Abstract
This study explores the content and practices of learner talk on healthy living in a rural school of Mpumalanga province. A qualitative approach, interpretative paradigm and ethnomethodological research design is adopted in order to gain insight into the views of grade seven learners on healthy living and to explore from one another about healthy living. A group of grade seven learners was purposively sampled and had an average age of thirteen and participated with the consent of their parents.
In the Life Orientation class, the participants discussed what healthy living is, constraints to healthy living and possible solutions to the constraints. The conversation was video recorded, transcribed verbatim, coded and verified through discussion with the researcher, peer and supervisors. Data was analysed by means of content analysis and conversation analysis. The main research question is, “What is the grade seven learners’ understanding of healthy living and how do they extend this understanding and learn from peers in the Life Orientation class”? The findings from the content of discussions shows that the grade sevens were resolute that healthy living is when people eat balanced meals, exercise daily, refrain from body harmful substances, sleep for at least eight hours, have regular medical checks and have peace of mind.
Analysis also showed how grade sevens use talk to learn from one another about healthy living in a rural school classroom. The video was recorded after the permission was granted by the participants, parents and the school. In the analysis, it was found that children in remote rural areas and informal settlements of South Africa are so vast from those living in townships and urban areas. In light of the fact that people in some rural areas are embroided in poverty they can still practise healthy living styles by utilising foods they have, exercising regularly, avoiding taking harmful substances and going for regular medical check-up. The crucial pivotal role that conversation can play in influencing views and challenging attitudes both within information context are noted. Recommendations advanced include listening to what learners say they eat daily and their conscious and unconscious activities together with their hobbies. These happened in a natural setting and in a normal classroom and how teachers may use classroom...
M.Ed. (Psychology of Learning)