profession about this disease which appeared to be restricted to the homosexual community. The Acquired Immune Deficiency Syndrome (AIDS) rose to the forefront of public health, scientific and medical attention after an unusual distribution of opportunistic infections and neoplasms were observed in previously healthy homosexual men and drug abusers in mid-1981 1 The alteration in the immune system of patients with Acquired Immune Deficiency Syndrome has provided scientists with one of the most challenging problems in medicine to date. The clinical symptoms seen in these patients show that the immune system is incapable of protecting the host against some common pathogens23 Many investigators believed that the underlying cause of the disease might well have been any number of diverse factors related to lifestyles of the infected people. Some of these factors vvere thought to include: repeated infections which could lead to antigen overload of the immune system, multiple sexual partners whicr• could lead to multiple infections of sexually transmitted diseases and the use of recreational drugs45 These factors were soon discounted as the cause of .l\lDS, because it was found the disease could be transmitted by sexual contact, blood and blood products. It is still possible that these factors may be cofactors that could render the host more susceptible to be infected by the causative agent. Every avenue of research was investigated as scientists began an extensive and intensive search for the causative agent of AIDS. Since no common bacterial, parasitic or fungal micro-organism was consistently isolated from the body fluids or tissue samples of people affected by AIDS, it was subsequently and correctly believed that the causative agent was a virus6 A important clue as the underlying cause of the disease came from consistent abnormalities seen in the immune system of people infected with AIDS7 The common factor was a profound and In the ensuing five years a considerable amount of information was documented on the causative organism, a virus and it􀀍: primary modes of transmission. The virus was later called Human lrnrnunodeficiency Virus (HIV), it's primary modes of transmission being sexual transmission and by blood and blood products. Howe-✓er, the disease was considered to be restricted to homosexual males, with an increased occurrence in those individuals who were intravenous drug users. This defect resulting from HIV infection, was found to relate to a quantative and qualitative change in the distribution of the blood lymphocytes. Lymphocytes are the white blood cells which are responsible for producing specific antibodies against disease organisms or disease processes. AIDS is a viral induced disease which grossly impairs the defence mechanism (immune system) of the individual. As a result the immunologically deficien1 person cannot raise an effective number of antibodies to any infection. Consequently, patients with AIDS suffer life-threatening illnesses which under normally conditions be controlled by the immune system's defence cells. In the following years, from 1983, to date, the importance of AIDS as a potential pandemic disease of all people and all populations was becoming critically apparent. Despite worldwide public awareness programs on this disease and about the virus, the incidence of AIDS continues to increase at an alarming rate. Medical opinion is that there is little chance that an effective cure either by preventive vaccination or by drug treatment of the disease, will be available in the immediate future. The answer to defeating AIDS in the short term, lies in adopting changes to social behaviours and practices. The task to encourage these changes on a global basis, is daunting, perhaps even impossible. Part of the solution is to provide the public with accurate information about the disease and its modes of transmission in 3 way which is readily understood. This is the challenge to the health educator. It was this challenge which provided the stimu'ation and the motivation to undertake the investigations reported in this thesis.

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Dzambara, Tobias Munyaradzi. „An analysis of the distribution and use of teaching aids in mathematics in selected Windhoek secondary schools“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001410.

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This study investigates the types of mathematics teaching aids available at both public and private secondary schools in Windhoek. The study characterises their usage and source as well as teachers’ perceptions towards the use of such teaching resources in the Mathematics classroom. The study is grounded in an interpretive paradigm and employed a mixed methods approach to generate both quantitative and qualitative data in two sequential phases. Phase 1 of the research process, which involved 75 Mathematics teachers, took the form of an audit of the availability and use of teaching aids at 25 secondary schools in Windhoek. A case study methodology was adopted in Phase 2 which focused on five purposively selected schools that displayed different characteristics in terms of the availability of teaching resources. The study found that the majority of teachers at secondary schools in Windhoek have a positive attitude towards the importance and role of teaching aids in Mathematics, seeing them as promoters of hands-on engagement, visual reasoning, active participation and motivation amongst learners. However, in some instances schools are underresourced with respect to certain types of teaching aids, specifically graph boards, geoboards, geometric models and computers. A need for appropriate in-school support on the use of teaching aids was also identified

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May, Melissa. „Exploring the use of interactive teaching and learning strategies in HIV and AIDS education“. Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1510.

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Schools play a major role in shaping the attitudes, opinions and behaviour of young people and so are ideal environments for teaching the social, as well as biological aspects of HIV and AIDS. However, literature indicates that learners are displaying “AIDS fatigue” and may be resistant to teaching around HIV and AIDS. In order to enhance learner engagement and learning, there is therefore a need for teachers to employ interactive teaching and learning strategies that are interactive, inexpensive and fun. This dissertation outlines the research design of an investigation into how such strategies can be used in HIV and AIDS prevention education. An action research design was made use of in this study and the manner in which several teachers presented HIV and AIDS education to his/her learners was initially observed. In addition, qualitative interviews were used to determine the teachers‟ need for development in this regard. Based on the findings of the problem identification step, teachers were introduced to active teaching and learning strategies and supported to implement them. Evaluation and refinement of the strategies, developmental workshops and training followed, which in turn lead to recommendations and the formulation of guidelines to influence teacher education with regard to HIV and AIDS prevention education.

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Robinson, Margaret. „An investigation into pupils' knowledge of and attitudes towards AIDS : a survey of four private schools“. Thesis, Rhodes University, 1991. http://hdl.handle.net/10962/d1001414.

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Because of the extent and immediacy of the problem of AIDS in the RSA and because this disease, which is mainly transmitted by voluntary human behaviour, has no cure, the need for educational programmes to curtail the spread of AIDS is seen as of prime importance in the RSA. At present there is little published research about the levels of knowledge of AIDS attained by pupils in junior and senior schools, nor of the attitudes they have towards the disease. It was felt that without this information, it would be difficult to develop appropriate AIDS education programmes. In this research, questionnaires were administered to investigate the knowledge of and attitudes towards the acquired immunodeficiency syndrome - (AIDS) - of the standards 5, 7 and 9 pupils at four private schools. These three age groups were chosen in order to look at the possible effects of the maturation process on these pupils' perceptions of AIDS. A questionnaire was also completed by selected school personnel to provide background information on any existing AIDS education in the schools. A pilot study was carried out with a small group of pupils in order to establish the areas of concern being expressed by senior school pupils. The results of the survey have shown that while there is a gradation in the knowledge levels of the pupils in standards 5, 7 and 9, there is a need for more intensive teaching of AlDS at or before the transition from junior to senior school. That the pupils perceive a need for school-based education, particularly in order to acquire knowledge of prevention strategies, was evident. The attitudes of the majority of the pupils towards AIDS sufferers were found to be tolerant or circumspect, although there was evidence of intolerance from some quarters. The fears of the pupils were found to stem largely from the unique characteristics of the disease and a lack of knowledge of how to protect themselves against it. In developing guidelines for a programme of AIDS education for the South African schools, the programmes and interventions currently operative in the USA, Great Britain, Europe and two African countries were considered. This research has raised a number of questions, the answers to which will he important in the development of future programmes of AIDS education

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Ou, Yingzhe, und 区颖哲. „Teaching Chinese as a second language through video“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48368714.

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在科技发展的引导下，现今不少学校或者教育机构都提倡把多媒体引入课堂，而视像教学也在多媒体教学的范畴当中。目前对于多媒体应用于课堂的问题研究已有不少，但是多集中在需要图解分析的科目范畴，在语言教学研究方面相对较少，而在第二语言教学领域中又以英文作为第二语言教学的课题研究占多数。本研究旨在探讨在中文作为第二语言教学中，视像教学否能够有助于学生提高学习成效，同时又能达到活跃课堂，提高学习动机的目的。本研究通过借鉴已有的关于多媒体应用于教学或语言习得方面的相关文献，结合笔者所在实习学校的实验，透过课堂数据收集、对比分析法、问卷法、访谈法、观课等方法对课题进行分析论证，从而得出以下结论：1.学生在不同学习能力要求下的学习成效不一致，记忆型题目比能力型题目的学习成效要好，而两者与学生的先备知识相关性均不显著；2.视像教学中记忆型题目比非视像教学的记忆型题目成效要差，而两者在能力型题目中的成效差异不显著；3.视像教学能够有效提高学生的学习动机及课堂的集中度。 Under the guidance of scientific development, many schools and education institutions are currently encouraging the introduction of multimedia into the classrooms, with video teaching as one of the methods under multimedia teaching. There have been a lot of researches on the multimedia application into classroom, but most of them focused more on the subjects which need graphic analysis but the language teaching relatively. While the research on the Teaching English as a Second Language mostly account for the research in this field, this study aims to explore whether the video teaching could be helpful to improve students’ learning effects in Teaching Chinese as a second language, as well as enlivening the classroom and improving students’ learning motivation. Using some related literature review about the multimedia application into language teaching or acquisition for references, the author has designed an appropriate experiment fit for the teaching-practicum school, then adopted some methods such as data collection, comparing analysis, questionnaire, interview and class observation to proceed the analysis and demonstration and finally drew a conclusion as follows: 1. Students has different effects under different capability requirements, additionally, they performed better in memory-oriented tests than capability-oriented tests, both of whom have no significant co-relation with prior knowledge; 2.The effect of memory-oriented test in video teaching is worse than that in non-video teaching, but both in the capability-oriented tests have no significant effects; 3.Video teaching can improve students’ learning motivation and concentration in class effectively.
published_or_final_version
Education
Master
Master of Education

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Hakaala, Beatha Ndinelao. „An exploration of the structural, cultural and agential conditions that shape life skills teachers' responses and experiences in teaching sexuality and HIV and AIDS“. Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017340.

