Dissertations / Theses on the topic 'Social sciences Study and teaching (Secondary) Australia'
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Kurup, Premnadh M. "Secondary students beliefs about, understandings of, and intentions to act regarding the greenhouse effect." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1324.
Full textLeung, Lai-yung, and 梁麗容. "Value orientations in junior secondary social studies curriculum." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961095.
Full textNg, Ka-yun Amanda, and 吳嘉欣. "Teaching, learning and assessment of liberal studies in secondary one classes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B45007895.
Full textBrewer, Robert Lee. "The effect on comprehension of teaching selected vocabulary prior to reading an eleventh grade social studies passage." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/435170.
Full textWong, Ping-man, and 黃炳文. "The evolution of a secondary school subject in Hong Kong: the case of social studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31232838.
Full textWitayangkoon, Kamonkan. "Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc330774/.
Full textHollenberger, Jason. "A qualitative study on the use of computer gaming teaching methods in a high school social studies curriculum." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hollenbergerj.pdf.
Full textWaters, Kevin Stewart. "Pre-service secondary social studies teachers' efficacy towards character education a comparative study." Doctoral diss., University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5081.
Full textID: 029810388; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2011.; Includes bibliographical references (p. 135-144).
Ph.D.
Doctorate
Education
Klein, Carolyn. "The effects of ability and prior knowledge on recall in social studies /." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59444.
Full textShum, Siu-ying Isis, and 岑小瑩. "The exploration of the school knowledge in sociological perspectives: a case study of a secondary schoolsubject "social studies"." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958977.
Full textNicholson, Yim-wan Annie, and 羅艷雲. "A study of the implementation of a curriculum innovation in a secondary school in Hong Kong: the case ofF.I-III social studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B44569725.
Full textLeung, Kim-ching Gary, and 梁劍靑. "The immersion and acquisition of higher-order thinking skills: a case study in the teaching context ofeconomic and public affairs." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963079.
Full textLundy, Sarah Elizabeth. "Leveraging Digital Technology in Social Studies Education." PDXScholar, 2014. http://pdxscholar.library.pdx.edu/open_access_etds/1743.
Full textGrote, Ellen. "An ethnography of writing : the writing practices of female Australian indigenous adolescents at school." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1675.
Full textCox, Linda Carol. "Teaching vocabulary through integrated curriculum improves reading comprehension." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2626.
Full textKwong, Siu-po Eve, and 鄺小寶. "The use of variation theory in developing students' critical thinking skills." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3554207X.
Full textCarver, J. Mark. "A teaching program for a ninth grade world cultures course." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/156.
Full textSilas, Fenni. "Understanding Grade 10 Life Sciences teachers’ perceptions and experiences of teaching topics on human reproduction." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020305.
Full textButterfield, Alexandra. "Employing metacognitive procedures in Natural Science teaching." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20212.
Full textENGLISH ABSTRACT: Education, both in South Africa and internationally, experiences a number of challenges with regards to the need for improved teaching and learning. South African education is in a state of transformation to address the country's educational needs. In science education specifically, there is a heightened necessity to develop teaching that will respond to distinctive educational needs in the sciences. Many of the educational issues, presented in current literature, are mirrored in my Natural Sciences classroom. Given the benefits of enhanced metacognition for effective learning, this study aimed to investigate the use of metacognitive instruction procedures to improve my Natural Sciences teaching practice. Consequently, it also aimed to explore the influence that this may have on the metacognitive development of my Grade 9 Natural Sciences learners. This research study was based on a social constructivist perspective that views learning as a unique, internalized construction of knowledge from a social interaction, such as teaching. This study was embedded within a paradigm of praxis, with a qualitative action research cycle forming the research methodology and design respectively. Purposeful sampling was used to select nine of my Grade 9 Natural Sciences learners to act as informants for the Grade 9 class. Data was collected in the form of learner reflections, an open-ended questionnaire, a focus-group interview, and a research journal. Furthermore, the data was analysed, using a theoretically founded coding scheme, to identify and interpret significant themes and/or trends. The research findings indicated that the employed metacognitively orientated teaching procedures enhanced my Grade 9 Natural Sciences learners' metacognition. Their metacognitive awareness and reflection abilities improved, as well as their knowledge and regulation of cognition. The teaching techniques also demonstrated the potential to facilitate the development of my learners' conscious thinking, self-discipline, responsibility and active participation in learning - all characteristics envisaged for the ideal South Africa learner. In addition to this, the research process demonstrated the ability to enhance my Natural Sciences teaching practice and the information gained from this study will be used to inform my future teaching practice. I now realise the value of incorporating metacognitive teaching procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes and educational policy makers may benefit from the information gained from this study, for improving teaching practice. Apart from this, findings attained from this study have the potential to inform future cycles of this action research process or alternatively to be used for other research within the field.
