scholarly journals COLLABORATING AND DISSEMINATING SCIENCE: SHARING IDEAS, PROJECTS AND LEARNINGS – PROF. (HP) DR. LAMANAUSKAS (A LITHUANIAN) IN SOUTH AFRICA

2016 ◽  
Vol 13 (1) ◽  
pp. 33-39
Author(s):  
Angela James
Keyword(s):  
South Africa ◽  
Student Teachers ◽  
Curriculum Design ◽  
Change Agents ◽  
Natural Sciences ◽  
Technology Literacy ◽  
School Of Education ◽  
Tertiary Institutions ◽  
Interest In Science ◽  
Global Trend

In South Africa, Education policy documents abound with statements promoting scientific and technology literacy (DoE, 2002). In spite of this demand, a global trend is developing which reveals a sharp decline in students who are interested in the natural sciences (Areepattamannil, Freeman & Klinger, 2010). In an effort to increase students’ interest in Science, various mechanisms are employed both nationally and internationally. Also, the effective, contextually related implementation of Natural Sciences in the Foundation, Intermediate and Senior schooling phases is a problematic that is presently being researched, and programmes for the professional development of student teachers are being revised to respond to this issue. The re-curriculation of all programmes at UKZN, School of Education re-focuses our efforts in curriculum design on how to teach Natural Sciences in schools, in preparing learners for the 21st century. Our current countries’ responses to external testing TIMMS bears strong evidence for a need to intervene and explore avenues to effectively engaging Natural Sciences teachers and researchers in tertiary institutions on actions to be planned and implemented. In these initiatives an important aspect to consider is the role of teachers as they are regarded as the change agents in any education system. In exploring teacher intervention initiatives, Dr Angela James applied to the National Research Foundation for funding to invite Prof. (HP) Dr. Vincentas Lamanauskas, Director of the Scientia Socialis, Chairman of the Scientific Methodical Centre “Scientia Educologic, and Professor and Head researcher at Šiauliai University, Lithuania to South Africa.

scholarly journals Nebraska 4-H Household Technology and Interest Survey

2006 ◽  
Vol 1 (2) ◽  
pp. 101-111
Author(s):  
Bradley S. Barker ◽  
Debra K. Meier
Keyword(s):  
Total Population ◽  
Science And Technology ◽  
Technology Literacy ◽  
The Internet ◽  
Home Computer ◽  
Household Technology ◽  
Interest In Science ◽  
Computer Knowledge ◽  
Areas Of Interest ◽  
At Home

Nationally, 4-H has placed renewed emphasis in the areas of Science and Technology as a way to prepare youth for the 21st century workplace. Home access may become necessary to youth as they develop science and technology literacy via 4-H programs. A survey was sent to a random sample of 1,414 Nebraska families from a total population of 13,516. The survey examined the percentage of families that have access to computers and the Internet at home, computer components, use characteristics and specific areas of interest in science and technology. Results indicate that 96 percent of Nebraska 4-H families have access to computers at home. Nearly 92 percent of families had a connection to the Internet with a majority using dial-up connections. Families are interested in technology programs focused on basic computer knowledge and office application. In science, 4-H families indicated environment sciences and botany were areas of interest.

scholarly journals Layering Learning for Work-Readiness in a Science Programme

2018 ◽  
Author(s):  
Marianne McKay ◽  
Antoinette Smith-Tolken ◽  
Anne Alessandri
Keyword(s):  
South Africa ◽  
Service Learning ◽  
Learning Environment ◽  
Learning Strategies ◽  
Personal Growth ◽  
Working Life ◽  
Natural Sciences ◽  
Work Readiness ◽  
Engaged Learning ◽  
Research Project

In order to prepare our students for a challenging workplace, the Department of Viticulture and Oenology at Stellenbosch University in South Africa have ‘layered’ Engaged Learning strategies throughout the four-year undergraduate degree in an approach that is innovative in a science-based programme. In this research project, we assessed the effects of service-learning (SL) and a six-month internship on student employability by analysing reflections that were collected over a number of years. We also asked industry members whether they felt students had improved in key areas after the final year internship. The student submissions for SL showed evidence of personal growth and transformation, and those for the internship reflected industry requirements for professional skills in a complex and technically demanding milieu. It was found that these engaged experiences provided sound preparation for working life, as well as  giving students opportunities for self-questioning and personal growth, which is unusual in the natural sciences learning environment.

scholarly journals The Unexpected Rewards of Qualitative Research in Assessment: A Case Example

2015 ◽  
Author(s):  
Penny Singh
Keyword(s):  
South Africa ◽  
Qualitative Research ◽  
Focus Group ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Tertiary Institutions ◽  
Learning Opportunity ◽  
Face To Face ◽  
Oral Assessment ◽  
Oral Component

This paper reports on the inclusion of an oral component of assessment in science at two tertiary institutions in South Africa. The purpose of this paper is not to report on the results of the assessments conducted, but to focus on some of the unexpected rewards of conducting qualitative research in assessment. Using focus group discussions within a qualitative framework allowed me insights into the thoughts and experiences of the students and assessors, making the benefits of oral assessment apparent. These benefits included how assessment can be used as a learning opportunity, the advantages of homogeneous versus heterogeneous groups, and the benefits of face-to-face interaction, all of which led to improved relationships between students and assessors.

