Thesis (PhD)--University of Stellenbosch, 2004. / ENGLISH ABSTRACT: Effective use of thinking skills and processes affects every aspect of our lives. This study
investigates the nexus between an alternative approach to science teaching with an
emphasis on teaching thinking skills, and the special needs of learners in two South
African classrooms.
Two cycles of intervention programmes with an emphasis on thinking skills were
introduced to learners with special needs and evaluated. The aims of this study are to
critically explore whether and to what extent teaching science to learners with special
needs using selected Instrumental Enrichment instruments can:
• Contribute to the development of basic and science thinking skills and the transfer of
these thinking skills and processes to other disciplines;
• Provide learners with special needs with an interactive science programme that is
suitable for their special needs; and
• Increase student engagement in the science classroom as well as positively influence
the classroom learning environment.
The study was conducted using action research as a method for teachers-researchers to
investigate the teaching-learning situation in situ for the purpose of improvement and
change of practice as well as for the benefit of the learners who participate in the
intervention. Cross-referencing triangulation was used, in which different perspectives
obtained from different sources - the teacher's, the observer's and the learners' -were
combined as a way to increase the validity, credibility and dependability of the findings.
This research report offers insights into science instruction, the acquisition of science
content knowledge and the improvement of thinking skills in learners with special needs.
The research also deals with the transfer of thinking skills taught in one discipline into
another, and raises questions about the assumptions regarding this issue in Curriculum
2005. It also throws light on the inclusive approach, underpinning the South African
educational policy of inclusive education and its suitability for learners with special
needs. / AFRIKAANSE OPSOMMING: Die effektiewe gebruik van denkvaardighede en -prosesse het 'n invloed op elke aspek
van ons lewens. Hierdie studie ondersoek die verband tussen 'n alternatiewe benadering
tot wetenskaponderrig met 'n klem op die onderrig van denkvaardighede en die spesiale
behoeftes van leerders in twee Suid-Afrikaanse klaskamers.
Twee siklusse van intervensieprogramme, met 'n klem op denkvaardighede, is aan
leerders met spesiale behoeftes bekendgestel en geëvalueer. Die doel van die studie is
om krities ondersoek in te stelof, en tot watter mate die gebruik van geselekteerde
Instrumentele Verrykking in wetenskaponderrig aan leerders met spesiale behoeftes:
• 'n bydrae kan maak tot die ontwikkeling van basiese en wetenskaplike
denkvaardighede en die oordrag van hierdie denkvaardighede en prosesse na
ander dissiplines
• 'n interaktiewe wetenskapprogram, gepas vir hul behoeftes, kan voorsien
• leerderbetrokkenheid in die wetenskapklas kan verhoog en ook die klaskamerleeromgewing
positiefte beïnvloed.
Die studie is gedoen deur aksie-navorsing te gebruik as 'n metode vir die onderwysernavorsers
om ondersoek in te stel na die onderrig-leer situasie in situ met die doelom
praktyk te verbeter en te verander en om ook tot voordeel te wees van die leerders wat
aan die intervensie deelneem. Kruisverwysende triangulasie is gebruik waarin
verskillende perspektiewe wat verkry is uit verskillende bronne - van die onderwyser, die
waarnemer en die leerders - gekombineer is as 'n manier om geldigheid,
geloofwaardigheid en betroubaardheid van die bevindings te verhoog.
Die navorsingsverslag bied insig in wetenskaponderrig, die verwerwing van
wetenskapinhoudkennis en die verbetering van denkvaardighede by leerders met spesiale
behoeftes. Die navorsing handelook oor oordrag van denkvaardighede wat in een
dissipline onderrig is na 'n ander en bevraagteken die aannames rakende hierdie kwessie
in Kurrikulum 2005. Dit belig ook die inklusiewe benadering wat onderlê word deur die
Suid-Afrikaanse onderwysbeleid oor inklusiewe onderwys en die geskiktheid daarvan vir
leerders met spesiale behoeftes.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/50114 |
| Date | 12 1900 |
| Creators | Galyam, Nilly |
| Contributors | Le Grange, L. L. L., Cilliers, C. D., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | Unknown |
| Type | Thesis |
| Format | p. : ill. |
| Rights | Stellenbosch University |
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