AFRIKAANSE OPSOMMING: Onderwys, beide in Suid-Afrika en internasionaal, ervaar 'n aantal uitdagings rakende die behoefte aan verbeterde onderrig en leer. Die Suid-Afrikaanse onderwysstelsel is tans in 'n staat van transformasie om die land se opvoedkundige behoeftes aan te spreek. In die wetenskap-onderwys spesifiek, is daar 'n toenemende noodsaaklikheid om onderrig te ontwikkel wat die unieke onderwysbehoeftes in die wetenskappe kan aanspreek. Baie van die opvoedkundige kwessies soos in huidige literatuur uitgelig, is ook in my Natuurwetenskappe-klaskamer teenwoordig. Gegee die bewese voordele van verbeterde metakognisie vir effektiewe leer, het hierdie navorsingstudie gepoog om die gebruik van metakognitiewe onderrigprosedures vir die verbetering van my Natuurwetenskappe-onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed van metakognitiewe onderrigprosedures op die metakognitiewe ontwikkeling van my Graad 9 Natuurwetenskappe-leerders, na te vors. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat leer sien as 'n unieke, geïnternaliseerde konstruksie van kennis binne 'n sosiale interaksie, soos onderrig. Hierdie studie is binne 'n paradigma van „praxis‟ ingebed, met aksienavorsing as navorsingsontwerp en daar is van „n kwalitatiewe navorsingsmetodologie gebruik gemaak. Doelgerigte steekproefneming is gebruik om nege van my Graad 9 Natuurwetenskappe-leerders te kies om as informante vir die graad 9-klas op te tree. Data is in die vorm van leerders se refleksies, 'n oop-einde vraelys, 'n fokusgroep-onderhoud, en 'n navorsings- joernaal ingesamel. Verder is die data met behulp van 'n teoretiese koderingskema geanaliseer wat belangrike temas en/of tendense identifiseer en interpreteer. Die navorsing het aangedui dat die metakognitiewe onderrigprosedures wat gebruik is, my Graad 9 Natuurwetenskappe leerders se metakognisie versterk het. Hulle metakognitiewe bewustheid en reflektiewe vermoëns het verbeter, sowel as hulle kennis en regulering van kognisie. Die onderrigtegnieke het ook die potensiaal getoon om die ontwikkeling van my leerders se bewuste denke, self-dissipline, verantwoordelikheid en aktiewe deelname in die leerproses te fasiliteer. Hierdie eienskappe is van dié wat vir die ideale Suid-Afrikaanse leerder beoog word. Benewens hierdie aspekte het die navorsing ook my Natuurwetenskappe-onderrigpraktyk verbeter en die navorsingsbevindinge sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om metakognitiewe onderrigprosedures in my lesse te inkorporeer, sowel as die belang van refleksie oor my onderrigproses en om die uniekheid van elke leerder in my klas in ag te neem. Onderwys-opleidingsinstellings en opvoedkundige beleidmakers mag uit hierdie navorsing voordeel trek rakende die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, het die navorsingsbevindinge ook die potensiaal om toekomstige siklusse van aksienavorsing toe te lig en om binne verdere navorsing in die veld gebruik te word.
Rogers, Lambert. "Die voorbereiding van onderwysers vir uitkomsgebaseerde onderwys binne die leerarea sosiale wetenskappe." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53391.