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This paper reports findings on how Namibian secondary school Life Skills teachers are exercising their agency to teach or not to teach Sexuality and HIV and AIDS, a subject which is regarded as sensitive and has been surrounded by secrecy and has issues which are cloaked by silence and taboos. The aim of the study was to explore the structural and cultural factors that shape the responses and experiences of Life Skills teachers in teaching sexuality and HIV and AIDS. The study was conducted through observations and interviews with four full-time Life Skills teachers. Document analysis was carried out throughout the study in which lesson plans, portfolios, assessment forms, Life Skills syllabuses, schemes of works, national curriculum documents and subject policy on HIV and AIDS were analysed. The data were analysed by identifying categories, codes and themes using the analytic dualism framework, and the literature review was used to summarise the findings. The study revealed that all teachers operate in an environment that consists of the National structures such as high teacher: learner ratio in their classrooms that they have to teach Life Skills and do day to day counselling, a lack of teaching and learning support material that they should use to scaffold the learning of sexuality and HIV and AIDS, and little time allocated to Life Skills teaching. The same study also revealed that the teaching of Life Skills is hampered by the cultural structures which emerged from teachers’ discourses as evidenced from the data which shows that cultural properties have powers that condition teachers in teaching sexuality and HIV and AIDS. This included learners’ silence in sex-related discussion versus teachers’ position; discourses on the importance of full-time Life Skills teachers in school; comfort in teaching selected topics in Life Skills; Life Skills teachers’ perceptions on parents’ feelings on teaching sexuality and HIV and AIDS in schools, and perceptions on the Life Skills teachers’ position and teaching sexuality and sex education. While the findings revealed that teachers are conditioned by the structural and cultural conditions that acted as constraints to teaching sexuality and HIV and AIDS, the observations revealed agency on their part. The study finding depicts instances where teachers acted in agreement or in contravention of the structural and cultural pressures or conditions in their environments.

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Baser, Abdul Jabar. „THE ROLE OF VISUAL AIDS IN TEACHING : A study of visual aids used by TTC teachers in two provinces of Afghanistan“. Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31081.

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This research is about the usage of visual aids in education which takes place in teacher training colleges (TTCs) of Afghanistan. The data is collected from two TTCs, Kabul and Wardak provinces. It covers a specific area, which is the use of visual aids during teaching and learning. The views of 100 teachers regarding usage of visual aids, providing visual aids, as well as male and female differences are considered and views of experienced and less experienced teachers are investigated. The necessary data is collected by using questionnaires. The responses of teachers’ show, that all of them use visual aids. Some teachers use less and some of them use more visual aids during teaching and learning. All respondents believe on the importance of using visual aids. Also the result shows that male and female teachers use the visual aids but, with some differences, as it is clearly shown in the findings some use one type, but some use other types. Kabul TTC teachers use more visual aids than Wardak province TTC teachers. In addition to that the important finding is the differences between experienced and less experienced teachers, the junior teachers use more visual aids than senior or experienced ones. These findings would not be generalized for the whole country. But it could be considered for the central region of Afghanistan, because the two TTCs are located in the central region of Afghanistan.

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Francoeur, Eric. „The forgotten tool : a socio-historical analysis of the development and use of mechanical molecular models in chemistry and allied disciplines“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0003/NQ44433.pdf.

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Edwards, Rod Anthony. „Adolescents' response to a school-based HIV/AIDS education program and the implications for sexuality education“. Thesis, Queensland University of Technology, 1996.

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The research on which this thesis is based south the response of year 10 students to a school based HIV/AIDS education program and reviewed implications for adolescent sexuality education. In addition, it sought information on gender differences before, during and as a result of, the program. Literature on relevant aspects of adolescent sexuality was reviewed, together with information on Australia's response to the AIDS pandemic in relation to education of young people. A brief history of sexuality education in Queensland, and previous programs in sexuality and HIV/AIDS both in Australia and overseas, were also reviewed. The subjects were Year 10 students in three large high schools in outer suburban areas of Brisbane. Three classes in each school served as the experimental group with three similar classes in each school as controls. A version of the National HIV Risk and Sexual Behaviour Survey for high school students was completed by all students before and after the eight lesson program. A total of 367 students completed both the pre and posttest, which was 76.3% of the enrolled population of those eighteen classes. Qualitative data comprised interviews with both students and teachers and teacher diaries. Six boys and six girls were randomly selected from each of the nine experimental classes. Focus interviews with these students were conducted on two occasions. These were half way through the program (after lesson 4) and at the end of the program (after lesson 8). On each occasion, males and females were interviewed in separate groups with an interviewer of the same sex. Teachers were interviewed separately at the end of the program, and kept a lesson by lesson diary for comments on the lessons and the students' response to them, Significant gender differences were found in knowledge and on all measurements of attitude, with females having greater knowledge and a more tolerant attitude. Other notable gender differences were found in confidence in saying "no" to sex and in confidence in talking to others about sex and HIV. The program resulted in significant improvements in knowledge and some measures of attitude. Some of the measures of confidence also changed significantly. Discussion focused on implications for school sexuality education programs, and recommendations for the field.

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Loock, Hougaard. „Die gebruik van die interaktiewe witbord in geskiedenisonderrig : 'n gevallestudie“. Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96782.

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Thesis (MEd)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The current era is characterised by the rapid development in the field of technology. One of the fields in which technology is making great strides is education. This study focused specifically on the use of the interactive whiteboard in the teaching of history. South Africa’s educational system has undergone many changes over the past decades. One of the biggest changes has involved the use and application of information and communication technology in schools. There has been a move from the traditional method of teaching (the use of the traditional blackboard) to the use of the interactive whiteboard. The swift change in pedagogy has been ascribed to the growing use of information and communication technology in classrooms and the worldwide informational and communicational era in which we live. Like other countries, South Africa has also made certain changes to be in line with the rest of world. South Africa’s development in the use of the interactive whiteboard is still very limited and, as its counterparts, it has its own specific challenges. Research has shown that new opportunities and possibilities for teachers of history have arisen through the use of the interactive whiteboard and that they need to be exploited. Against this background, the following research question was formulated: What are the innovation possibilities in the use of the interactive whiteboard in the teaching of history? The purpose of this qualitative study was to analyse, describe and explain the experiences of five history teachers who were working with an interactive whiteboard in their classrooms. The study was conducted within an interpretive paradigm which guided the qualitative research design. A multiple case study was used within the qualitative research design. Data were generated by means of semi-structured individual interviews. The interview data were transcribed and analysed. The findings show that the use of the interactive whiteboard has many advantages for learning and teaching. Learners are now stimulated visually, perceptually, kinesthetically and auditorily. The different interactions allow the learners to be stimulated in more than one way at a time. The interactions can be pedagogical, physical, conceptual, technical or dialogical. The findings also shown that, traditionally, too much emphasis was placed on the source-based approach and the analysis of historical sources. It is no longer sufficient for a history teacher to teach learners just one historical skill. There should be deliberate attempts to teach learners to acquire all the historical skills. It is essential for schools to emphasise the integration, the implementation strategy and the maintenance of the interactive whiteboard. Moreover, it is essential for teachers to be trained in the use of this educational tool, and regular opportunities must be given for training. Teachers must first learn the basic computer skills before an interactive whiteboard is installed in the classroom. The user’s outlook will determine how effectively and successfully the interactive whiteboard will be used in the classroom.
AFRIKAANSE OPSOMMING: Die huidige era word gekenmerk deur die snelle ontwikkeling van nuwe tegnologie. In die onderwys is een van hierdie ontwikkelinge die gebruik van die interaktiewe witbord. In hierdie studie het die kollig geval op die aanwending van die interaktiewe witbord in geskiedenisonderrig. Die Suid-Afrikaanse onderwysstelsel het oor die afgelope dekades verskeie veranderinge beleef. Een van die grootste veranderinge was ten opsigte van die benutting en aanwending van inligting- en kommunikasietegnologie in skole. Daar is van die tradisionele manier van onderrig (gebruik van die gewone skryfbord) na die gebruik van die interaktiewe witbord beweeg. Die rede vir hierdie skuif in die pedagogiek is die groeiende gebruik van inligting- en kommunikasietegnologie in die klaskamers en die wêreldwye snelle toename in die gebruik van inligtingstegnologie op alle terreine. Soos die meeste lande het Suid-Afrika ook die skuif gemaak om in pas te kom met die res van die wêreld ten opsigte van die gebruik van die interaktiewe witbord. In Suid-Afrika is die ontwikkeling van die interaktiewe witbord nog redelik beperk en soos die ander lande het Suid-Afrika ook sy unieke uitdagings en probleme. Navorsing het getoon dat die interaktiewe witbord nuwe geleenthede en moontlikhede vir die geskiedenisonderwyser na vore bring wat behoorlik ontgin moet word, met die gevolg dat die volgende navorsingsvraag omstaan het: Wat die innovasiemoontlikhede ten opsigte van die interaktiewe witbord in geskiedenisonderrig? Die doel van hierdie interpretatiewe navorsing was om vyf geskiedenisonderwysers wat tans met ’n interaktiewe witbord werk se ervarings te beskryf en te verduidelik. Die studie is gedoen vanuit die interpretatiewe paradigma wat die kwalitatiewe navorsingsontwerp gerig het. Binne die kwalitatiewe navorsingsontwerp is ’n meervoudige gevallestudie gebruik omdat meer as een geval ondersoek is. Data is deur middel van semi-gestruktureerde individuele onderhoude gegenereer. Die onderhoudsdata is getranskribeer en verwerk. Stellenbosch University https://scholar.sun.ac.za iv Bevindinge het getoon dat die interaktiewe witbord baie voordele vir leer en onderrig inhou en dat die leerders nou visueel, perseptueel, kinesteties en ouditief gestimuleer word. Hierdie voordele is te danke aan die verskillende interaksies wat die leerders met die interaktiewe witbord het. Daar vind nou pedagogiese, fisiese, konseptuele, tegniese en dialogiese interaksies plaas. Verder is daar bevind dat daar tradisioneel te veel klem op die brongebaseerde benadering en die analisering van historiese bronne geplaas is. Dit is vandag nie meer vir ŉ geskiedenisonderwyser voldoende om vir leerders net enkele geskiedenisvaardighede aan te leer nie. Daar moet dus doelgerigte pogings aangewend word om vir die leerders al die vereiste historiese vaardighede aan te leer. Dit is duidelik dat skole voortaan baie groot klem op die integrasie, implementeringstrategieë en instandhouding van die interaktiewe witbord moet lê. Daarbenewens is die opleiding van die onderwysers van kardinale belang en gereelde geleenthede vir opleiding moet geskep word. Onderwysers moet ook eers oor die basiese rekenaarvaardighede beskik voordat die interaktiewe witbord by ’n skool geïnstalleer word. Die effektiwiteit van die interaktiewe witbord en hoe suksesvol dit in die onderrig gebruik word, sal grootliks deur die ingesteldheid van die verbruiker daarvan bepaal word.

