Academic literature on the topic 'Onderrig benadering'

Die doel van hierdie artikel is om verslag te doen van ʼn studie wat geloods is om te bepaal wat onderwysers in die intermediêre fase se gereedheid is om letterkunde in die klaskamer te onderrig en te gebruik. Die studie is onderneem vanuit ʼn interpretatiewe paradigma waarna ʼn kwalitatiewe navorsingsbenadering gevolg is. Die kwalitatiewe benadering het aan die navorser die geleentheid gegee om die navorsingsvraag in diepte te ondersoek. Buiten dat daar van die kwalitatiewe navorsingsbenadering gebruik gemaak is, is ʼn fenomenologiese ontwerp gebruik sodat die fenomeen met die deelnemers bespreek kon word en ryk beskrywings daaruit gehaal kon word. Daar is in die studie gevind dat onderwysers wat deel was van die studie nie noodwendig voorbereid is om letterkunde te onderrig nie. Vakadviseurs is in party gevalle ook nie in staat om werklik leiding aan die onderwysers te gee nie.

Neoplasieën van de pigmentcellen of chromatoforen bij reptielen worden naargelang hun oorsprong geclassificeerd als melanoforoma’s, iridoforoma’s, xantoforoma’s, erytroforoma’s of gemengde chromatoforoma’s. In tegenstelling tot wat oorspronkelijk verondersteld werd, komen deze primaire, cutane neoplasieën regelmatig voor bij in gevangenschap gehouden reptielen. Melanoforoma’s en iridoforoma’s worden het meest frequent vastgesteld. Een definitieve diagnose van chromatoforoma’s wordt bekomen door middel van histologisch onderzoek. Aanvullend is immunohistochemie of elektronenmicroscopie soms noodzakelijk om chromatoforoma’s onderling te differentiëren. Complete chirurgische excisie wordt beschouwd als de voorkeursbehandeling. Vanwege de uitgesproken maligniteit en neiging tot metastasering is de prognose van chromatoforoma’s bij reptielen over het algemeen echter sterk gereserveerd. Een vroegtijdige en correcte diagnose van deze neoplastische aandoening bij reptielen is daarom van primordiaal belang. In dit artikel wordt een overzicht gegeven van de huidige kennis omtrent het voorkomen, het biologisch gedrag, de pathogenese en de diagnostische en therapeutische benadering van chromatoforoma’s bij reptielen met de nadruk op melano- en iridoforoma’s.

Die bepalings van artikel 174 van die Strafproseswet 51 van 1977 verleen aan die verhoorhof ’n diskresie om pas na afloop van die staatsaak ’n einde aan die verrigtinge te bring deur ontslag (en dus vryspraak) aan die beskuldigde te verleen. Dié bepaling kan sy ontstaan terugvoer na die bestaan van jurieverhore en die bevoegdheid destyds aan regters verleen om sake aan die jurie te onttrek ten einde te verhoed dat onhoudbare skuldigbevindings deur die jurie volg op geheel gebrekkige getuienis. Die artikel is in gewysigde vorm, maar prinsipieel identies op die Suid-Afrikaanse wetboek behou, selfs ná afskaffing van jurieverhore en die oogmerk is hedendaags om ’n vroeë einde te bring aan ’n strafvervolging wat ooglopend en onherroeplik die spoor byster geraak het. Die toepaslike toets het mettertyd ontwikkel en aan die hand van grondwetlike beginsels behels dit tans dat die verhoorhof ondersoek instel of daar getuienis beskikbaar is waarop ’n redelike mens die beskuldigde sou kon skuldig bevind. Oor die rol wat die geloofwaardigheid van staatsgetuies op hierdie stadium behoort te vervul, het die beslissings in die hofverslae dit oor die jare van bakboord na stuurboord gestuur. Duidelik egter is dat die huidige benadering gesaghebbend (en so ook in vergelykbare regstelsels) vasgelê is dat geloofwaardigheid alleen ’n rol speel in dáárdie gevalle waar die getuienis só onbetroubaar en ongeloofwaardig swak is dat geen redelike hof daarop peil kan trek nie. Teen hierdie agtergrond was regter-president Hlophe as die senior hooggeregshofregter in die land geroepe om die ontslag van die beskuldigde parlementslid Bongo, wat op ’n hoofaanklag (met gepaste alternatiewe) van oortreding van artikel 4(1)(b) van die Wet op die Voorkoming en Bestryding van Korrupte Bedrywighede 12 van 2004 tereg gestaan het, te oorweeg. Bongo is daarvan aangekla dat hy ’n geldelike voordeel aangebied het aan ’n parlementêre beampte om as getuienisaanbieder ’n ondersoek na Eskom deur die portefeuljekomitee van openbare ondernemings in die wiele te ry. Verskeie staatsgetuies het getuig ter ondersteuning van die hoofgetuie wat as enkelgetuie die kern van die korrupsiebewerings te berde moes bring. Ten spyte van geen noemenswaardige weersprekings in die hoofgetuie se getuienis of van die ander getuies onderling nie, bevind die hof die hoofgetuie se getuienis as enkelgetuie op die wesensaspekte van die saak so ongeloofwaardig en die weersprekings tussen getuies só kardinaal dat dit die staatsaak buite hoop stel en die beskuldigde derhalwe op ontslag geregtig is. In verdere opmerkings oor die vertolking van die korrupsiewet slaan die regter-president ’n koers in strydig met onlangse vertolkings van die hoogste hof van appèl oor die juiste bepalings. Die outeur skenk aandag aan die aangewese weg tot bereddering van die blatante en skynbaar geknutselde mistastings aan die hand van artikel 319 van die Strafproseswet waarvolgens die staat alleen regsvrae aan die hoogste hof van appèl kan voorhou vir beslissing. Die onderskeid tussen regsen feitevrae lewer egter dikwels probleme op en boonop word die bepalings van artikel 319 streng uitgelê deur die howe ten einde appèlle van staatsweë te ontmoedig. By oorweging van die uitspraak identifiseer die outeur twee regsvrae vir sodanige voorbehoud. Vantevore het die regskommissie na behoorlike ondersoek aanbeveel dat die appèlbevoegdheid van die staat uitgebrei word om ook feitevrae in te sluit en in sommige hooggeregshofuitsprake is daardie aanbeveling pertinent ondersteun. Van dié aanbeveling het dadels gekom, maar daar word aanbeveel dat dringend heroorweging daaraan geskenk word ten einde gemeenskapskadelike uitsprake deur regsprekers wat vanweë onkunde óf moedswil hul aan die reg én getuienis nie veel steur nie, op appèl te korrigeer.