Full textENGLISH ABSTRACT: Since 1994 South Africa has been characterized by transformation inter alia in the field of education. A process characterized by preparation and development of a new, extended curriculum evolved between 1994 and 1997. On 24 March 1997 Curriculum 2005 with an outcomes-based approach was introduced. Curriculum 2005 strives to bridge the imbalances of the past. Owing to the complexity of this curriculum and the problems encountered in practice, Curriculum 2005 was revised between January and July 2001 in order to address the problem areas. A change in curriculum necessitates a change in teaching-instruction strategies, learning programmes, assessment strategies and the method of recording and reporting. As educators are directly affected by the process of change in curricula, it is essential that educators are curriculum-competent to understand and implement the changes. In this regard, Evans (1996:55) states: "One of the necessary ingredients of such a restructuring is empowering the players, the teachers." An essential condition for successful implementation of change is the empowerment of educators to manage the change. The essential questions addressed in this study are: • To what degree are educators trained to manage these changes? • What does the successful implementation of change, entail specifically within the Social Sciences Learning Area? • What are the educators' needs and experience regarding change? The main focus of this study is to make a qualitative and quantitative evaluation of the current changes with a view to developing a theoretical framework for the training of educators for Outcomes-based Education (OBE) within the Social Sciences Learning Area. To achieve the main focus of this study, the following specific aims have been formulated: • executing of a literature study, with regard to appropriate curriculum theory, curriculum practice and development of educators; • making a qualitative and quantitative evaluation of the training process of educators within the Social Sciences Learning Area; and • developing a theoretical framework to address the problems that have been identified, regarding educator development. The contribution of this study is located not only in the appropriate literature study, but also in the fact that the outcome of this research can contribute to the development of a relevant, effective and contextualised dissemination process. It is clear that ineffective dissemination is the root cause of ineffective curriculum development, as educator development cannot be optimalised in such conditions.
AFRIKAANSE OPSOMMING: Suid-Afrika word sedert 1994 deur transformasie gekenmerk, onder meer op onderwysgebied. Tussen 1994 en 1997 is 'n proses aan die gang gesit om 'n nuwe, breë kurrikulum voor te berei en te ontwikkel. Op 24 Maart 1997 is Kurrikulum 2005 bekend gestel. Met Kurrikulum 2005 se uitkomsgebaseerde benadering word daarna gestreef om die ongelykhede van die verlede te oorbrug. As gevolg van die kompleksiteit van die kurrikulum en probleme wat in die praktyk ervaar is, is Kurrikulum 2005 tussen Januarie en Julie 2001 hersien ten einde probleemareas aan te spreek. Kurrikulumverandering beteken uiteraard dat daar ook In verandering in onderrigstrategieë, leerprogramme, assesseringstrategieë en wyses van optekening en rapportering sal wees. Aangesien opvoeders direk deur die veranderingsproses van kurrikula geraak word, is dit noodsaaklik dat opvoeders kurrikulumbekwaam is om die verandering te verstaan en te implementeer. In die lig hiervan verklaar Evans (1996: 5): "One of the neccesary ingredients of such a restructuring is empowering the players - the teachers." 'n Kernvoorwaarde vir suksesvolle implementering van verandering is die bemagtiging van opvoeders om hierdie verandering te hanteer. Die kernvrae wat in hierdie studie aangespreek word, is: • In watter mate word opvoeders voorberei om sodanige veranderinge te kan hanteer? • Wat behels effektiewe opvoedervoorbereiding met die oog op die suksesvolle implementering van verandering, spesifiek binne die leerarea Sosiale Wetenskappe? • Wat is opvoeders se behoeftes en ervaring van verandering? Die hooffokus van die studie is die maak van 'n kwalitatiewe en kwantitatiewe evaluering van huidige verandering met die oog op die ontwikkeling van 'n teoretiesee raamwerk vir die voorbereiding van opvoeders vir Uitkomsgebaseerde Onderwys (UGO) binne die Leerarea Sosiale Wetenskappe. Om die hooffokus van hierdie studie te realiseer, is die volgende besondere doelstellings geformuleer: • die uitvoer van 'n literatuurstudie ten opsigte van toepaslike kurrikulumteorie, kurrikulumpraktyke en opvoederontwikkeling. • die maak van 'n kwalitatiewe en kwantitatiewe evaluering van die voorbereidingsproses van opvoeders binne die Leerarea Sosiale Wetenskap; en • die ontwikkeling van 'n teoretiese kurrikulumraamwerk vir die aanspreek van die geïdentifiseerde probleme met betrekking tot opvoederontwikkeling. Die bydrae van hierdie studie is nie net in die toepaslike literatuurstudie geleë nie, maar ook daarin dat die uitkoms van hierdie navorsing kan bydra tot die ontwikkeling van relevante, doelmatige en gekontekstualiseerde disseminasieprosesse. Dit blyk duidelik dat oneffektiewe disseminasie 'n grondoorsaak van oneffektiewe opvoederontwikkeling is, juis omdat opvoederontwikkeling nie tot sy reg kom nie.
