Magister Educationis - MEd

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Die geskiedenis en bydrae van die opleidingshool Shonge tot die onderwys
(University of the Western Cape, 1982) Baartzes, Wesley Barry; Kirstein, P.
Onderwyseropleiding, 'n integrende deel van die onderwysstelsel in die Republiek van Suid-Afrika, soos dit ook die geval in ander lande is, is die spil waarom die opheffing van en kulturoordrag van 'n nasie in die algemeen en die van 'n ontwikkelde gameenskap in die besonder draai. Sonder 'n onderwysstelsel, en meer belangrik, sonder 'n onderwyserskorps kan geen gemeenskap ver op die beskawingspad vorder nie.
Arabic as educational Muslim content in South African context: A pedagogical survey and evaluation with special reference to Secondary Schools
(University of the Western Cape, 1987) Medar, Abdul Samad; Van Zyl, A.E.
The aim of this study is to investigate ·and outline the importance and significance of Arabic in the South African context. The study investigates inter alia the part played by the early Muslim settlers, political exiles and the pioneers who made possible the preservation of Islamic faith and culture. This study demonstrates that the period from 1652 to date had been a period of considerable development, expansion and _enlightenment of Arabic. The study revealed inter alia that only Indian schools under the Department of Indian Affairs (now Department of Education and Culture) offered Arabic which fully satisfied the Muslim Community's demands. 1975 marks the beginning of Arabic as a language in Indian secondary schools. The Muslim pupil is given the basic grounding in the understanding of both the Quran and the Hadith. Some suggestions regarding aspects of an effective didactic approach concludes this presentation.
An investigation into the implementation of cooperatively planned resource-based learning from the perspective of teachers
(University of the Western Cape, 1990) Meyer, Jeanette; Newton, Earle
This study investigates from the teacher’s perspective how the teachers' experiences with cooperatively planned resource-based learning 'teaching had influenced their use of this teaching method. The four schools studled were from a school system which had been encouraging its teachers to implement this teaching strategy for given years. During that period Saskatchewan Education had also expressed its commitment to implementing this teaching strategy. Since the emphasis in this study was upon the subjective meaning and the factors which affected teachers' implementation of cooperatively planned resource-based learning/teaching and the extent to which the teachers employed this teaching method, on-site semi-structured interviews were used to collect the data as well as participant observation in each of the school libraries. Subjective meanings held by the teachers interviewed varied from commitment to the innovation to fear that the students would not learn anything to the teacher were to use this teaching strategy. The degree of integration of the innovation into the teaching repertoire, also, differed among teachers as well I as among schools. Variation was found in the teachers, perception of the innovation itself, its meaning and demands and school level factors. Administrative support, were the teacher interaction i on and benefit it’s to student’s school level factors which were particularly significant. In each of the four schools’ teachers who had implemented the innovation had pans for continuation. However, continuation was threatened in schools where there had been a principal change or would have a new principal in the new school term. Findings from this study suggest that school systems which wish to achieve implementation of an innovation must provide leadership, encouragement and support at all levels. In addition, they must guard against threats to the innovation to ensure its continuation.
'n Aksienavorsingsproses met betrekking tot die verbetering van houdings ten opsigte van die vak Psigo-pedagogiek by Nasionale Onderwysdiploma-studente aan die Technikon Skiereiland
(University of the Western Cape, 1990) Cleophas, Louis John; Meerkotter, D.A; van den Berg, O.C
Die negatiewe houding van studente, veral Nasionale Onderwys- Diploma (Verkwinkel)-studente, teenoor die vak Psigo-pedagogiek kommerwekkend en moontilk kom hierde negatiwiteit by alle onderwysstudente teenoor dee vak Opvoedkunde voor. Ten einde hierdie negatiewe houding in 'n meer positewehouding oor te skakel, sou moontlik bereik kon word deur die studente meer betrokke nn dne leergebeure te kry. Toe daar by die Technikon Skiereiland dus geidentifiseer is dat studente baie negatief teenoor die vak Psigo-pedagogiek is, het die idee ontstaan om die probleem na te vors en die toestand te probeer verbeter. Deur muddel van hierdle studie is probeer om die aktiwiteite in die klaskamer meer rondom die studente en hul ervaringe te sentreer en die rol van die dosent meer die van fasliteerder te maak. Met die navorsing is gehoop om die studente sover te kry on meer verantwoordeilkheld vir hul eie leer te neem.
