This article reports on the role of metacognitive skills when solving object-oriented programming problems as part of a case study. The research was constructivist-based within an interpretivist approach to explore how four students constructed their own thinking when solving programming problems. A qualitative methodology was employed. Both concept-driven coding and data-driven coding were applied. Two main issues emerged from the findings. Participating students had fragmented knowledge of the object-oriented approach and shortcomings regarding the implementation thereof, and they experienced problems with metacognitive control during all the steps of program development. Based on the findings the use of metacognitive critical control points (MCCPs) is proposed to be used as a mechanism to facilitate students in their programming efforts and to prevent loss of control during program development.

The aim of this qualitative case study was to explore the affordances of a short learning programme to sensitize Technology teachers towards self-directed learning regarding the infusion of indigenous knowledge in the curriculum. The short learning programme on indigenous knowledge was structured according to the steps of problem-based learning. Technology teachers participated in this short learning programme as part of their continuous professional development. Among others, the national curriculum accentuates active learning as well as the appreciation of indigenous knowledge as a valued resource of history and culture. It is essential that Technology teachers are supported to acquire indigenous knowledge themselves and enable them to effectively guide learners in this regard. Accordingly, a short learning programme was developed and implemented for the purpose of the training of Technology teachers. Qualitative data was collected through reflective sheets, a focus group interview, as well as photographic artefacts, in order to generate an integrated qualitative dataset. During meticulous thematic qualitative data analysis, using protocol coding (a priori coding) data was organised and grouped into related themes. The emerging themes not only provided evidence for the acquisition of problem-based learning skills, but also revealed the inherent ability of problem-based learning related to indigenous knowledge, to enhance self-directed learning abilities among Technology teachers.

In this paper our presupposition is that the content knowledge of the school subject Information Technology (IT) is beyond the expected depth of Grade 12 learners. We demonstrate our presupposition by indicating different concerns from principals, teachers and learners. We show that learners have not achieved the stated outcomes as specified in the National Curriculum Statement and Learning Programme Guidelines. In addition, we compare the United Kingdom's leading award body for A-Level qualifications for Computing with the IT content framework of South Africa.We recommend a revision of the content framework to accommodate all learners and equip them with a more balanced knowledge base of the subject field.

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The difficulty of learning to program has long been identified amongst novices. This study explored the benefits of teaching a problem solving strategy by comparing students’ perceptions and attitudes towards problem solving before and after the strategy was implemented in secondary schools. Based on self-efficacy theory, students’ problem solving self-efficacy as well as teachers’ self-efficacy were investigated, showing that both students’ and teachers’ self-efficacy may have benefited from the explicit instruction. This would imply that teaching problem solving explicitly should be encouraged to increase self-efficacy to program.