Evans, Barbara Anne. "Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5284/.
Full textHanisi, Nosipho. "Nguni fermented foods: working with indigenous knowledge in the Life Sciences: a case study." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1008372.
Full textTang, Pui-han, and 鄧佩嫻. "The effects of cognitive strategy instruction on conceptual understanding and conceptions of learning for junior secondarystudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961939.
Full textWaghid, Faiq. "Towards the democratisation of senior phase school science through the applicatin of educational technology." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85577.
Full textENGLISH ABSTRACT: In this dissertation I report on an action research study in relation to the democratisation of science education in a Grade 10 life sciences classroom at a local high school through the application of educational technology, more specifically social network media such as Facebook. I argue that action research for social justice with the support of educational technology can contribute towards cultivating critical teaching and learning in the science classroom, thus contributing to the democratisation of science education in schools. In the main, this study shows that educational technology can contribute to the democratisation of science education in classrooms in relation to teaching contentious issues in the current life sciences school curriculum on three levels: firstly, learners and educators can experience enhanced levels of participation, collaboration and deliberation through Facebook; secondly, learners can construct personal learning contexts as a testament to the sense of autonomy they have (and can acquire) in learning about life sciences, particularly as they endeavour to nurture their critical and problem-solving skills, construct and apply life sciences knowledge, and integrate understandings of life sciences into the context of societal change; and thirdly, learners and educators can cultivate equal partnerships in the sense that equality refers to their insistence to „rupture‟ and „disrupt‟ pedagogical activities in the life sciences classroom. Finally, this study also reveals that critical teaching and learning in the life sciences classroom cannot be oblivious to poststructuralist thought on learning to think and act rhizomatically as opposed to hierarchically and linearly, and that exercising one‟s individual autonomy through a claim to intellectual equality can simply be pedagogical ingredients that can further enhance democratic science education in schools.
AFRIKAANSE OPSOMMING: In hierdie proefskrif doen ek verslag oor ‟n aksienavorsingstudie in verband met die demokratisering van wetenskaponderwys in ‟n Graad 10 lewenswetenskappe- klaskamer in ‟n plaaslike skool deur die toepassing van onderwystegnologie, meer spesifiek sosiale netwerkmedia soos Facebook. Ek argumenteer dat aksienavorsing vir sosiale geregtigheid met die ondersteuning van onderwystegnologie kan bydra tot die kultivering van kritiese onderrig en leer in die wetenskapklaskamer, wat dus bydra tot die demokratisering van wetenskaponderwys in skole. Hierdie studie bewys hoofsaaklik dat onderwystegnologie op drie vlakke kan bydra tot die demokratisering van wetenskaponderwys in klaskamers met verwysing na omstrede vraagstukke in die huidige lewenswetenskappe-skoolkurrikulum: eerstens kan leerders en opvoeders hoë vlakke van deelname, samewerking en beraadslaging deur Facebook ervaar; tweedens kan leerders persoonlike leerkontekste konstrueer as bevestiging van hulle sin van outonomiteit wat hulle bekom (en kan aanleer) deur leer oor die lewenswetenskappe, veral soos hulle poog om kritiese en probleemoplossingsvaardighede uit te bou, wetenskapskennis te konstrueer en toe te pas, en betekenisse van lewenswetenskappe in die konteks van sosiale verandering kan integreer; en derdens kan leerders en opvoeders gelyke verhoudings kweek in soverre gelykheid verwys na hulle aandrang daarop om pedagogiese aktiwiteite in die lewenswetenskappe-klaskamer te „verbreek‟ en te „ontwrig‟. Ten slotte wys hierdie studie dat kritiese onderrig en leer in die lewenswetenskappe-klaskamer nie onbewus kan wees van poststrukturalistiese denke oor die aanleer van risomatiese eerder as hiërargiese en liniêre denke en optrede nie, en dat die uitleef van individuele outonomie deur aanspraak te maak op intellektuele gelykheid die pedagogiese inspuiting kan wees wat benodig word om demokratiese wetenskaponderwys verder in skole te bevorder.
