Tweedimensionele stilbeeld as onderwysmedium
- Authors: Janse van Rensburg, Susanna
- Date: 2014-05-13
- Subjects: Pictures in education , Visual education , Visual literacy
- Type: Thesis
- Identifier: uj:11048 , http://hdl.handle.net/10210/10620
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
- Full Text:
- Authors: Janse van Rensburg, Susanna
- Date: 2014-05-13
- Subjects: Pictures in education , Visual education , Visual literacy
- Type: Thesis
- Identifier: uj:11048 , http://hdl.handle.net/10210/10620
- Description: M.Ed. (Media Studies) , Please refer to full text to view abstract
- Full Text:
Gender issues in curriculum development for technology education in South Africa
- Authors: Janse van Rensburg, Susanna
- Date: 2012-08-22
- Subjects: Curriculum planning - South Africa - Psychological aspects , Technology - Study and teaching , Sex differences in education - South Africa - Case studies , Educational innovations - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3056 , http://hdl.handle.net/10210/6478
- Description: M.Ed. , Technology Education in South Africa has only recently been identified as a Learning Area for General Education and Training. Curriculum development for this Learning Area has therefore, become a prominent issue. This study attempts to define the field of study, give a rationale for the Learning Area: Technology Education, and attempts to describe curriculum developments in general and more specifically to address gender attitudes and other gender issues in the field of Technology Education. The Pupils Attitude Towards Technology (PATT) Questionnaire as validated for the USA, was used to analyse South African learners' attitudes towards Technology. The research sample was made up of 500 girls and 510 boys from the Junior Secondary Phase. Responses to the questions of the PATT Questionnaire were analysed using a Principle Component and a Principle Factor Analysis. The explained variance was rather low and indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive in that there were no significant differences regarding the gender attitudes that technology should be for all and that technology makes contributions to the society. The fact that girls have a stronger gender discrimination view related to themselves regarding technology needs to be addressed in future curriculum development. The study concludes by formulating recommendations with a view to setting in place gender inclusive curricula, actions for improving female attitudes, participation and female contributions in the Learning Area of Technology Education.
- Full Text:
- Authors: Janse van Rensburg, Susanna
- Date: 2012-08-22
- Subjects: Curriculum planning - South Africa - Psychological aspects , Technology - Study and teaching , Sex differences in education - South Africa - Case studies , Educational innovations - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3056 , http://hdl.handle.net/10210/6478
- Description: M.Ed. , Technology Education in South Africa has only recently been identified as a Learning Area for General Education and Training. Curriculum development for this Learning Area has therefore, become a prominent issue. This study attempts to define the field of study, give a rationale for the Learning Area: Technology Education, and attempts to describe curriculum developments in general and more specifically to address gender attitudes and other gender issues in the field of Technology Education. The Pupils Attitude Towards Technology (PATT) Questionnaire as validated for the USA, was used to analyse South African learners' attitudes towards Technology. The research sample was made up of 500 girls and 510 boys from the Junior Secondary Phase. Responses to the questions of the PATT Questionnaire were analysed using a Principle Component and a Principle Factor Analysis. The explained variance was rather low and indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive in that there were no significant differences regarding the gender attitudes that technology should be for all and that technology makes contributions to the society. The fact that girls have a stronger gender discrimination view related to themselves regarding technology needs to be addressed in future curriculum development. The study concludes by formulating recommendations with a view to setting in place gender inclusive curricula, actions for improving female attitudes, participation and female contributions in the Learning Area of Technology Education.
- Full Text:
Die rekenaartaal LOGO in onderwysersopleiding
- Authors: Janse van Rensburg, Susanna
- Date: 2014-07-28
- Subjects: LOGO (Computer program language) - Study and teaching (Higher) - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:11848 , http://hdl.handle.net/10210/11580
- Description: D.Ed. , Please refer to full text to view abstract
- Full Text:
- Authors: Janse van Rensburg, Susanna
- Date: 2014-07-28
- Subjects: LOGO (Computer program language) - Study and teaching (Higher) - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:11848 , http://hdl.handle.net/10210/11580
- Description: D.Ed. , Please refer to full text to view abstract
- Full Text:
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