Faculty of Education

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https://scholar.sun.ac.za/handle/10019.1/12

The vision of the Faculty of Education is to be "acknowledged and respected unequivocally as a leading and engaged research-driven education faculty". In line with this, we pride ourselves on playing a leading role in education, both locally and globally. Central to our vision is a commitment to engage with educational challenges, particularly in South Africa.

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Browsing Faculty of Education by browse.metadata.advisor "America, Carina Georgina"

Now showing 1 - 4 of 4
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    Assessering vir leer in ekonomiese en bestuurswetenskappe in die intermediêre fase
    (Stellenbosch : University of Stellenbosch, 2010-12) Hendricks, Marjorie Angelene; Beets, Peter; America, Carina Georgina; University of Stellenbosch. Faculty of Education. Department of Curriculum Studies.
    AFRIKAANSE OPSOMMING: Transformatoriese verandering in onderwysstelsels wêreldwyd word gekenmerk deur 'n nuwe benadering ten opsigte van assessering. Hierdie soort assessering wat bekend staan as assessering-vir-leer behoort deurlopend, diagnosties en ontwikkelend van aard te wees. Dit is assessering wat nie net gemik is op 'n finale oordeel nie, maar wat ten doel het om leer en ontwikkeling met behulp van assessering by leerders te bevorder. Assessering-vir-leer maak dus 'n onlosmaaklike deel van die onderrig- en leerproses uit en gebeur nie slegs aan die einde van die leerproses nie. Hierdie navorsing is gebed in die volgende navorsingsvraag: Tot watter mate word assessering-vir-leer in die Ekonomiese en Bestuurswetenskappeleerarea in die Intermediêre Fase gebruik om leerdervordering te begelei en te ondersteun? Die mate waartoe die beginsels vir assessering-vir-leer in die onderrigpraktyk van onderwysers geïntegreer word om Intermediêre Faseleerders in die leerarea Ekonomiese en Bestuurswetenskappe (EBW) in 'n landelike skool te ondersteun is dus ondersoek. 'n Kwalitatiewe navorsingsontwerp binne die interpretatiewe navorsingsparadigma is gebruik om data te genereer ten einde die navorsingsvraag te beantwoord. Onderwysers en leerders is in die studie as respondente gebruik. Die navorsingsresultate het getoon dat onderwysers nog vasgevang is in praktyke van assessering-van-leer wat fokus op die insameling van punte eerder as op die gebruik van assesseringsinligting ten einde verdere leer by leerders te bevorder. Waar daar wel tekens van assessering-vir-leer in die praktyk van onderrig-en-leer by onderwysers plaasvind, is dit toevallig en nie intensioneel nie. Voortvloeiend uit die bevindinge word aangevoer dat, met die nodige ondersteuning, onderwysers beginsels vir assessering-vir-leer in hul klaskamerpraktyk kan integreer ten einde meer effektiewe onderrig en leer in die betrokke skool te bevorder.
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    Investigating intersections between the further education and training economics curriculum and growth and development frameworks – implications for teaching and learning
    (Stellenbosch : Stellenbosch University, 2012-12) Waghid, Zayd; America, Carina Georgina; Van Wyk, B.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: In this thesis I investigate whether the South African government’s Growth and Development Frameworks (GDFs) are aligned with the learning outcomes of the Further Education and Training (FET) Economics curriculum as presented through the National Curriculum Statement (NCS). Central to the GDFs is the cultivation of social justice, more specifically the eradication of inequalities and the establishment of employment opportunities for all the country’s citizens. Also, the government hopes to achieve social justice through the cultivation of democratic relations amongst people that will hopefully contribute towards economic development in society, more specifically local economic development (LED). Similarly, the four learning outcomes, namely macroeconomics, microeconomics, economic pursuit and contemporary economic issues, emphasise the importance of people contributing towards social justice in their communities. The learning outcomes hope to achieve this by inculcating in learners an affinity for democratic action and the acquisition of economics skills, values, knowledge and attitudes that can engender LED. Consequently, the learning outcomes can be said to be aligned with the GDFs on the basis that the common theme that seems to drive both aspects is social justice through democratic action and economic development. Finally, the alignment between the GDFs and learning outcomes has the effect that teaching and learning will and should be more deliberative, engaging and ‘free’ – a matter of people exercising their capabilities towards the attainment of human freedoms such as equality, solidarity and the exercise of their rights.
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    'n Ondersoek na ekonomiese- en bestuurswetenskappe as leerarea in die senior fase van die skoolkurrikulum