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Le, Cordeur Michael Lucien Arnaud. „Die bevordering van lees met behulp van media-onderrigstrategiee vir Afrikaans (graad 7) : 'n gevallestudie“. Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/18126.

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Thesis (DPhil)--Stellenbosch University, 2004.
ENGLISH ABSTRACT: This study involves a qualitative and quantitative investigation into the promotion of reading by means media reading instructional strategies to Afrikaans grade 7 learners at one school. The research methodology used is a case study supported by a literature study. The aim of this study is five-fold. Firstly, based on the literature study, the study sets out to establish a theoretical framework for reading at school. This is related to three problem areas: poor reading comprehension, limited fluency in reading, and a negative attitude to reading. Underlying assumptions are that reading problems occur even in learners with above-average intellectual ability and that many learners cannot function optimally in society because they are poor readers. Instructional models and different approaches to teaching reading are explored. This study questions the efficacy of traditional approaches to reading instruction and makes a strong case for a balanced approach in which both topdown and bottom-up approaches are integrated in an interactive approach. Secondly, drawing on the literature survey the study provides a theoretical framework for using the media and technology in developing and improving reading. The role of visual literacy in the development of reading is also examined. It seems that learners have a strong interest in the media as well as technological aids so educators who have access to these should use them in the classroom. Thirdly, the study sets out to design media reading instructional strategies based on learners' interest in mass media, as well as technological aids. This is so that learners can be empowered with strategies that will enable them to successfully address their reading problems. The use of media reading instructional strategies is applied as an alternative to the traditional approach to reading instruction. The case study explores the use of media reading instructional strategies developed for grade 7 learners studying Afrikaans as a primary language and the extent to which this is successful. The learners are exposed to an instructional reading programme consisting of media reading strategies (designed by the researcher) for a period of 16 weeks. Data generation comprises individual diagnostic reading tests for learners, interviews with educators and learners and questionnaires administered to educators and learners. The literature study provides evidence that poor readers do not necessarily lack the intellectual ability to make sense of what they read or to read independently. Results from the case study support the findings that these learners have the ability to learn a variety of reading strategies which help them to apply the reading skills that enable them to read successfully. Although the learners in the experimental group still experienced problems with comprehension, they had made significant gains in reading fluency and developed a more positive attitude towards reading. The main conclusion is that interactive media reading instructional activities can make a meaningful contribution to learners with reading problems. According to the findings of this study, learners are more likely to read successfully and follow a successful academic career if their problems are diagnosed early and they receive the necessary help and support.
AFRIKAANSE OPSOMMING: Hierdie studie was 'n kwalitatiewe en kwantitatiewe ondersoek na die bevordering van lees in Afrikaans by die graad 7-leerders van een skool deur die daarstelling van media-leesonderrigstrategieë. Die navorsingsmetode was 'n gevallestudie ondersteun deur 'n literatuurstudie. Die doelwit van die ondersoek was vyfvoudig. Ten eerste het die studie gepoog om op grand van die literatuurondersoek 'n teoretiese begranding van lees te verskaf. Dit sluit drie problematiese aspekte van lees in, naamlik gebrekkige leesbegrip en leesvlotheid en 'n negatiewe leeshouding. Die studie wys daarap dat leesprobleme manifesteer ten spyte van 'n bo-gemiddelde intellek en dat baie leerders nie optimaal in die samelewing kan fungeer nie omdat hulle swak lesers is. Verskillende benaderings tot die onderrig van lees is ondersoek. Die studie bevraagteken die effektiwiteit van tradisionele benaderings tot leesonderrig. Dit word ten sterkste aanbeveel dat 'n interaktiewe benadering gevolg word waar beide die top - down en bottom - up -benaderings geïntegreer word. Tweedens het die studie gepoog om vanuit die literatuurandersoek 'n teoretiese begranding van katalisators wat lees kan bevorder, naamlik media en tegnologiese hulpmiddele, te ondersoek. Die rol van visuele geletterdheid in die onderrig van lees is ondersoek. Die uitgangspunt was leerders se belangstelling in die media en tegnologiese hulpmiddele en dat opvoeders vandag toegang het tot 'n verskeidenheid media en tegnologiese hulpmiddele wat hulle van hulp kan wees met leesonderrig. Opvoeders moet hulself hiervan vergewis ten einde dit sinvol by die bestaande leesonderrigprogram te kan integreer. Derdens het die studie ten doel gehad om media-leesonderrigstrategieë te ontwerp wat gebaseer is op leerders se belangstelling in die media en tegnologiese hulpmiddele wat die swak leser in staat sal stel am sy / haar leesprobleme suksesvol aan te spreek. Die gebruik van die media-leesonderrigstrategieë is derhalwe aangewend as 'n alternatief tot die tradisionele benaderings van leesonderrig. Vierdens is hierdie media-Ieesonderrigstrategieë by wyse van 'n gevallestudie op die vlak van graad 7 in die vak Afrikaans geïmplementeer om die sukses daarvan te bepaal. Leerders is vir 16 weke aan 'n intervensie, 'n program bestaande uit media-leesonderrigstrategieë, in die Afrikaansperiode blootgestel. Datagenerering tydens hierdie tydperk van ses maande het behels individuele diagnostiese leestoetse vir leerders, onderhoude met opvoeders en leerders, en vraelyste wat deur opvoeders en leerders voltooi is. Uit die literatuurstudie was dit duidelik dat daar geen probleem was met die intellektuele vermoëns van die leerders nie en dat hulle wel oor die vermoë beskik om met begrip en onafhanklik te lees. Die resultate van die gevallestudie ondersteun hierdie bevinding dat die swak leser wel die vermoë het om strategies aan te leer wat hulle in staat sal stel om hul leesvaardighede te verbeter en met sukses te lees. Ten slote is daar tot die gevolgtrekking gekom dat media-leesonderrigstrategieë wat deur middel van 'n interaktiewe benadering onderrig word, 'n betekenisvolle bydrae kan maak tot die bevordering van lees by leerders met leesprobleme. Alhoewel die leerders steeds met leesbegrip gesukkel het, het hulle leesvlotheid heelwat verbeter terwyl hulle ook 'n meer positiewe houding jeens lees gehad het. Daar is bevind dat ten spyte van leerders se leesprobleme hulle 'n baie goeie kans het om met sukses te lees en 'n suksesvolle loopbaan te volg, mits hulle betyds die nodige hulp en ondersteuning ontvang.

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Marthinussen, Patricia Joyce. „Die belangrikheid van die fonologiese en fonemiese bewustheid in aanvangslees by graad 1-leerders in 'n taalarm omgewing“. Thesis, Cape Peninsula University of Technology, 2011. http://hdl.handle.net/20.500.11838/1890.

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Thesis (MEd (Faculty of Education and Social Sciences))--Cape Peninsula University of Technology, 2011
This study emphasized the important role of phonological and phonemic awareness and understanding of letter-sound correspondence in elementary reading in a grade 1 class. The importance of preparatory activities preceding reading is strongly emphasized when looking at strategies for delays to cope in beginning reading. The ability of learners to develop auditory and visual perceptions and discernment between sounds and sound patterns are described as predictors of successful reading. Early and continuous monitoring of initial reading skills are an important aspect to reduce and prevent reading barriers. Action Research is conducted in a grade 1 class with learners who have not received grade R instruction and who at age 5 ½ years already enrolled at the school. The learners are young and do not receive enough stimulation at home. They already show barriers to learning in the effective use of language and learning with school entry. Due to the large backlogs of these learners the focus is on phonological awareness and phonemic awareness in elementary reading of the young child. The development of phonological and phonemic awareness and the organization and importance of teaching phonics in context, as a method of reading to strengthen skills at grade 1 learner in a poor language environment is investigated. A variety of teaching strategies in reading approaches is investigated in the study. The findings of the effect of phonological awareness and phonemic awareness in elementary reading are discussed. Learning Programmes such as the ‘Foundation for Learning’ of the National Department of Education (DoE) introduced to schools should be taught thoroughly. The view of the Western Cape Education Department (WCED 2006: 3) who expressed the approach to Literacy as “explicit teaching of phonics within a balanced approach to reading” is held. This approach allows major challenges to educators and learners in a poor language environment. Educators' methodology of teaching reading should be adjusted and should be focused on the teaching of phonics in context to maintain a balance between phonic and balanced approach to reading.

