Abstract
M.Ed. (Curriculum Studies)
There is widespread public awareness that the Victorian age "chalk-and-talk"
teaching in South African schools has failed to integrate education and training
that incorporated the interrelation between the expected. outcomes and learner
activities. With the implementation of the outcomes-based education and the
introduction of the National Qualifications Framework's criteria of continuous
assessment, the question of the interrelatedness between the intentionality of the
lesson and learner activities is an issue at stake.
The purpose of this study is to gather information having direct bearing on the
interrelatedness between learning outcomes and learner activities and the
educator learners roles in this regard. This is done by using a classical single
group design experimental learning space method.
The learner's ability to use participate approaches to learning between lessons
video-taped before, immediately after and three months after the transformative
approaches were introduced are shown in the form of a table which gives the
mean scores for the pre-course and post-course tapes. The validity of the
findings were further confirmed by the findings from the analysis of protocol
materials as well as experts opinion given by educators and fellow researchers.