A comparison of the cognitive development of outcome based versus non outcome based education: an exploration of South African learners
- Authors: Austin, Tracey-Lee
- Date: 2008-10-29T12:18:56Z
- Subjects: Competency based education , Constructivism (Education)
- Type: Thesis
- Identifier: uj:13805 , http://hdl.handle.net/10210/1406
- Description: D.Litt. et Phil. , Jean Piaget (1896-1980) played a major role in laying the groundwork for many of our current beliefs about cognitive development. While specific beliefs and ideas of different cultures may vary, Piaget posited that the stages of cognitive development, namely, sensori-motor, pre-operational, 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 Outcomes-Based 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. With the recent change in curriculum, this research investigated whether children in South Africa have attained concrete and formal operations as OBE purports to encourage. The research takes a closer look at children¡¦s cognitive abilities as assessed by Piaget¡¦s theory of development. With reference to South African education ¡§as part of the far-reaching political, social and economic changes, aimed at an egalitarian and healthy society, the new political dispensation has replaced the previous education policy with a constructivist, Outcomes Based Educational approach.¡¨ (Skuy et al, 1999, p. 3). This study was conducted on children from grades one through to grades five, at two primary schools. One of the schools implemented OBE „b 4 years ago (experimental group), whilst the other has not as yet implemented OBE (control group). The measuring instruments consisted of Piaget¡¦s cognitive tests for assessing the concrete and formal operational stages. Piaget¡¦s tests are designed to look for a particular type of understanding/reasoning that typifies a particular developmental stage (Bybee & Sund, 1982). The tests consisted of one-to-one interviews designed to evaluate concrete, transitional and formal operational patterns of thought. Due to the relatively small sample group (ten participants per group) and the fact that the data is ordinal, the analysis was carried out using non-parametric and descriptive statistics. Thus, the results of Piaget¡¦s tests were compared to OBE related marks and academic marks using Spearman¡¦s Correlation Coefficient for ranked data, in order to better understand the nature of the relationship between OBE and cognitive development. Since the data is categorical, i.e., categorised as concrete operational and formal operational, the results of each child in the OBE school were also compared to the results of each child in the non-OBE school using the Mann-Whitney-U test (Howell, 1995) in order to determine whether there is a difference between OBE-cognitive development and Non-OBE-cognitive development. The aim of this study was to establish whether O.B.E is indeed a better approach than other methods of teaching with reference to cognitive development. The conclusion that can be drawn from this study is that O.B.E is not necessarily a more superior system to that of other teaching systems, and that in fact, the more traditional methods of teaching may enhance cognitive development more than O.B.E. , Dr. Alban Burke
- Full Text:
- Authors: Austin, Tracey-Lee
- Date: 2008-10-29T12:18:56Z
- Subjects: Competency based education , Constructivism (Education)
- Type: Thesis
- Identifier: uj:13805 , http://hdl.handle.net/10210/1406
- Description: D.Litt. et Phil. , Jean Piaget (1896-1980) played a major role in laying the groundwork for many of our current beliefs about cognitive development. While specific beliefs and ideas of different cultures may vary, Piaget posited that the stages of cognitive development, namely, sensori-motor, pre-operational, 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 Outcomes-Based 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. With the recent change in curriculum, this research investigated whether children in South Africa have attained concrete and formal operations as OBE purports to encourage. The research takes a closer look at children¡¦s cognitive abilities as assessed by Piaget¡¦s theory of development. With reference to South African education ¡§as part of the far-reaching political, social and economic changes, aimed at an egalitarian and healthy society, the new political dispensation has replaced the previous education policy with a constructivist, Outcomes Based Educational approach.¡¨ (Skuy et al, 1999, p. 3). This study was conducted on children from grades one through to grades five, at two primary schools. One of the schools implemented OBE „b 4 years ago (experimental group), whilst the other has not as yet implemented OBE (control group). The measuring instruments consisted of Piaget¡¦s cognitive tests for assessing the concrete and formal operational stages. Piaget¡¦s tests are designed to look for a particular type of understanding/reasoning that typifies a particular developmental stage (Bybee & Sund, 1982). The tests consisted of one-to-one interviews designed to evaluate concrete, transitional and formal operational patterns of thought. Due to the relatively small sample group (ten participants per group) and the fact that the data is ordinal, the analysis was carried out using non-parametric and descriptive statistics. Thus, the results of Piaget¡¦s tests were compared to OBE related marks and academic marks using Spearman¡¦s Correlation Coefficient for ranked data, in order to better understand the nature of the relationship between OBE and cognitive development. Since the data is categorical, i.e., categorised as concrete operational and formal operational, the results of each child in the OBE school were also compared to the results of each child in the non-OBE school using the Mann-Whitney-U test (Howell, 1995) in order to determine whether there is a difference between OBE-cognitive development and Non-OBE-cognitive development. The aim of this study was to establish whether O.B.E is indeed a better approach than other methods of teaching with reference to cognitive development. The conclusion that can be drawn from this study is that O.B.E is not necessarily a more superior system to that of other teaching systems, and that in fact, the more traditional methods of teaching may enhance cognitive development more than O.B.E. , Dr. Alban Burke
- 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.
