'n Ondersoek na leerstyle by universiteitstudente
- Authors: Rademeyer, Elizabeth Anne
- Date: 2015-02-16
- Subjects: Learning, Psychology of , Experiential learning , Cognitive learning , College students - Psychology - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:13338 , http://hdl.handle.net/10210/13352
- Description: M.A. (Psychology) , Please refer to full text to view abstract
- Full Text:
- Authors: Rademeyer, Elizabeth Anne
- Date: 2015-02-16
- Subjects: Learning, Psychology of , Experiential learning , Cognitive learning , College students - Psychology - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:13338 , http://hdl.handle.net/10210/13352
- Description: M.A. (Psychology) , Please refer to full text to view abstract
- Full Text:
Die kind se verstaan en sy deelname aan die onderwysleerhandeling
- Authors: Viljoen, Hendrikus Fisher
- Date: 2014-08-18
- Subjects: Comprehension in children , Comprehension-Study and teaching , Cognitive learning , Teaching-Methodology
- Type: Thesis
- Identifier: uj:12091 , http://hdl.handle.net/10210/11837
- Description: M.Ed. (Didactics Training) , Since the Second World War due to the knowledge explosion curricula became over-loaded in order to meet the needs and demands of a fast developing western society. "The personal and particular needs of the child were brushed aside in favour of the needs of commerce and industry. Curriculum research became important in order to re-establish equilibrium in education. Because of the over-loading of curricula, a very general problem arose: Children became "memorising machines" in rapidly increasing numbers, while insight am. understanding of the world around them and of themselves was not regarded as a priority in this time-pressed century. It follows that such an educational system cannot produce balanced adults. A child will presumably only participate with full co-operation and with insight if and when he understands the adult and is understood by the adult. 'Ibis is an understanding of one another in the educational content. Understanding seems to be the motivating force behind the Participating child, because it leads to thought, action and exploration, insight and synthesis. A curriculum will have to be developmental in order to facilitate the emergence of above mentioned characteristics. An effort has been made to demonstrate that a model of curriculum can approximate a model of child development. The above mentioned motivation-characteristics are then compared with the curriculum model. It is found that these characteristics can be facilitated by and incorporated in the curriculum. These characteristics have to be made operational. It seems that to operationalise these characteristics in the lesson, the instruments to facilitate them are: interaction, intra-action and action, leading to reaction as a changed human being.
- Full Text:
- Authors: Viljoen, Hendrikus Fisher
- Date: 2014-08-18
- Subjects: Comprehension in children , Comprehension-Study and teaching , Cognitive learning , Teaching-Methodology
- Type: Thesis
- Identifier: uj:12091 , http://hdl.handle.net/10210/11837
- Description: M.Ed. (Didactics Training) , Since the Second World War due to the knowledge explosion curricula became over-loaded in order to meet the needs and demands of a fast developing western society. "The personal and particular needs of the child were brushed aside in favour of the needs of commerce and industry. Curriculum research became important in order to re-establish equilibrium in education. Because of the over-loading of curricula, a very general problem arose: Children became "memorising machines" in rapidly increasing numbers, while insight am. understanding of the world around them and of themselves was not regarded as a priority in this time-pressed century. It follows that such an educational system cannot produce balanced adults. A child will presumably only participate with full co-operation and with insight if and when he understands the adult and is understood by the adult. 'Ibis is an understanding of one another in the educational content. Understanding seems to be the motivating force behind the Participating child, because it leads to thought, action and exploration, insight and synthesis. A curriculum will have to be developmental in order to facilitate the emergence of above mentioned characteristics. An effort has been made to demonstrate that a model of curriculum can approximate a model of child development. The above mentioned motivation-characteristics are then compared with the curriculum model. It is found that these characteristics can be facilitated by and incorporated in the curriculum. These characteristics have to be made operational. It seems that to operationalise these characteristics in the lesson, the instruments to facilitate them are: interaction, intra-action and action, leading to reaction as a changed human being.