A computer-based teaching programme (CBTP) was developed after a comprehensive review of the literature with regard to learning, learning theories, traditional and student-centred styles and approaches, teaching through hypermedia and computer-based teaching. Opsomming ’n Rekenaargebaseerde onderrigprogram (RGOP) is na ’n omvattende literatuurstudie oor leer, leerteorieë, -style en benaderings, tradisionele-, studentgesentreerde- en onderrig deur hipermedia, en rekenaargebaseerde onderrig ontwikkel, met die doel om ’n onderrigbenadering te implementeer waar studentverpleegkundiges die geleentheid gegun word om verantwoordelikheid vir leer te aanvaar, leerbehoeftes te identifiseer en ’n diep benadering tot leer te volg. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

Business ethics in business training: Oratory or the actuality. This article is the culmination of an in-depth literature study. On the one hand an attempt is made to incorporate the views of different authors, while on the other hand an attempt is made to take part in the debate which is initiated by the current renewal of interest in the subject Business Ethics. Within this framework attention is paid to the question of whether business ethics can be taught and if so, to what extent it's influence will be felt. Secondly, an insight into the teaching of business ethics in the future is provided. Within this context the approach to the teaching, the content, the role of the student and the responsibility of the educator in particular are addressed. Opsomming Hierdie artikel is die resultaat van 'n indringende literatuurstudie. Daar word gepoog om enersyds verskillende skrywers se standpunte saam te vat, maar andersyds ook kritiese kommentaar te lower en deel te neem aan die debat wat deur die huidige opiewing in die belangstelling in Bestuursetiek bestaan. Binne die raamwerk sal aandag aan die volgende geskenk word: Die beantwoording van die vraag of Bestuursetiek onderrig kan word en indien wel die trefwydte daarvan. Tweedens 'n toekomsblik op die onderrig van Bestuursetiek. Binne die konteks word die benadering tot die onderrig/ die inhoud en die rol van die student en die verantwoordelikheid van die dosent bekvk.