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Dumville, Stuart Lloyd. „An investigation into the alignment of illustration in higher education practices and the visual communications industry“. Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/2282.

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Thesis (MTech (Graphic Design))--Cape Peninsula University of Technology, 2012.
University graduates entering the graphic design, advertising and publishing industries do so with the hand and digital illustration knowledge and skills that they acquired during their time of study. As a result of the ever-changing developments in technology, the parameters of hand-generated illustration within the visual communications industry have increasingly progressed toward digitally generated artwork. This thesis investigates the alignment or nonalignment between illustration teaching and learning practices in higher education and professional practice in the visual communications industry, with a view to identifying the gaps, and their causes, in the knowledge and skills of graduates entering the workplace. The study uses the lens of Activity Theory (Enqestrorn, 1987) to investigate practices in higher education and industry sites. Both the higher education and workplace investigation was guided by the research questions: 1) What comprises an activity system in the training of illustrators in higher education? 2) What comprises an activity system in professional illustrators' practice? and 3) How can the higher education and professional activity systems be aligned for their mutual benefit? The comparative study uses both quantitative questionnaire data and qualitative data derived from interviews conducted in both higher education and workplace sites, including the analysis of samples of illustration at both sites. The research reveals areas where there is both alignment and non-alignment and recommendations are made with a view to ensuring that illustration programmes in higher education are aligned as closely as possible to the needs of the workplace. The contribution made by this research is both theoretical and practical. The theoretical knowledge framework that has been developed outlines academics' and practitioners' of illustration theorising of current trends in both hand and digital illustration curricula in higher education and current trends and needs of digital and hand illustration in the visual communication industry. In broad terms, there is alignment with regard to technical skills and the tools used across both sites, while there is non-alignment with regard to knowledge of and preparation for the workplace and self employment, for example, time management, interpersonal skills and the acceptance of critique. The practical contribution is in the form of recommendations to curricula, which when applied should better prepare graduates with the practical and skills required of illustrators in the unpredictable, demanding world of work, which they encounter on leaving their academic institutions.

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Hahnel, Paula. „The modification, implementation, and evaluation of an HIV/AIDS education programme for students in year 10“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1996. https://ro.ecu.edu.au/theses/956.

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This research addresses the issue of HIVIAIDS education for Year 10 students. The purpose of this study was twofold: to provide baseline data on students’ knowledge, beliefs, and attitudes about HIV and AIDS (Phase 1), and to evaluate the effect of an education intervention on possible determinants of behaviour (Phase 2), Previous studies have Indicated that improved knowledge may influence risk-reducing behaviour. In addition, adolescents have numerous misconceptions about the cause and transmission of HIV. However, there has been no known assessment of AIDS knowledge, attitudes, beliefs, and behaviours of high school students in Western Australia. The study was guided by the Health Belief Model (HBM), which attempts to explain preventative health behaviour in terms of attitudes, values, and beliefs. Using a descriptive, quasi-experimental design, the study drew a non-random convenience sample of 269 students aged 14-15 years from two senior high schools in Perth, Western Australia. One school received the education intervention, and the other school was used as the control group. Phase 1: A questionnaire was administered to gather baseline data on AIDS knowledge, attitudes, perceived risk, and intention to change risk behaviours. Students were also asked to identify sources of HIV/AIDS information. Results revealed that students knew most about the prevention of HIV/AIDS, and least about its transmission. Understanding of the severity of the disease was poor, students reported high levels of fear, and varying degrees of willingness to practice risk-reducing behaviours. There was a significant relationship between knowledge of HIV/AIDS and perceived severity, perceived barriers, and perceived pressure. Schools, television and magazines were major sources of AIDS information. Phase 2: a pre-test was administered to both groups to gather data on existing AIDS knowledge, attitudes, perceived risk, and intention to change risk behaviours. The data gathered in Phase 1 also served as the pre-test data in Phase 2. Following the pre-test, students in the experimental group were given as HIV/AIDS education programme and tested immediately following its completion. Six weeks later, both groups were evaluated using a questionnaire identical to the pre-test and intervention test to allow comparison of data between the groups, and to evaluate the effect of the intervention of the following HBM variables: knowledge of HIV/ADIS, knowledge of HIV/AIDS prevention, perceived severity, perceived susceptibility, preventive intentions, perceived barriers and perceived pressures. Data from the intervention test and post-test were used to evaluate knowledge retention rates in students in the experimental group. To allow for pre-test differences, post-test scores were subtracted from pre-test scores. Using these difference scores, !-test analyses were conducted to test the hypotheses. Results indicated support for hypotheses investigating the effect of the intervention on adolescents' knowledge about HIV/AIDS, perceived severity, and perceived pressures. However, differences in responses relating to knowledge of prevention, preventive intentions, and perceived barriers, were not statistically significant. At post-test, the experimental group maintained knowledge levels, felt less threatened and less susceptible to AIDS, acknowledged fewer pressures, and were less inclined to practice preventive health behaviours. Study findings have implications for nursing practice, health education, planning, and research.

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Daniels, Brendon Mara Laurence. „Views of HIV and AIDS amongst rural secondary school youth: an exploratory study“. Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/11460.

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The HIV and AIDS epidemic continues to affect communities worldwide particularly so in South Africa. Youth, also the so-called Coloured youth, continue to remain at risk of infection, in spite of having been exposed to information about HIV and AIDS. This study explores the views of Coloured secondary school youth in a rural town in the Eastern Cape, on HIV and AIDS. Fifteen secondary school learners, both boys and girls, from Grades 10 to 12 were purposively selected. This qualitative study, framed within an interpretivist paradigm, draws on a phenomenological methodology. The data was generated from using drawing and focus group interviews and analysed using thematic analysis. The research adhered to ethical principles and trustworthiness was ensured. Constructivism and Bronfenbrenner’s bio-ecological systems theory were used to frame the study and to make meaning of the findings. In response to the primary research question, What views do Coloured youth attending a secondary school in a rural town have of HIV and AIDS?, five themes emerged, namely: individuals spread HIV, impoverished family life increases youth vulnerability to HIV, youth under pressure from peers knowingly engage in risky behaviour, misconceptions fuel the epidemic, and HIV and AIDS “captures the community in its net”. Drawing on the findings and in response to the secondary research question, What guidelines can be developed to assist educators to facilitate learners taking action against the spread of HIV and AIDS?, several guidelines were developed. They suggest that teachers should use participatory pedagogies to engage secondary school learners when teaching HIV and AIDS, build self-esteem in their learners, assist learners in dealing with peer pressure, engage learners in erasing misconceptions, and enable learners to break free from being “caught in the net” of HIV and AIDS. Collectively these guidelines could enable learners to take action in protecting themselves and their community against the spread of the HI virus. The study concludes that the views that Coloured secondary school learners from a rural town have about HIV and AIDS show their awareness of the realities of the epidemic affecting the individual, the family, the school and their community. They have constructed their views of HIV and AIDS in a way which shows their understanding of the complexities of the epidemic.

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Meehan, Brendan. „Using digitally versatile disk (DVD) video technology for teaching disability sport, games, and activities to general physical educators“. Virtual Press, 2002. http://liblink.bsu.edu/uhtbin/catkey/1277065.

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The purpose of this project was to design, create, and implement a pilot for an adapted physical education (APE), DVD-Video teaching aid. This creative project has resulted in a DVD-Video that can be used as an instructional tool and resource for physical educators. It follows the teaching methods and skills from the wheelchair basketball chapter in Davis (2002), featuring strategies and ideas that can aid in the successful teaching of physical education (basketball) to individuals of all abilities.The use of interactive DVD-Video in a learning environment is seen as an innovative and exciting delivery method for instructional purposes. It is proposed that the majority of learners would enjoy using, and acquire a very significant learning experience from using, interactive DVD-Video instruction. Therefore, it is anticipated that physical educators would get a meaningful APE training experience from an interactive instructional DVD-Video such as the one piloted for this creative project.
School of Physical Education, Sport, and Exercise Science

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Williams, Cheryl Sally-Anne. „Implementing an HIV/AIDS literacy programme in a grade 11 class: an action research study“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3957_1255515298.

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This research study attempted to highlight an in-depth exploration of my own classroom practice as a teacher at a high school in the Western Cape. A key goal of this research study was the quest for professional development and the development of an HIV/AIDS literacy programme for curriculum development.

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Meyer, Karen. „Children as experimenters : elementary students' actions in an experimental context with magnets“. Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31132.

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In science education the nature and value of science laboratory activities have become the subject of critical debate. Some science educators argue that a better understanding of what students do while purposefully engaged with materials would provide some answers. The intent of this study is to explore elementary students' actions and the knowledge they use while designing and conducting experiments. Four dyads each from grades 4 and 7 participated in three events. First, each pair was presented with a question (Which magnet is strongest?), two sets of magnets (one set at a time) and materials. The researcher observed and videotaped dyads' actions with materials until they made a conclusion for both magnet sets. Second, the researcher presented dyads with a selective set of materials to further explore their conceptions of magnetism. Finally, the pairs of students were interviewed while they watched the video of themselves experimenting during the first two events. The data were analyzed using an action theory perspective which emphasizes the cognitive nature of action. Students' models of magnetism were constructed from the data. Students used more than one model to explain different effects they observed. The designs of student experiments were grounded in their operational knowledge of the materials. Dyads generated data from a series of experiments whereby they manipulated different materials in a variety of ways. Dyads who obtained variable data did not repeat experiments to confirm or disconfirm results; rather they used specific strategies to make conclusions. The designs and procedures of experiments of students from both grades were similar, likely due to their common knowledge of the materials and their limited experience with open-ended tasks.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Chiphambo, Shakespear M. E. K. „An investigation of the role of physical manipulatives in the teaching and learning of measurement in Grade 8 : a case study using surface area and volume“. Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003540.