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Empowering pupils to succeed : teaching for independent learning and thinking
- Authors: Naudé, Dolores
- Date: 2012-09-06
- Subjects: Teacher-student relationships -- South Africa , Motivation in education , Independent study , Self-actualization (Psychology) -- Study and teaching , Cognitive learning , Critical thinking -- Study and teaching
- Type: Mini-Dissertation
- Identifier: uj:9649 , http://hdl.handle.net/10210/7066
- Description: M.Ed. , These words are being echoed more and more by all role players in the community. A caption on the front page of the magazine "People Dynamics" (1994) reads, "GOOD THINKING - THE MISSING LINK". In this article, the business community informs us that developing the good thinking skills needed to enable employees to participate in decision-making, is the "missing link". It would appear that good thinking skills are an important requirement for the future and that it is crucial for pupils to develop decision-making and problem solving skills, which may be linked directly to independent thinking. This raises the question as to how to empower our pupils to succeed in becoming independent learners and thinkers in order to cope with the demands of life. Katz (1994:37) maintains that thinking is rather like a sport or a hobby - it can be taught, practised and improved with the proper effort. The problem is that most of us never stop to analyse how we think - or more important, how we might improve our mental fitness and thinking processes. Katz (1994:37) also states that, contrary to popular belief, breakthrough ideas seldom appear as bolts out of the blue. Instead they occur most often through what Louis Pasteur described as "mental preparation" (the flexible state of mind which encourages proactive thinking). Instead of "mental preparation", Clur (1994:14) speaks of "cognitive skills empowerment". He argues that cognitive skills empowerment will underpin the success of all development programmes in South Africa over the next five years and ensure improved efficiency through the prevention of mistakes. Cognitive skills empowerment, according to him, releases the 'power of thinking' that lies within each individual. It develops the ability to transfer concepts, to apply reasoning skills and to identify and solve daily problems effectively. According to Beyer (1988:2), learning to think is not the incidental outcome of classroom study directed at information telling, or memorising, or the study of diverse subjects. Nor is it the result of simply responding to teacher or textbook questions. More than two decades ago, Little (1973:7) wrote that, implied in our traditional teaching, is the acquisition of cognitive skills, that is, sifting and judging information and using it; the point is that these skills ought to be made a more explicit and selfconscious part of the education system. Little's impression is that content and matter are given greater priority than approach and manner. In other words, the acquisition of cognitive skills is not an explicit part of the education system. Perhaps the most important intellectual skill one can develop is intellectual independence; a capacity to be self-directing and self-regulating; to have independence of mind, judgment and motivation (Little, 1973:3). There is another reason why the emphasis needs to be placed on the teaching of thinking in our schools and that is because of the explosion of knowledge with which our children are being bombarded. Shaw (1994:7), in writing about the necessity for cognitive education in the development of quality education in South Africa, states that a further motivation for teaching thinking is the fact that we are living in an information age. Employers are recognising the need for thinking individuals, individuals who can adapt to career changes and who can process increasing amounts of information. When discussing the volume and almost transient nature of information around us, Beyer (1988:25) states that the long-range value of proficiency in thinking takes on special significance, and quotes psychologist Robert Sternberg as saying that bodies of knowledge are important of course, but they often become outdated. This is in contrast with thinking skills which never become outdated. To the contrary, they enable us to acquire knowledge and to reason with it, regardless of the time or place or the kinds of knowledge to which they are applied. "So in my opinion", says Sternberg, "teaching thinking skills is not only a tall order, but the first order of business for a school" (Sternberg in Beyer, 1988:25) According to Beyer (1988:35) to improve the quality of student thinking as much as we can, we must turn to teaching directly the skills and strategies that constitute thinking. He goes on to say that, in addition to the above, the teaching of thinking in certain subject matter has important humane benefits; he cites Lipman and others (1985) who point out that to teach thinking skills in isolation of certain subjects may communicate a mechanistic view of thinking skills and strategies and thus produce mere skill technicians, devoid of the affective components related to such skills and their uses. This means that, when we teach, for example, problem solving strategies to students, we must be cautious that we do not give the impression that problem solving is a bag of tricks that we can apply at the right time and place (Schmalz, 1991:19). According to Baer (1988:67), the renewed interest in how to teach students to be better thinkers is one of the most important directions that education has taken in recent years. Tishman, Jay and Perkins (1993:147) maintain that what sets good thinkers apart is not simply superior cognitive ability or particular skills; rather, it is their abiding tendencies to explore, inquire, seek clarity, take intellectual risks, and think critically and imaginatively. According to Tishman, et al. (1993:148), these tendencies can be called "thinking dispositions". The problem facing education is how we can teach thinking more effectively in the school curriculum to empower our children to succeed in life.
