Die kognitiewe faset van dissipline
- Authors: Van Rooyen, Blanche
- Date: 2014-04-15
- Subjects: Discipline of children - Psychological aspects , Discipline of children - Educational aspects , Cognition in children
- Type: Thesis
- Identifier: uj:10719 , http://hdl.handle.net/10210/10230
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Van Rooyen, Blanche
- Date: 2014-04-15
- Subjects: Discipline of children - Psychological aspects , Discipline of children - Educational aspects , Cognition in children
- Type: Thesis
- Identifier: uj:10719 , http://hdl.handle.net/10210/10230
- Description: M.Ed. (Educational Psychology) , Please refer to full text to view abstract
- Full Text:
The relationship between outcomes based education and cognitive development : an exploration of South African learners
- Authors: Austin, Tracey-Lee
- Date: 2011-02-28T06:21:35Z
- Subjects: Competency based education , Cognition in children , Constructivism (Education)
- Type: Thesis
- Identifier: uj:7037 , http://hdl.handle.net/10210/3559
- Description: M.A. , Jean Piaget (1896-1980) played a major role in laying the groundwork for many of our current beliefs about cognitive development. By examining children's answers to particular questions and how they reached those answers, Piaget concluded that children's thinking was qualitatively different from adults and that it had its own special logic. Piaget was concerned with explaining the universal aspects of cognitive development rather than individual differences between people. While specific beliefs and ideas of different cultures may vary, Piaget posited that the stages of cognitive development, namely, sensori-motor, preoperational, concrete operational and formal operational, unfold in the same sequence at roughly the same ages, irrespective of cultural and educational background. The new political changes in South Africa have transformed the education policies from the content-orientated, rote-learning based curriculum of the past, to a skills-based, interactive learning approach called OutcomesBased Education (OBE). OBE aims to move away from the old 'tabula rasa' education policy towards a dynamic learning system that involves learners at a critical level of intelligence. OBE presents itself as compatible with developments in cognitive psychology, particularly Piaget's theory of intellectual development. The aim of this study was to explore, on a theoretical level, whether OBE is a marked improvement on the old system, particularly with regard to cognitive development, or whether the old system is equivalent to or better than OBE as a facilitator of the development of the concrete operational and formal operational stages. As this was a literature survey, an extensive theoretical analysis on Piaget's theory as well as on the premises of OBE was done, in order to determine whether there are theoretical links between OBE and Piaget's theory. Theoretical links were found between OBE and Piaget's theory, hence the pertinent and salient aspects of both Piaget's theory and the premises of OBE were reformulated in terms of the following hypotheses for the next stage of the research: • Children exposed to OBE will show an accelerated cognitive development when compared to children who have not been exposed to OBE. • There is a relationship between OBE and cognitive development. These hypotheses will have to be followed up by an empirical study where the cognitive development of learners from an OBE system will have to be compared with the cognitive development of learners from a non-OBE system. The research design of such a study will have to be such that the proposed hypotheses could be tested.
- Full Text:
- Authors: Austin, Tracey-Lee
- Date: 2011-02-28T06:21:35Z
- Subjects: Competency based education , Cognition in children , Constructivism (Education)
- Type: Thesis
- Identifier: uj:7037 , http://hdl.handle.net/10210/3559
- Description: M.A. , Jean Piaget (1896-1980) played a major role in laying the groundwork for many of our current beliefs about cognitive development. By examining children's answers to particular questions and how they reached those answers, Piaget concluded that children's thinking was qualitatively different from adults and that it had its own special logic. Piaget was concerned with explaining the universal aspects of cognitive development rather than individual differences between people. While specific beliefs and ideas of different cultures may vary, Piaget posited that the stages of cognitive development, namely, sensori-motor, preoperational, concrete operational and formal operational, unfold in the same sequence at roughly the same ages, irrespective of cultural and educational background. The new political changes in South Africa have transformed the education policies from the content-orientated, rote-learning based curriculum of the past, to a skills-based, interactive learning approach called OutcomesBased Education (OBE). OBE aims to move away from the old 'tabula rasa' education policy towards a dynamic learning system that involves learners at a critical level of intelligence. OBE presents itself as compatible with developments in cognitive psychology, particularly Piaget's theory of intellectual development. The aim of this study was to explore, on a theoretical level, whether OBE is a marked improvement on the old system, particularly with regard to cognitive development, or whether the old system is equivalent to or better than OBE as a facilitator of the development of the concrete operational and formal operational stages. As this was a literature survey, an extensive theoretical analysis on Piaget's theory as well as on the premises of OBE was done, in order to determine whether there are theoretical links between OBE and Piaget's theory. Theoretical links were found between OBE and Piaget's theory, hence the pertinent and salient aspects of both Piaget's theory and the premises of OBE were reformulated in terms of the following hypotheses for the next stage of the research: • Children exposed to OBE will show an accelerated cognitive development when compared to children who have not been exposed to OBE. • There is a relationship between OBE and cognitive development. These hypotheses will have to be followed up by an empirical study where the cognitive development of learners from an OBE system will have to be compared with the cognitive development of learners from a non-OBE system. The research design of such a study will have to be such that the proposed hypotheses could be tested.