An activity -based approach towards developing critical thinking in the Geography classroom
(University of the Western Cape, 1990) Pym, June; van den Berg, Owen; Desai, Zubeida
This thesis deals with an attempt to employ the research methodology of action research to focus on classroom strategies involving a range of resources, including indigenously generated ones, as a way of enhancing critical understanding and thinking. This necessarily also involves an examination of what critical thinking might be. Each of these areas of concern arose from an initial concern about the need for the creation and effective use of indigenous resources to maximise Senior Secondary students ability to relate to Geography curriculum content and to interrogate it for its own assumptions. By using a systematic action research methodology of planning, action, observation and reflection, I realised that I needed to be more focused and thorough regarding my understanding of critical thinking, and that I needed to extend my understanding of resources that can enhance accessibility and the problematizing of material. My readings and reflection in critical thinking made me realise not only the complex and contested nature of critical thinking, but also that in order to move toward critical thinking my emphasis would need to be on adopting a critical pedagogy. The type of process, rather than a particular paradigm, needed to be the emphasis. The focus needed to be on how knowledge is produced, internalised, and disorganised. I thus attempted to highlight aspects that need to be included in an activity-based approach that may facilitate a critical pedagogy. with this shift of emphasis my second project acknowledged that indigenous materials are only one way of enhancing accessibility to the students worLd and the South African socio-political context. I then explored more fully styles and strategies of problematizing the course work to contribute toward an eventual changing of student consciousness. Out of the many elements that had emerged in the second project, I chose to examine the strategy of conflict as a resource, to engage students in the underlying issues rather than to accept the syllabus content at face value. A deeper and far more nuanced understanding of the different dimensions of conflict arose and therefore the potential use of conflict in a transformative educational context. Finally, the thesis highlights and reflects upon the value of action research approach towards deepening ones understanding classroom processes and the issues that arise.
'n kritiese analise van geweld en pasifisme en 'n ondersoek na die verband tussen demokrasie en vrede met spesiale verwysing na die Suid-Afrikaanse onderwysstelsel
(University of Western Cape, 1990) Ulster, Henry Evan; Bak, Nelleke
M.Ed. mini-tesis, Departement Filosofie van die Opvoeding, Universiteit van wes-Kaapland. Hierdie mini-tesis ondersoek die gebruik van geweld deur die Suid-Afrikaanse regering as regverdiging om'n ~ "demokratiese" staat instand te hou asook die gebruik van geweld deur magte wat "n "meer" demokratiese staat daar wil stel. In Hoofstuk 1 word daar geargumenteer dat die gebruik van geweld 'n morele kwessie is en word daar onder meer verwys na die verskillende soorte geweld wat aangetref word. Veral word daar gekyk of alle burgers " onder die verpligting is om die staat te gehoorsaam en of hierdie gehoorsaamheid onreflektiewe gehoorsaamheid is. In Hoofstuk 2 word gekyk of dwang ooit geregverdig is deur te kyk na die verband tussen Positiewe en Negatiewe Vryheid en dwang. In Hooofstuk 3 word daar kortliks gekyk na waarom die demokrasie die mees aanvaarbare vorm van regering vir die mens as rasionele wese is. Daarna (Hoofstuk 4) word ondersoek ingestel na eerstens die verband tussen moraliteit en demokrasie en tweedens na die verband tussen demokrasie en geweld deur te verwys na die klassieke en die kontempor~re teorie~ van demokrasie. In Hoofstuk 5 word daar veral gekyk na watter ruimte, indienenige, daar vir wettige teenstemming "dissent" in 'n demokrasie bestaan asook hoe daar binne 'n demokrasie teenstemming gebied kan word en watter beperkinge