- Full Text:
Investigating collaborative knowledge construction in undergraduate education according to Tillema’s stage model
- Authors: Mdluli, Phindile Olga
- Date: 2012-08-27
- Subjects: Team learning approach in education , Tilema's stage model , Knowledge and learning , Knowledge, Theory of , Constructivism (Education) , Learning and scholarship
- Type: Mini-Dissertation
- Identifier: uj:3150 , http://hdl.handle.net/10210/6568
- Description: M.Ed. , This study aimed at investigating collaborative knowledge construction in undergraduate education according to Tillema’s stage model The theories of Symbolic Interactionism, Pragmatism and Constructivism underpinned this minor dissertation. The problem which gave rise to the research was how to lessen the sense of isolation experienced by learners who have lecturers lecturing to them in huge lecture halls at Higher Education institutions in South Africa. A qualitative case study research design was deemed appropriate for the study. Data were collected by way of qualitative surveys, focus group and individual interviews, observations and collection of artefacts. The findings based on qualitative survey, focus groups and interviews and artefacts were recorded, observed and the data were discussed in terms of the learning theories commonly known as situated learning, deep and surface learning, emancipatory and transformational learning, collaborative learning, peer learning, study team learning and community of practice learning. The main findings were that students involved in study teams did engage in actions and activity, interacted with each other in and outside the classroom, challenged each other’s’ weak constructs about their subject knowledge, performed “learning tasks within relevant, realistic environments”, and shared their numerous different solutions to and versions of the same problems. They also made sense of their experiences when they engaged in actions and activities. In this way the study teams can be understood to have constructed knowledge socially and collaboratively. In terms of Tillema’s stage model for study team learning, the main findings were that participants challenged each others’ knowledge base and consequently acquired new knowledge by a respectful interaction with each other, despite the group dynamics which were evident. By the time they had identified the gaps in their knowledge and decided what to investigate further or to confirm what they knew and move to Tillema’s final stage, they were able to link inquiry to action and create useful practical outcomes. Finally in their co-construction of knowledge the participants were motivated by the need to present at a forum in front of peers and lecturers. Eliciting knowledge and beliefs, challenging existing knowledge and acquiring new knowledge and identifying gaps in knowledge and co-constructing knowledge - was applied to the findings and it was clear that the groups did construct knowledge collaboratively and their experiences could be described according to the stages of the model. The main recommendation from the study is that the process be expanded.