The South African Qualification Authority Act (58/1995) requires that the facilitators of the education and training programme for nursing students implement teaching strategies that facilitate critical reflective thinking and lifelong learning. This article seeks to report fourth-year nursing students' experiences regarding the use of a case study approach as a learning opportunity. Much has been documented about the case study as an effective strategy to facilitate learning.A purposive convenience sampling method was used to select 24 nursing students in a South African university. Descriptive naïve sketches were used to collect data. The results were analysed using the content data analysis method (Burns & Grove 2003). Measures to ensure the trustworthiness of the study were taken in accordance with Lincoln and Guba's (1985) principles. Ethical standards for research were observed in order to maintain the integrity of the research.The research findings suggest that the case study as a learning opportunity is effective in facilitating learning, as indicated by the following three categories: increase in critical thinking skills, increased theory and practice integration and increased growth in presentation skills. These categories were conceptualised using the relevant literature in order to describe research-based recommendations regarding the use of a case study approach as a learning opportunity. It is recommended that facilitators involved in the nursing education programme make use of a case study approach as a learning opportunity at all levels of the nursing education programme.OpsommingDie Suid Afrikaanse Qualification Authority Act (58/1995) vereis dat die fasiliteerders van die onderrig en opleiding program vir verpleegkunde studente onderrig strategië implimenteer wat kritiese reflektiewe denke en lewenslange leer fasiliteer. Die dokument poog om 4de jaar verpleegkunde studente se leerervaring in verband met gevalle-studie benadering te rapporteer. Baie is al gedokumenteer oor die kern van die gevalle-studie as ’n effektiewe strategie om leer te fasiliteer.Die doelgerigte gerieflikheids monster metode was gebruik om 24 verpleegkunde studente in ’n Suid Afrikaanse universiteit te kies. Deskriptiewe, naïve sketse was gebruik om inligting te versamel. Resultate was ge-analiseer deur middel van die inhoud data analiese metode (Burns & Grove 2003). Mates om die vertrouens-waardigheid van die studie te verseker was gevolg volgens Lincoln en Guba (1985) se beginsels. Etiese standaarde vir navorsing was waargeneem om die integriteit van die navorsing te verseker.Navorsings bevindinge dui daarop dat die gevalle-studie as leer geleentheid effektief was in die fasilitering van leer, soos aangedui deur die volgende drie kategorië: vermeerdering van kritiese denke vaardighede; vermeerderde teorie en praktyk integrasie en vermeerderde groei in aanbiedings vaardighede. Hierdie kategorië was gekonseptualiseer deur die gebruik van toepaslike literatuur sodat navorsings-gebaseerde aanbevelinge in verband met gevalle-studie benadering as leer geleentheid beskryf kon word. Dit word aanbeveel dat fasiliteerders betrokke by die verpleeg onderrig program gebruik maak van gevalle-studie benadering op alle vlakke van die verpleeg program.

As is well-known, the Heidelberg Catechism (HC) has not only become one of the most important confessions of faith since the 16th century, it has also been a significant aid to catechesis, even to this day. In this contribution, the catechetical purpose of the HC is examined with regard to its origins. Three texts that accompanied the first editions of the Heidelberg Catechism in 1563 are scrutinised: two prefaces by Frederick III, and the Palatine Church Order. The youth as well as the rest of the congregation, should be guided in the fear of the Lord so that they may attain sufficient knowledge of and a living faith in the Lord of Scripture. The HC does not merely have theoretical purposes. Its contents and structure were carefully composed to teach the most significant parts of Christian faith in a short and simple way on a regular and frequent basis. This teaching is not only the responsibility of the church or minister, but also of the parents and the teachers. In this comprehensive approach to instruction in the Christian faith, there is no contradiction between Scripture as the Word of God and the HC. Hence, teaching and preaching the HC does justice to the command that the gospel should be proclaimed, preached, taught, learned and understood.Dit is algemeen bekend dat die Heidelbergse Kategismus nie net een van die belangrikste geloofbelydenisse sedert die sestiende eeu is nie, maar ook ’n buitengewone kategetiese hulpmiddel was en steeds is. In hierdie bydrae word die kategetiese doel van die Heidelbergse Kategismus onder die loep geneem met verwysing na die ontstaansgeskiedenis daarvan. Drie tekste uit die eerste jaar van die kategismus se 1563-uitgawe, naamlik twee verskillende voorwoorde deur Frederik III en die Kerkorde van die Palts word daarvoor ondersoek. Die jeug sowel as die res van die gemeente moet in die vrees van God tot voldoende kennis en ’n lewende geloof in die Here van die Skrif gelei word. Die Heidelbergse Kategismus het nie net teoretiese betekenis nie. Die inhoud en struktuur daarvan is noukeurig saamgestel om die jeug, sowel as die hele gemeente oor die belangrikste stukke van die Christelike geloof op ’n kort en eenvoudige manier asook op ’n gereelde basis, te onderrig. Die onderrig is nie die verantwoordelikheid van die kerk of die predikant alleen nie, maar ook dié van ouers en onderwysers. In hierdie omvattende benadering is daar geen teenstrydigheid tussen die Skrif as die Woord van God en die Heidelbergse Kategismus nie. Gevolglik laat die onderwys en die prediking van die Heidelbergse Kategismus reg geskied aan die opgawe dat die evangelie verkondig, gepreek, onderrig sowel as geleer en verstaan moet word.