daar op vryheid van spraak en assosiasie as wettige teenkanting is. Daar word dan ook kortliks gekyk na hoe geweld indruis teen demokratiese prosedure en of daar ook ander faktore is wat die demokratiese proses beinvloed. In Hoofstuk 6 kyk ek na hoe die polemici voordeel probeer trek deur die konsep "geweld" op 'n bepaalde manier te hanteer deur daarop te wys dat "geweldloos" nie die teenoorgestelde van "gewelddadig" is nie. Verskeie vorme van geweldlose verset of pasifisme word kortliks ondersoek en word uitgewys dat ook daar 'n vorm van dwang teenwoordig is. Die verband tussen demokrasie en geweldlose verset word dan ondersoek. In Hoofstuk 7 word gekyk na geweld in die Suid-Afrikaanse skolestelsel deur te wys op hoe die studente en die staat onderskeidelik die konsepte geweld en demokrasie hanteer en toepas. Daar word kortliks uitgewys dat vrede nie sinoniem met egverdigheid is nie. Veral word gekyk na die polisie en weermag en morele regverdiging van geweld. In Hoofstuk 8 word gekyk na wat bedoel word met 'n demokratiese onderwysstelsel deur veral te kyk na 'n model van deelnemende demokrasie en hoe studente-praktyke moontlik aanleiding tot geweld kan gee. In Hoofstik 9 word 'n kort samevatting van die argument gegee.
School sport and political change
(University of the Western Cape, 1990) Powell, Keith Baden; Nelleke, Bak
This dissertation will attempt to explain the changes that have and are taking place within south African sport and especially school sport. This will be viewed in the context of changing political developments. The central question that will be addressed is whether progressive school sports bodies can effect meaningful political change. Kuhn's theory of scientific revolutions will be used as the theoretical framework for understanding social and political change. He developed the concept of paradigms (frame of .reference) in which an established paradigm prevails, challenged by an emerging rival paradigm. This theory has been applied to the present day south African political context in which the apartheid structure is the prevailing paradigm and the democratic movement, the emerging rival paradigm.
An investigation into whether Physical Education is being taught at Department of Education and culture Secondary schools in the Cape Peninsula according to the prescribed Physical education Syllabi
(University of the Western Cape, 1990) van Boom, A.M; Kloppers, Winston
The educational system in South Africa today is in a state of flux. (Kloppers 1990:24) Father Smangaliso Mkatshwa emphasized that education was completely intertwined with the economic, political and social structures of society (Yan den Heever 1987:1). Therefore, if we want to understand the schooling system in a particular society, we can't just look at schools. we also have to look at the society in which they operate (Christie 1985:17) The South African society is presently experiencing a transformation, concommitent to this are tremendous political and economic upheavals which are responsible for the education system being in a state of flux. AII school syllabusses are developed at the instigation of the Committee of Heads of Education (CHE), but it is the Joint Matriculation Board (JUB) which is the final arbiter. After the instigation the task of drawing up the core syllabus is delegated to one of the white provincial administrations (Kloppers 1990:9; Cleophas 1990 ). After 1976 the intense dissatisfaction (from the left of the political spectrum) with the educational policy forced. The authorities, in 1986, to introduce National Curriculum Committees for all school subject. These committees are constituted of: one representative of the Department of Education and culture (DEC - Head. office); two representatives of each of the four provincial Administrations and one observer each from the Department of Education and training (African), House of Delegates (Indians), House of Representatives (coloureds) (Kloppers 1990:10; Cleophas 1990). Thus, as one can observe, the whites have total control over the drawing up of the curriculum, and are thus able to determine the aims and objectives of the syllabus content.