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The purpose of this study is to investigate the role of physical manipulatives in the teaching and learning of measurement in Grade 8. The study focuses on how the use of physical manipulatives promotes learners' mathematical proficiency in relation to the five strands of Kilpatrick, Swafford and Findell (2001). The basis of the research is a case study in the interpretive paradigm involving 18 out of a cohort of 270 Grade 8 learners in the school where I teach. The data was collected using a range of methods including: (i) baseline assessment tasks, first piloted using 7 Grade 8 learners and then given to the target group; (ii) an intervention programme with intervention tasks; (iii) a post-intervention task; (iv) observations during the intervention; and (v) individual interviews. The results of the baseline assessment and the post-intervention tasks were analysed both quantitatively and qualitatively. My research findings indicate an overall improvement of the performance after learners engaged in using physical manipulatives. The average mark of the learners in the baseline assessment task was 23% and after the intervention programme the average mark was 31 %. The responses from the learners interviewed showed that they were motivated and that the use of physical manipulatives assisted them in understanding the concepts of measurement, in particular surface area and volume. The results of my study thus reveal that the use of physical manipulatives in teaching and learning mathematics has a positive role to play in learners' understanding of surface area and volume at the Grade 8 level. The fmdings of this case study support other research regarding the importance of using physical manipulatives in teaching and learning mathematics. They align with other findings that assert that manipulatives are essential mediating tools in the development of the conceptual and procedural understanding of mathematical concepts, clarifying and helping learners to visualize abstract mathematical concepts.

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Mahabeer, Pryah. „School principals' perceptions and responses to the HIV and AIDS pandemic in schools in the Eastern Cape“. Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/738.

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HIV and AIDS are casting a dark shadow over the future of many developing countries in the world. Since the first diagnosis of AIDS cases, South Africa has become one of the countries most infected with the HIV and AIDS pandemic, with about five million people living with HIV and AIDS. HIV prevalence is high in the age group 15 to 49 years, attacking people in the most productive years of their lives, Africans are the most significant racial group, affected and the Eastern Cape rates sixth in terms of HIV prevalence in the country. Demographically, HIV and AIDS affects the structure of the population, including learner and educator populations, as HIV and AIDS impact on the demand and supply of education. Schools are negatively and diversely impacted by the new challenges of the pandemic, preventing schools from achieving their goals. South Africa is struggling with a shortage of educators in the school system, especially the key areas of science and mathematics. The number of potential learners is expected to decline as AIDS orphans and other vulnerable children drop out of school, relocate, do not enrol, or are forced to withdraw from the school system. These factors lead to a poor morale and unproductivity among educators and learners, causing management problems in education for school principals and a decline in the quality and efficiency of education. While there is still no known cure for HIV and AIDS, the only solution in curbing the spread of the pandemic is through education and changing the social behaviours and mindset of people. However, HIV and AIDS prevention interventions have clearly been ineffective, as infection rates are soaring. As HIV and AIDS infection rates escalates, a more urgent response by school principals is needed to address the unique demands of the pandemic and establish where HIV and AIDS interventions will be most successful. The current study had three major aims. The aims were to explore how school principals in the Eastern Cape perceive the HIV and AIDS pandemic; describe in detail how school principals in the Eastern Cape respond to the HIV and AIDS pandemic; and to formulate recommendations based on the findings of the research that will assist school principals in effectively managing the pandemic at school level. The sample consisted of twelve school principals from different schools in the urban areas of Nelson Mandela Bay and the rural Keiskammahoek area. A qualitative method was selected to capture the unique experiences of school principals. In-depth, unstructured interviews were conducted to gather information. Thereafter, the interviews were transcribed verbatim, analysed and interpreted to gain a deeper understanding of the research phenomenon. The findings of the study revealed that the majority of school principals had limited knowledge only of the HIV and AIDS pandemic, and perceived the pandemic in a non-constructive manner, as an imminent future problem. In fact, many school principals were ambiguous, contradictory and discriminatory in their discussion in their responses to the pandemic, first denying the presence of AIDS cases in their schools, then shifting the blame for the spread of HIV and AIDS in their schools to others. These school principals were clearly unaware that they were being discriminatory and secretive about the pandemic through denial and blaming others and that their attitudes were fuelling stigmatization and discrimination. The school principals acknowledged that much more still needed to be done in terms of management and leadership to effectively mitigate the effects of the pandemic in their schools. While school principals did their best in dealing with HIV and AIDS related problems at their schools, they clearly lacked the necessary skills, training and knowledge to devise long-term strategies to deal effectively and pro-actively with the problems related to the pandemic. Therefore a more transformational leadership and management approach is required by school principals in dealing with the pandemic in their schools, in order to render them effective leaders.

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Mouton, Yolanda Vivian. „Perceptions of a culturally sensitive HIV/AIDS curriculum“. CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3177.

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The focus of the study was to explore to what degree culturally sensitive HIV/AIDS curriculum and materials were perceived as important by African-American students. Students selected for the research (N=121) were from a high school in San Bernardino, California, an area that represents a multiethnic population. Frequency descriptions and bivariate corrrelations were conducted to analyze the data. Trends found in this study indicated African-Americans did not perceive cultural sensitivity as an important aspect of HIV/AIDS education, and correlations between the Multigroup Ethnic Identity Measure (MEIM) score of African-Americans and their perceptions of the need for culturally sensitive HIV/AIDS education materials were non-significant. Outcomes of this study suggest a more defined meaning of "cultural sensitivity" and "culturally sensitive" materials as it pertains to HIV/AIDS education.

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Fountain, Renee-Marie. „A study of grade six student images, concerns, questions and knowledge about Acquired Immune Deficiency Syndrome“. Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29713.

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This research examines rural, pre-adolescent student images, concerns, questions and knowledge about the disease Acquired Immune Deficiency Syndrome (AIDS). A secondary objective is to determine if responses are influenced by gender. A qualitative survey was administered to six classes of Grade 6 students (n = 131), within two public education districts in the province of British Columbia. Student participants had no previous formal AIDS education instruction. Pupil images, concerns, questions and knowledge concerning AIDS are investigated by means of open-ended, survey questions requiring both pictorial and written responses. The study is designed, conducted and analyzed from a generative learning theory perspective. By ascertaining specific student concerns surrounding AIDS it is hoped that educators will be able to design AIDS curriculum that is both developmentally appropriate for and conceptually befitting to early adolescent needs.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Weston, Robyn. „An exploratory study of Rhodes students' attitudes and perceptions towards HIV/Aids“. Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003294.

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The present study explores Rhodes students' perceptions and attitudes towards HIV/Aids issues. This study focuses on risk behaviour, stigmatisation, social perceptions and voluntary counselling and HIV testing (VCT). There is a lack of research on student attitudes, knowledge and behaviour at Rhodes University. It was therefore deemed pertinent to research this topic in that context. It was envisaged that the study would provide insights to be used in the formulation of improved strategies for HIV/Aids programs and education, ultimately impacting on the exponential increase of the pandemic in the Southern African region. A sample of six hundred and seventy five Rhodes University undergraduates completed a survey and its findings were interpreted in terms of relevant literature. A mixed methods approach using qualitative and quantitative methods was used. A focus group consisting of seven post-graduate students informed the development of the survey along with relevant literature. Four departments from the faculties of Commerce, Humanities, Science and Law were randomly sampled for the survey phase. Statistica was used to calculate descriptive statistics while the chi-square statistic was applied to examine the relationships between the variables. The findings show that the majority of students have high intention levels in planning to use preventative behaviour. However, in practise, this may not be the case. Many students feel that they belong to high or medium risk groups, as opposed to the low-risk groups. In terms of motivation levels, only sixty three percent of students are highly motivated to protect themselves from HIV/Aids and one third of respondents felt that they could not ask their partner to accompany them for an HIV/Aids test. In addition, students who had received VCT were more likely to be positive about the counselling process.

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Russell, Diane. „The effects of prototypic examples and video replay on adolescent girls' acquisition of basic field hockey skills“. Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30156.

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This study examined and compared the effect of two feedback methodologies (visual and traditional) on the degree of skill acquisition for the two field hockey skills, Indian dribble and moving drive. Forty-seven female physical education students, ages 12 to 14 years, practised two basic field hockey skills for four consecutive classes. The experimental group was presented with a prototypic example, video feedback (VF), and checklist analysis while the control group was taught by traditional feedback methods which included teacher and student demonstrations in conjunction with verbal feedback. Performance evaluations were made by comparing scores on the Russell (1989) Field Hockey Checklist of Critical Behaviours. Motivational and attitudinal aspects were compared by the use of a Learning Perceptions Questionnaire. An ANCOVA of the Indian dribble performances did not reveal a significant difference between the methodologies. Analysis of the degrees of improvement was made using two comparisons (a) percentage improvement calculations revealed a mean of 27% for the control group and 31% for the experimental group, (b) the Hale and Hale (1972) procedure indicated means of 7.42 and 7.24 for the control and experimental groups, respectively. The ANCOVA of the moving drive indicated a significant difference (F=5.75, p<.05) between the methodologies in favor of the experimental group. The improvement comparisons revealed (a) mean scores of 10% for the control group and 32% for the experimental group, (b) the Hale and Hale procedure results revealed mean scores of 5 and 13 for the control and experimental groups, respectively. The analysis of the Learning Perceptions Questionnaire revealed that the subjects in the experimental group perceived that the checklists helped them to focus on the correct and incorrect behaviours and that watching the prototypic example in conjunction with personal performances helped to improve their skill level, thus providing a motivational element.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Wood, Patricia Loretta. „Effects of an activity/child centered teaching approach upon the achievement of first and second graders in a rural school setting“. Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184586.