The purpose of the study was to describe and reflect on the lived experiences of the South African nurses residing and working in the Kingdom of Saudi Arabia. A qualitative, exploratory, descriptive and contextual design with a phenomenological approach was adopted. Data were collected by means of individual interviews and the personal journals of the nurses who met the sampling criteria. The data analysis was done according to Tesch’s descriptive method (in Creswell 1994). The main theme that emerged was one of ‘cultural diversity’. Sub-themes related to the nurses’ religious/spiritual, environmental, emotional/psychological and professional experiences were also identified. A literature control was undertaken to verify the results. Limitations were highlighted, conclusions were drawn and recommendations relating to nursing research, education and practice were made.OpsommingDie doel van die studie was om die lewenservarings van Suid-Afrikaanse verpleegkundiges wat in die Koningkryk van Saoedi-Arabië werksaam en woonagtig is, te beskryf en daaroor te besin. 'n Kwalitatiewe, verkennende, beskrywende en kontekstuele navorsingsontwerp of strategie van ondersoek, vanuit 'n fenomenologiese benadering, is vir die doel ingespan. Data is ingesamel aan die hand van individuele onderhoude met deelnemers wat aan die kriteria vir insluiting by die steekproef voldoen het en persoonlike joernale wat deur hierdie deelnemers bygehou is. Data- ontleding is volgens die beskrywende metode van Tesch (in Creswell 1994) gedoen. Die hooftema voortspruitend uit die navorsing was dié van ‘kulturele diversiteit’. Verdere temas ten opsigte van verpleegkundiges se godsdienstige/geestelike, omgewings-, emosionele/psigiese en professionele ervarings is ook geïdentifseer. 'n Literatuurkontrole is onderneem om die navorsingsbevindinge te verifieer. Beperkings is uitgelig, en gevolgtrekkings en aanbevelings gerig op verpleegkundige navorsing, onderrig en praktyk is gemaak.

Protestant heritage is synonymous with the traditional employment of catechisms and catechetical teaching of both young and old. Many denominations have shifted from this historical approach, not least because of the challenges of so-called catechetical vacuums when facing third-millennial issues. The Heidelberg, Anglican and Westminster Catechisms allow for express distinctions peculiar to each unique Protestant faith constituency, but serve acceptably within the wider ecumenical tradition. A rediscovery of the historical contexts of these historical formulations will illustrate traditional denominational Protestant flexibility accompanying its Christian creedal fixity. This study will refer to confessional content in the main without resorting to particular content. The intention is to show how these polarities could dynamically serve the confessing church in meeting present-day challenges to the Christian faith in a manner that once again will inspire confidence in its catholic witness in the third millennium.Die protestantse erfenis is sinoniem met die tradisionele gebruik van die kategismusse en die kategetiese onderrig van oud en jonk. Baie kerkgenootskappe neig weg van hierdie historiese benadering hoofsaaklik as gevolg van die uitdagings van die sogenaamde kategetiese leemtes in die hantering van derde millenniumkwessies. Die Heidelbergse, Anglikaanse en Westminsterse Kategismusse laat ruimte vir spesifieke onderskeidings wat eie is aan elke unieke protestantse geloofsgemeenskap, maar wat nogtans binne die breër ekumeniese tradisie aanvaar word. ’n Herontdekking van die historiese konteks van hierdie tradisionele formulerings sal tradisioneel kerklik-protestantse buigsaamheid illustreer wat met konfessionele vastheid gepaard gaan. Hierdie artikel verwys na konfessionele inhoud oor die algemeen sonder om spesifieke inhoud aan te toon. Die doel is dus om aan te toon hoedanig hierdie polariteite die belydende kerk daadwerklik kan help om die daaglikse uitdagings van die Christelike geloof op so ’n wyse te hanteer dat daar weer vertroue in die algemene getuienis van die kerk in die derde millennium sal wees.