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Kognisie, hemisferiese taalverteenwoordiging en lateraliteit by dislektiese seuns
- Authors: Pelser, Marié E.
- Date: 2014-05-08
- Subjects: Dyslexic children , Cognition in children , Cerebral dominance , Laterality
- Type: Thesis
- Identifier: uj:10973 , http://hdl.handle.net/10210/10546
- Description: M.A. (Psychology) , The goal of the present study was to determine whether there exist any differences in cognitive skills between left-handed dyslexic boys and righthanded dyslexic boys with left hemisphere speech representation. The comparison was made in terms of their verbal and visuo-spatial skills. The motivation for this study resulted from a hypothesis that was formulated by Geschwind and Behan (1982). The hypothesis states that there exists a difference in functional hemispheric asymmetry between left-handed and righthanded dyslexic boys with left hemispheric language representation. By virtue of their explanation of dyslexia in terms of a prenatal hyper secretion of the hormone called testosterone, Geschwind and Behan state that left-handed dyslexic boys will perform better than right-handed dyslexic boys on visuospatial tasks. An empirical study was performed in order to compare the verbal and visuospatial skills of left-handed and right-handed dyslexic boys. Twenty-six lefthanded and 26 right-handed dyslexic boys served as the experimental subjects. All the subjects had left hemispheric language representation. The selection of the experimental subjects was done by means of the dichotic listening technique as well as with the Harris test of lateral dominance. The nine subtests of the Senior South African Individual Scale-Revised served as measuring-instrument. The first five subscales represented the verbal cognitive skills. The visuo-spatial skills were measured with subtests six to nine. The data were statistically analysed by means of Hotelling's T2-test and Student's t-tests. The results indicated that there were no statistically significant differences between left-handed and right-handed dyslexic boys with left hemispheric language representation in terms of any of the verbal and visuo-spatial subtests. The relationship between hand preference, functional hemispheric asymmetry and dyslexia is elucidated by the present study which rejects the GeschwindBehan hypothesis that there exists a difference in functional hemispheric asymmetry between left-handed and right-handed dyslexic boys. A previous study (Hugdahl et aI., 1989) accepted this hypothesis. Further research is thus necessary in order to determine the validity of the Geschwind-Behan hypothesis.
- Full Text:
- Authors: Pelser, Marié E.
- Date: 2014-05-08
- Subjects: Dyslexic children , Cognition in children , Cerebral dominance , Laterality
- Type: Thesis
- Identifier: uj:10973 , http://hdl.handle.net/10210/10546
- Description: M.A. (Psychology) , The goal of the present study was to determine whether there exist any differences in cognitive skills between left-handed dyslexic boys and righthanded dyslexic boys with left hemisphere speech representation. The comparison was made in terms of their verbal and visuo-spatial skills. The motivation for this study resulted from a hypothesis that was formulated by Geschwind and Behan (1982). The hypothesis states that there exists a difference in functional hemispheric asymmetry between left-handed and righthanded dyslexic boys with left hemispheric language representation. By virtue of their explanation of dyslexia in terms of a prenatal hyper secretion of the hormone called testosterone, Geschwind and Behan state that left-handed dyslexic boys will perform better than right-handed dyslexic boys on visuospatial tasks. An empirical study was performed in order to compare the verbal and visuospatial skills of left-handed and right-handed dyslexic boys. Twenty-six lefthanded and 26 right-handed dyslexic boys served as the experimental subjects. All the subjects had left hemispheric language representation. The selection of the experimental subjects was done by means of the dichotic listening technique as well as with the Harris test of lateral dominance. The nine subtests of the Senior South African Individual Scale-Revised served as measuring-instrument. The first five subscales represented the verbal cognitive skills. The visuo-spatial skills were measured with subtests six to nine. The data were statistically analysed by means of Hotelling's T2-test and Student's t-tests. The results indicated that there were no statistically significant differences between left-handed and right-handed dyslexic boys with left hemispheric language representation in terms of any of the verbal and visuo-spatial subtests. The relationship between hand preference, functional hemispheric asymmetry and dyslexia is elucidated by the present study which rejects the GeschwindBehan hypothesis that there exists a difference in functional hemispheric asymmetry between left-handed and right-handed dyslexic boys. A previous study (Hugdahl et aI., 1989) accepted this hypothesis. Further research is thus necessary in order to determine the validity of the Geschwind-Behan hypothesis.