The educational research landscape on GIS integration and challenges – globally and in South Africa

2020 ◽  
Vol 5 ◽  
pp. 19-41
Author(s):  
Elfrieda Fleischmann ◽  
◽  
Christo van der Westhuizen ◽  
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Mixed Method ◽  
Basic Education ◽  
Education Institution ◽  
Mixed Method Study ◽  
Global Trend ◽  
Gis Integration ◽  
Depth Interviews

As Geographic Information Systems (GIS) have only been included in the curriculum in the last decade, many educators globally struggle to integrate GIS practice into their teaching strategies. Following the global trend, South African educators might feel ill equipped as they did not receive formal GIS training in a higher education institution. This paper highlights key global and South African challenges regarding GIS integration. To compare the challenges that South Africa faces with those experienced elsewhere, this mixed method study gleaned data from student educators (n=78) who completed a questionnaire regarding their GIS FET Phase education, followed by in-depth interviews with FET Phase educators (n=10) and two provincial heads of Geography for the Department of Basic Education (DBE). Results from this study indicate a clear global and national pattern of barrier categories.

Reconceptualizing Preservice Teacher Preparation in Science Literacy Education Using Action Research in South Africa

2022 ◽  
pp. 335-356
Author(s):  
André P. Botha ◽  
Leila Goosen
Keyword(s):  
Teacher Preparation ◽  
Action Research ◽  
Preservice Teacher ◽  
Student Teachers ◽  
Change Agents ◽  
Language Education ◽  
Mentor Teachers ◽  
Future Research ◽  
Preservice Teacher Preparation ◽  
Future Research Directions

This chapter presents a reconceptualization of preservice teacher preparation in the context of science, information technology, and African language education using action research (AR). The authors provide a background of AR as a transformative practice, along with benefits and possible limitations, and describe how student teachers turn theory to practice as change agents engaging in reflection and implementing solutions. Collaborative interaction between mentor teachers and lecturers and the project reports and reflective journals generated by the student teachers are integral parts of the research design and internship program. The authors recommend the use of AR to empower student teachers to deal effectively with probems that arise, and they discuss future research directions.

Social Inclusion and Intercultural Values in a School of Education

2017 ◽  
pp. 518-531
Author(s):  
Olga M. Alegre de la Rosa ◽  
Luis M. Villar Angulo
Keyword(s):  
Higher Education ◽  
University Students ◽  
Student Teachers ◽  
Social Inclusion ◽  
Three Dimensions ◽  
Personal Factors ◽  
School Of Education ◽  
Barriers To Learning ◽  
Cultural Experience ◽  
Positive Elements

The aim of the study was to analyze the contextual and personal factors associated with student teachers' inclusive and intercultural values to minimize barriers to learning and participation. It also examined the role higher education played as a facilitator of social inclusion. Method. The sample was comprised of 1234 university students. Researchers applied the Guide Index for Inclusion (Booth & Ainscow, 2000) composed of three dimensions: Culture, Politics and Inclusive Practices. Positive elements emphasized the gender variable with highly significant scores on all dimensions. Besides, younger students with no cooperation between teachers and families didn't collaborate between teachers and family to promote inclusive attitudes. Moreover, it was noted that experience increases to more predisposition to the inclusion and recognition of barriers to learning and participation. As a conclusion, it was recognized that the principles of social inclusion may be influenced by variables such as gender, age, cultural experience and experience with people.

scholarly journals Die tersiêre opvoedingstaak van die verpleegkundige

Curationis ◽  
1980 ◽  
Vol 2 (4) ◽  
Author(s):  
Editorial Office
Keyword(s):  
South Africa ◽  
Health Services ◽  
Educational Institutions ◽  
Tertiary Institutions ◽  
Modern Times ◽  
The Republic ◽  
Educational Field

In modern times emphasis is increasingly laid on the changing circumstances of health services in the Republic of South Africa as well as on the multifaceted role which the professional personnel have to play at medical, nursing and paramedical levels. The nurse-educationist is required to teach in accordance with current philosophy and aims of the educational institutions to which she is attached. Gone are the days when the tutor qualified as a good lecturer by virtue of her extensive scientific experience and insights. Large modern tertiary institutions and progress in the educational field have so changed the picture that the training of tutors today has become a specialised task.

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