- Full Text:
- Authors: Naudé, Dolores
- Date: 2012-09-06
- Subjects: Teacher-student relationships -- South Africa , Motivation in education , Independent study , Self-actualization (Psychology) -- Study and teaching , Cognitive learning , Critical thinking -- Study and teaching
- Type: Mini-Dissertation
- Identifier: uj:9649 , http://hdl.handle.net/10210/7066
- Description: M.Ed. , These words are being echoed more and more by all role players in the community. A caption on the front page of the magazine "People Dynamics" (1994) reads, "GOOD THINKING - THE MISSING LINK". In this article, the business community informs us that developing the good thinking skills needed to enable employees to participate in decision-making, is the "missing link". It would appear that good thinking skills are an important requirement for the future and that it is crucial for pupils to develop decision-making and problem solving skills, which may be linked directly to independent thinking. This raises the question as to how to empower our pupils to succeed in becoming independent learners and thinkers in order to cope with the demands of life. Katz (1994:37) maintains that thinking is rather like a sport or a hobby - it can be taught, practised and improved with the proper effort. The problem is that most of us never stop to analyse how we think - or more important, how we might improve our mental fitness and thinking processes. Katz (1994:37) also states that, contrary to popular belief, breakthrough ideas seldom appear as bolts out of the blue. Instead they occur most often through what Louis Pasteur described as "mental preparation" (the flexible state of mind which encourages proactive thinking). Instead of "mental preparation", Clur (1994:14) speaks of "cognitive skills empowerment". He argues that cognitive skills empowerment will underpin the success of all development programmes in South Africa over the next five years and ensure improved efficiency through the prevention of mistakes. Cognitive skills empowerment, according to him, releases the 'power of thinking' that lies within each individual. It develops the ability to transfer concepts, to apply reasoning skills and to identify and solve daily problems effectively. According to Beyer (1988:2), learning to think is not the incidental outcome of classroom study directed at information telling, or memorising, or the study of diverse subjects. Nor is it the result of simply responding to teacher or textbook questions. More than two decades ago, Little (1973:7) wrote that, implied in our traditional teaching, is the acquisition of cognitive skills, that is, sifting and judging information and using it; the point is that these skills ought to be made a more explicit and selfconscious part of the education system. Little's impression is that content and matter are given greater priority than approach and manner. In other words, the acquisition of cognitive skills is not an explicit part of the education system. Perhaps the most important intellectual skill one can develop is intellectual independence; a capacity to be self-directing and self-regulating; to have independence of mind, judgment and motivation (Little, 1973:3). There is another reason why the emphasis needs to be placed on the teaching of thinking in our schools and that is because of the explosion of knowledge with which our children are being bombarded. Shaw (1994:7), in writing about the necessity for cognitive education in the development of quality education in South Africa, states that a further motivation for teaching thinking is the fact that we are living in an information age. Employers are recognising the need for thinking individuals, individuals who can adapt to career changes and who can process increasing amounts of information. When discussing the volume and almost transient nature of information around us, Beyer (1988:25) states that the long-range value of proficiency in thinking takes on special significance, and quotes psychologist Robert Sternberg as saying that bodies of knowledge are important of course, but they often become outdated. This is in contrast with thinking skills which never become outdated. To the contrary, they enable us to acquire knowledge and to reason with it, regardless of the time or place or the kinds of knowledge to which they are applied. "So in my opinion", says Sternberg, "teaching thinking skills is not only a tall order, but the first order of business for a school" (Sternberg in Beyer, 1988:25) According to Beyer (1988:35) to improve the quality of student thinking as much as we can, we must turn to teaching directly the skills and strategies that constitute thinking. He goes on to say that, in addition to the above, the teaching of thinking in certain subject matter has important humane benefits; he cites Lipman and others (1985) who point out that to teach thinking skills in isolation of certain subjects may communicate a mechanistic view of thinking skills and strategies and thus produce mere skill technicians, devoid of the affective components related to such skills and their uses. This means that, when we teach, for example, problem solving strategies to students, we must be cautious that we do not give the impression that problem solving is a bag of tricks that we can apply at the right time and place (Schmalz, 1991:19). According to Baer (1988:67), the renewed interest in how to teach students to be better thinkers is one of the most important directions that education has taken in recent years. Tishman, Jay and Perkins (1993:147) maintain that what sets good thinkers apart is not simply superior cognitive ability or particular skills; rather, it is their abiding tendencies to explore, inquire, seek clarity, take intellectual risks, and think critically and imaginatively. According to Tishman, et al. (1993:148), these tendencies can be called "thinking dispositions". The problem facing education is how we can teach thinking more effectively in the school curriculum to empower our children to succeed in life.