    (Stellenbosch : Stellenbosch University, 2012-12) Julius, Collen Andrew; America, Carina Georgina; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The Economic and Management Sciences (EMS) learning area is part of the current National Curriculum Statement (NCS) and includes learning content from subjects such as Accounting, Business Studies and Economics to prepare learners for the Further Education and Training (FET) phase (Grade 10–12). The learning content is divided into four learning outcomes, namely “The economic cycle”, “Sustainable growth and development”, “Managerial, consumer and financial knowledge and skills” and “Entrepreneurial knowledge and skills”. This study investigates EMS as learning area, and more specifically senior-phase EMS teachers’ experience of teaching this learning area. EMS teachers are expected to provide equal teaching of all four learning outcomes of the current NCS, as well as the three topics of the future Curriculum and Assessment Policy Statement (CAPS), namely “The economy”, “Financial literacy” and “Entrepreneurship”. Previous studies have shown that EMS teachers face many challenges, including that not all of them have sufficient knowledge and understanding of the content of the learning area. Apart from these challenges, it was also found that teachers do not strictly comply with the policy prescripts in terms of teaching and assessment, as Accounting is given priority in the EMS classroom. Therefore, this study explores the aforementioned challenges in order to ascertain how EMS teachers experience the teaching of the learning area. The establishment of teacher learning communities for novice EMS teachers was also investigated. The research was undertaken within the methodological paradigm as a qualitative investigation. Data were collected by means of semi-structured interviews with mainly Grade 9 EMS teachers. The approach is interpretivist and the research design is phenomenological. Five respondents were purposefully selected based on the value that they were able to add in terms of their unique contexts, their qualifications and teaching experience. An important finding of the study was that the experience of EMS teachers was generally positive, given all the challenges they faced, such as the disparity between policy and practice, as well as often having to rely on insufficient, irrelevant and outdated EMS learning and teaching support material (LTSM). The researcher recommends that EMS teachers teach the learning area in consultation with their counterparts elsewhere in order to improve their teaching experience in respect of this learning area.
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    Die verband tussen EBW-teorie en die praktyk in die EBW-klaskamer: ʼn kreatiewe perspektief
    (Stellenbosch : Stellenbosch University, 2018-12) Rademeyer, Marlize; America, Carina Georgina; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT : It is a well-known reality in modern life that humanity is surrounded by the hard reality of violence, crime, and economic events and demands. These phenomena can mainly be attributed to the high unemployment rate in South Africa. Although there are several reasons for this, one cause can be attributed to the fact that the education system educates learners to think like employees, instead of job creators. Learners are taught to think in one direction, and thus they are deprived of the opportunity to think differently and innovatively. Learners are taught that only one way is acceptable and lapse into thinking that only certain outcomes are possible. This while South Africans live in a fast-changing society, and people are actually expected to take responsibility for their own economic survival. The phenomenon of more people entering the informal sector, for example with street markets or home industries, is increasingly seen as a means for survival. The problem is, however, that although this may be a possible resort for the unemployed, people, and especially early school leavers, do not know how and where to start. This is because what they have learned (theory) does not make sense and corresponds with what is happening in reality (practice). This gap can be attributed to the lack of basic economic and financial literacy as well as the lack of development of creative thinking and skills. The key to solving this problem lies in the promotion of creative thinking and the development of an entrepreneurial capacity at school level. With this research, the main purpose was to try to determine to what extent there is a creative space in the learning area Economic and Management Sciences and how creativity can be supported and stimulated to bring together theory and practice. The researcher, therefore, wanted to investigate whether Economic and Management Sciences teachers regard this learning area as important, whether there are any challenges and to what extent effective teaching takes place in the Economic and Management Sciences classroom. A qualitative study within the interpretative research paradigm was used to generate data in order to answer the research question. Teachers and learners were used as participants in the study. This gave the researcher the opportunity to gain new insights, precisely because each person’s experience in terms of Economic and Management Sciences education is unique. The research results and conclusions show that the value of creativity in Economic and Management Sciences education has not yet been recognised by the teachers, because there is an incorrect attitude regarding Economic and Management Sciences education, as well as limited motivation and self-actualisation. Challenges, such as a lack of formal education and knowledge as well as the lack of sufficient time, relate especially to this study. Learners’ creative potential can be developed through exposure to and support of creative thinking and skills. The importance of creativity in Economic and Management Sciences education should be recognised by teachers, precisely because it can contribute to the improvement of problem solving, communication and reasoning.