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How do conversations among grade five learners contribute to their knowledge and understanding of myths and facts about HIV/AIDS

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dc.contributor.advisor Dr. H. Dunbar-Krige and Prof. G. van der Westhuizen en_US
dc.contributor.author Naidoo, Sanisha
dc.date.accessioned 2012-06-08T12:38:20Z
dc.date.available 2012-06-08T12:38:20Z
dc.date.issued 2012-06-08
dc.date.submitted 2011-10-06
dc.identifier.uri http://hdl.handle.net/10210/5096
dc.description M.Ed. en_US
dc.description.abstract This study focuses on how do conversations among grade five learners contribute to their knowledge and understanding of myths and facts about HIV/AIDS. Through these conversations with the learners I aimed to identify on a content level what conversations reveal about their knowledge and understandings of the facts and myths about HIV/AIDS. I then further aimed to describe the conversational patterns identified within the conversation – i.e. how the conversation is organized and structured using the notions of conversation analysis. The motivation of the study has its origins in the limited literature on South African primary school children’s knowledge and understandings of the myths and facts about HIV/AIDS. I also wished to identify how children have made sense of the vast amount of HIV/AIDS information that they are exposed to, the different educational and interventional means, thus identifying whether or not the preadolescent child is able to process the information correctly or interpret appropriately without creating further myths and misunderstandings that can be potentially dangerous for themselves and others. This is an interpretivist qualitative study using an ethnomethodological research design. The interpretivist qualitative approach allows for active engagement with the participants, while the ethnomethodological design provides insight into the actions of the participants. The data collection process involved a video-recorded and transcribed conversational activity with six grade five participants. The activity invited the participants to share one true and false perspective or opinion on HIV/AIDS. These statements were anonymously written down and placed into a container. The participants were then given the opportunity the opportunity to read, share and discuss the validity of the statement among the group. en_US
dc.language.iso en en_US
dc.subject HIV/AIDS en_US
dc.subject HIV/AIDS myths en_US
dc.subject HIV/AIDS facts en_US
dc.subject Conversational patterns en_US
dc.subject Grade five learners en_US
dc.subject Knowledge HIV/AIDS en_US
dc.title How do conversations among grade five learners contribute to their knowledge and understanding of myths and facts about HIV/AIDS en_US
dc.type Mini-Dissertation en_US


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