Die studie van biologie as vak en die ontwikkeling van menspotensiaal.
- Authors: Uys, Adriana Elsie
- Date: 2009-02-11T08:53:38Z
- Subjects: Biology study and teaching ( Secondary ) , High school students , Self-actualization ( Psychology )
- Type: Thesis
- Identifier: uj:8132 , http://hdl.handle.net/10210/2107
- Description: D.Phil. , Education in South Africa is currently in a process of transformation. The transformation is aimed at facilitating equal opportunities for all learners. All educational institutions are primarily involved in the realisation of the human potential of each and every prospective citizen of this diverse country. This research was conducted with the ultimate aim of determining whether Biology as subject could unlock processes of thought in learners, resulting in the development of certain essential skills. The attainment of these mentioned skills might contribute to the optimal cultivation of human potential. A comprehensive study, in which relevant literature was scrutinised, was conducted in order to explore concepts concerning the field of human potential, as well as aspects concerning the discipline of Biology as subject. Qualitative- and quantitative research methods were used. The qualitative research entailed interviews with a focus group. For the purpose of the comparative study, a questionnaire was developed. This represented the quantitative component of the research. The questionnaire was designed to determine to what extent skills of grade 12 Biology learners were developed regarding the following domains: • Cognitive- and psychomotor domains • Affective- and ethical-normative domains • Social domain The results obtained from the empirical study indicated significant statistical differences concerning the extent of skills development in learners studying Biology as opposed to learners not studying Biology as a subject. It can be concluded that the extent of the development of cognitive-, psychomotor-, ethical-normative- and affective skills of Biology learners statistically exceeds those of the non-Biology learners. The extent of development of skills regarding the social domain did not reflect statistically significant differences between the two groups. Regarding the development of additional essential skills, the Biology learners selected Biology in particular as the specific subject contributing extensively towards the development of these additional skills. Post-hoc statistical analysis indicated disparities regarding schools with different languages of instruction. The extent of development of skills of Biology learners attending schools with Afrikaans as medium of instruction significantly exceeds the level of development of learners attending English schools. Results of this research confirm the fact that Biology as subject develops skills in learners across a broad spectrum of domains. With the proposed implementing of the 2006 Further Education and Training (FET)-Curriculum it is imperative that the training of teachers, teaching methods, the positioning of Biology/Life Sciences in the curriculum and the selection of curriculum content are amongst the important issues which have to be addressed. In conclusion it can be stated that, according to the judgement of the learners, Biology as a subject develops an exceptional range of skills and thus contributes to cultivating essential aspects of human potential. The skilful and effective application of the subject Biology can enhance self-discovery in learners and aid them in fostering positive prospects concerning their future.
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Secondary school learners' experience of aggression in a classroom in Alexandra township
Learners' experience of other learners' aggression in a secondary school
- Authors: Mnyakeni, Maphiri
- Date: 2011-06-22T10:32:17Z
- Subjects: Aggressiveness in adolescence , High school students
- Type: Thesis
- Identifier: uj:7098 , http://hdl.handle.net/10210/3693
- Description: M. Ed. , Aggression in schools has become the order of the day as incidents of learners stabbing, bullying and killing each other are reported. Parents, educators, learners, the Department of Education, the Department of Correctional Services and the Department of Social Science are concerned about the escalation of aggression in secondary schools. Current research on learners‟ experience of other learners‟ aggression in a secondary school has identified it as a major concern as it interferes with normal schooling. Aggression begets aggression. One of the goals of this research study was to provide guidelines for learners to manage aggression in a constructive manner. The participants in this research study were learners between the age of sixteen years and eighteen years in a secondary school in the Ekurhuleni area. The researcher‟s objectives were as follows: to explore and describe learners‟ experience of other learner‟s aggression in a secondary school; and to describe guidelines for the learners which will assist learners in dealing with learner aggression. The qualitative research approach helps the researcher to understand and interpret the learners‟ aggression. Phenomenological interviews were conducted and naïve sketches were written. The data was analysed by means of open coding. The major themes are set out below. 1. Learners experience other learners‟ aggression as being out of control. 2. Learners experience that cultural differences contribute to other learners‟ aggression. 3. Learners experience inadequate supervision and support of educators. 4. Learners experience other aggressive learners to be challenged in their lives. 5. From the interviews conducted; guidelines were made in line with the findings, to assist learners in dealing with learners‟ aggression.
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Instructional leadership and the academic achievement of matriculants
The psychological effects of transcendental mediation on youths
- Authors: Edens, Sharon Karen
- Date: 2012-02-06
- Subjects: High school students , Anxiety in youth , Depression
- Type: Thesis
- Identifier: uj:1977 , http://hdl.handle.net/10210/4333
- Description: M.A. , The aim of this study was to ascertain whether the practise of Transcendental Meditation may benefit youths in terms of certain psychological variables. This was a quantitative quasi-experimental study as randomization was not possible. Grade seven pupils from a school in Alexandra which had been practising Transcendental Meditation for approximately two years; as well as a control school were both tested. There was an attempt to control nuisance variables, such as the translation of questionnaires, close geographical proximity of the schools, as well as the implementation of tests at the same time of day. Despite this, nuisance variables may always influence a study, in this study possible group differences could not be controlled for. Statistics showed that the school practising Transcendental Meditation had significantly lower scores than the control school in measures of anxiety. These scores were significant at the 0.1% level of significance. It was also discovered that depression was lower in the school practising Transcendental Meditation; this was found to be significant at the 1% level of significance. Measures of locus of control and hopelessness did not appear to be effected by the practice of Transcendental Meditation. Thus the possibility was proposed that Transcendental Meditation may have an effect on mood or affect namely anxiety and depression. In contrast, it was found that Transcendental Meditation may not effect the more stable personality characteristics of locus of control; nor the more stable cognitions found in hopelessness. The lowered scores of depression and anxiety were at levels of significance which may be deemed strong for a social science study. Thus this study may be considered to show important findings, as the consequences of psychological health in individuals ultimately effects the larger society.