Bekamping van die hoe druipsyfer in algemene wetenskap en geskiedenis op senior primere vlak
(University of the Western Cape, 1991) Hattingh, Isaac Benjamin; Jantjes, E.M; Dali, C.M.
Skole stel dit as een van hul belangrikste prioriteite om die jeug op te voed. Maar oor die algemeen strewe skole nie om die onderrig en leerproseoure aan te pas by individuele leerlinge se spesifieke bevoegdhede en behoeftes nie. In hierdie navorsingstudie het die na vorser beide die algemene en spesifieke probleme onder soek wat leerkragte en skole ondervind. Die huidige tradisionele (konvensionele) onderrigprosedure wat tans in skole gebruik word, is op groepgllde:rig gebaseer en spreek nie leerlinge se indivi-duele vermoens en tekort-kominge aan nie. Die navorsingstudie het ondersoek of die toepassing van Demeqs_le_rin_gsleer binne die beperkings van h klasgroep, die akad.emiese prestasie tan die leerflnger-poeitief kan beinvloed sodat daardeur die hoe druipsyfer wat vir agt jaar ondervind was in Algemene lfletenskap en Geskiedenis in Manenberg senior primgre skole, kon verbeter.
An investigation into the cognitive skills required by pupils to master concept formation in the field of homeostasis, an aspect of human physiology.
(University of the Western Cape, 1991) Fryddie, Fozea; Mehl, M. C.
Pupils experience various problems when trying to solve problems in Biology, particularly on Higher Grade. This problem was profound in the area of Homeostasis, an aspect of Human Physiology. During this investigation a number of pupils, the PIONEER GROUP, were screened for cognitive deficiencies. Major common deficiencies were identified as IMPULSIVITY, THE USE TWO OR MORE SOURCES OF INFORMATION SIMULTANEOUSLY, SPATIAL AND TEMPORAL ORIENTATION. A second phase, the essence of this investigation, sought ways in which to teach pupils the cognitive skills to facilitate their concept formation in the area of Homeostasis. Since the subjects displaying these cognitive deficiencies were already in their final year of High School a method was sought which would benefit them in the short term. Simultaneously a way had to be found to teach these skills so that it could be of use to pupils on a long term basis. This study revealed that for short term benefit the cognitive skills have to be subtly introduced and integrated with the subject content. Teaching cognitive skills in concentrated form over such a short period had a detrimental effect on the group subjected to this treatment. However, the PIONEER GROUP, had been taught these skills in a very short period in concentrated form. Feedback from them reveals that they were not able to apply the skills in their Senior Certificate Examination but all of them are now adept at using these skills to their benefit. This leads to the conclusion that if these skills are to be taught separately it should be started as early as possible in the school career. In the last year of High School it is more of a burden to the pupil than a benefit. In such a case it should be done integrated with subject content.
Cognition and teaching in subject specific areas
(University of the Western Cape, 1991) Fryddie, Fozea; Mehl, M.C
Pupils experience various problems when trying to solve problems in Biology, particularly on Higher Grade. This problem was profound in the area of Homeostasis, an aspect of Human Physiology. During this investigation a number of pupils, the PIONEER GROUP, were screened for cognitive deficiencies. Major common deficiencies were identified as IMPULSIVITY, THE USE TWO OR MORE SOURCES OF INFORMATION SIMULTANEOUSLY, SPATIAL AND TEMPORAL ORIENTATION. A second phase, the essence of this investigation, sought ways in which to teach pupils the cognitive skills to facilitate their concept formation in the area of Homeostasis. Since the subjects displaying these cognitive deficiencies were already in their final year of High School a method was sought which would benefit them in the short term. Simultaneously a way had to be found to teach these skills so that it could be of use to pupils on a long term basis. This study revealed that for short term benefit the cognitive skills have to be subtly introduced and integrated with the subject content. Teaching cognitive skills in concentrated form over such a short period had a detrimental effect on the group subjected to this treatment. However, the PIONEER GROUP, had been taught these skills in a very short period in concentrated form. Feedback from them reveals that they were not able to apply the skills in their Senior Certificate Examination but all of them are now adept at using these skills to their benefit. This leads to the conclusion that if these skills are to be taught separately it should be started as early as possible in the school career. In the last year of High School it is more of a burden to the pupil than a benefit. In such a case it should be done integrated with subject content.
