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- South African Journal of Higher Education
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- Volume 17, Issue 2, 2003
South African Journal of Higher Education - Volume 17, Issue 2, 2003
Volumes & issues
Volume 17, Issue 2, 2003
An international comparison of the science education priorities of science teachers, lecturers and students in two developing countries : Turkey and Lesotho : research in higher educationSource: South African Journal of Higher Education 17, pp 187 –196 (2003)More Less
Lesotho and Turkey are two developing countries, both relatively deficient in educational resources - one in Southern Africa, and the other straddling the continents of Europe and Asia in the Middle East. This study reports and compares the priorities and responses of (a) 172 Turkish science teachers, lecturers and students, and (b) 171 Lesotho science educators and students, to 20 literature-derived recommendations for improving science education in the two countries. Both quantitative and qualitative survey data are analysed. The educational outcomes of the study are commonly identified areas of future concentration and corresponding sets of recommendations for science teacher-training curricula in these two developing nations. In both Turkey and Lesotho the most frequently prioritised recommendations are found to be similar. They are : to engage <I>more self-discovery</I> in science learning; to introduce <I>more real life skills</I> into science teaching; to utilise better science teaching methods; and to acquire <I>more resources</I> for science and technology lessons.
A comparative analysis of sexual harassment policies at selected higher education institutions in South Africa : research in higher educationSource: South African Journal of Higher Education 17, pp 197 –205 (2003)More Less
This article investigates sexual harassment issues by means of an in depth literature review and by analyzing and comparing the sexual harassment policies of selected universities in South Africa. Various alternatives that categorize sexual harassment are proposed in order to form a clear perspective on the different viewpoints that currently exist in this regard. The Authors investigate literature on policy and show that the development of a policy should not be viewed as a non-recurrent process. A uniquely designed checklist is presented which could be employed by higher education institutions to evaluate their existing policies and / or to serve as a tool to develop their own policies. In addition an in-depth comparative analysis of the existing sexual harassment policies at eight South African universities is done to reveal their desired characteristics as well as their shortcomings. Authors conclude with general findings and recommendations.
Source: South African Journal of Higher Education 17, pp 206 –217 (2003)More Less
The relationship between educational theories, game design and game development are used to develop models for the creation of complex learning environments. The Game Object Model (GOM), that marries educational theory and game design, forms the basis for the development of the Persona Outlining Model (POM) and the Game Achievement Model (GAM). POM provides researchers with a means to more easily match software development with the intended audience and expected outcomes. The concrete GOM interfaces are realized in GAM which provides a convenient way to develop and document educational games. These models were developed to better understand the relationships between story, play and learning. Both qualitative data collected from group workshops and qualitative data obtained from interviews with people closely associated with the game design process were used to evaluate GAM. Results indicate that GAM is an efficient, well conceptualised and supportive model that can easily contribute to successful development and writing of stories for complex learning environments.
"Students doing it for themselves" : the role of informal study groups in a mixed mode teacher education programme : the practice of higher educationAuthor C. BertramSource: South African Journal of Higher Education 17, pp 218 –225 (2003)More Less
The School of Education, Training and Development at the University of Natal, Pietermaritzburg offers a Bachelor of Education (Honours) to practising teachers who already have a four year teaching diploma. The programme is delivered through interactive learning materials and Saturday tutorial sessions. However, interviews and a student survey seem to indicate that informal study groups are as important, if not more important than the formal tutorial sessions for students. 70% of students surveyed are part of an informal study group and a quarter of these groups meet every weekday. Observations of three informal study groups give some insight into the way in which students learn together. The article concludes that while the informal study groups play a very important role in motivating and supporting students, they do not necessarily assist learners in developing a deep approach to learning. In fact for some students, the study groups mean that they in fact do not interact with the learning material at an individual level at all.
Source: South African Journal of Higher Education 17, pp 226 –236 (2003)More Less
Based on the results of Phase I of a reading skills project in 2000 (SAJHE 16(3) 2002), Phase II was undertaken to set up a reading intervention programme on a voluntary basis for students enrolled in a mathematics access module, to determine whether explicit attention given to reading would improve their reading skills and academic performance. The aim was to determine whether addressing problem areas in reading might help the students adopt more effective reading strategies, so that they could become more adept at "reading to learn" their mathematics guides. This article reports on the intensive and extensive reading activities undertaken in the intervention programme, and the implications for studying mathematics.
Universities in the marketplace : the commercialization of higher education by Derek Bok : book reviewAuthor A.S. Coetzee-Van RooySource: South African Journal of Higher Education 17, pp 237 –238 (2003)More Less
Extracted from text ... Book review Universities in the marketplace: the commer- cialization of higher education by Bok, Derek, 2003. Princeton: Princeton University Press. (ISBN 0- 691-11412-9) This is an insightful and provocative view of the reasons for, risks of and "remedies" to risks that universities should regard in their endeavours to commercialize higher education. The author of the book, Derek Bok, writes with an authoritative voice befitting a former president of Harvard University and Dean of the Harvard Law School. The book is well- written and easy to read. Bok doesn't shy away from asking difficult questions such as, "Was everything in ..
Source: South African Journal of Higher Education 17 (2003)More Less
Addendum. <br>Full citation <br>The following article which appeared in 17(1) is acknowledged with the following full citation: <br>Real-world problem-based learning: a case study evaluated. <br>M R de Villiers & D R Queiros <br>University of South Africa & University of Pretoria / University of Hertfordshire, UK