Shaw, Shirley A. "Hypercard: A promising tool for constructivist methodolody." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1121.
Full textParrish, Donna North. "An American History Curriculum for Eighth Grade Gifted Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/675.
Full textPope, IV Alexander. "Opportunities for Civic Engagement: A Study in Five Secondary Social Studies Classes." Thesis, 2015. https://doi.org/10.7916/D8JH3KF5.
Full textChoi, Yoonjung. "Are They "American" Enough to Teach Social Studies? Korean American Teachers' Social Studies Teaching Experiences in American Public Schools." Thesis, 2012. https://doi.org/10.7916/D8DV1RV2.
Full textDy, Christian. "Reshaping the bubble : implementing global awareness through a senior mathematical lens." Thesis, 2002. http://hdl.handle.net/2429/12443.
Full textPearson, H. John. "A review of selected social studies curricula for Australian primary schools: 1952-1984." 1985. http://repository.unimelb.edu.au/10187/458.
Full textMcIntosh, Susan Kay. "Re/presenting women : the dilemma of social studies curriculum change in BC." Thesis, 1998. http://hdl.handle.net/2429/8325.
Full textVillarreal, Christina. "Who We Are and How We Do: Portraits of Pedagogical Process and Possibility When Teaching and Learning About Race and Racism in Social Studies Classrooms." Thesis, 2019. https://doi.org/10.7916/d8-f6qg-mc72.
Full textTaylor, Ashley Michelle. "Pedagogy for Latino/a Newcomer Students: A Study of Four Secondary Social Studies Teachers in New York City Urban Newcomer Schools." Thesis, 2013. https://doi.org/10.7916/D8DF6ZFX.
Full textCohen, Aviv. "Conceptions of Citizenship and Civic Education: Lessons from Three Israeli Civics Classrooms." Thesis, 2013. https://doi.org/10.7916/D8Q52WTJ.
Full textJournell, Allen Wayne. "Teaching politics : a study of high school government courses and the 2008 Presidential Election /." 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3362934.
Full textSource: Dissertation Abstracts International, Volume: 70-06, Section: A, page: . Adviser: Mark Dressman. Includes bibliographical references (leaves 250-264) Available on microfilm from Pro Quest Information and Learning.
Tenning, Cathleen. "Metaphorical images of science: the perceptions and experiences of Aboriginal students who are successful in senior secondary science." Thesis, 2010. http://hdl.handle.net/1828/2758.
Full textKeegan, Patrick Joseph. "Places of Civic Belonging Among Transnational Youth." Thesis, 2017. https://doi.org/10.7916/D8TH8TN4.
Full textCatchpole, Heather. "GeoQuest : an interactive multimedia program for introductory earth science education." Master's thesis, 2002. http://hdl.handle.net/1885/150954.
Full textHoulbrook, Michael C., University of Western Sydney, College of Arts, and School of Social Sciences. "The politics and practices of work-based learning : accounts of experiences in the community services sector." 2007. http://handle.uws.edu.au:8081/1959.7/20801.
Full textDoctor of Philosophy (PhD)
Epp, Bradley August. "Examining the predictive validity of the FSA on the provincial Mathematics 10 examinations." Thesis, 2007. http://hdl.handle.net/1828/2464.
Full textGu, Zhimei. "Comparison of Canada and Hong Kong-China through hierarchical linear models: the relations among students' self-beliefs in math, learning environment at school, and math performance." Thesis, 2006. http://hdl.handle.net/1828/2049.
Full textFisher, Kate. "Aboriginal students' high school mathematics experiences: stories of opportunities and obstacles." Thesis, 2010. http://hdl.handle.net/1828/3103.
Full textHsu, Pei-Ling. "Understanding high school students’ science internship: at the intersection of secondary school science and university science." Thesis, 2008. http://hdl.handle.net/1828/1096.
Full textAshurst, David H. "Promoting sense of place and culture in science: a study of the effectiveness of a cross-cultural, marine science curriculum through experiential exploration." Thesis, 2009. http://hdl.handle.net/1828/1688.
Full textRam, Anita. "Multilevel analysis of mathematics literacy in Canada and Japan : the effects of sex differences, teacher support, and the school learning environment." Thesis, 2006. http://hdl.handle.net/1828/986.
Full textWood, Kip. "Effect of using multiple representations on student success in solving rational, radical, and absolute value equations and inequalities." Thesis, 2006. http://hdl.handle.net/1828/1926.