Die onderwysstrewes van enkele politieke groeperinge in die Republiek van Suid-Afrika
(University of the Western Cape, 1991) De Waal, Esther Aletta Susanna; da Costa, Y
There is a continual reaction to educational systems by other social groupings. To a large extend education is determined by persons other than educationalists. The social context has a definite influence on a system of education. In South Africa the different political groupings are reacting to the present educational system. These political groupings each has different political aspirations and expectations. As political aspirations relate closely to educational aspirations, it follows that these political groupings will have different educational aspirations. The political groupings recently exerting the most influence in the educational field in South Africa have been the National Party (NP), the United Democratic Front (UDF) and the Azanian People's Organization (AZAPO). In this research attention is given to the role and influence of these groupings, their educational aspirations, and the degree to which their aspirations are educationally sound. At the outset an attempt is made to determine certain criteria for an educational justifiable educational system. These criteria are used throughout as the standard in terms of which the different aspirations are evaluated. Thereafter each of the groups, the NP, the UDF and AZAPO, is examined individually. To ascertain the educational aspirations of each in the correct perspective, the role each of these groups plays in the educational the political arena is examined. Subsequently aims resulting from the political aims are examined. An extensive literary study was undertaken to inform the research. As education is very topical at present, newspaper reports, magazine and journal articles, as well as relevant research reports and other primary sources have been used in the study. Finally the conclusion is reached that each of the educational aspirations has its strengths and deficiencies and an attempt is made to set a vision for the future.
The effectiveness of senior students as tutor assistants in the English special project for academic development at UWC
(University of the Western Cape, 1992) Wentzel, Zurina; Van Heerden, Monica
Since the inception of the University in 1960 under the Apartheid regime and up until a few years ago Afrikaans had dominated both as educational and as communication medium. However, political change - at the University and in South Africa - has brought about a change in language patterns. According to the HSRC Work Committee on Languages and Language Instruction (1981), a high percentage (40%) of Afrikaans-speaking people classified as coloured and living in the Cape Peninsula choose English as the medium of instruction and also regard it as the most important language to be learnt at schools (also 40%). As a result of this, and the enrolment of a large percentage of Xhosa speaking students, who generally prefer English to Afrikaans as an educational medium, English has become the language most commonly used both inside and outside the classroom. The homogeneity of preference has, however, not been matched by mastery of the language. For approximately 70% of all first-year students English is a second or even a third language. Though University entry is based on at least ten years of the study of English, standards of proficiency differ quite considerably as a result of inequalities in education. Because students need to improve their level of English proficiency I investigated the effectiveness of using senior students as tutor assistants in an academic development programme, the English Special Project, at UWC. This study aims at revealing that the tutor assistantships in the English Special Project can alleviate problems that occur with annual increases in student numbers under certain conditions. These are that: 1 prospective tutor assistants undergo proper tutor assistant training; 2 tutor assistants are committed to the course of academic development; 3 tutor assistants have the time available that is necessary for the task. In Chapter 1 give an insight into what this study is about, the reasons for conducting it and what my personal involvement with the ESP has been. In Chapter 2 I review some of the overseas and local literature on TA systems. In Chapter 3 I describe a case-study to evaluate the success of the TA system in the ESP with reference to academic development. I emphasize the intensive, individual care of and attention to first-year students. In an attempt to address the problem, the effectiveness of senior students as tutor assistants to assist in tutorial sessions is described. In Chapter 4 I discuss the value of TA intervention in the ESP at personal and social levels. Chapter 5 contains the general conclusions and my recommendations to improve the ESP.
