Section A
Question 1
Discuss the following concepts: ethnography, participant observation, case study,
correlations, experimentation, participants, random, and statistically significant.
Ethnography: a descriptive approach to research that focuses on life within a group and tries
to understand the meaning of events to the people involved
Participant observation: a method for conducting descriptive research in which the
researcher becomes a participant in the situation in order to better understand life in that
group
Case study: intensive study of one person or one situation
Correlations: statistical descriptions of how closely two variables are related, positive
correlation – a relationship between two variable in which the two increase or decrease
together, e.g. calorie intake and weight gain, negative correlation – a relationship between
two variables in which a high value in one is associated with a low value on the other, e.g.
height and distance from top of head to the ceiling
Experimentation: research method in which variables are manipulated and the effects
recorded
Participants: people or animals studied (subjects)
Random: without any definite pattern; following no rule; each participant has an equal
chance of being in any group
Statistically significant: not likely to be a chance occurrence
Question 2
Discuss five guidelines in order to support personal and moral development in learners. For
each guideline you are required to provide an example.
Help students examine the kinds of dilemmas they are currently facing or will face in the near
future: in elementary school, discuss sibling rivalries, teasing, stealing, prejudice, treatment
of new students in the class, and behaviour toward classmates with disabilities and in high
school, discuss cheating, letting friends drive when they are intoxicated, conforming to be
more popular, and protecting a friend who has broken a rule
, Help students see the perspectives of others: ask a student to describe his or her
understanding of the views of another; then have the other person confirm or correct the
perception, have students exchange roles and try to 'become' the other person in a discussion
Help students make connections between expressed values and actions: follow a discussion of
'What should be done?' with 'How would you act? What would be your first step? What
problems might arise?' and help students see inconsistencies between their values and their
own actions; ask them to identify inconsistencies, first in others, then in themselves
Safeguard the privacy of all participants: remind students that in a discussion, they can 'pass'
and not answer questions, intervene if peer pressure is forcing a student to say more than he
or she wants to and don’t reinforce a pattern of telling 'secrets'
Make sure students are really listening to each other: keep groups small, be a good listener
yourself, recognise students who pay careful attention to each other
Make sure that as much as possible your class reflects concern for moral issues and values:
make clear distinctions between rules based on administrative convenience (keeping the room
orderly) and rules based on moral issues and enforce standards uniformly; be careful about
showing favouritism
Question 3
While undertaking research Howard Gardner started to think about new theory of
intelligence. Summarise the eight intelligences, as postulated by Gardner, in table form, using
the following subheadings: intelligence, end states and core components.
Intelligence End stages Core components
Logical- Scientist, Sensitivity to and capacity to discern,
mathematical Mathematician logical and numerical patterns.
Linguistic (verbal) Poet, journalist Sensitivity to the sound, rhythm, pitch and
meanings of words. Sensitivity to the
different functions of language.
Musical Composer, violinist Abilities to produce and appreciate
rhythm, pitch, and timbre.
Spatial Navigator, sculptor Capacities to perceive the visual-spatial
world accurately.
Bodily-kinesthetic Dancer, athlete Abilities to control one’s body