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The purpose of this study was to: (1) ascertain how an activity/child centered approach, in conjunction with student use of manipulatives, affected the mathematics achievement of first and second graders in a rural school setting; and (2) to investigate teacher perception of the success of the specific methodology implemented in the study. The population for this study included the teachers and students in a rural Arizona K-3 elementary school. The study was longitudinal in nature and covered a two year period. The groups used during the first year of the study were first and second graders. The groups for the second year of the study were second and third graders. The K-6 teachers in the district were given an attitude questionnaire constructed to indicate teacher attitude toward worth of the program and various aspects of its implementation. Teacher mathematics lesson descriptions and perceived advantages and disadvantages of the program were also included in the attitude questionnaire. The teacher attitude questionnaires were analyzed in five parts and the findings were represented on charts. Some of the results were determined by a simple tally method and others were converted into percentages. Lesson observations were conducted in each of the six classrooms studied and the results were reported on charts. Achievement for treatment and nontreatment groups was measured by; pre- and post-testing with the Wide Range Achievement Test. T-tests were used to compare student results on the pre- and post-tests each year. In addition, a t-test comparison was made between the first year and second year with Iowa Test of Basic Skills test results. Finally, a one-way analysis of variance was done on the group receiving treatment for only one year, two years, and the non-treatment group. The combined results of the teacher attitude questions, lesson observations and achievement tests were used to make recommendations for program improvements.

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Yego, Lily Jerotich, Violet Opata und Heloise Sathorar. „Exploring the use of participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools“. Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13414.

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The HIV and AIDS prevalence in Kenya is still high and remains a major health concern despite the Kenyan government’s initiatives to create awareness about the epidemic through inclusion of the HIV and AIDS programme in schools. This is because the provision of sexuality, HIV and AIDS education in schools is not effective. Teachers face various challenges in the effective delivery of the subject due to their discomfort related to these sensitive topics. Therefore, learners are left inadequately supported by the teachers. With an immense variety of conflicting information about sexuality availed to young people through the social media and also through their peers, young people are left at risk of exploring their sexualities with inadequate and wrong information, thus exposing them to HIV infections. Since schools have been identified as ideal sites for the effective delivery of sexuality, HIV and AIDS education, teachers are expected to teach the learners using a variety of pedagogical strategies in order to achieve efficacy in the delivery of this subject, hence the need to explore teaching styles that could provide a safe space for the effective delivery of sexuality, HIV and AIDS education. This study sought to explore teachers’ experiences of using participatory visual methods in teaching sexuality education within the HIV and AIDS education programme in selected Kenyan secondary schools, in order to understand how such methods could affect the teaching of Sexuality education. This study employed a phenomenological research design, interpretivist paradigm and a participatory methodology. Memory accounts, reflective journals and focus group discussions were used for data generation with nine secondary school teachers, from three purposively selected schools in Kenya. Vygotsky’s socio-cultural theory underpinned the study. The findings revealed that teachers are uncomfortable teaching sexuality education because of fear of leading learners astray, fear of victimization and sexualization, and fear of misleading and hurting learners because of lack of knowledge. This resulted in teachers feeling guilty due to ineffective delivery of Sexuality education. The findings also revealed that participatory visual methods were effective for use by the teachers and the learners in the classroom to navigate issues around sexuality, HIV and AIDS. This was because they are learner-centred, thus making learners producers of knowledge while at the same time encouraging optimism in teaching and learning. This study thus recommends pre-service teacher training on participatory methods of teaching. Educational institutions should also arrange for workshops to train in-service teachers on comprehensive sexuality, HIV and AIDS education and how to tackle it in their classrooms. Moreover, curriculum developers should make sexuality, HIV and AIDS education a compulsory subject to give it equal status with other examinable subjects, for it to be taken seriously. It is only through concerted efforts from everyone that Kenya can reach its target of Zero new HIV infections.

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Johnson, Sharon Mary. „Transpersonal practices as prevention intervention for burnout amongst HIV/AIDS coordinator teachers“. Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/2632.

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Thesis (MA (Psychology))--University of Stellenbosch, 2010.
ENGLISH ABSTRACT: The impact of transpersonal psychology techniques presented in Capacitar workshops as a prevention intervention for burnout amongst HIV/Aids coordinator teachers has not been studied to date in South Africa. This research project utilised a mixed-method approach in a pre-test and post-test quasi-experimental design. Educators from South Metro, who were HIV/Aids co-ordinators in their schools, were invited to attend six days in total of Capacitar workshops. Measures of their levels of stress and burnout were taken before and after the intervention. Thirty teachers volunteered to take part in the workshops and 27 completed the training. A control group (n=27) was chosen from a group of teachers in the Central and South Metros of the Western Cape, South Africa. The Capacitar workshops were presented by facilitators who had been trained and accredited by Dr Pat Cane, founder of Capacitar International, California, USA. The overall theoretical perspective adopted in the transformative approach was transpersonal psychology. While equal priority was given to both the quantitative and qualitative legs of the study, the quantitative data were gathered first. The Beck Anxiety Inventory (BAI) was used to measure anxiety and the Copenhagen Burnout Inventory (CBI) was used to measure three dimensions of burnout: personal, work and client burnout. The means of the intervention and control groups of teachers were found to be similar on the BAI and CBI prior to the intervention. After the workshops, there were significant reductions in anxiety, personal and work burnout in the post-test measures of the intervention group. There were also significant differences in personal and work burnout of teachers between the intervention and control groups. Although reduction in the levels of anxiety and client burnout (working with children) was evident in the intervention group, this was not significant. The control group showed no significant improvement on any measures and in some cases, levels of burnout increased. Qualitative data in the form of global analysis of focus group interviews provided insights into the experience of workshop delegates, and their teaching contexts. To cope with work and personal stressors, teachers turned to physical (n=29), mental (n=17) and spiritual activities (n=15), with many (n=19) using negative coping tools. Individual line sketches, a collage of outliers and mind maps, together with portraits of delegates, highlighted the context and experiences in the Capacitar workshops. As a result of exposure to transpersonal practices, HIV/Aids coordinator teachers were first able to start the process of healing themselves, and then turn to their families, learners and the community at large to share the tools offered. The qualitative data also yielded sixteen themes: Increased consciousness; personal empowerment; role empowerment as carers; emotional intelligence; mindfulness; heart coherence; processing traumatic pain; multiculturalism; self-acceptance; light heartedness; interconnectedness, sharing; forgiveness; holistic, right brain healing; changing brain patterns; mind-body-spirit integration and a return to wholeness. The results of this study showed both quantitatively and qualitatively that transpersonal psychological techniques mediated burnout amongst HIV/Aids coordinator teachers in Metro South, Western Cape Education Department, Mitchells Plain, Cape Town. Recommendations are made in the light of the findings and the limitations of the study.
AFRIKAANSE OPSOMMING: Die impak van transpersoonlike sielkundige tegnieke wat aangebied is in Capacitar werkswinkels, as „n voorkomings-intervensie rakende uitbranding op onderwysers wat as MIV/Vigs ko-ordineerders funksioneer, is nog nie voorheen in Suid-Afrika ondersoek nie. Hierdie navorsingsprojek het „n kwantitatiewe-kwalitatiewe benadering gebruik met ‟n vooren natoets kwasi-eksperimentele ontwerp. Opvoeders van die suidelike metropool/grootstad wat werk as MIV/Vigs ko-ordineerders in hulle skool, is uitgenooi om altesaam ses dae van die Capacitar werkswinkels by te woon. Die deelnemers se vlakke van stres en ooreising is voor en na die intervensie gemeet. Dertig onderwysers was gewillig om deel te neem aan die werkwinkels en sewe-en-twintig het die opleiding voltooi. „n Kontrole groep (n=27) is gekies vanuit „n groep onderwysers in die sentrale en suidelike metropool van die Wes-Kaap, Suid- Afrika. Die Capacitar werkswinkels is aangebied deur geakkrediteerde fasiliteerders wat opgelei is deur dr. Pat Cane, die stigter van Capacitar Internasionaal, California, VSA. Transpersoonlike sielkunde is die oorhoofse teoretiese perspektief wat gehandhaaf is in die transformatiewe benadering. Alhoewel gelyke prioriteit verleen is aan beide die kwantitatiewe en die kwalitatiewe komponente van die studie, is die kwantitatiewe data eerste ingesamel. Die “Beck Anxiety Inventory” (BAI) en die “Copenhagen Burnout Inventory” (CBI) is gebruik om die drie dimensies van uitbranding te bepaal: Persoonlike-, werk- en kliëntooreising. Daar is vasgestel dat die gemiddeldes van die intervensie en die kontrole groepe dieselfde is vir die BAI en die CBI meet-instrumente voordat die intervensie aangebied is. Betekenisvolle verskille is gevind met die na-toets vir die intervensie-groep, naamlik die vermindering van angs, persoonlike- en werks-ooreising. Daar is ook betekenisvolle verskille getoon in persoonlike en werksuitbranding tussen die intervensie en die kontrole groepe. Alhoewel nie betekenisvol nie, het daar „n duidelike vermindering in die vlakke van angs en kliënt-ooreising (werk met kinders), voorgekom in die intervensie-groep. Die kontrole groep het geen betekenisvolle verbetering getoon met betrekking tot enige van die meet-instrumente nie, en in sommige gevalle het die vlakke van uitbranding toegeneem. Kwalitatiewe data in die vorm van die globale analise van fokusgroep-onderhoude het insigte verskaf rakende die ervaring van die deelnemers, en hul kontekste van onderrig. Onderwysers het fisiese (n=29), intellektuele (“mental”) (n=17) en spirituele aktiwiteite (n=15) gebruik, om werk-en persoonlike stressors te hanteer en vele opvoeders het (n=19) negatiewe hanteringmeganismes gebruik. Individuele lyn-sketse, „n collage/plakskildery van uitlopers en geheue-kaarte, tesame met foto-weergawes van die deelnemers het die konteks en belewings van die Capacitar werkwinkels gekenmerk. As gevolg van die blootstelling aan die transpersoonlike gebruike was dit in die eerste plek vir die MIV/Vigs onderwysers moontlik om self innerlike genesing te ervaar, en ook om hul familie, die leerders en die gemeenskap te bemagtig met die aangebode toerusting. Sestien tema‟s is geïdentifiseer met die kwalitatiewe studie: Verhoogde bewustheid; persoonlike bemagtiging; rol-bemagtiging as deernisvolle persoon; emosionele intelligensie; gefokusde belewing (“mindfulness”); sin vir koherensie; die verwerking van traumatiese pyn; multi-kulturalisme; lighartigheid; onderlinge verbondenheid; mededeelsaamheid; vergewing; holistiese, regterbrein-genesing; veranderde breinpatrone; liggaam-siel-gees integrasie en die herstel van heelheid. Die resultate van beide die kwantitatiewe en kwalitatiewe benadering het getoon dat transpersoonlike sielkundige tegnieke uitbranding bekamp onder onderwysers wat as MIV/Vigs ko-ordineerders werk in die suidelike metropool, Wes-Kaap departement van onderwys, Mitchells Plain, Kaapstad. Aanbevelings word aangebied in die lig van die bevindings, asook die beperkings van die studie.