An investigation into the causes of the high failure rate in std. 10 Xhosa in the Transkei Senior Secondary Schools between 1981 and 1985.
(University of the Western Cape, 1992) Bongela, Knobel Sakhiwo; Matoti, S. M.
This study1 which followed immediately after a sub-dissertation entitled "An investigation into the problems and pitfalls inherent in the teaching and learning of Xhosa in the .Senior Secondary schools of Transkei" and which was part of the re~earcher's Bachelor of Education academic study programme, was designed to probe deeper into the problems discoverd earlier in the study mentioned above, and to further investigate the root causes of the high rate of failure in Xhosa which has become a source of worry to the Transkei Education Department today. To gather all the data needed during investigation, use of questions and intervi•ews was made. Questionnaires were sent to Std 10 pupils, Std 10 teachers, Std 10 External Examiners and libraries. Files of the Xhosa Subject Commit.tee, the Xhosa Action Committee, the Nguni and Sesotho Language Board and the Transkei Examinations Board were consulted with a view to extracting information that would reveal records pertaining to high failure rate in Xhosa. After observing for several years, as a teacher and examiner of Xhosa language, the performance of Std 10 pupils writing Xhosa, the researcher came tot.he conclusion that there was indeed high failure rate in Xhosa. The period 1981 to 1985 became the focus of his attention because it was the worst in the history of the Transkei Std 10 results in Xhosa. Records of the Transkei Examinations Board reflected that the mean average during that period was only 46'l. (See· Table 1.1). The poor results also became the source of worry to the Department of Education which took steps to remedy the situation by forming a special Committee known as the Xhosa Action Committee which was given the task of devising ways and means of improving the Std 10 Xhosa results as from 1985. The Department further sent out circulars to all schools in Transkei threatening to take disciplinary measures against Std 10 Xhosa teachers whose candidates had failed to .secure less than 50% aggregate in the external examinations.
Writing for learning in Home Economics
(University of the Western Cape, 1992) Abrahams, Patricia Annette; Van Heerden, Monica
This mini-thesis comprises two sections, the what and the how of writing-across-the curriculum (WAC). Section one investigates the integration of writing into content area subjects through the writing process as a project of possibility for critical pedagogy. The view is held that the writing in content area subjects makes learning more meaningful, enjoyable and also empowers students to become critical self-determined thinkers. Students no longer only fill in blanks, choose the correct answer or rely on rote learning when writing in content area subjects, but write creatively and expressively in a variety of discourse forms. In chapter two the literature on WAC is reviewed in depth. The chapter commences with some thoughts on what writing is. Then it investigates the writing process and proceeds to what writing across the curriculum is, with all its merits highlighted. The implementation of writing across the curriculum which involves the whole school as well as a proposed writing across the curriculum policy comprises the main section of the chapter. One of the objectives of this research is to show that implementing the writing process in a content area subject not only improves the standard of writing but also enhances the internalisation of subject matter. A further objective is to illustrate that writing across the curriculum can facilitate change in the classroom. Section two, starting with chapter three, is devoted to the "how" of WAC, and its practical application. Observations in classrooms where writing in content area subjects were done in Missouri schools are described and examples of work done at the schools are cited. In chapter four attention is given to the design and presentation of a writing project in Home Economics based on the standard eight Home Economics syllabus. This classroom research is based on experiential learning. A detailed description of the results is included. The last chapter starts with a dream, an outline of a Home Economics project of possibility for a standard eight Home Economics class. The project is developed around community work to convince students that they can make a difference in the world by showing care and concern for the elderly. The second part of chapter five, deals with constraints with regard to the implementation of a writing programme in Home Economics at the school where I teach. The chapter concludes with recommendations for the implementation of a writing programme in Home Economics.
