Funksionele leierskapstyle vir onderwysers
Die didaktiese grondvorm as sintese tussen onderrig en leer
- Authors: Dresselhaus, Fritz Heinrich Wilhelm
- Date: 2014-06-12
- Subjects: Teaching - Methodology , Teaching , Learning - Evaluation , Learning
- Type: Thesis
- Identifier: uj:11529 , http://hdl.handle.net/10210/11225
- Description: M.Ed. , 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.
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Learning and teaching using process modelling and simulation
- Authors: Pan, Xiaowei
- Date: 2015
- Subjects: learning , Teaching , Process simulation
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/72809 , uj:18330 , Citation: Pan, X. 2015. Learning and teaching using process modelling and simulation.
- Description: Abstract: Depending on the way of teaching, teachers can make enormous difference in the quality of learning and teaching at university. This paper covers how to use process modelling and process simulation to help students to understand some of the complex industrious processes easier and better. Many industrious processes, such as the production of ferrochrome, are extremely complicated and often those processes are interacted and involve many physicochemical reactions that happen simultaneously. When there is any change in one of the inputs, it usually requires to understand the potential effects on the production processes and then decide what actions should be taken to accommodate the change of the mentioned input, in order to manage the production processes to achieve the desired target. Due to the complexity of the production, it takes many hours to complete a charge calculation, which involves with the calculation of mass and energy for the entire furnace. Using process simulation built with process models, it is possible to carry out many what-if scenario exercises in classroom, resulting in easier and better understanding of the cause-effect relationship existing in the production of ferroalloy.
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Die taak van die didaktikus aan 'n universiteit
- Authors: Pauw, J. R.
- Date: 2009-02-23T10:05:17Z
- Subjects: Teaching , Teaching and learning , Didactics , Didactician , University teaching
- Type: Inaugural
- Identifier: uj:14936 , http://hdl.handle.net/10210/2141
- Description: Inaugural lecture--Department of Education, Rand Afrikaans University, 7 August 1969 , The term "Didactics" as indicating a sub-discipline of Education is hardly existent in Anglo-American educational literature. Likewise the term "Didactician" for one who professes Didactics is also rarely, if ever, used. Even in Afrikaans the terms "didaktiek" and "didaktikus" are not always interpreted in the same way by all. Consequently the first part of the address aims at elucidating the field of study of this discipline and subsequently indicating who the "Didactician" is. The conclusion reached is that Didactics as a discipline concerns itself not only with methods of teaching and learning but also with the subject matter of what is to be taught and learned (this includes curriculum development) and with the milieu or environment in which instruction takes place, including both social and physical environment and therefore also encompassing the school, college, university etc. as institutions of education and instruction. The second question raised is the problem of what meaning is contemporarily given to the term "university". After briefly indicating the uncertainty prevalent in the universities' thinking about themselves, the author concludes that contemporary thought seems to see the university as an institution for scientific investigation as well as vocational preparation, with an ever increasing claim that it should also concern itself with the welfare of society. The concluding part of the address attempts a formulation of the task of the Didactician in the university in the light of the conclusions drawn in the two previous sections. It is concluded that as a theorist the Didactician should concern himself with theoretical inquiry and empirical research regarding the problems concerning the why, the what, the how and the where of teaching at all levels. As a practitioner, on the other hand, he should apply insights gained from theoretical and emperical investigations to his own teaching as well as to the training of others who are to become teachers. A special plea is made for universities to occupy themselves more intently with reflection on and research concerning themselves as institutions, which would include research on university teaching methods and other problems of a didactical nature.
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Onderrigstrategieë vir die ontwikkeling van betekenisvolle leer by eerstejaar opvoedkundestudente aan die Universiteit Vista
- Authors: Lotriet, Annelie
- Date: 2014-07-28
- Subjects: Teaching , College teaching - South Africa , Teachers - Training of - South Africa
- Type: Thesis
- Identifier: http://ujcontent.uj.ac.za8080/10210/363308 , uj:11887 , http://hdl.handle.net/10210/11616
- Description: D.Ed. , The aim of this research is to determine teaching for the development of meaningful learning by Educational students at Vista University. determine these teaching strategies, the objectives were formulated: To determine the factors which have an influence on earning strategies. To determine the learning strategies of the first year Education students at Vista University. To identify teaching strategies that would encourage meaningful learning. Firstly a review is given of the research done in the field of learning strategies. The work done in Sweden, the United Kingdom, Australia and the USA is discussed. The learning strategies identified by these researches are then divided into two groups, those encouraging a surface learning strategy and those encouraging a deep learning strategy; The latter resulting in meaningful learning. In the second instance, factors influencing learning strategies are discussed. These factors aredivided into personal factors (cognitive style, previous experience, motivation, conception of learning, background knowledge, intellectual ability, personality, self-concept, age, sex and cerebral hemispherisity) and institutional factors (subject area and departmental context, the nature of the task and task demands, the student's perception of the teaching and learning context, teaching and evaluation). An indication is also given of which factors and which specific aspects of the factors give rise to either a surface learning strategy or a deep learning strategy. Thirdly, one of the factors, namely teaching is discussed by referring to how it influences a student's choice of a learning strategy. Aspects such as teaching styles, teaching methods, media, effective teaching and the student's perception of teaching are discussed. Fourthly, a second factor, evaluation is discussed by looking at evaluation and objectives, ways of evaluating, evaluation techniques, criteria and prerequisites for evaluation, the role of evaluation in the teaching situation and the relationship between evaluation and the student's learning. Throughout the discussion on teaching and evaluation, an attempt is made to give an indication of the status quo concerning these aspects at Vista University. An attempt is also made to identify which aspects of these two factors encourage either a surface or a deep learning strategy. In order to determine the learning strategies of first year Education students at Vista University, an empirical research is undertaken. In the quantitative part of the research the measuring instrument used is the Approaches to Studying Inventory developed by Entwistle and Ramsden. The SOLO Taxonomy as developed by Biggs and Collis is used in the qualitative part of the research. The research group consists of the first year Education students at the Port Elizabeth, Bloemfontein, Welkom, Sebokeng and Soweto campuses of Vista University during 1988. From the research the conclusion can be drawn that the students do have a meaning orientation towards learning but the learning strategy that they apply is reproductive. Lastly, an attempt is made to determine teaching strategies that would encourage meaningful learning. The conclusion is reached that the lecturer's intention with regard to his teaching must be brought in line with the student's perception of the teaching situation. In order to bring this about meta-teaching strategies are proposed as the teaching strategies that would lead to meaningful learning.