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Input for young children’s number concept development
- Authors: Bezuidenhout, Hanrie Sara
- Date: 2018
- Subjects: Numeracy - Study and teaching (Early childhood) , Cognitive learning
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/296479 , uj:32302
- Description: Abstract: Previous studies have indicated that various cognitive skills contribute to early number concept development and that such pre-school skills predict mathematical competence in Grade 1. In this study I argue that children’s number concept development at the beginning of Grade 1 can partly be explained by their level of numerical competence at the beginning of Grade R, as well as their language development, classroom engagement and logical reasoning. Many Grade 1 children struggle to develop mathematical competence, possibly because of the development of other cognitive skills. I propose that early grade teachers should practice a pedagogy that has taken cognisance of how cognitive skills develop and contribute to number concept development. In this study I investigated possible concurrent and predictive associations between Grade R1 and Grade 1 children’s number concept development and contributing cognitive skills, namely their mathematics-specific vocabulary, classroom engagement and logical reasoning. In the analysis of literature I explain each variable, namely 1) number concept development, 2) mathematics-specific vocabulary, 3) classroom engagement as a manifestation of executive functions and 4) logical reasoning. I describe, from a theoretical point of view, how each cognitive skill contributes to early number concept development, reasoning that each skill is ‘input’ for learning number concepts and that cognitive ‘input’ is, in turned, analyzed/filtered by an ‘input analyzer’. The literature study (Chapter 2) is concluded with a discussion of how teachers can integrate knowledge of contributing constructs of number concept development in their daily teaching and assessment. The study was designed to integrate quantitative- and qualitative data in such a way that qualitative findings could be utilized to support and explain quantitative findings. 59 Grade R Sesotho and isiZulu speaking children’s early number concept development, mathematics-specific vocabulary, classroom engagement and logical reasoning were assessed in the beginning of 2017. The same children’s early number concept development was assessed in the beginning of 2018 when they were in Grade 1. The Grade 1 assessments were conducted in English (since English is their... , Ph.D. (Education)
- Full Text:
- Authors: Bezuidenhout, Hanrie Sara
- Date: 2018
- Subjects: Numeracy - Study and teaching (Early childhood) , Cognitive learning
- Language: English
- Type: Doctoral (Thesis)
- Identifier: http://hdl.handle.net/10210/296479 , uj:32302
- Description: Abstract: Previous studies have indicated that various cognitive skills contribute to early number concept development and that such pre-school skills predict mathematical competence in Grade 1. In this study I argue that children’s number concept development at the beginning of Grade 1 can partly be explained by their level of numerical competence at the beginning of Grade R, as well as their language development, classroom engagement and logical reasoning. Many Grade 1 children struggle to develop mathematical competence, possibly because of the development of other cognitive skills. I propose that early grade teachers should practice a pedagogy that has taken cognisance of how cognitive skills develop and contribute to number concept development. In this study I investigated possible concurrent and predictive associations between Grade R1 and Grade 1 children’s number concept development and contributing cognitive skills, namely their mathematics-specific vocabulary, classroom engagement and logical reasoning. In the analysis of literature I explain each variable, namely 1) number concept development, 2) mathematics-specific vocabulary, 3) classroom engagement as a manifestation of executive functions and 4) logical reasoning. I describe, from a theoretical point of view, how each cognitive skill contributes to early number concept development, reasoning that each skill is ‘input’ for learning number concepts and that cognitive ‘input’ is, in turned, analyzed/filtered by an ‘input analyzer’. The literature study (Chapter 2) is concluded with a discussion of how teachers can integrate knowledge of contributing constructs of number concept development in their daily teaching and assessment. The study was designed to integrate quantitative- and qualitative data in such a way that qualitative findings could be utilized to support and explain quantitative findings. 59 Grade R Sesotho and isiZulu speaking children’s early number concept development, mathematics-specific vocabulary, classroom engagement and logical reasoning were assessed in the beginning of 2017. The same children’s early number concept development was assessed in the beginning of 2018 when they were in Grade 1. The Grade 1 assessments were conducted in English (since English is their... , Ph.D. (Education)