Exploring transformative possibilities in the use of computers in education
(University of the Western Cape, 1993) Manie, Ashiek; Julie, Cyril
This mini-thesis deals essentially with the issue of computers in- education. It, is a very basic investigation into the impact of computers on the learning and teaching environment and is particularly concerned with the emancipatory possibilities of using computers in the teaching situation. Computer technology, while being regarded by many as a luxury that a changing South Africa cannot afford, is too powerful and pervasive a phenomenon to be ignored in a modern information society such as ours. Education is about creating opportunities for students to acquire the necessary skills and knowledge to cope with the challenges of society and to transform it. In my mini-thesis I propose that the provision of computer skills to students and teachers, is an important contribution towards the aim of social transformation. The mini-thesis, is not about. technology per se, but rather about the impact of technology on education. I have attempted to search beyond the level of mere excitement about computers with the purpose of finding ways in which computers can be used to advance emancipatory educational practices. examine the concept of People's Education and its historical roots within the continuing education crisis in South Africa. I briefly describe the education crisis and argue that education is not poligica11y neutral. I show how education is consciously constructed as an ideological state apparatus through which the state reproduces the dominant ideology and associated values. Schooling generally presents the values and interests of the socially dominant groups as if they are universal truths ' Schooling is an important means of establishing and reproducing the social consent and legitimacy for the state to rule in the way it, does. Within a racist, state, such as South Africa has been until now, schooling is an important instrument in maintaining the racist values upon which such a society is constructed. An important argument of this mini-thesis is that People's Education is an attempt to challenge and transform the power relations within apartheid schooling. Among other things, People's Education attempts to democratise the process of developing learning materials and teaching practices. It. is in this context that I examine the role of computers-in-education. I am interested in establishing to what extent the use of computers help to give students a greater voice. I look at the creative possibilities of materials development and observe who gets silenced by the introduction of technology within learning groups. I consider to what extent the use of computers Iends itself to collaborative-, peer-Iearning and smal1-group work in order to establish a greater degree of emancipatory practices. An underlying concern in all these is to create wider access to technical skiI1s and resources, which have historically been enjoyed mainly by the privileged groups in the South African society.
Seksisme in junior primere onderwyseropleiding
(University of the Western Cape, 1993) Kohler, Bunita; Meerkotter, D A
To achieve the goals of democracy, equality and justice it becomes importants to recognize teachers and students as individuals in their own right.. The promoters of change expect of teachers to take a critical look at their own teachi.ng and to reflect critically on their actions in order to achieve the above-mentioned ideals. Through critical' self-reflection I discovered a passivity amongst the Junior Primary students whom f teach at the BellvilIe College of Education. My initial plan was to try and encourage these students to participate more actively during lessons, At the same time I planned to point out to them the role they play within their own oppression and I also planned to discuss ways of dealing with the problem. I saw emancipatory action research as a possible way of dealing with the said problem. The reasons for choosing action research are: firstly, because action research aims to assist teachers to understand their own practices in order to change or transform them; and secondly, because action research encourages participants to participate actively in the process of change. During my first action research project which I initiated to involve students to a larger extent, I discovered that I was not merely dealing with a passive group of female students but that these students find themselves, as is the case with women in society generally, $riE.hin a social system $rhj-ch treats them as "second-class citizens" and encourages sexist practices. I began to realize that the problem I was trying to solve was more complex than I anticipated at the start.. For this reason It started questioning the sexist practices we as women are confronted with daily. As my own awareness of this particular problem grew, my action research projects started developing in another direction. Apart from the fact that. emancipatory action research can be seen as a method to expose repressive or oppressive practices, it can also be viewed as a way of improving or changing an oppressive situation.
Die bevordering van leerlingdeelname in die Aardrykskunde klaskamer : 'n aksienavorsingsprojek
(University of the Western Cape, 1994) Abrahams, Erica Yvette; Meerkotter, D.A.; Van den Berg, O.C.