- Full Text:
- Authors: Mdluli, Phindile Olga
- Date: 2012-08-27
- Subjects: Team learning approach in education , Tilema's stage model , Knowledge and learning , Knowledge, Theory of , Constructivism (Education) , Learning and scholarship
- Type: Mini-Dissertation
- Identifier: uj:3150 , http://hdl.handle.net/10210/6568
- Description: M.Ed. , This study aimed at investigating collaborative knowledge construction in undergraduate education according to Tillema’s stage model The theories of Symbolic Interactionism, Pragmatism and Constructivism underpinned this minor dissertation. The problem which gave rise to the research was how to lessen the sense of isolation experienced by learners who have lecturers lecturing to them in huge lecture halls at Higher Education institutions in South Africa. A qualitative case study research design was deemed appropriate for the study. Data were collected by way of qualitative surveys, focus group and individual interviews, observations and collection of artefacts. The findings based on qualitative survey, focus groups and interviews and artefacts were recorded, observed and the data were discussed in terms of the learning theories commonly known as situated learning, deep and surface learning, emancipatory and transformational learning, collaborative learning, peer learning, study team learning and community of practice learning. The main findings were that students involved in study teams did engage in actions and activity, interacted with each other in and outside the classroom, challenged each other’s’ weak constructs about their subject knowledge, performed “learning tasks within relevant, realistic environments”, and shared their numerous different solutions to and versions of the same problems. They also made sense of their experiences when they engaged in actions and activities. In this way the study teams can be understood to have constructed knowledge socially and collaboratively. In terms of Tillema’s stage model for study team learning, the main findings were that participants challenged each others’ knowledge base and consequently acquired new knowledge by a respectful interaction with each other, despite the group dynamics which were evident. By the time they had identified the gaps in their knowledge and decided what to investigate further or to confirm what they knew and move to Tillema’s final stage, they were able to link inquiry to action and create useful practical outcomes. Finally in their co-construction of knowledge the participants were motivated by the need to present at a forum in front of peers and lecturers. Eliciting knowledge and beliefs, challenging existing knowledge and acquiring new knowledge and identifying gaps in knowledge and co-constructing knowledge - was applied to the findings and it was clear that the groups did construct knowledge collaboratively and their experiences could be described according to the stages of the model. The main recommendation from the study is that the process be expanded.
- Full Text:
Learner mathematical errors in introductory differential calculus tasks : a study of misconceptions in the senior school certificate examinations
- Authors: Makonye, Judah Paul
- Date: 2012-08-28
- Subjects: Error analysis (Mathematics) , Calculus - Study and teaching (Secondary) , Calculus - Examinations , Mathematics teachers - Training of , Constructivism (Education)
- Type: Thesis
- Identifier: uj:3390 , http://hdl.handle.net/10210/6788
- Description: D.Phil. , The research problematised the learning of mathematics in South African high schools in a Pedagogical Content Knowledge context. The researcher established that while at best, teachers may command mathematics content knowledge, or pedagogic knowledge, that command proves insufficient in leveraging the learning of mathematics and differentiation. Teachers' awareness of their learners' errors and misconceptions on a mathematics topic is critical in developing appropriate pedagogical content knowledge. The researcher argues that the study of learner errors in mathematics affords educators critical knowledge of the learners' Zones of Proximal Development. The space where learners experience misconceptions as they attempt to assign meaning to new mathematical ideas to which they may or may not have obtained semiotic mediation. In their Zones of Proximal Development learners may harbour concept images that are incompetition with established mathematical knowledge.Educators need to study and understand those concept images (amateur or alternative conceptions), and how learners come to have them, if they are to help learners learn mathematics better. Besides the socio-cultural v1ew, the study presumed that the misconceptions formed by learners in mathematicsmay also beexplained within a constructivist perspective of learning. The constructivist perspective of learning assumes that learners interpret new knowledge on the basis of the knowledge they already have. However, some of the knowledge that learners construct though meaningful to them may be full of misconceptions. This may occur through overgeneralisation of prior knowledge to new situations. The researcher presumed that the ideas that learners have of particular mathematical concepts were concept images they construct. Though some of the concept images may be deficient or defective from a mathematics expert's point of view, they are still used by the learners to learn new mathematics concepts and to solve mathematics problems. The lack of success in mathematics that results in the application of erratic concept images ultimately leads to unsuccessful learning of mathematics with the danger of snowballing if there are no practicable interventions. Differentiation is a new topic in the South African mathematics curriculum and most teachers and learners have registered problems in teaching and learning it. Hence it was imperative to do research on this topic from an angle of learner errors on that topic. The significance of the study is that this research isolated the differentiation learner errors and misconceptions that teachers can focus on for the improvement of learning and achievement in the topic of introductory differentiation. The research focused on the nature of errors and misconceptions learners have on introductory differentiation as exhibited in their 2008 examination scripts. It sought to identify, categorise (form a database) and discuss the errors and their conceptual links. A typology of errors and misconceptions in introductory calculus was constructed. The study mainly used qualitative methods to collect and analyse data. Content analysis techniques were used to analyse the data on the basis of a conceptual framework of mathematics and calculus errors obtained from literature. One thousand Grade 12, Mathematics Paper 1 examination scripts from learners of both sexes emanating from diverse social backgrounds provided data for the study. The unit of analysis was students' errors in written responses to differentiation examination items.