The same acuity that is evident in John Calvin’s theological writings accompanied his correspondence. Calvin’s mission was not to support God, but to honour him. Divine revelation and the glory of God underlie the content of his letters. The audacious confidence with which he writes, reveals his utter reliance upon the veracity of Scripture, which understanding must be conveyed through sound teaching. Yet, his letters are not inundated with scriptural references or quotes in the fashion of a medical prescription. Rather the connection between Scripture and writing for Calvin were twofold: it lies in the foundations of sound theology applied pastorally. This undergirded his pastoral care. To bring that across in his correspondence with Duchess Renata Ferrara, he followed basic doctrinal principles, evident from many of his letters applied pastorally to the recipient(s) of the letter.Calvyn se pastorale benadering soos waargeneem in sy briewe. Dieselfde pastorale noukeurigheid wat duidelik in Johannes Calvyn se teologiese geskrifte waarneembaar is, kom ook in sy korrespondensie voor. Calvyn se oogmerk was nie bloot om God te eer nie, maar om Hom te verheerlik. Die inhoud van sy briewe reflekteer sowel die openbaring as die heerlikheid van God. Hy skryf met waagmoed en ’n selfversekerdheid wat sy vertroue in die waarheid van die Skrif weerspieël en wat deur Skrifgetroue onderrig oorgedra moet word. Tog maak hy nie in sy briewe op oordrewe wyse van teksverwysings of aanhalings gebruik om sy teologiete staaf nie. Die verband tussen die Skrif en sy skryfwerk was eerder vir Calvyn ’n tweeledige saak: dit berus naamlik op gesonde teologie wat pastoraal toegepas word. Dit blyk derhalwe uit baie van sy briewe, soos dié aan die Hertogin Renata Ferrara, dat hy die metode volg ombasiese dogmatiese leerstellings in sy korrespondensie uit te lê en met pastorale sorg toe te pas.

Bibliography: leaves 325-332.
The meaning, value and aim of this study lie in the awareness and identification of problem areas in examination of Afrikaans literature on high scholl level, usually pertaining to Grades 11 and 12 learners, taking Afrikaans as First Language (HG) subject. An exposition and analysis of the most recent literary theories have been researched in practice and a report has been compiled. The method used as that of a questionnaire, completed by teachers (subject heads) of 19 schools in the Western Cape. This questionnaire represents a 10% sample of schools falling under the Western Cape Education Department, who offer Afrikaans as a first language HG subject in Grades 11 an 12. These 19 schools are representative of 12 types, i.e. socio-historically privileged schools, socio-economically disadvantaged schools, rural schools, urban schools, big schools, small to medium schools, technical high schools, agricultural schools, special schools, private schools, schools previously categorised by House of Representatives and schools previously categorised by Cape Educational Department (CED).

M.Ed.
Peoples' daily actions is a display window of their values. In the same way are the creations of people, whether it is art, cultural or technology creations, a reflection of what people (creators) regard as beautiful, meaningful and useful - that which they value. The presence of dualism in the values of educators appears to create confusion in relation to the value orientation of young people. Continuous, rapid changes in all walks of life could be seen as a possible reason for the confusion in relation to values that young people in South Africa are currently experiencing. Economic improvement, the result of technological development, resulted in secularisation as well. Secularisation is responsible for the superficialisation in the value-orientation of people. This superficialisation persists and although the "right things" are said in the education process, it appears from the actions of the very same educators, that other things are right and acceptable. The problem statement of the research is that it is not determined yet that through the integration of values to the learning content of school curricula, the value orientation of the learners could be established and enhanced. In lieu thereof the aim of the study was to determine whether the ethical value orientation of learners can be enhanced by an integrated learning programme. A case study consisting of action research was done. A qualitative research approach was followed and focus group interviews were conducted as a data collecting method. Empathy, an ethical value, was integrated to the learning content of Afrikaans Seconds Language and were taught through following an interdisciplinary approach between Technology and Language, Literacy and Communication. The results of the study shown that as a result of the close interwoveness within valueorientations, not only was empathy intensified, but other values were sensitise too. Although only two learning areas were involved in the case study, it is recommended that values be integrated to the learning content of all learning areas at school level.