This research originated from a problem which r identified from my own teaching situation. The fact that my pupils were very passive during my presentations of lessons and a apparently would not accept responsibility for their studies, gave me reason for anxiety. Through my actions endeavoured to encourage pulpits to develop critical thinking so that they could participate in the rearming process, take responsibility for their actions, contribute to the planning of their rearming experiences and create a positive attitude towards the subject Geography. Action research, with its emphasis on active intervention in the pedagogical situation, appeared to be an appropriate methodology for my study. To make the mentioned change a reality, every sub-division of the different cycles consisted of planning, action, observation and reflection. Reflection was a very important component of the research cycles, because it provided the guidelines for the change of my teaching practice. what must be kept in mind, is that changing of practice is a continuous process of renewal, and for that reason a long-term venture. The basic cycles of action and reflection were thus gone through several times, with the purpose of a continuous refinement and adjustment of participant's activities in the classroom. This type of liberatory education differed in quality from my traditional approach. Such conviction tallies with Freire's opinion that people are capable of reflexive thinking and can think critically about norms and values. In this way my pupils were made more aware of themselves as social beings, the functions they should perform and the responsibilities they should seek to accept.
Werkwyses ter bevordering van leerlingdeelname en -aktiwtiet in die huishoudkunde klaskamer
(University of the Western Cape, 1994) Erasmus, Charlene Jennifer; Meerkotter, DA
This thesis documen6 and analyses an action research project undertaken in my Secondary School Home Economics classroom in 1993. The purposes of the project were to investigate and attempt to change my teaching - so that my students could be empowered to take greater control over their own lives - by means of the greater use of the students **" of knowledge, by enhancing student involvement in and responsibility for the teaching-learning situation, by promoting a positive attitude towards learning on the part of the students, and by encouraging critical thinking. Chapter I provides a short historical overview of the events leading to the launching of the projecL and a discussion of the complexities of educating for democracy and change. In Chapter 2 I discuss my search for and choice of an appropriate research methodolory. Referring to positivistic, interpretive and critical or emancipatory research paradigms and approaches, I focus on the potential of action research to serve as a research approach in the critical mode. Chapters 3 and 4 deal with my attempts to change the way t taught to promote the aims of my project. Attempting to move away from my traditional style of teaching I proceeded to experiment with a range of other teaching strategies - groupwork, demonstration lessons, student presentations and team teaching - and to monitor their initial effect on the dynamics of the classroom and the learning of the students. The thesis suggests that change is complex and that, in order for it to be successful, it will have to involve all participants in a real way. Further, that's a shift away from traditional transmission modes of teaching bring about a change in the way the participants view their school work and in their ability to seek to influence their own lives more generally. Finally, that action research provides a useful strategy for the teacher who is concerned to teach in a more empowering way, and certainly in such a traditional field as Home Economics.
Die belangrikheid van voorkennis in die konstruering van begrip by die leer yan meetkunde in die middelbare skool.
(UWC, 1994) Cairncross, JR
Hierdie studie poog daarna om aan te toon hoe belangrik dit is om die voorkennis waarmee leerlinge in hul ervaringswereld gekon Atonteer word te peil, alvorens enige formele onderrig in die wereld geskied. Daar word veral gekyk na. leerlinge se persepsies van abstrakte en tegniese begrippe soos basis, toppunt, hoogte en hoogtelyn it hul werklikheidswereld en watter aaneengeskakeldheid, indien enige, daar met die vakspesifieke kennis bestaan. By die nasien van eksterne vraestelle (matriek-meetkunde, tweede vraestel) waarby die skrywer die afgelope vyf jaar betrokke is, en ook in die junior sekondêre fase, kom dit na vore dat leerlinge nie bogenoemde begrippe ten volle bemester nie. 'n Aantal begrippe waarmee leerlinge probleme ondervind, word in hierdie studie geidentifiseer by wyse van die dissektering van enkele meetkundestellings ten einde die begrippe te ontbloot.

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