Cognitive mapping : an alternate lesson strategy
- Authors: Elston, Wilma
- Date: 2014-03-18
- Subjects: Teacher participation in curriculum planning - South Africa , Teaching - Decision making , Curriculum planning - South Africa - Psychological aspects , Concept learning , Thought and thinking - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:4449 , http://hdl.handle.net/10210/9791
- Description: D.Ed. (Teaching Studies) , The traditional method of lesson presentation has in recent years come under scrutiny from various education quarters concerned with approaches to teaching and learning. The reason for this being the changing swing of thoughts concerning knowledge and learning, the new integrated lifelong learning approach for general and further education (NQF:1995a) and the shift of emphasis in teaching strategies. The realization has dawned on educationalists that presentation lessons should perhaps not be "the one skill to which most attention is directed during [in-service] training" (Ashman & Conway, 1993:61), but one of many skills that should receive undue attention by all lesson presenters. The aim has not been to eradicate the process of lesson presentation in its present format but rather to oscillate the emphasis due to the growing interest in the manner in which learning matter is presented (Durniny & Sohnge, 1986:98). Learning activities should be "planned in such as way that most [all] of the learners are involved in [thinking] activities at all times of the lesson and not excluded as commonly appears to be the case" (Elston, 1992:71). Unfortunately initiative, creativity and other teacher input is not a prerequisite for lesson and content presentation as is proven when examining policies brought about by education departments regarding requirements for the planning and presentation of lessons. It must however be mentioned that these are changing drastically and we, as educators in so doing have to adapt (Osborne, 1993:2). Hardy (1992:56) believes that there should always be a prototype [lesson plan] according to which all instructional activities should take place. Obviously some structure or guidelines are essential, especially pertaining to new, inexperienced teachers, but has one not been "too reliant for too long on hierarchical and sanction ridden modes of 'instructional supervision'" (Smyth, 1991:81) which includes lesson presentation...
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- Authors: Elston, Wilma
- Date: 2014-03-18
- Subjects: Teacher participation in curriculum planning - South Africa , Teaching - Decision making , Curriculum planning - South Africa - Psychological aspects , Concept learning , Thought and thinking - Study and teaching - South Africa
- Type: Thesis
- Identifier: uj:4449 , http://hdl.handle.net/10210/9791
- Description: D.Ed. (Teaching Studies) , The traditional method of lesson presentation has in recent years come under scrutiny from various education quarters concerned with approaches to teaching and learning. The reason for this being the changing swing of thoughts concerning knowledge and learning, the new integrated lifelong learning approach for general and further education (NQF:1995a) and the shift of emphasis in teaching strategies. The realization has dawned on educationalists that presentation lessons should perhaps not be "the one skill to which most attention is directed during [in-service] training" (Ashman & Conway, 1993:61), but one of many skills that should receive undue attention by all lesson presenters. The aim has not been to eradicate the process of lesson presentation in its present format but rather to oscillate the emphasis due to the growing interest in the manner in which learning matter is presented (Durniny & Sohnge, 1986:98). Learning activities should be "planned in such as way that most [all] of the learners are involved in [thinking] activities at all times of the lesson and not excluded as commonly appears to be the case" (Elston, 1992:71). Unfortunately initiative, creativity and other teacher input is not a prerequisite for lesson and content presentation as is proven when examining policies brought about by education departments regarding requirements for the planning and presentation of lessons. It must however be mentioned that these are changing drastically and we, as educators in so doing have to adapt (Osborne, 1993:2). Hardy (1992:56) believes that there should always be a prototype [lesson plan] according to which all instructional activities should take place. Obviously some structure or guidelines are essential, especially pertaining to new, inexperienced teachers, but has one not been "too reliant for too long on hierarchical and sanction ridden modes of 'instructional supervision'" (Smyth, 1991:81) which includes lesson presentation...
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Affektiewe oorwegings by kurrikulering vir adolessente
- Authors: Hauptfleisch, Harriette
- Date: 2014-02-11
- Subjects: Curriculum planning - South Africa - Psychological aspects , High schools - South Africa - Curricula , Teenage girls - Education - South Africa , Teenage boys - Education - South Africa
- Type: Thesis
- Identifier: uj:3834 , http://hdl.handle.net/10210/9204
- Description: M.Ed. (Curriculum Studies) , The purpose of this study is to determine whether affective considerations have a claim on inclusion in the curriculum and, if so, how these claims may be accommodated. The target group is the adolescents in their secondary school phase. Current research has indicated beyond doubt that curriculum planning can no longer be restricted to the cognitive domain. Feelings and emotions are involved in every learning experience and hamper or enhance cognitive development. Therefore the teacher's responsibility should be extended to include the education of feeling and emotion as well. The study proposes an approach based on sound educational principles and scientifically acquired data. The point of departure is the widely accepted principles and criteria for curriculum design. The relatively new communicative curriculum provides a useful framework, but it has innate weaknesses. Only if care is taken to counter the possible effects of such weaknesses, will the new sillabi have a chance of success. Affective aims should, however, not oust cognitive aims. Intellectual development is the primary goal of the school curriculum. A continuous stream of interaction flows between the affective and the cognitive fields. On all levels of curriculum design the approach should be to take the development patterns of the adolescents as the vantage points, formulate aims to accommodate affective development and only then to choose the relevant cognitive aims. Such an approach will hopefully lead to the achievement of a more balanced education for the volatile adolescent.