Text in Afrikaans
Die doel van hierdie studie is om die gebruik van die kommunikatiewe taalonderrigbenaderingswyse in die onderrig van Afrikaans as vreemde taal aan eerstejaar onderwysstudente op tersiere vlak, naamlik die Technikon Noord-Gauteng, te ondersoek. Die ondersoek, in die vorm van 'n beskrywende analise, is op verskillende terreine van die taalonderrigwetenskapsveld gedoen. ie kommunikatiewe taalonderrigbenaderingswyse is bestudeer teen die agtergrond van verskeie antler taalonderrigbenaderingswyses wat deur die loop van die afgelope eeu gebruik is, Die verskillende sillabustipes is vergelyk met die kommunikatiewe onderrigbenaderingswyse en uitkomsgebaseerde onderrig ten einde 'n moontlike leerprogram vir die onderrig van Afrikaans as vreemde taal op tersiere vlak saam te ontwikkel. Die nasionale voorgeskrewe sillabus vir onderwysstudente aan technikons, naamlik die onderrig en leer van die taalvaardighede praat, slayf, lees en luister is analities beskryf. Hierdie taalvaardighede is ten slotte vanuit die kommunikatiewe taalonderrigbenaderingswyse binne die uitkomsgebaseerde onderrigraamwerk geplaas as 'n voorstel vir die onderrig van onderwysstudente in Afrikaans as vreemde taal op tersiere vlak.
The purpose of this study is to investigate the use of the communicative language teaching approach in the teaching of Afrikaans as a foreign language to first year education students at tertiary level, namely the Technikon Northern Gauteng .. The study, a descriptive analysis, took a variety of language teaching aspects into account. Communicative language teaching is described against the background of the different language teaching approaches used in the past century. The different types of syllabuses were compared to communicative language teaching and outcomes-based education in order to develop a possible learning programme for the teaching of Afrikaans as foreign language at tertiary level. The national prescribed syllabus for technicon education students, namely the teaching and learning of the language skills speaking, writing, reading and listening is described analytically. These language skills are communicatively described within the outcomes based framework as a suggested learning programme for the teaching of Afrikaans as a foreign language to education students at tertiary level.
Education
M. Ed.

Die Brasiliaanse opvoedkundige Paulo Freire word as een van die belangrikste opvoeders van die twintigste eeu beskou. Sy benadering tot volwasse onderrig is op verskeie terreine toegepas maar nooit direk as teenvoeter vir geweld teen vroue en kinders aangewend nie. Die doel van hierdie studie was om vas te stel op welke wyse Paulo Freire se benadering tot leer en onderrig in volwasse basiese onderrig as teenvoeter kan dien vir die kultuur van geweld teen vroue en kinders in Suid-Afrika. Die studie bestaan uit ’n analitiese literatuurstudie en ’n kwalitatiewe studie met elf deelnemers. Ten einde die navorsingsvraag te beantwoord neem die studie ‘n aanvang met ’n literatuurstudie oor die redes vir geweld teen vroue en kinders. Daarna val die fokus op volwasse basiese onderrig [VBO], volwasse leer en die knelpunte in VBO in Suid-Afrika. In die volgende hoofstuk word die literatuur ten opsigte van Freire se werk en sy benadering tot volwasse onderrig bespreek. Kernelemente van sy benadering word getabuleer waarna kritiek op en die belang van sy benadering, sowel as die toepassing daarvan, in Afrika en Suid-Afrika bespreek word. In die kwalitatiewe empiriese studie word die resultate van die vrae in die onderhoudsgids met betrekking tot geweld en VBO bespreek waarna die resultatate in die laaste hoofstuk in die lig van die literatuurstudie geanaliseer word. Nadat die data beoordeel is, word aanbeveel dat, hoewel kennis geneem moet word van die uitdagings in VBO en Freire se benadering, die benadering steeds as ’n middel in basiese volwasse onderrig gebruik kan word om geweld die hoof te bied. ’n Praktiese voorstel vir teengeweldonderrig word gemaak met behulp van ’n teengeweldlesplan vir VBO. Die navorsing sluit af met beperkings van die studie en voorstelle vir optrede.
The Brazilian educator Paulo Freire is considered to be one of the most important educators of the twentieth century. His approach to adult education has been applied to various fields, but never directly to prevent violence against women and children. The purpose of this study was to ascertain how Freire’s approach to learning and teaching can be used as an antidote against violence against women and children in South Africa. The study consists of an analytical literature review and qualitative study with eleven participants. To answer the research question, the study commences with a literature study on the reasons for violence against women and children. Therafter the focus shifts to the adult basic education, adult learning and the restraints in adult basic education in South Africa. In the next chapter Freire’s work and his approach to adult education is dis-cussed. Key elements to his approach is tabled whereafter critique on and the im-portance of his approach, as well as its application in South Africa, is discussed. In the qualitative empirical study the results of the questions in the interview guide with regard to violence and adult basic education is discussed, whereafter the results are analised in the final chapter in view of the literature study. After the consideration of the data, it is recommended that cognisance must be taken of the challenges to adult basic education and Freire’s approachwhich can still be utilised as a medium in adult basic education to combat violence. A practical proposal for antiviolence education is made through a antiviolence lesson plan for ABE. The research concludes with limitations and recommendations.
ABET and Youth Development
M. Ed. (Adult Education)