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Kognitiewe kartering as strategie van wiskunde-onderrig aan leerders met 'n gesiggestremdheid
- Authors: Van der Spuy, Janette
- Date: 2012-09-05
- Subjects: Mappings (Mathematics) , Mathematics - Study and teaching (Secondary) - Audio-visual aids , Children with visual disabilities - Education - South Africa , Cognitive learning
- Type: Thesis
- Identifier: uj:3553 , http://hdl.handle.net/10210/6938
- Description: M.Ed. , This study is an investigation into cognitive mapping as strategy in the constructivistic approach to mathematics education to learners with a visual disability with the view to describe the change in pupils' thoughts on mathematical concepts, as well as their experiences during the process of cognitive mapping. The rationale for the investigation was derived from the shift in South African Mathematics teaching from traditional teaching to constructivistic (or problem-centered) teaching. As this implies a shift in paradigm, teachers will be in need of relevant constructivistic training to equip them with effective teaching strategies. The objective of this study is to examine cognitive mapping as a possible supportive strategy to constructivism . The study commences with a theoretical framework in which constructivism is clearly explicated. The principles of radical and social constructivism, the roots of which can be traced back to the epistemological theories of Piaget and Vygotsky, are explored. The constructivistic view of knowledge, with the relationship between public knowledge and the forming of personal knowledge, is discussed and extended to include the formation of mathematical knowledge. The focus then shifts to the concepts of instruction and learning and the role they play in the constructivistic paradigm. In the constructivistic view, learning implies cognitive restructuring, which is facilitated by assimilation and accommodation. The implications of this view of learning for instruction, and in particular mathematics instruction, is then discussed. This chapter concludes with the working definition the researcher has used to conduct the remainder of the study. The theoretical framework is structured furthermore to give background regarding cognitive mapping. According to the constructivistic approach, learning implies conceptual change. Cognitive maps externalise conceptual change by means of visual representations, and therefore it was decided to investigate them as a teaching strategy. Some definitions, as found in the literature, are given, and three types of maps are illustrated as examples. The different uses of cognitive maps, among which study strategy, lesson planning and means of evaluation, are discussed. A discussion on the different methods of constructing a map follows, with specific focus on how to include the whole class in the activity. The advantage of social interaction while constructing knowledge, is highlighted. Lastly, the advantages and disadvantages connected to cognitive mapping as teaching strategy, are discussed. The theoretical framework is complemented by a chapter on the design of the research, substantiating the choice of format and methods of data collection and analysis. The data is reported in the succeeding chapter, and examples of raw data from transcriptions, journals of the pupils and cognitive maps are presented. Finally, the consolidated data is interpreted. In the concluding chapter the findings of the study are discussed. The most significant findings of this study are: cognitive mapping, as mathematical teaching strategy, improved the understanding of grade nine learners, with a visual disability, of real numbers; the learners experienced the teaching strategy of cognitive mapping positively; the number of group members involved in the construction of a cognitive map, influenced.