- Full Text:
- Authors: Makonye, Judah Paul
- Date: 2012-08-28
- Subjects: Error analysis (Mathematics) , Calculus - Study and teaching (Secondary) , Calculus - Examinations , Mathematics teachers - Training of , Constructivism (Education)
- Type: Thesis
- Identifier: uj:3390 , http://hdl.handle.net/10210/6788
- Description: D.Phil. , The research problematised the learning of mathematics in South African high schools in a Pedagogical Content Knowledge context. The researcher established that while at best, teachers may command mathematics content knowledge, or pedagogic knowledge, that command proves insufficient in leveraging the learning of mathematics and differentiation. Teachers' awareness of their learners' errors and misconceptions on a mathematics topic is critical in developing appropriate pedagogical content knowledge. The researcher argues that the study of learner errors in mathematics affords educators critical knowledge of the learners' Zones of Proximal Development. The space where learners experience misconceptions as they attempt to assign meaning to new mathematical ideas to which they may or may not have obtained semiotic mediation. In their Zones of Proximal Development learners may harbour concept images that are incompetition with established mathematical knowledge.Educators need to study and understand those concept images (amateur or alternative conceptions), and how learners come to have them, if they are to help learners learn mathematics better. Besides the socio-cultural v1ew, the study presumed that the misconceptions formed by learners in mathematicsmay also beexplained within a constructivist perspective of learning. The constructivist perspective of learning assumes that learners interpret new knowledge on the basis of the knowledge they already have. However, some of the knowledge that learners construct though meaningful to them may be full of misconceptions. This may occur through overgeneralisation of prior knowledge to new situations. The researcher presumed that the ideas that learners have of particular mathematical concepts were concept images they construct. Though some of the concept images may be deficient or defective from a mathematics expert's point of view, they are still used by the learners to learn new mathematics concepts and to solve mathematics problems. The lack of success in mathematics that results in the application of erratic concept images ultimately leads to unsuccessful learning of mathematics with the danger of snowballing if there are no practicable interventions. Differentiation is a new topic in the South African mathematics curriculum and most teachers and learners have registered problems in teaching and learning it. Hence it was imperative to do research on this topic from an angle of learner errors on that topic. The significance of the study is that this research isolated the differentiation learner errors and misconceptions that teachers can focus on for the improvement of learning and achievement in the topic of introductory differentiation. The research focused on the nature of errors and misconceptions learners have on introductory differentiation as exhibited in their 2008 examination scripts. It sought to identify, categorise (form a database) and discuss the errors and their conceptual links. A typology of errors and misconceptions in introductory calculus was constructed. The study mainly used qualitative methods to collect and analyse data. Content analysis techniques were used to analyse the data on the basis of a conceptual framework of mathematics and calculus errors obtained from literature. One thousand Grade 12, Mathematics Paper 1 examination scripts from learners of both sexes emanating from diverse social backgrounds provided data for the study. The unit of analysis was students' errors in written responses to differentiation examination items.
- Full Text:
Student misconceptions in a high stakes grade 12 physics examination
- Authors: Van Niekerk, Celesté
- Date: 2012-08-28
- Subjects: Physics examinations evaluation , Physics study and teaching (Secondary) , Grading and marking (Students) , Constructivism (Education) , Examinations - Interpretation
- Type: Thesis
- Identifier: uj:3340 , http://hdl.handle.net/10210/6740
- Description: M.Ed. , The grade 12 Physical Sciences students of 2008 were the first group of South African students to write a National Senior Certificate (NSC) on the new outcomes-based education (OBE) curriculum – the National Curriculum Statement (NCS). Society scrutinised the performance of students in this high stake examination. The outcome was disappointing: 71,3% of the students achieved a mark of less than 40%, and 45% of the group achieved a mark of less than 30%. Concern amongst the educational community, specifically the Department of Education (DOE), initiated a request for research into the possible causes of the poor performance by students in this examination. There are many factors that affect the performance of students, including the misconceptions held by students regarding subject content. This study aims to contribute knowledge about the common misconceptions held by science students regarding Physics. It also investigates the performance of students in explanation-type questions and what explanation-types reveal about student misconceptions. The research design for this study is a content analysis which was carried out qualitatively in two phases. In the primary phase, a sample of student examination scripts was analysed. During the secondary phase, interviews were conducted with grade 12 Physical Sciences students and teachers from one school. The findings of this study are that the following misconceptions are commonly held by students: • Heavier objects exert more force on lighter objects during a collision; • Total external resistance decreases when an external resistor, connected in parallel, is removed; • Energy is lost in certain situations; • A split-ring is found in an AC generator; • The voltage increases when appliances are added to a multi-plug.