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A Rasch model analysis of responses of isiZulu-speaking grade one learners to items on the Verbal Intelligence Quotient eight (VIQ 8) scale of an isiZulu translation of the Junior South African Individual Scales (JSAIS)
- Authors: Teixeira, Lyn Christine
- Date: 2012-08-29
- Subjects: Rasch models , Educational tests and measurements , Verbal ability in children , Cognition in children , School children - Testing
- Type: Mini-Dissertation
- Identifier: uj:3401 , http://hdl.handle.net/10210/6799
- Description: M.Ed. , The aim of this study was to apply a Rasch Analysis to the Verbal Intelligence Quotient Eight (VIQ 8) scale of an isiZulu translation of the Junior South African Individual Scales (JSAIS) to determine whether it would be a reliable and valid means of assessing the verbal cognitive functioning and development of learners at a school in the South African context. The study formed part of the cognitive assessment leg of a wider research project being undertaken by the University of Johannesburg’s Institute for Childhood Education (UJICE). The JSAIS is still a widely used instrument by Psychologists in the South African context despite the last norming having taken place in 1984 and the norms not being representative of the South African population. To establish reliability and validity of formal assessment tools in a multi-cultural and multilingual society such as that of South Africa, context needs to be taken into account and existing tests need to be scrutinized carefully for cultural bias. The Rasch analysis undertaken in this study provides an analysis of item difficulty in relation to ability of the testees in the sample group, which consisted of 26 learners in the isiZulu class at a laboratory school in Soweto where research is being conducted under the auspices of the Soweto Panel Research Programme (SPRP). This study formed part of the pilot phase of the Programme. The analysis of the results suggested that on the whole the three sub-tests fitted the Rasch Model well. The Vocabulary sub-test could be utilized effectively with no further adaptation, whereas the Picture Riddles sub-test could be adapted by adjusting the spread of the items. The Word Association sub-test could possibly be adapted by including a picture stimulus. Apart from these possible adaptations to the sub-tests as well as omission of items and persons that did not fit the model, it is recommended that: standardized testing procedures be adhered to, increased sample sizes be used, testing of the learners take place in the same month and the age of testees be taken into account in further studies. Other studies into the development of the traits that the test taps into of learners in this age group, the equivalence of the isiZulu translation and assumptions regarding “mother-tongue” are also vi recommended. Finally it is recommended that testees who performed strongly or weakly and who did not fit the model due to unwanted sources of variance be observed further. The Rasch analysis findings suggest that the JSAIS has some strong psychometric properties and that adaptation, translation and renorming of the test would be a worthwhile project to consider in the near future. Further to this, concerning the use of the test in the longitudinal panel research project, findings suggest that the VIQ 8 scale of the test is likely to be a fairly reliable and valid means of assessing the cognitive verbal functioning and development of the learners at the school over time, provided that it forms one part of a systemic multi-method assessment approach which takes context and development of the learners into account.
