Abstract
D.Ed.
Cognitive flexibility and didactically
opportunities in teacher training.
effective learning
There is consensus amongst educationalists that the task of the
teacher is to ensure that the pupils learn meaningfully. The
teacher should create opportunities for meaningful learning to
occur. Opportunities must be devised to stimulate pupils to
think; by solving problems, making discoveries and experimenting.
Futhermore, educationalists agree, that a meaningful learning
opportunity is one where the interaction between the teacher and
the pupils operates on higher cognitive dimensions and is not
restricted to the lower cognitive levels - which is usually the
case. This, however, does not imply that the interaction should
necessarily be confined to a higher cognitive level. The teacher
should be flexible enough to change from one cognitive tactic to
another, and plan and act in accordance with the prevailing
didactical situation.
The concern of the writer and the reason for this investigation
is the assumption and conviction that cognitive inflexibility and
the lack of meaningful learning opportunities are symptomatic and
" problem areas of the school practice. Rote learning and
memorisation have become important teaching objectives. The
purpose of this investigation is to ascertain whether it is
possible for student-teachers to acquire the skill to plan
effective learning opportunities and to enhance their cognitive
flexibility.