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dc.contributor.advisorNkoane, M. M.
dc.contributor.advisorMahlomaholo, M. G.
dc.contributor.authorKubheka, Pretty
dc.date.accessioned2018-12-19T07:54:45Z
dc.date.available2018-12-19T07:54:45Z
dc.date.issued2018
dc.identifier.urihttp://hdl.handle.net/11660/9610
dc.description.abstractEnglish: The study aims at strengthening the teaching of the mini-Practical Assessment Task in a senior phase technology class. The challenge that teachers confront, is the learners’ failure to execute this task. This task aims to develop the learners’ skills and creative thinking. The theoretical framework that informs this research is constructionism. This theoretical framework has been adopted because it is a theory that examines the development of a jointly constructed understanding of the world, which forms the basis of shared assumptions about reality. This study embraces participatory action research as a research approach. Participatory action research is a philosophical approach to research that recognises the need for persons being studied to participate in the design. Participatory action research practitioners integrate three basic aspects of their work, namely participation, action and research. Teachers need content knowledge to be able to understand the possible challenges that their learners may encounter in a specific topic. The mini-Practical Assessment Task requires critical and creative thinking, as well as decision-making and problem-solving skills. Team teaching between schools should be encouraged to enable learners to receive proper technology content knowledge reports. This study envisages having a successful implementation of the strategy that might assist in improving the practical skills of teachers and learners through the appropriate usage of the mini-Practical Assessment Task. Meetings and discussions with co-researchers have been used for data generation. The generated data have been analysed through a means that would enable the researcher and co-researchers to have a deeper understanding of the phenomenon by interpreting the generated data and reflecting on their interpretations. Critical discourse analysis has been adopted to analyse the data. Critical discourse analysis acknowledges the need to examine, in practical terms, how one goes about doing critical analysis of text and talk. A team of eight technology teachers, one from each circuit of the Amajuba District in the KwaZulu-Natal Province, plus fellow technology subject advisors have worked together as equals in devising ways to strengthen the teaching of the mini-Practical Assessment Task in a technology class.en_ZA
dc.description.abstractAfrikaans: Die studie het die bevordering van die onderrig van die mini-Praktiese Assesseringstaak in ʼn senior fase-tegnologieklas ten doel. Onderwysers word gekonfronteer deur die uitdaging van leerders se onvermoë om hierdie taak uit te voer. Die doel van hierdie taak is om leerders se vaardighede en kreatiewe denke te ontwikkel. Konstruksionisme is as die teoretiese raamwerk van hierdie studie aangeneem aangesien die teorie die ontwikkeling van gesamentlike gekonstrueerde begrip van die wêreld, wat die grondslag van gedeelde aannames oor die werklikheid vorm, ondersoek. Hierdie studie gebruik deelnemende aksienavorsing as ʼn navorsingsbenadering. Deelnemende aksienavorsing is ʼn filosofiese benadering tot navorsing wat die behoefte van persone wat bestudeer word om deel te neem in die ontwerp, erken. Deelnemende aksienavorsingpraktisyns integreer drie basiese aspekte van hul werk, naamlik deelname, aksie en navorsing. Onderwysers benodig inhoudskennis om die moontlike uitdagings wat hul leerders in ’n spesifieke onderwerp mag teëkom, te verstaan. Die mini-Praktiese Assesseringstaak vereis kritiese en kreatiewe denke, sowel as besluitneming- en probleemoplossingsvaardighede. Spanonderrig tussen skole moet aangemoedig word sodat leerders ’n behoorlike weergawe van tegnologie-inhoudskennis kan ontvang. Hierdie studie beoog die suksesvolle implementering van ʼn strategie wat kan help met die verbetering van praktiese vaardighede van onderwysers en leerders deur die toepaslike gebruik van die mini-Praktiese Assesseringstaak. Vergaderings en besprekings met medenavorsers sal gebruik word vir data-insameling. Die gegenereerde data sal ontleed word deur middel van ʼn metode wat die navorser en medenavorsers in staat sal stel om ʼn dieper begrip te hê van die fenomeen deur die gegenereerde data te interpreteer en daaroor te reflekteer. Kritiese diskoersanalise is gebruik om die data te ontleed. Kritiese diskoersanalise erken die behoefte om prakties te ondersoek wat dit sou behels om teks en diskoers krities te ontleed. ʼn Span van agt tegnologie-onderwysers, een uit elke kring van die Amajuba-distrik in die provinsie van KwaZulu-Natal, tesame met tegnologie-vakadviseurs sal as gelykes saamwerk om vorendag te kom met maniere om die onderrig van die mini-Praktiese Assesseringstaak in ʼn tegnologie-klas te verbeter.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectStrengthening teachingen_ZA
dc.subjectMini-practical assessment tasken_ZA
dc.subjectTechnologyen_ZA
dc.subjectDissertation (M.Ed. (Curriculum Studies))--University of the Free State, 2018en_ZA
dc.titleStrengthening the teaching of mini-practical assessment task in a senior phase technology classen_ZA
dc.typeDissertationen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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