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Reformulating the responsibilities of the actors in the classroom : a cybernetic perspective
- Authors: Baron, Philip
- Date: 2015-07-29
- Subjects: Teaching , Classroom teaching , Communication in education
- Type: Article
- Identifier: uj:5117 , http://hdl.handle.net/10210/14075
- Description: There are many classroom teaching approaches available, but they generally all have one fundamental commonality: they require some form of human communication. As human communication is subject to several perceptual errors in both listening and seeing, there are challenges imposed on the success of the communication. The ability of the teacher and the students to communicate effectively with each other is a factor for the success of each reaching their goals. The teacher imparts his/her knowledge in the classroom, but as von Foerster reminds us: “It’s the listener, not the speaker, who determines the meaning of an utterance” (Glasersfeld, 2007); for the listener contextualises this information based on their own past lived experience. Thus, the student’s epistemology and their expression of their understanding is integral in the classroom context. This position paper presents a cybernetic approach to the teacher-learner system, challenging traditional ideas about the role of each actor within the system, with special attention given to Pask’s (1976) Conversation Theory and its fit for purpose in a contextual learning system.
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Die verwerwing van onderwysbestuursvaardighede op die mikrovlak
Creation of a culture of learning and teaching as an aspect of strategic leadership
Teaching and learning at the University of Johannesburg: a position paper
- Authors: Amory, Alan , Gravett, Sarah , Van der Westhuizen, Duan
- Date: 2008-08
- Subjects: Science education , Teaching , Learning , Digital technology , ICT , Information communication technology
- Type: Article
- Identifier: uj:5721 , http://hdl.handle.net/10210/4270
- Description: In this position paper we focus on four components of teaching and learning at the University of Johannesburg. We begin by situating university education in the complex world of the 21st century. We introduce the notion of “learning to be” – a view of higher education that conceptualises learning as becoming a practitioner of a knowledge and professional domain. We also argue that an information-oriented view of teaching and learning in a university context is not conducive to optimal learning. Coupled with this we introduce the idea of approaching teaching as the design and implementation of “learning tasks”. We then focus on how current Information and Communication Technology (ICT) features in this setting, suggesting that it should extend contact teaching in digitally rich and innovative ways. Lastly we argue for ICT management that supports free access and optimal utilisation.
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Exploring the problems of teachers and their teaching in farm schools
- Authors: Ngobese, Zipporah Xolile
- Date: 2008-06-24T07:49:48Z
- Subjects: Teachers' job stress , Teaching , Classroom management , Parent-teacher relationships
- Type: Mini-Dissertation
- Identifier: uj:9642 , http://hdl.handle.net/10210/705
- Description: This study dealt with the question whether farm school teachers cope with their teaching and learning on a daily basis. The fact that farm schools are situated in remote areas has a problematic nature of its own, which includes obstacles and challenges such as transport problems, bad roads, dilapidated buildings and facilities, no accommodation for teachers from different places, poverty and under-development of learners, lack of involvement of the parents and no interest whatsoever from the community or the farm owner. On top of these challenges the task in the classroom is no easier. Through data gathered in interviews it became clear that teachers struggle to teach in small, dark, unattractive, and ruined rooms, which are at their best too overcrowded and insufficient for any effective teaching and learning to take place. Because the best teachers prefer to move away and teach in towns and cities, the ones staying behind are mostly underqualified, in need of guidance and assistance, ignorant of how to implement the new curriculum, and too shy to apply transformational changes in such a faraway place where people are under any circumstances not too keen on anything new and strange. The data further revealed that the overarching problem that challenges teaching and learning of any kind, irrespective of the caliber of the teachers or the learners, or whatever their level of education or motivation, is poverty. Poor, unemployed and uneducated parents can not be an inspiration to their children; and hungry, tired and cold learners can for whatever it is worth, not concentrate to learn at school. These are the findings of this study – findings that most definitely should be taken notice of by the highest authorities in the Provinces and on National level of the Departments of Education. Urgent and abundant assistance is needed to make these institutions function effectively and save another generation of learners from the vicious circle of ignorance and poverty. , Doctor M.C. van Loggerenberg Doctor Lloyd Conley
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