Underachievement in Mathematics hangs over South African Mathematics learners like a dark cloud. TIMSS studies over the past decade have confirmed that South African learners‟ results (Grades 8 and 9 in 2011) remained at a low ebb, denying them the opportunity to compete and excel globally in the field of Mathematics. It is against this backdrop that the researcher investigated the meaningful understanding of the important yet challenging algebraic concept of Proportion. The theoretical as well as the empirical underpinnings of the fundamental idea of Proportion are highlighted. The meaningful learning of Algebra was explored and physical, effective and cognitive factors affecting meaningful learning of Algebra, views on Mathematics and learning theories were examined. The research narrowed down to the meaningful understanding of Proportion, misconceptions, and facilitation in developing Proportional reasoning. This study was embedded in an interpretive paradigm and the research design was qualitative in nature. The qualitative data was collected via task sheets and interviews. The sample informing the central phenomenon in the study consisted of a heterogeneous group of learners and comprised a kaleidoscope of nationalities, both genders, a variety of home languages, differing socio-economic statuses and varying cognitive abilities. The findings cannot be generalised. Triangulation of the literature review, the analysis of task sheets and interviews revealed that overall the participants have a meaningful understanding of the Proportion concept. However, a variety of misconceptions were observed in certain cases. Finally, recommendations are made to address the meaningful learning of Proportion and its associated misconceptions. It is hoped that teachers read and act on the recommendations as it is the powerful mind and purposeful teaching of the teacher that can make a difference in uplifting the standard of Mathematics in South African classrooms!
MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2014

Abstracts in English, Afrikaans and Zulu
This qualitative, single high school case-study conveniently sampled eight natural sciences teachers and, after conducting lesson observations and document analysis, interviewed all participants to obtain their perceptions about the effectiveness of inquirybased teaching in motivating learners to specialise in sciences. The major finding was that most participants were sceptical about inquiry-based teaching. Participants from a behaviourist epistemology did not believe that learner motivation resulted from inquirybased teaching while those from an eclectic epistemology preferred a complementary use of both approaches. The few participants oriented towards inquiry acknowledged the link between learner motivation and inquiry-based teaching but faced the challenge of limited time to prepare all the apparatus and procedures required for inquiry-based teaching. This researcher recommends employing laboratory assistants to assist teachers with setting up apparatus for inquiry-based lessons, trimming some content to reduce overload in the Annual Teaching Plans (ATP), and in-service training on inquirybased teaching to develop learner interest in sciences.
Hierdie kwalitatiewe gevallestudie het agt natuurwetenskap onderwysers betrek en na leswaarnemings en dokumentanalise, is onderhoude met die deelnemers gevoer om hul sienings te bekom oor die bydrae van die ondersoek-gebaseerde konstruktivistiese benadering as ’n strategie om leerders te motiveer om in wetenskap-verwante vakke te spesialiseer. Die belangrikste bevindings was dat die deelnemers logiese positivistiese en eklektiese benaderings verkies; dat hulle skepties is oor ondersoek-gebaseerde onderrig en dat hulle nie leerder motivering aan onderwysbenaderings koppel nie. Daar was egter enkele deelnemers wat wel ondersoekend onderrig het en wat leerder belangstelling in wetenskap aan ondersoek-gebaseerde onderrig gekoppel het. Op grond van die data wat verkry is, beveel hierdie navorser aan dat laboratoriumassistente aangestel moet word om onderwysers by te staan met die opstel van apparaat vir ondersoek-gebaseerde lesse; dat spesifieke modelle van ondersoek in die “CAPS”- dokument ingesluit word; dat inhoud afgeskaal moet word om oorlading in die jaarlikse onderrigplanne (ATP) te verminder, en dat voor- en indiensopleiding aan onderwysers oor ondersoek-gebaseerde onderrig verskaf word as ‘n manier om die belangstelling van die leerders in die wetenskappe te prikkel.
Lesisifundo socwaningo esenziwe esikoleni esisodwa samabanga aphakeme lwakhetha othisha beSayensi Yemvelo (NS) abayisishiyagalombili ukuze kwazakale ukuthi bayibona kanjani indlela yokufundisa iSayensi ngophenyo (inquiry-based teaching) ehlose ukukhuphula intshisekelo yabafundi kwiSayensi. Ngemuva kokubona othisha beSayensi befundisa, lomcwaningi wahlaziya incwadi eziphathelene nokufundiswa kohlelo lwe CAPS, waphinde wenza izingxoxo nabothisha. Okumqoka okutholakale kuloluphenyo kube ukuthi iningi lababambe iqhaza, abakhuthalela ukufundisa ngendlela egxile kuthisha (logical positivism) bangabaza ukuthi abafundi bafunde bephenya njalo abakubonanga ukuxhumana kwenzindlela zokufundisa nokunyuka kwentshiseko yabafundi ezifundweni ze Sayensi. Ababambiqhaza abahlanganisa indlela yokufundisa egxile kuthisha ne ndlela yokufundisa ngophenyo (eclectic) bakholelwa ukuthi indlela yokufundisa egxile kuthisa nendlela yokuthi abafundi bafunde bephenya, kuyomela zisetshenziswe zombili. Kwatholakala ingcosana yabothisha eyenelisa ukufundisa isayensi ngendlela yophenyo eyayisezingeni eliphansi njalo yaqinisekisa ukuthi bukhona ubudlelwano phakathi kwendlela zokufundisa nokunyusa intshiseko yabafundi kwi Sayensi. Ngokolwazi olutholakele, lolucwaningo luncome ukusebenzisa abasizi basemagunjini okusebenzela ososayensi ukusiza ukuhlela amalungiselelo okwenza uphenyo lwezifundo, nokuhlinzekwa kwezindlela eziqondile zokuphenya izincwadi zikaCAPS, kanye nokunciphisa okunye okuqukethwe, kwehliswe umthwalo kuhlelo lokufundisa lonyaka (i-ATP), ukuqeqeshwa kothisha kwi ndlela yokufundisa iSayensi ngokuphenya ukuze kuthuthukiswe intshiseko yabafundi.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)