- Full Text:
- Authors: Teixeira, Lyn Christine
- Date: 2012-08-29
- Subjects: Rasch models , Educational tests and measurements , Verbal ability in children , Cognition in children , School children - Testing
- Type: Mini-Dissertation
- Identifier: uj:3401 , http://hdl.handle.net/10210/6799
- Description: M.Ed. , The aim of this study was to apply a Rasch Analysis to the Verbal Intelligence Quotient Eight (VIQ 8) scale of an isiZulu translation of the Junior South African Individual Scales (JSAIS) to determine whether it would be a reliable and valid means of assessing the verbal cognitive functioning and development of learners at a school in the South African context. The study formed part of the cognitive assessment leg of a wider research project being undertaken by the University of Johannesburg’s Institute for Childhood Education (UJICE). The JSAIS is still a widely used instrument by Psychologists in the South African context despite the last norming having taken place in 1984 and the norms not being representative of the South African population. To establish reliability and validity of formal assessment tools in a multi-cultural and multilingual society such as that of South Africa, context needs to be taken into account and existing tests need to be scrutinized carefully for cultural bias. The Rasch analysis undertaken in this study provides an analysis of item difficulty in relation to ability of the testees in the sample group, which consisted of 26 learners in the isiZulu class at a laboratory school in Soweto where research is being conducted under the auspices of the Soweto Panel Research Programme (SPRP). This study formed part of the pilot phase of the Programme. The analysis of the results suggested that on the whole the three sub-tests fitted the Rasch Model well. The Vocabulary sub-test could be utilized effectively with no further adaptation, whereas the Picture Riddles sub-test could be adapted by adjusting the spread of the items. The Word Association sub-test could possibly be adapted by including a picture stimulus. Apart from these possible adaptations to the sub-tests as well as omission of items and persons that did not fit the model, it is recommended that: standardized testing procedures be adhered to, increased sample sizes be used, testing of the learners take place in the same month and the age of testees be taken into account in further studies. Other studies into the development of the traits that the test taps into of learners in this age group, the equivalence of the isiZulu translation and assumptions regarding “mother-tongue” are also vi recommended. Finally it is recommended that testees who performed strongly or weakly and who did not fit the model due to unwanted sources of variance be observed further. The Rasch analysis findings suggest that the JSAIS has some strong psychometric properties and that adaptation, translation and renorming of the test would be a worthwhile project to consider in the near future. Further to this, concerning the use of the test in the longitudinal panel research project, findings suggest that the VIQ 8 scale of the test is likely to be a fairly reliable and valid means of assessing the cognitive verbal functioning and development of the learners at the school over time, provided that it forms one part of a systemic multi-method assessment approach which takes context and development of the learners into account.
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Investigating strategies that enhance mathematical cognitive development among Primary School children
- Authors: May, Ethel Doreen
- Date: 2019
- Subjects: Mathematics - Study and teaching (Elementary) , Cognition in children , Problem solving
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/414492 , uj:34960
- Description: Abstract: The mastery of basic number operations cannot be separated from problem solving in mathematics. Understanding mathematics involves mathematical cognition as it is heavily informed by the learner‘s ability to reason at an abstraction level since mathematics is relatively abstract. Instructional strategies used by teachers served as the independent variable(s) for this study. Its intent was to promote math instruction that emphasises problem-solving which should encourage learners to reason at an abstract level. The purpose of this study is to impact the teaching and learning of mathematics among Primary school learners and to suggest strategies that might help to enhance mathematics cognition and improve students‘ performance in mathematics problem solving. Primary school learners are in the concrete operational stage of development according to Piaget‘s cognitive stages of development. Most learners can reason at this level, but their reasoning is based on tangible objects and direct experiences. From a constructivist view learners construct their own knowledge and the learning of subject matter is the product of an interaction between what they are taught and the knowledge they bring to the learning situation, however it becomes the teachers responsibility to make sure that the child does acquire enough skills in perceiving, thinking, reasoning, and problem solving. Children have to be guided by leading questions and sometimes need to be shown the solution to a problem and then letting them solve a similar problem by themselves, or initiating the solution to a problem. The data of this study was collected through interviews, classroom observations and a questionnaire. A qualitative data approach was used and the results revealed that teaching mathematics problem solving is the biggest challenge that most teachers face and hence learners lack to develop mathematically, however the study also found that when teachers plan their lessons effectively and make time to incorporate problem solving into their lessons and make use of tangible objects such as concrete examples linking it with direct experiences that learners can relate to; that learners found vi themselves at a level of productive disposition where they saw sense in mathematics and perceive it as both useful and worthwhile. , M.Ed. (Mathematics Education)
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- Authors: May, Ethel Doreen
- Date: 2019
- Subjects: Mathematics - Study and teaching (Elementary) , Cognition in children , Problem solving
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/414492 , uj:34960