- Full Text:
- Authors: Van der Spuy, Janette
- Date: 2012-09-05
- Subjects: Mappings (Mathematics) , Mathematics - Study and teaching (Secondary) - Audio-visual aids , Children with visual disabilities - Education - South Africa , Cognitive learning
- Type: Thesis
- Identifier: uj:3553 , http://hdl.handle.net/10210/6938
- Description: M.Ed. , This study is an investigation into cognitive mapping as strategy in the constructivistic approach to mathematics education to learners with a visual disability with the view to describe the change in pupils' thoughts on mathematical concepts, as well as their experiences during the process of cognitive mapping. The rationale for the investigation was derived from the shift in South African Mathematics teaching from traditional teaching to constructivistic (or problem-centered) teaching. As this implies a shift in paradigm, teachers will be in need of relevant constructivistic training to equip them with effective teaching strategies. The objective of this study is to examine cognitive mapping as a possible supportive strategy to constructivism . The study commences with a theoretical framework in which constructivism is clearly explicated. The principles of radical and social constructivism, the roots of which can be traced back to the epistemological theories of Piaget and Vygotsky, are explored. The constructivistic view of knowledge, with the relationship between public knowledge and the forming of personal knowledge, is discussed and extended to include the formation of mathematical knowledge. The focus then shifts to the concepts of instruction and learning and the role they play in the constructivistic paradigm. In the constructivistic view, learning implies cognitive restructuring, which is facilitated by assimilation and accommodation. The implications of this view of learning for instruction, and in particular mathematics instruction, is then discussed. This chapter concludes with the working definition the researcher has used to conduct the remainder of the study. The theoretical framework is structured furthermore to give background regarding cognitive mapping. According to the constructivistic approach, learning implies conceptual change. Cognitive maps externalise conceptual change by means of visual representations, and therefore it was decided to investigate them as a teaching strategy. Some definitions, as found in the literature, are given, and three types of maps are illustrated as examples. The different uses of cognitive maps, among which study strategy, lesson planning and means of evaluation, are discussed. A discussion on the different methods of constructing a map follows, with specific focus on how to include the whole class in the activity. The advantage of social interaction while constructing knowledge, is highlighted. Lastly, the advantages and disadvantages connected to cognitive mapping as teaching strategy, are discussed. The theoretical framework is complemented by a chapter on the design of the research, substantiating the choice of format and methods of data collection and analysis. The data is reported in the succeeding chapter, and examples of raw data from transcriptions, journals of the pupils and cognitive maps are presented. Finally, the consolidated data is interpreted. In the concluding chapter the findings of the study are discussed. The most significant findings of this study are: cognitive mapping, as mathematical teaching strategy, improved the understanding of grade nine learners, with a visual disability, of real numbers; the learners experienced the teaching strategy of cognitive mapping positively; the number of group members involved in the construction of a cognitive map, influenced.
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Kognitiewe soepelheid en didakties-effektiewe leergeleenthede in onderwyseropleiding
- Authors: Winnaar, James Gordon
- Date: 2014-02-18
- Subjects: Cognitive learning , Schools - Study and teaching - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:4153 , http://hdl.handle.net/10210/9500
- Description: D.Ed. , Cognitive flexibility and didactically opportunities in teacher training. effective learning There is consensus amongst educationalists that the task of the teacher is to ensure that the pupils learn meaningfully. The teacher should create opportunities for meaningful learning to occur. Opportunities must be devised to stimulate pupils to think; by solving problems, making discoveries and experimenting. Futhermore, educationalists agree, that a meaningful learning opportunity is one where the interaction between the teacher and the pupils operates on higher cognitive dimensions and is not restricted to the lower cognitive levels - which is usually the case. This, however, does not imply that the interaction should necessarily be confined to a higher cognitive level. The teacher should be flexible enough to change from one cognitive tactic to another, and plan and act in accordance with the prevailing didactical situation. The concern of the writer and the reason for this investigation is the assumption and conviction that cognitive inflexibility and the lack of meaningful learning opportunities are symptomatic and " problem areas of the school practice. Rote learning and memorisation have become important teaching objectives. The purpose of this investigation is to ascertain whether it is possible for student-teachers to acquire the skill to plan effective learning opportunities and to enhance their cognitive flexibility.
- Full Text:
- Authors: Winnaar, James Gordon
- Date: 2014-02-18
- Subjects: Cognitive learning , Schools - Study and teaching - South Africa - Johannesburg
- Type: Thesis
- Identifier: uj:4153 , http://hdl.handle.net/10210/9500
- Description: D.Ed. , Cognitive flexibility and didactically opportunities in teacher training. effective learning There is consensus amongst educationalists that the task of the teacher is to ensure that the pupils learn meaningfully. The teacher should create opportunities for meaningful learning to occur. Opportunities must be devised to stimulate pupils to think; by solving problems, making discoveries and experimenting. Futhermore, educationalists agree, that a meaningful learning opportunity is one where the interaction between the teacher and the pupils operates on higher cognitive dimensions and is not restricted to the lower cognitive levels - which is usually the case. This, however, does not imply that the interaction should necessarily be confined to a higher cognitive level. The teacher should be flexible enough to change from one cognitive tactic to another, and plan and act in accordance with the prevailing didactical situation. The concern of the writer and the reason for this investigation is the assumption and conviction that cognitive inflexibility and the lack of meaningful learning opportunities are symptomatic and " problem areas of the school practice. Rote learning and memorisation have become important teaching objectives. The purpose of this investigation is to ascertain whether it is possible for student-teachers to acquire the skill to plan effective learning opportunities and to enhance their cognitive flexibility.
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