- Full Text:
- Authors: Van Niekerk, Celesté
- Date: 2012-08-28
- Subjects: Physics examinations evaluation , Physics study and teaching (Secondary) , Grading and marking (Students) , Constructivism (Education) , Examinations - Interpretation
- Type: Thesis
- Identifier: uj:3340 , http://hdl.handle.net/10210/6740
- Description: M.Ed. , The grade 12 Physical Sciences students of 2008 were the first group of South African students to write a National Senior Certificate (NSC) on the new outcomes-based education (OBE) curriculum – the National Curriculum Statement (NCS). Society scrutinised the performance of students in this high stake examination. The outcome was disappointing: 71,3% of the students achieved a mark of less than 40%, and 45% of the group achieved a mark of less than 30%. Concern amongst the educational community, specifically the Department of Education (DOE), initiated a request for research into the possible causes of the poor performance by students in this examination. There are many factors that affect the performance of students, including the misconceptions held by students regarding subject content. This study aims to contribute knowledge about the common misconceptions held by science students regarding Physics. It also investigates the performance of students in explanation-type questions and what explanation-types reveal about student misconceptions. The research design for this study is a content analysis which was carried out qualitatively in two phases. In the primary phase, a sample of student examination scripts was analysed. During the secondary phase, interviews were conducted with grade 12 Physical Sciences students and teachers from one school. The findings of this study are that the following misconceptions are commonly held by students: • Heavier objects exert more force on lighter objects during a collision; • Total external resistance decreases when an external resistor, connected in parallel, is removed; • Energy is lost in certain situations; • A split-ring is found in an AC generator; • The voltage increases when appliances are added to a multi-plug.
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Utilising sociodrama as therapeutic intervention to address the sensory integration development of adolescents who present with intellectual impairment
- Authors: Veldsman, Talita
- Date: 2015-07-29
- Subjects: Drama - Therapeutic use , Sociodrama , Constructivism (Education) , Learning disabled teenagers , Adolescent psychotherapy
- Type: Thesis
- Identifier: uj:13820 , http://hdl.handle.net/10210/14118
- Description: D.Ed. (Educational Psychology) , This research was done in response to the need of educational psychologists to intervene on a sensory integration level as it affects learning and behaviour, which falls within the scope of practice of educational psychologists in South Africa. The research study aimed to explore the research question: how sociodrama could be used as a therapeutic intervention to address the sensory integration of adolescents who present with mild intellectual impairment. The study is situated in the interpretivist-constructivist paradigm, using sociocultural theory as theoretical framework. I therefore commenced with the research with the assumption that the six participants each had their own cultural stories and background within which they functioned, and that they could learn from one another in the sociodramatic group setting. The sociodrama sessions were conducted at a school for learners who presented with mild learning impairments. The participants of the research study attended the bridging class of the school, where the focus is on basic literacy and mathematical skills. Thirteen sociodrama sessions were conducted, where the focus was on the development of sensory integration skills. A qualitative research approach was followed and a case study design was chosen for the inquiry. Data collection included the use of sensory profiles, a background questionnaire, context observation, participant observation, visual journals, reflections, video-recordings and an interview with the educator. I utilised the steps suggested by Braun and Clarke (2006) to thematically analyse the qualitative data and to identify themes. The aim of the research study was to firstly be of benefit to the research participants, creating sociodramatic opportunities through which their sensory integration skills could be developed. The research inquiry furthermore aimed to contribute to the field of educational psychology as it allowed for the development of knowledge on sensory integration and provides a unique therapeutic approach to develop sensory integration skills in adolescents who present with mild intellectual impairment.