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Mathey, Alain Bernard. „Teaching languages the natural way with visual cues“. CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/403.

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Penn-Edwards, Sorrel. „Conceptions of information video in university research and teaching: A phenomenographic study“. Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36565/1/36565_Digitised%20Thesis.pdf.

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Video, a major medium of communication with which this study is concerned, is seen to possess characteristics distinguishing it from broadcast television. Five genres of video are identified: Information, Documentary, Entertainment, Enrichment, and Experimental, the first of which embraces usage in research and teaching. In this respect Information Video has two sub-genres, Process Video (unplanned and/or unscripted) and Product Video (planned and/or scripted), both of which are examined in this study. The locale of the field of study is within post-mass media communication with the theoretical framework deriving from the work of Krippendorff who states that whilst no one individual can share another's thoughts (internal understandings) there can be 'expressed understandings' communicable to others. Because individuals are different, as are their experiences and backgrounds, the extent to which an 'expressed understanding' is shared will vary from person to person. 'Internal understandings' about Information Video as used in research and teaching are only able to be articulated when they become 'expressed understandings'. Those understandings or conceptions, which are 'understood' by others, become shared and form a 'collective pool' of 'expressed understandings'. In specific areas such as jurisprudence, visual anthropology and the quantitative sciences, the 'collective pool' of expressed understandings is formalised in published procedures, codes and texts thus becoming 'procedural'. This study lies in the domain of research and teaching in which there is no formalised recognition of collective 'expressed understandings'; that is, where Information Video is non-procedural. Problematisation of an issue or process occurs in two distinct stages: awareness of the existence of the context in which the issue or process lies (conceptualisation) and identification of the issue or process within the context (proceduralisation). This study proposes that although the use of Information Video may be non-procedural it is not necessarily 'unconceptualised'. Following this the research questions are 'What conceptions of the phenomenon of Information Video in researc~ and teaching are held by non-procedural users ?'and 'Is it necessary for the use of Information Video to be problematised in all research and teaching?'. A communication model for Information Video is created to facilitate contextual grouping and discussion of published reports from non-procedural users covering a broad spectrum of use and disciplines. This model comprises five elements; VideoRecording (technological and human factors influencing recording), Video-Viewing (technological and human factors influencing viewing), Video-Medium (characteristics of the video-medium; technical and human aspects), Video-Data (technical considerations and human understandings of the video-data), and Video in a Research and Teaching Context (function of video in a research and teaching context; technical and human aspects). Documentation of the procedural use of Information Video shows that problematisation includes practical factors (shot sizes and obtrusive placement of equipment), and philosophic considerations (theories of realism and emotive responses), both of which influence the recording, viewing and interpretation. These factors are also applicable in non-procedural use. The literature makes clear that where non-procedural users consider that Information Video can have measured influence on events it is occasioned by 'chance' and introspection without reference or adequate comprehension and experience of video use. Twenty staff and postgraduate students are interviewed, their responses phenomenographically analysed and six categories of description of Information Video extracted; Video as Data-Reality, Video as Subject-Facilitation, Video as a DataPackage, Video as Practitioner-Augmentation, Video as a Practitioner-Problem, and Video as a Data-Component. The multifarious relationships between the six categories and research and teaching are clarified in the diagram where the Outcome Space displays the manner of practitioner approach (grounded either in 'theory' or 'practice'), and a focus on 'video-data' or on 'videoing', the latter being a process which includes the role of people and equipment. Comparison of categories of description held by the interviewees, and mentioned in the published literature reviewed, shows that although researchers and teachers may use video in a non-procedural way, (the second stage of problematisation), the first stage of problematisation, that of conceptualisation, is present. This is found to be characterised by fragmentation, diversity, non-specific relationships with disciplines, sublimation, and introspection. This study also finds that for texts to be comprehensive and useful to a wide range of Information Video users, individual understandings must be addressed. It proposes that a non-discipline based Information Video in research and teaching text may be a way to improve the use of 'non-procedural' Information Video.

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Lambert, Tania. „The perceptions of grade eight and nine learners of a life skills programme on HIV/AIDS, sexually transmitted infections, rape and child abuse“. Thesis, Nelson Mandela Metropolitan University, 2005. http://hdl.handle.net/10948/390.

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Worldwide millions of children are victims of neglect and physical and mental harm, including sexual abuse and exploitation. South Africa, however, is widely believed to have not only one of the highest incidences of rape in the world, but also one of the highest levels of Human Immunodeficiency Virus (HIV)/Acquired Immune Deficiency Syndrome (AIDS) transmission. With research findings showing that HIV and other Sexually Transmitted Infections (STIs) are rapidly increasing globally, young people are, and continue to be, at the forefront of the AIDS pandemic. Therefore, it is suggested that prevention programmes should be aimed particularly at the young. Schools have specifically been recognized as the setting for preventative Life Skills Programmes, having the potential to reach billions of children worldwide. The aim of this study is to explore and describe the perceptions of grade eight and nine learners with regard to the Life Skills Programme that focuses on HIV/AIDS and STI's, rape and child abuse education in the Port Elizabeth region. In order to fulfil the above aim, a qualitative study was undertaken within an exploratory descriptive approach. A non-probability sample of four schools was selected. Focus groups, utilising an unstructured interview, were used to gather qualitative data on the learners' perceptions of the Life Skills Programme. The focus groups consisted of 10 - 12 grade eight and nine learners who were selected using simple random sampling. The data was thematically analysed using Tesch's approach. The major findings of the present study, based on the six general themes, include the following: 1. Most of the learners perceived the educators, as well as the teaching methods utilised by the educators, positively. 2. Although the learners perceived the presenters of the Life Skills Programme positively, it was suggested that teachers, health care professionals, family members and peers should be involved in presenting the Life Skills Programme. 3. Learners reported various levels of comfort discussing different topics presented in the Life Skills Programme. 4. Learners of all the schools perceived the Life Skills Programme to be very relevant. 5. Learners recommended that more children, especially children from deprived communities, should be included in the programme. In addition, learners felt that counselling services should be available in conjunction with the Life Skills Programme. 6. Differences were noted in completing the first and the second questionnaire. Learners reported that they felt more comfortable completing the second questionnaire. They perceived the interviewing process positively.

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Julies, Zainuneesa. „Grade six and seven learners' perceptions of the HIV/AIDS life skills education programme“. Thesis, University of Port Elizabeth, 2003. http://hdl.handle.net/10948/315.

