Die didaktiese grondvorm as sintese tussen onderrig en leer
- Dresselhaus, Fritz Heinrich Wilhelm
- Authors: Dresselhaus, Fritz Heinrich Wilhelm
- Date: 2014-06-12
- Subjects: Teaching - Methodology , Teaching , Learning - Evaluation , Learning
- Type: Thesis
- Identifier: uj:11529 , http://hdl.handle.net/10210/11225
- Description: M.Ed. , In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional effect of teaching and learning The first dynamic force is the instructional effect of teaching and learning. It is expressed as an action where the teacher conveys to the learner crystallized knowledge, norms and techniques which for centuries have developed in a particular society. (b) The nurturant effect of teaching and learning The second dynamic force originates in the learner and his budding potential. It is expressed as the will of the learner to learn through his own effort and ability. This implies that the learner will need opportunities to discover SUbject-matter for himself and will require sufficient room for own initiative without too much control from the teacher. The dilemma the teacher now finds himself in is how to instruct knowledge in a meaningful way without dampening the joy and flow of individual discovery, inspiration and creativity. Should he guide the learner towards a clearly formulated educational goal or should the learner discover meaning for himself without much interference from the teacher? In the study it was shown that a lack of balance between these two forces will result in verbalism, a superficial type of knowledge where pupils have memorized knowledge without comprehension.
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- Authors: Dresselhaus, Fritz Heinrich Wilhelm
- Date: 2014-06-12
- Subjects: Teaching - Methodology , Teaching , Learning - Evaluation , Learning
- Type: Thesis
- Identifier: uj:11529 , http://hdl.handle.net/10210/11225
- Description: M.Ed. , In this study it is shown that two dynamic forces exist in the day to day practice of teaching and learning: (a) The instructional effect of teaching and learning The first dynamic force is the instructional effect of teaching and learning. It is expressed as an action where the teacher conveys to the learner crystallized knowledge, norms and techniques which for centuries have developed in a particular society. (b) The nurturant effect of teaching and learning The second dynamic force originates in the learner and his budding potential. It is expressed as the will of the learner to learn through his own effort and ability. This implies that the learner will need opportunities to discover SUbject-matter for himself and will require sufficient room for own initiative without too much control from the teacher. The dilemma the teacher now finds himself in is how to instruct knowledge in a meaningful way without dampening the joy and flow of individual discovery, inspiration and creativity. Should he guide the learner towards a clearly formulated educational goal or should the learner discover meaning for himself without much interference from the teacher? In the study it was shown that a lack of balance between these two forces will result in verbalism, a superficial type of knowledge where pupils have memorized knowledge without comprehension.
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Graad elf biologie-leerlinge se konsepsies van leer
- Authors: Lotz, Lynette
- Date: 2012-09-05
- Subjects: Biology - Study and teaching (Secondary) - Evaluation , Learning - Evaluation , High school students - Attitudes
- Type: Thesis
- Identifier: uj:9618 , http://hdl.handle.net/10210/7038
- Description: M.Ed. , The purpose of this study was to investigate grade eleven Biology learners' conceptions of what academic learning in the school situation is, and how learning takes place in general and particularly in Biology. Educational phychologists, remedial educators, primary and secondary school educators, parents and learners are often confronted by the question: How do learners learn? Berry and Sahlberg (1996:20) argue that to be able to learn how to learn, learners should have some basic conceptual understanding of the answer to the question: What do we mean by learning? As a result of the excessive emphasis on rote learning and memorization, which seems to be a general practice in most South African schools, this study argues that learners' conceptions of learning (what learning is and how learning takes place) could be a contributing factor to the problematic nature of learning of natural sciences. Learners often experience difficulties with learning and studying. Common experience suggests that many attempts to assist learners to learn how to learn, fail. This may be ascribed to a variety of factors, one of which could be the learners' conception of what learning is and how they learn (Wood, 1988:75). In-depth, semi-structured individual interviews were used as the primary source of data collection and naïve sketches were used as an additional source. In this study, the approach that was followed for data analysis was mainly based upon the constant comparative method suggested by Maykut and Morehouse (1994:124-148). From the analysis of the data 21 categories were identified from which five main patterns (A to E) evolved, as indicated, each consisting of a number of categories. Pattern A: Conceptions of learning are interrelated and interdependent and appear to be on a continuum. In this study, scholastic academic learning was conceptualized as: prior knowledge, knowledge, rote learning, memorization and application. Pattern B: Learning is a complex and domain-specific process, implying that different subjects or learning areas should be learned differently. Pattern C: Learning is strategic. Pattern D: Perceptions of instructional context and evaluation requirements influence learning. Pattern E: Learning and studying are of a personal and idiosyncratic nature. iv.The implications of the findings can be summarized as follows: It is of the utmost importance that educators provide opportunities for learners to discuss their own conceptions/perceptions of learning in terms of learning in general and learning of specific subjects. This dialogue will assist learners to reflect on and become aware of their learning strategies, as well as their deficiencies and needs, therein. It is my contention that learners' conceptions/perceptions of what learning is and how they learn should initially be utilized in any intervention, which is meant to assist and guide learners to learn-how-to-learn. It is the fundamental responsibility of educators to guide individual learners to learn how to learn, utilizing subject specific metacognitive learning or study strategies, integrated with the subject content. Therefore, it is important that educators should assist learners to understand that learning Biology entails more than mere memorization and that it should not be seen merely as a learning subject.
