- roleTerm ( text )
- advisor
- namePart
- Kruger, R.A., Prof.
- roleTerm ( text )
- author
- namePart
- Dresselhaus, Fritz Heinrich Wilhelm
- dateAccessioned
- 2014-06-12T06:37:00Z
- dateAvailable
- 2014-06-12T06:37:00Z
- dateIssued
- 2014-06-12
- dateSubmitted
- 1988
- identifier ( uri )
- http://hdl.handle.net/10210/11225
- note
- M.Ed.
- abstract
- In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional effect of teaching and learning The first dynamic force is the instructional effect of teaching and learning. It is expressed as an action where the teacher conveys to the learner crystallized knowledge, norms and techniques which for centuries have developed in a particular society. (b) The nurturant effect of teaching and learning The second dynamic force originates in the learner and his budding potential. It is expressed as the will of the learner to learn through his own effort and ability. This implies that the learner will need opportunities to discover SUbject-matter for himself and will require sufficient room for own initiative without too much control from the teacher. The dilemma the teacher now finds himself in is how to instruct knowledge in a meaningful way without dampening the joy and flow of individual discovery, inspiration and creativity. Should he guide the learner towards a clearly formulated educational goal or should the learner discover meaning for himself without much interference from the teacher? In the study it was shown that a lack of balance between these two forces will result in verbalism, a superficial type of knowledge where pupils have memorized knowledge without comprehension.
- languageTerm ( rfc3066 )
- afr
- accessCondition ( useAndReproduction )
- University of Johannesburg
- topic
- Teaching - Methodology
- topic
- Teaching
- topic
- Learning - Evaluation
- topic
- Learning
- title
- Die didaktiese grondvorm as sintese tussen onderrig en leer
- genre
- Thesis