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The educational needs of adolescent learners in a psychiatric hospital school
- Authors: De Klerk, Margaret
- Date: 2012-08-16
- Subjects: Adolescent psychiatry , Children with disabilities -- Education , High school students , Needs assessment
- Type: Mini-Dissertation
- Identifier: uj:9549 , http://hdl.handle.net/10210/5975
- Description: M.Ed. , While the task of the school is to educate, the aim should be to carry out this task as effectively and efficiently as possible. These tasks and aims should apply equally to specialised schools. The H. Moross School, the site of this research, is a school for learners with special educational needs and serves the inpatient-scholars at Tara Hospital. This research therefore, aims to explore and describe the educational needs of adolescents with emotional barriers to learning and development. These educational needs are investigated within two interrelated and interdependent systems; the learners' individual systems and this psychiatric hospital-school system. Both these systems are viewed within the larger context of the hospital community as well as the learners' families and home-school systems. Furthermore, cognisance is taken of the influence that international education theory, national education policies and local education structures have on this hospital-school system and therefore on the individual learner-patient. The concepts of adolescent development, mental health and health promoting schools are discussed. The qualitative research design chosen for this study is viewed within an ecosystemic, social constructivist perspective. The investigation takes place through individual learner interviews, an educator focus group discussion as well as through ongoing, informal observation of the participants in their hospital-school setting. The data thus gathered is analysed by the phenomenological reductionist method. The systems, themes and categories that emerge are contextualised within the framework of current literature. The findings of this study show that it is the nurturing qualities of the human relationship that is a prerequisite for emotionally barriered adolescents to access the education offered to them. A learner-centred, dependable and disciplined environment, with flexibility in both the curriculum and teaching strategies, are found to be further facilitators in this regard. The study concludes with implications for further research. Guidelines to educators are suggested with respect to facilitating access to the education offered to emotionally barriered adolescents. These guidelines are prescribed within three emergent systems; the educational needs of learners within their individual systems, the learners' needs of their educators as well as their needs of the school as an educational institution.
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An assessment of the entrepreneurial mindset of high school learners in Gauteng
- Authors: Chilenga, Ntharika Lusungu
- Date: 2018
- Subjects: Entrepreneurship - South Africa - Gauteng , Youth - Employment - South Africa - Gauteng , Small business - South Africa - Gauteng , Economic development , High school students
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/283260 , uj:30542
- Description: M.Com. (Business Management) , Abstract: Since the realisation of South Africa’s democracy in 1994, many would have thought that with the entire population actively participating, the economy would have gone from strength to strength. However, literature shows that, in the past 24 years the formal sector has faced difficulties in absorbing the yearly growth of job seekers in the market which has led to high unemployment rates. Entrepreneurship, through successful business venturing, plays a pivotal role in a nation’s endeavour to create jobs and boost the economy. Global Entrepreneurships Monitor (GEM) reports state that South Africa’s early stage total entrepreneurial activity (TEA) is lower than most countries that are at comparable levels of development. The idea is that if more people, with particular reference to high school learners, receive practical entrepreneurship education, South Africa’s entrepreneurial activity would drastically be increased. The main objective of this study is to assess the level of the entrepreneurial mindset of high school learners in the Gauteng province of South Africa. The study concluded that the entrepreneurial mindset is made up of two sub-constructs: entrepreneurial traits and entrepreneurial skills. Secondary aims were to analyse the correlation between entrepreneurial traits and the entrepreneurial mindset; analyse the relationships between the learner’s future intentions and their entrepreneurial mindset; the relationship between gender and the entrepreneurial mindset; the relationship between parents who have their own businesses and the entrepreneurial mindset; and the relationship between a learner’s favourite subject and the entrepreneurial mindset. The study included questionnaires submitted anonymously to 320 learners from 10 high schools in Gauteng. The study indicates that the level of entrepreneurial mindset of learners in Gauteng is relatively high with a mean score of 3.5979 (out of five). In addition to this, there is a correlation between entrepreneurial traits and entrepreneurial skills; which means any intervention regarding each sub-factor will raise or drop the entrepreneurial mindset as a whole. Furthermore, it was found that there was no statistically significant difference between: Gender and Entrepreneurial traits; Favourite Subject and Entrepreneurial Traits; Favourite Subject and Entrepreneurial Skills; Parents Owning Business and Entrepreneurial Traits; Parents Owning Business and Entrepreneurial Skills; Future Intentions and Entrepreneurial Traits; Future Intentions and...
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