- Full Text:
- Authors: Veldsman, Talita
- Date: 2015-07-29
- Subjects: Drama - Therapeutic use , Sociodrama , Constructivism (Education) , Learning disabled teenagers , Adolescent psychotherapy
- Type: Thesis
- Identifier: uj:13820 , http://hdl.handle.net/10210/14118
- Description: D.Ed. (Educational Psychology) , This research was done in response to the need of educational psychologists to intervene on a sensory integration level as it affects learning and behaviour, which falls within the scope of practice of educational psychologists in South Africa. The research study aimed to explore the research question: how sociodrama could be used as a therapeutic intervention to address the sensory integration of adolescents who present with mild intellectual impairment. The study is situated in the interpretivist-constructivist paradigm, using sociocultural theory as theoretical framework. I therefore commenced with the research with the assumption that the six participants each had their own cultural stories and background within which they functioned, and that they could learn from one another in the sociodramatic group setting. The sociodrama sessions were conducted at a school for learners who presented with mild learning impairments. The participants of the research study attended the bridging class of the school, where the focus is on basic literacy and mathematical skills. Thirteen sociodrama sessions were conducted, where the focus was on the development of sensory integration skills. A qualitative research approach was followed and a case study design was chosen for the inquiry. Data collection included the use of sensory profiles, a background questionnaire, context observation, participant observation, visual journals, reflections, video-recordings and an interview with the educator. I utilised the steps suggested by Braun and Clarke (2006) to thematically analyse the qualitative data and to identify themes. The aim of the research study was to firstly be of benefit to the research participants, creating sociodramatic opportunities through which their sensory integration skills could be developed. The research inquiry furthermore aimed to contribute to the field of educational psychology as it allowed for the development of knowledge on sensory integration and provides a unique therapeutic approach to develop sensory integration skills in adolescents who present with mild intellectual impairment.
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Exploring the extent to which science teachers create constructivist learning environments in their science classrooms
- Authors: Mbonane, Sezanele Gugulethu
- Date: 2019
- Subjects: Science - Study and teaching , Constructivism (Education)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/438578 , uj:38124
- Description: Abstract: The study investigated the extent to which life sciences and physical sciences teachers in the Further Education and Training phase create constructivist learning environments in their classrooms. Constructivist learning environments have been found to foster the creation critical thinkers. The study employed social constructivism as a theoretical framework. The learning environment was viewed from this paradigmic approach. This research adopted an explanatory mixed method research design, involving 50 teachers. Purposive sampling was used to select Grade 10, 11 and 12 teachers from 15 schools in Johannesburg. Quantitative data were collected using the Constructivist Learning Environment Survey (CLES), originally developed by Taylor and Fraser (1991) and revised by Johnson and McClure (2004). The CLES has been validated in various studies, and also its reliability has been tested. The teachers’ perceptions were measured on a Likert scale and analysed using the Statistical Package for Social Sciences (SPSS). Qualitative data were collected through semi-structured interviews and analysed manually using constant comparative method. The first research sub-question was: how do science teachers perceive learning environments in their classrooms? In answering this, the findings revealed positive perceptions in personal relevance, learner negotiation and critical voice constructs. The two other constructs shared control and scientific uncertainty revealed that the teachers still hold traditional perceptions about learning environments. The findings indicated that teachers still believed that planning and designing of lessons were their responsibilities and that learners have no role to play. , M.Ed. (Science Education)
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- Authors: Mbonane, Sezanele Gugulethu
- Date: 2019
- Subjects: Science - Study and teaching , Constructivism (Education)
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/438578 , uj:38124
- Description: Abstract: The study investigated the extent to which life sciences and physical sciences teachers in the Further Education and Training phase create constructivist learning environments in their classrooms. Constructivist learning environments have been found to foster the creation critical thinkers. The study employed social constructivism as a theoretical framework. The learning environment was viewed from this paradigmic approach. This research adopted an explanatory mixed method research design, involving 50 teachers. Purposive sampling was used to select Grade 10, 11 and 12 teachers from 15 schools in Johannesburg. Quantitative data were collected using the Constructivist Learning Environment Survey (CLES), originally developed by Taylor and Fraser (1991) and revised by Johnson and McClure (2004). The CLES has been validated in various studies, and also its reliability has been tested. The teachers’ perceptions were measured on a Likert scale and analysed using the Statistical Package for Social Sciences (SPSS). Qualitative data were collected through semi-structured interviews and analysed manually using constant comparative method. The first research sub-question was: how do science teachers perceive learning environments in their classrooms? In answering this, the findings revealed positive perceptions in personal relevance, learner negotiation and critical voice constructs. The two other constructs shared control and scientific uncertainty revealed that the teachers still hold traditional perceptions about learning environments. The findings indicated that teachers still believed that planning and designing of lessons were their responsibilities and that learners have no role to play. , M.Ed. (Science Education)
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