- Description: Abstract: The mastery of basic number operations cannot be separated from problem solving in mathematics. Understanding mathematics involves mathematical cognition as it is heavily informed by the learner‘s ability to reason at an abstraction level since mathematics is relatively abstract. Instructional strategies used by teachers served as the independent variable(s) for this study. Its intent was to promote math instruction that emphasises problem-solving which should encourage learners to reason at an abstract level. The purpose of this study is to impact the teaching and learning of mathematics among Primary school learners and to suggest strategies that might help to enhance mathematics cognition and improve students‘ performance in mathematics problem solving. Primary school learners are in the concrete operational stage of development according to Piaget‘s cognitive stages of development. Most learners can reason at this level, but their reasoning is based on tangible objects and direct experiences. From a constructivist view learners construct their own knowledge and the learning of subject matter is the product of an interaction between what they are taught and the knowledge they bring to the learning situation, however it becomes the teachers responsibility to make sure that the child does acquire enough skills in perceiving, thinking, reasoning, and problem solving. Children have to be guided by leading questions and sometimes need to be shown the solution to a problem and then letting them solve a similar problem by themselves, or initiating the solution to a problem. The data of this study was collected through interviews, classroom observations and a questionnaire. A qualitative data approach was used and the results revealed that teaching mathematics problem solving is the biggest challenge that most teachers face and hence learners lack to develop mathematically, however the study also found that when teachers plan their lessons effectively and make time to incorporate problem solving into their lessons and make use of tangible objects such as concrete examples linking it with direct experiences that learners can relate to; that learners found vi themselves at a level of productive disposition where they saw sense in mathematics and perceive it as both useful and worthwhile. , M.Ed. (Mathematics Education)
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Addressing neurodevelopmental learning needs by a school-based support team in a full-service school
- Authors: Moleme, Moleme Joseph
- Date: 2020
- Subjects: Learning disabilities , Cognition in children , Brain-damaged children - Education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446441 , uj:39094
- Description: Abstract: The research focuses on how School Based Support Teams (SBSTs) address neurodevelopmental learning needs in full-service schools. The SIAS policy puts SBSTs at the centre of screening and identification of learners experiencing learning challenges and provides clear guidelines on how they can be supported. Furthermore, according to the SIAS policy, SBSTs operate within a multidisciplinary team of professionals to address the needs of learners with barriers to learning. The research used an explorative, descriptive, contextual qualitative research methodology to determine the implementation of the SIAS process by an SBST when supporting learners with neurodevelopmental learning needs in a specific Department of Basic Education primary school. Data was collected through focused interviews with members of the SBST. The collected data were analysed and classified according to a constant comparative method. The data brought to the fore many obstacles and difficulties experienced by SBSTs in addressing neurodevelopmental learning needs appropriately in their schools. However, there is an acknowledgement there is some support from other stakeholders such as the DBST with regard to information on how to support learners with learning challenges. SBSTs need more intensive workshops and skills acquisition programmes to be able to correctly identify and support learners with neurodevelopmental learning needs. The active involvement of other significant stakeholders such as parents and caregivers is also important, but parents and caregivers are often in denial and avoid accepting such responsibilities... , M.Ed. (Educational Psychology)
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Addressing neurodevelopmental learning needs by a school-based support team in a full-service school
- Authors: Moleme, Moleme Joseph
- Date: 2020
- Subjects: Learning disabilities , Cognition in children , Brain-damaged children - Education
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/446441 , uj:39094
- Description: Abstract: The research focuses on how School Based Support Teams (SBSTs) address neurodevelopmental learning needs in full-service schools. The SIAS policy puts SBSTs at the centre of screening and identification of learners experiencing learning challenges and provides clear guidelines on how they can be supported. Furthermore, according to the SIAS policy, SBSTs operate within a multidisciplinary team of professionals to address the needs of learners with barriers to learning. The research used an explorative, descriptive, contextual qualitative research methodology to determine the implementation of the SIAS process by an SBST when supporting learners with neurodevelopmental learning needs in a specific Department of Basic Education primary school. Data was collected through focused interviews with members of the SBST. The collected data were analysed and classified according to a constant comparative method. The data brought to the fore many obstacles and difficulties experienced by SBSTs in addressing neurodevelopmental learning needs appropriately in their schools. However, there is an acknowledgement there is some support from other stakeholders such as the DBST with regard to information on how to support learners with learning challenges. SBSTs need more intensive workshops and skills acquisition programmes to be able to correctly identify and support learners with neurodevelopmental learning needs. The active involvement of other significant stakeholders such as parents and caregivers is also important, but parents and caregivers are often in denial and avoid accepting such responsibilities... , M.Ed. (Educational Psychology)
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