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At present there is no cure or vaccine for Human Immuno-deficiency Virus (HIV) or Acquired Immune Deficiency Syndrome (AIDS) therefore prevention programmes are seen as the only means of reducing the spread of the disease. HIV/AIDS education programmes in schools have been identified as the most effective intervention because billions of children can be reached worldwide and because schools are the one social institution with which most children come into contact. Young people in particular have been identified as the age group most in need of a preventative programme. The aim of this study is to explore the perceptions of grade six and seven learners with regard to the Life Skills programme focusing on HIV/AIDS education in the Port Elizabeth region. In order to fulfill the above aim a qualitative study was undertaken within an exploratory descriptive approach. A non-probability, convenient sample of six schools were selected. Focus groups, utilising an unstructured interview, were used to gather qualitative data about the perceptions of grade six and seven learners. The focus groups consisted of 10-12 participants. The data was thematically analysed using Tesch’s approach. The major findings of the present study included the following: 1. Learners’ perceptions of completing the questionnaire were generally positive in nature. Negative perceptions related to practical issues such as the length of the questionnaire and the time of administration. 2. Learner’s perceptions of the programme were generally positive. 3. Learners’ felt more comfortable discussing HIV/AIDS with parents and teachers. xi 4. Learners’ appeared to be well informed about high-risk behaviour related to HIV/AIDS and existing myths. 5. Contact with HIV+ people is non-existent. However, learner’s felt that the programme had fostered positive attitudes towards HIV+ people. 6. Learner’s felt that schools had an important role to play in sharing information about HIV/AIDS. These findings seem to indicate positive outcomes for the programme as a whole, in that is was successful in terms of conveying information regarding HIV/AIDS; it led to positive changes in attitudes, especially towards HIV+ people; and it confirmed the school as the best setting for implementing HIV/AIDS Life Skills programmes.

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Onyango, Moses Orwe. „A collaborative action for tutors' development : case study of teaching about HIV and AIDS at a teacher training college in Kenya“. Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610734.

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White, Joanna. „An input enhancement study with ESL children : effects of the acquisition of possessive determiners“. Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=35428.

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In this classroom-based study, the effects of input enhancement on the acquisition of a linguistic feature known to be problematic to francophone children learning English. were investigated. The research questions were: (1) Can L2 learners benefit from typographically enhanced input in their acquisition of third person singular possessive determiners? (2) Is typographically enhanced input more effective than unenhanced input? (3) Is typographically enhanced input more effective when combined with a book flood?
To investigate these questions, three treatment conditions were implemented with Grade 6 ESL learners. Groups E and E+ received a typographically enhanced input flood. This did not include explicit reference to the learners' L1 nor was a pedagogical rule presented at any time. In addition to the typographically enhanced input, Group E+ was exposed to extensive reading and listening activities. To ensure that all groups in the study were exposed to written input containing the target features, Group U read unenhanced versions of the texts read by the other two groups. A pretest, immediate and delayed posttest design was used in this quasi-experimental study.
Results indicated that all three instructional treatments improved the learners' acquisition of the target forms and that those in Group E+ received the greatest apparent benefits. At the immediate posttest, learners in Group E+ outperformed those in the other two groups on written tasks designed to measure their ability to recognize correct instances of the target forms. Learners in Group E+ also outperformed the others on an oral production task. On the delayed posttest five weeks later, however, Groups E and U had caught up with Group E+, and most of the between-group differences had disappeared.
The finding that all learners had significantly increased in their accuracy and development of possessive determiners immediately following instruction suggests that the target forms were equally salient to the learners in the three groups. That all learners continued to improve but did not reach advanced developmental stages, however, suggests that the salience of these features in the input may not have been sufficiently explicit. The results are discussed in terms of the potential need for more explicit instruction in the acquisition of third person singular possessive determiners. This may be particularly important because of substantial differences in the way in which gender is marked in English and French.

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Meyrow, Arnold Burt. „The effect of on-screen instructor gender and expressivity upon adult learning of basic computer skills from an instructional videotape“. Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39875.

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Marjoribanks, Bruce. „AIDS, the "other plague": a history of AIDS prevention education in Vancouver, 1983-1994“. Thesis, 1996. http://hdl.handle.net/2429/4112.

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This study describes how AIDS prevention education programs were constructed, delivered, and implemented in Vancouver between 1983 and 1994. Biodeterministic models of disease are examined through a historical analysis of documents that include newsletters, minutes of board meetings, policy reviews, annual reports, and personal journals. This study assumes that AIDS is as much a sociocultural phenomenon as it is biological. The findings suggest that present educational guidelines for AIDS prevention are unable to identify what messages should be communicated and fail to identify to whom they should be conveyed. This study does not recommend the use of biodeterministic models of AIDS prevention education which reflect plague metaphors. Instead, culturally relevant strategies need to be developed throughout all aspects of AIDS prevention curricula.

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Ovbiebo, Osaigbovo Matthew. „Film : a supplementary aid in teaching adults about HIV/AIDS in Igueben (Nigeria)“. Thesis, 2012. http://hdl.handle.net/10500/8743.

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This study explored film as a supplementary aid in teaching adults about HIV/AIDS in the Igueben area of Edo State (Nigeria). It drew on the theory and practice of film to enhance the awareness of HIV/AIDS campaign strategies in ways that are not possible with other teaching aids. The findings of the study supported the literature, which indicates that unlike film,reading materials are not accessible to illiterate adults in rural communities. Two hundred (200) participants were used in the first approach (quantitative), while fifteen (15) illiterate adults were purposively selected from the area to participate in the second approach (qualitative). The research was undertaken within an interpretivist framwork in the sense that it was a communal process informed by participating illiterate adults, and was sensitive to the role of context (Alvermann, D.E., & Mallozzi, C.A. 2010). The study confirmed the role of film, particularly Nigerian movies, in promoting information and education on HIV/AIDS. The findings highlighted the need for on-going education about HIV/AIDS and its treatment, especially among the rural illiterate. The study, in summary established that the programmes offered by HIV/AIDS organisers (governmental and nongovernmental) would be more effective if film is included in the campaign against the disease.
Curriculum and Instructional Studies
D. Ed. (Didactics)

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Randela, Rudzani Justice. „Teaching of HIV and AIDS in Secondary Schools“. Diss., 2010. http://hdl.handle.net/11602/1022.

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„Leerders se belewenis van begripskaarte as leermetode in natuur- en skeikunde“. Thesis, 2014. http://hdl.handle.net/10210/12752.

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49

Ewasiw, Joan F. A. „The effects of videos on adult English as a second language student listening comprehension“. Thesis, 1999. http://hdl.handle.net/2429/10227.

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This two-part study employed an experimental design and interviews to examine the effects of videos on adult English as a Second Language (ESL) student listening comprehension. The purpose of the first part of the study was to compare the effects of video in two pre-listening activity conditions on beginner and upper-beginner adult ESL listening comprehension. The participants were 49 Language Instruction for Newcomers to Canada (LINC) students enrolled in two beginner and two upper-beginner ESL classes The beginner classes were randomly assigned either to the audio only (AO) condition or the audio with written script (AW) condition. The upper-beginner classes were similarly assigned to the two conditions, the AO condition or the AW condition. In the AO condition, the students listened to a tape recording of four pre-listening questions prior to viewing the video. In the AW condition, the students listened to the same tape recording and, in addition, were shown the same questions that were printed on large sheets of paper and held up at the front of the class by the teacher. The same pre-test was administered to all four classes. Twelve exercises including pre-listening questions, videos, and comprehension questions were completed. The beginner classes viewed videos from Learning English in the Community LINC 2 (Cameron et al., 1995), and the upper-beginner classes viewed videos from Learning English in the Community LINC 3 (Cameron et al., 1995). The same post-test was administered to all four classes. Results indicated that the written script in the AW condition significantly improved the listening comprehension ability of beginner and upper-beginner adult ESL students. The second part of the study was aimed at gaining insights into the pre-listening questions, the videos, and their value on teaching listening comprehension. All of the students were individually interviewed. Overall the students were positive about the showing of videos as aids for enhancing listening comprehension, the content of the videos, as well as the questions. Some of the students, however, found some of the instruments difficult to understand. They found that the vocabulary was unfamiliar or the speed of delivery was too fast. This lack of comprehension may have affected the results of Part One of the study.

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Pillay, Rajashpree. „An exploration of teacher engagement with HIV/AIDS education : a case study“. Thesis, 2004. http://hdl.handle.net/10413/1830.

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The purpose of this study was to determine teacher engagement with HIV/AIDS education in primary school. Since the emergence and acknowledgement of the HIV/AIDS epidemic in South Africa, the national education department's policy has advanced HIV/AIDS education as a priority. The new curriculum has opened up opportunities for HIV/AIDS education to be inserted in the curriculum especially in the learning area Life Orientation in the primary school, which previously did not exist. There is a paucity of research documenting teachers' experiences on the implementation of the HIV/AIDS curriculum. The manner in which teachers engage with the HIV/AIDS curriculum is not known. This study focused on 9 teachers in the intermediate and senior phases in a particular primary school in KwaZulu Natal who have had experience in the implementation of the HIV/AIDS curriculum over the past four years in their school. A survey questionnaire was administered to all educators in the study. The three intermediate educators participated in face-to-face interviews as well as a focus group discussion. An interview was conducted with the member of the management team who was part of the sample. The results from the survey, interviews and focus group discussion suggest that teachers were strongly implementing the HIV/AIDS curriculum in their classrooms while experiencing some practical challenges. This study also suggests that the educators found the Department Of Education's implementation plan suppressive. All three intermediate phase teachers used creative methods to assist in the implementation of the curriculum. The respondents claimed that the workshops and meetings that they had attended were invaluable to them. They however preferred seeing the community more closely involved in the fight against HIV/AIDS, as this was not an issue confined to the school exclusively. Teachers would also liked to have had HIV/AIDS education implemented across the curriculum, as the task to empower learners in this regard was a mammoth one. The unique and challenging experiences of teachers implementing the HIV/AIDS curriculum must be documented before any theoretical positions can be articulated about the implementation of HIV/AIDS education in primary schools in South Africa. This study has contributed to research on the implementation of HIV/AIDS education in primary school by providing some insight into a group of educators' experiences.
Thesis (M.Ed.) - University of KwaZulu-Natal, Durban, 2004.

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