Summaries in Afrikaans and English
In die studie is daar gepoog om aan te toon waarom die ondervindingsmod~l vir taalleer die aangewese model vir effektiewe tweedetaalleer is. Die kommunikatiewe onderrigbenaderingswyse, onderhandeling in die klaskamer en die belangrikheid van die prosessillabus in tweedetaalverwerwing is bespreek. Die taalonderwyser se rot as fasiliteerder van leer in kommunikatiewe FAfrikaanstaalonderrig in die interaktiewe klaskamer met klem op leerdergesentreerde onderrig is uiteengesit. Daar is verder aangetoon dat daar ten opsigte van die rot van die onderwyser 'n paradigmatiese verskuiwing moet plaasvind, veral noudat beginsels van uitkomsgebaseerde onderrig wat deel van kurrikulum 2005 vorm, in 1998/1999 in aile Suid-Afrikaanse skole ingestel is. Die onderwyser is nou 'n fasiliteerder van kennis, nie 'n oordraer daarvan nie. Belangrike aspekte van leer wat leerders se tweedetaalleer be'invloed, is bespreek, byvoorbeeld klaskamerkommunikasie, fasilitering, suggestopedia, faktore wat begrip van leerstof be'invloed, onderwyser - en leerdergedragswyses, positiewe /eeratmosfeer, behandeling van leerderfoute, Jeerderpersepsies, kommunikatiewe strategiee en evalueringsmetodes. 'n Verskeidenheid taallesse wat op T2-Afrikaans en die T2-taalklaskamer betrekking het, en wat verskillende onderrigteoriee, uitkomsgebaseerde onderrig en die ses taalvaardighede integreer, word in hoofstuk 5 ge'illustreer.
In this study it is shown why the discovery model of language learning is the appropriate model for effective language learning. The communicative teaching approach, classroom-negotiation and the importance of the process syllabus in second language acquisition is discussed. The language teacher's role as facilitator of learning, in communicative L2 - Afrikaans language teaching in the interactive classroom with a learner-centered focus is explained. It is further shown that the role of the teacher must undergo a paradigm shift especially now that principles of outcomes based education which forms part of curriculum 2005 has been introduced into all schools in South Africa in 1998/1999. The teacher is now a facilitator of knowledge and not a transmitter thereof. Important aspects of learning that influence learners' second language learning are discussed, for example classroom communication, facilitation, suggestopedia, factors that influence the understanding of subject matter, teacher and learner behaviours, positive learning atmosphere, treatment of Ieamer errors, learner perceptions, communicative strategies and methods of evaluation. A variety of language lessons which integrate various teaching theories, outcomes based education and the six language learning skills which are related to L 2-Afrikaans and the L 2-classroom are illustrated in Chapter 5.
Afrikaans and Theory of Literature
M.A. (Afrikaans)