- Full Text:
- Authors: Lotz, Lynette
- Date: 2012-09-05
- Subjects: Biology - Study and teaching (Secondary) - Evaluation , Learning - Evaluation , High school students - Attitudes
- Type: Thesis
- Identifier: uj:9618 , http://hdl.handle.net/10210/7038
- Description: M.Ed. , The purpose of this study was to investigate grade eleven Biology learners' conceptions of what academic learning in the school situation is, and how learning takes place in general and particularly in Biology. Educational phychologists, remedial educators, primary and secondary school educators, parents and learners are often confronted by the question: How do learners learn? Berry and Sahlberg (1996:20) argue that to be able to learn how to learn, learners should have some basic conceptual understanding of the answer to the question: What do we mean by learning? As a result of the excessive emphasis on rote learning and memorization, which seems to be a general practice in most South African schools, this study argues that learners' conceptions of learning (what learning is and how learning takes place) could be a contributing factor to the problematic nature of learning of natural sciences. Learners often experience difficulties with learning and studying. Common experience suggests that many attempts to assist learners to learn how to learn, fail. This may be ascribed to a variety of factors, one of which could be the learners' conception of what learning is and how they learn (Wood, 1988:75). In-depth, semi-structured individual interviews were used as the primary source of data collection and naïve sketches were used as an additional source. In this study, the approach that was followed for data analysis was mainly based upon the constant comparative method suggested by Maykut and Morehouse (1994:124-148). From the analysis of the data 21 categories were identified from which five main patterns (A to E) evolved, as indicated, each consisting of a number of categories. Pattern A: Conceptions of learning are interrelated and interdependent and appear to be on a continuum. In this study, scholastic academic learning was conceptualized as: prior knowledge, knowledge, rote learning, memorization and application. Pattern B: Learning is a complex and domain-specific process, implying that different subjects or learning areas should be learned differently. Pattern C: Learning is strategic. Pattern D: Perceptions of instructional context and evaluation requirements influence learning. Pattern E: Learning and studying are of a personal and idiosyncratic nature. iv.The implications of the findings can be summarized as follows: It is of the utmost importance that educators provide opportunities for learners to discuss their own conceptions/perceptions of learning in terms of learning in general and learning of specific subjects. This dialogue will assist learners to reflect on and become aware of their learning strategies, as well as their deficiencies and needs, therein. It is my contention that learners' conceptions/perceptions of what learning is and how they learn should initially be utilized in any intervention, which is meant to assist and guide learners to learn-how-to-learn. It is the fundamental responsibility of educators to guide individual learners to learn how to learn, utilizing subject specific metacognitive learning or study strategies, integrated with the subject content. Therefore, it is important that educators should assist learners to understand that learning Biology entails more than mere memorization and that it should not be seen merely as a learning subject.
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Leerderbehoeftes as 'n determinant vir 'n kurrikulum vir Afrikaans eerste taal
- Authors: Pienaar, Marius
- Date: 2014-02-17
- Subjects: Afrikaans language - Study and teaching - South Africa - Evaluation , Native language and education - South Africa , Language policy - South Africa , Learning - Evaluation
- Type: Thesis
- Identifier: uj:4023 , http://hdl.handle.net/10210/9377
- Description: M.Ed. (Curriculum Studies) , Many changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on our country and its citizens, necessitate change in education. In South Africa there are still many defects concerning education. There are for example many uncertainties about curriculum, and attempts are made to eliminate defects in syllabi. One of the curricula concerned, is that of Afrikaans First Language. Due to current changes multi-cultural schools have been founded. Thus the curriculum must change in order to accommodate everybody. A new and better curriculum for Afrikaans First Language will have to be brought about to benefit all mother tongue speakers of Afrikaans. This study clearly shows that a relevant first language curriculum is necessary for Afrikaans First Language. This study will point out that certain needs exist among learners and teachers of Afrikaans First Language, which can contribute towards a new and better Afrikaans First Language curriculum. A literature study has been done on curriculum design. Here is shown what a curriculum is and what curriculum design entails. This is done according to the design principle and is carried into effect in first language teaching. There is concluded that Afrikaans First Language must be conceptualised and that attention must be given to subject matter.