Full textManqele, Clement Mandlenkosi. "An evaluation of learner-centred teaching as part of curriculum delivery in under-resourced schools." Thesis, 2017. http://hdl.handle.net/10500/23198.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Moyo, Khumbulani. "Secondary teachers' views regarding learners' awareness on household waste management in Newcastle South Africa." Diss., 2021. http://hdl.handle.net/10500/27177.
Full textWaste generation is a global problem encountered by many nations. In recent years, population growth, booming urbanisation, an increase in economic activities and rise of communities’ living standards have significantly escalated household waste generation which has been a cause for concern. Waste production in households and schools imposes serious concern on the environment. To curb further depletion of environmental resources, sustainable consumption and household waste management practices and systems cannot be over emphasised. Therefore, the aim of the study was to explore the views of secondary school teachers’ views with regard to learners’ awareness of household waste management in Newcastle, South Africa. This study, following a qualitative approach, adopted a case study design to explore secondary teachers’ views on learners’ awareness on household waste management in the Newcastle municipality, in the Amajuba District, South Africa. By using semi- structured interviews, non-participatory observation and documents analysis, data were collected from three secondary schools and nine teachers, teaching Natural Sciences, Social Sciences and Life Orientation in Grade 8. The findings revealed that teachers understand the importance and benefits of household waste management although misconceptions of household waste management still prevailed. A challenge that emerged showed that teachers lack training to successfully integrate household waste management in their subjects. Their failure to identify household waste management themes in their CAPS subjects was sufficient evidence for the urgency of in-service training of teachers to assist them in integrating environmental education (EE) themes such as household waste management in their subjects. Although teachers experienced several challenges regarding implementing the theme of household waste management in their subjects, they considered the benefits outweighed the challenges.
Tlhahiso ya ditshila ke bothata bo aparetseng dinaha tse ngata. Dilemong tsa morao tjena, kgolo ya baahi, ho eketseha ha ditoropo, ho eketseha ha mesebetsi ya moruo, le ho phahama ha maemo a bophelo a baahi ho ekeditse tlhahiso ya ditshila tsa malapa ka mokgwa o bonahalang, e leng seo e leng sesosa sa ho tshwenyeha. Tlhahiso ya ditshila malapeng le dikolong e baka mathata a tebileng tikolohong. Ho thibela ho qepha ho eketsehileng ha mehlodi ya tikoloho, tshebediso e tsitsitseng le ditlwaelo tsa taolo ya ditshila tsa malapeng le ditsamaiso ho hloka ho elwa hloko ka tsela e kgethehileng. Kahoo, sepheo sa phuputso e ne e le ho hlahloba maikutlo a matitjhere a dikolo tse mahareng mabapi le tlhokomediso ya baithuti ka taolo ya ditshila tsa malapa Newcastle, Afrika Borwa. Phuputso, ka ho sebedisa mokgwa wa boleng, e amohetse moralo wa phuputso e ikgethileng ho hlahloba maikutlo a matitjhere a dikolo tse bohareng hodima tlhokomediso ya baithuti mabapi le taolo ya ditshila tsa malapa mmasepaleng wa Newcastle, Seterekeng sa Amajuba, Afrika Borwa. Ka ho sebedisa dipuisano tse hlophisitsweng hantle, tlhahlobo e sa kenyelletseng bonkakarolo le manollo ya ditokomane, datha e ile ya bokellwa ho tswa dikolong tse tharo tse bohareng le ho matitjhere a robong, a rutang Saense ya Tlhaho, Saense ya Phedisano le Thuto ya Bophelo bakeng sa baithuti ba Sehlopha sa 8. Diphetho di senotse hore matitjhere a utlwisisa bohlokwa le melemo ya taolo ya ditshila tsa malapa le hoja maikutlo a fosahetseng mabapi le taolo ya ditshila tsa malapa a ntse a atile. Phephetso e ileng ya hlaha e bontsha hore matitjhere a haellwa ke kwetliso ya ho kenyelletsa ka katleho taolo ya ditshila tsa malapa dithutong tsa bona. Ho hloleha ho kgetholla dihlooho tsa taolo ya ditshila tsa malapa dithutong tsa bona tsa CAPS e ne e le bopaki bo lekaneng ba ho potlaka ha kwetliso ya matitjhere a tshebetsong ho ba thusa ho kenyelletsa dihlooho tsa thuto ya tikoloho (EE) jwalo ka taolo ya ditshila tsa malapa dithutong tsa bona. Leha ele hore matitjhere a ile a ba le diphephetso mabapi le ho kenyelletsa dihlooho tsa taolo ya ditshila tsa malapa dithutong tsa bona, ba ile ba utlwa hore melemo e feta diphephetso.