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- Authors: Hauptfleisch, Harriette
- Date: 2014-02-11
- Subjects: Curriculum planning - South Africa - Psychological aspects , High schools - South Africa - Curricula , Teenage girls - Education - South Africa , Teenage boys - Education - South Africa
- Type: Thesis
- Identifier: uj:3834 , http://hdl.handle.net/10210/9204
- Description: M.Ed. (Curriculum Studies) , The purpose of this study is to determine whether affective considerations have a claim on inclusion in the curriculum and, if so, how these claims may be accommodated. The target group is the adolescents in their secondary school phase. Current research has indicated beyond doubt that curriculum planning can no longer be restricted to the cognitive domain. Feelings and emotions are involved in every learning experience and hamper or enhance cognitive development. Therefore the teacher's responsibility should be extended to include the education of feeling and emotion as well. The study proposes an approach based on sound educational principles and scientifically acquired data. The point of departure is the widely accepted principles and criteria for curriculum design. The relatively new communicative curriculum provides a useful framework, but it has innate weaknesses. Only if care is taken to counter the possible effects of such weaknesses, will the new sillabi have a chance of success. Affective aims should, however, not oust cognitive aims. Intellectual development is the primary goal of the school curriculum. A continuous stream of interaction flows between the affective and the cognitive fields. On all levels of curriculum design the approach should be to take the development patterns of the adolescents as the vantage points, formulate aims to accommodate affective development and only then to choose the relevant cognitive aims. Such an approach will hopefully lead to the achievement of a more balanced education for the volatile adolescent.
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Gender issues in curriculum development for technology education in South Africa
- Authors: Janse van Rensburg, Susanna
- Date: 2012-08-22
- Subjects: Curriculum planning - South Africa - Psychological aspects , Technology - Study and teaching , Sex differences in education - South Africa - Case studies , Educational innovations - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3056 , http://hdl.handle.net/10210/6478
- Description: M.Ed. , Technology Education in South Africa has only recently been identified as a Learning Area for General Education and Training. Curriculum development for this Learning Area has therefore, become a prominent issue. This study attempts to define the field of study, give a rationale for the Learning Area: Technology Education, and attempts to describe curriculum developments in general and more specifically to address gender attitudes and other gender issues in the field of Technology Education. The Pupils Attitude Towards Technology (PATT) Questionnaire as validated for the USA, was used to analyse South African learners' attitudes towards Technology. The research sample was made up of 500 girls and 510 boys from the Junior Secondary Phase. Responses to the questions of the PATT Questionnaire were analysed using a Principle Component and a Principle Factor Analysis. The explained variance was rather low and indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive in that there were no significant differences regarding the gender attitudes that technology should be for all and that technology makes contributions to the society. The fact that girls have a stronger gender discrimination view related to themselves regarding technology needs to be addressed in future curriculum development. The study concludes by formulating recommendations with a view to setting in place gender inclusive curricula, actions for improving female attitudes, participation and female contributions in the Learning Area of Technology Education.
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- Authors: Janse van Rensburg, Susanna
- Date: 2012-08-22
- Subjects: Curriculum planning - South Africa - Psychological aspects , Technology - Study and teaching , Sex differences in education - South Africa - Case studies , Educational innovations - South Africa
- Type: Mini-Dissertation
- Identifier: uj:3056 , http://hdl.handle.net/10210/6478
- Description: M.Ed. , Technology Education in South Africa has only recently been identified as a Learning Area for General Education and Training. Curriculum development for this Learning Area has therefore, become a prominent issue. This study attempts to define the field of study, give a rationale for the Learning Area: Technology Education, and attempts to describe curriculum developments in general and more specifically to address gender attitudes and other gender issues in the field of Technology Education. The Pupils Attitude Towards Technology (PATT) Questionnaire as validated for the USA, was used to analyse South African learners' attitudes towards Technology. The research sample was made up of 500 girls and 510 boys from the Junior Secondary Phase. Responses to the questions of the PATT Questionnaire were analysed using a Principle Component and a Principle Factor Analysis. The explained variance was rather low and indicated that the questionnaire needed adaptation for the South African context. The outcomes of the research were positive in that there were no significant differences regarding the gender attitudes that technology should be for all and that technology makes contributions to the society. The fact that girls have a stronger gender discrimination view related to themselves regarding technology needs to be addressed in future curriculum development. The study concludes by formulating recommendations with a view to setting in place gender inclusive curricula, actions for improving female attitudes, participation and female contributions in the Learning Area of Technology Education.
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