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- Authors: Pienaar, Marius
- Date: 2014-02-17
- Subjects: Afrikaans language - Study and teaching - South Africa - Evaluation , Native language and education - South Africa , Language policy - South Africa , Learning - Evaluation
- Type: Thesis
- Identifier: uj:4023 , http://hdl.handle.net/10210/9377
- Description: M.Ed. (Curriculum Studies) , Many changes are taking place in our country. One aspect that must be emphasized, is provision for proper education. The demands on our country and its citizens, necessitate change in education. In South Africa there are still many defects concerning education. There are for example many uncertainties about curriculum, and attempts are made to eliminate defects in syllabi. One of the curricula concerned, is that of Afrikaans First Language. Due to current changes multi-cultural schools have been founded. Thus the curriculum must change in order to accommodate everybody. A new and better curriculum for Afrikaans First Language will have to be brought about to benefit all mother tongue speakers of Afrikaans. This study clearly shows that a relevant first language curriculum is necessary for Afrikaans First Language. This study will point out that certain needs exist among learners and teachers of Afrikaans First Language, which can contribute towards a new and better Afrikaans First Language curriculum. A literature study has been done on curriculum design. Here is shown what a curriculum is and what curriculum design entails. This is done according to the design principle and is carried into effect in first language teaching. There is concluded that Afrikaans First Language must be conceptualised and that attention must be given to subject matter.
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Perceptions of the Ezakheni College of Education community on the culture of teaching and learning at the institution
- Yeni, Lorraine Jean Thabisile
- Authors: Yeni, Lorraine Jean Thabisile
- Date: 2012-09-05
- Subjects: Learning - Evaluation , Teaching - Evaluation , Blacks - Education - South Africa - Administration , Ezakheni College of Education (Ladysmith, South Africa)
- Type: Mini-Dissertation
- Identifier: uj:3550 , http://hdl.handle.net/10210/6935
- Description: M.Ed. , This study was conducted as an effort to investigate the causes of the lack of a culture of teaching and learning at Ezakheni College of Education. This study was born out of the researcher's realisation that teaching and learning is less effective in this institution. In this study the participants were drawn from two sectors of the college community, namely the academic staff and the students. This study had a qualitative research design. To investigate the research problem, in-depth interviews and group interviews were conducted with the academic staff and student population at Ezakheni College of Education in Ladysmith, Kwazulu-Natal. The inquiry found that there is no effective teaching and learning taking place at the institution. Both students and academic staff seem to blame it on poor managerial skills. However, they also admit that for an effective educational environment to be established they all have to work together as a community. An important contribution of the study is that it has encouraged a learning process in which students and lecturers who participated, were encouraged to work as a community. This could provide an important strategy to restore a culture of teaching and learning at this college of education.
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- Authors: Yeni, Lorraine Jean Thabisile
- Date: 2012-09-05
- Subjects: Learning - Evaluation , Teaching - Evaluation , Blacks - Education - South Africa - Administration , Ezakheni College of Education (Ladysmith, South Africa)
- Type: Mini-Dissertation
- Identifier: uj:3550 , http://hdl.handle.net/10210/6935
- Description: M.Ed. , This study was conducted as an effort to investigate the causes of the lack of a culture of teaching and learning at Ezakheni College of Education. This study was born out of the researcher's realisation that teaching and learning is less effective in this institution. In this study the participants were drawn from two sectors of the college community, namely the academic staff and the students. This study had a qualitative research design. To investigate the research problem, in-depth interviews and group interviews were conducted with the academic staff and student population at Ezakheni College of Education in Ladysmith, Kwazulu-Natal. The inquiry found that there is no effective teaching and learning taking place at the institution. Both students and academic staff seem to blame it on poor managerial skills. However, they also admit that for an effective educational environment to be established they all have to work together as a community. An important contribution of the study is that it has encouraged a learning process in which students and lecturers who participated, were encouraged to work as a community. This could provide an important strategy to restore a culture of teaching and learning at this college of education.
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