Ukukhiqizeka kukadoti kuyinkinga ehlangabezana nezizwe eziningi emhlabeni. Eminyakeni esanda kudlula, ukukhula kwenani labantu, ukukhula kwamadolobha, ukukhula kwemisebenzi yamabhizinisi kanye nokukhuphuka kwezinga lempilo yabantu yikho okuye kwadala ukuthi imizi ikhiqize izinga eliphezulu likadoti/lenkukuma, okuyinkinga ebekade ivele isikhona. Ukukhiqizeka kukadoti emakhaya kanye nasezikoleni kudala izinkinga ezibi kakhulu endaweni. Ukuqeda ukumoshakala/ukuguga kwemithombo yezendawo okuqhubekela phambili, kusobala ukuthi kudingeka izindlela ezisimelele zokugaywa kukadothi kanye nezindlela zokulawula kukadothi kanti konke lokhu kuyiqiniso elingenakuphikiswa. Ngakho-ke, inhloso yocwaningo kwakuwukuphenya imibono yabafundisi bezikole zamabanga aphakeme mayelana nokuxwayisa uhlelo lokulawulwa kukadoti endaweni yase Newcastle, eNingizimu Afrika. Lolu cwaningo ngokulandela indlela yocwaningo eyencike kwingxoxo, luye lwalandela idizayini yocwaningo lotho ukuphenya imibono yabafundisi bamabanga aphakeme mayelana nokuxwayiswa kwabafundi ngokulawulwa kukadoti emakhaya ngaphansi kukamasipaladi waseNewcastle, ongaphansi kwesiFunda saseMajuba, eNingizimu Afrika. Idatha iye yaqoqwa ngokusebenzisa inhlolovo embaxambili, kwahlaziywa indlela yokuziphatha futhi kwahlaziywa imibhalo, kanti le datha iqoqwe ezikoleni zamabanga aphakeme ezintathu kanye nakubafundisi abayisishiyagalolunye, okungabafundisi abafundisa izifundo phecelezi Natural Sciences, Social Sciences kanye neLife Orientation yabafundi bakaGreyidi 8. Ulwazi olutholakele luveze ukuthi abafundisi bazwisisa ukubaluleka kanye nezinzuzo zohlelo lokulawulwa kukadoti, yize kusekhona ukudideka/ukungazwisisani mayelana nohlelo lokulawula ukuphatha kukadoti. Inselelo ebonakele, ikhombise ukuthi abafundisi baswela ukuqeqeshwa ukuze bakwazi ukuzwisisa kahle uhlelo lokulawulwa kukadoti kwizifundo zabo. Ukwehluleka kwabo ukwehlukanisa izindikimba zokulawulwa kukadoti emakhaya ezifundweni zabo zeCAPS kuye kwaba wubufakazi obanele besidingo esisheshayo sokuqeqeshwa kwabafundisi abasemsebenzini ukubanceda ukuba bakwazi ukuhlanganisa izindikimba zezifundo zezendawo environmental education (EE) ezinjengokulawulwa kukadoti ezifundweni zabo.Yize abafundisi behlangabezana nezinselele ezimbalwa mayelana nokusebenzisa indikimba yokulawulwa kukadoti ezifundweni zabo, baye babona ukuthi izinzuzo zalokhu zedlula izinselele.
Curriculum and Instructional Studies
M. Ed. (Environmental Education Curriculum)
Nukeri, Happy Jabulani. "Factors influencing the choice of physical science at secondary schools in the Northern Province." Diss., 1998. http://hdl.handle.net/10500/15678.
Full textPsychology of Education
M. Ed. (Psychology of Education)
Adams, Whynie Jeaneene. "Promoting environmentally responsible behaviour: an evaluation of the global learning and observations to benefit the environment (globe) programme." Thesis, 2003. http://hdl.handle.net/10500/1397.
Full textPsychology
M.A.