Thesis (MEd)--Stellenbosch University, 1990. / ENGLISH ABSTRACT: Small group work is a complex educational method which requires of the
teacher not only a thorough knowledge of group work methods and group dynamic
processes, but also thorough advance planning and organising before its
implementation.
Before the teacher implements small group 'Work in his class-room, he should
formulate clear aims and objectives to serve as guideline for group activities.
During small group work distinctive activities are undertaken and to
increase the success of these activities, the teacher will have to create a
positive climate which promotes the teaching and learning process. As with
the creation of climate, the composition of the group is a variable which
can be controlled by the teacher. The correct group composition will not
only lead to more effective group functioning, but will also contribute to
a healthy esprit de corps.
Small group work implies a dramatic shift in emphasis in respect of the
traditional roles of teacher and pupil. The role of the pupil (learner)
changes from that of a passive listener to that of an active participant
and discussion partner in the teaching and learning process. The role of
the teacher who has been regarded as almost the only source and transmitter
of knowledge, changes to that of a facilitator who leads and motivates the
pupil to become an enquirer-learner.
To be able to participate effectively in small group activities requires
certain skills of pupils. Two skills, namely communication and problemsolving,
which should be taught to the pupils purposefully and in a structured
way, are described in this study. The success of small group work is
to a large extent determined by these two skills.
Co-operative learning is an educational technique which involves the pupil
in becoming co-responsible for his own teaching and lea~ning process. Cooperative
learning is described as an aspect of small group work where heterogeneous
groups of approximately five members each, function interdependently
of one another in order to attain a group aim.
Co-operative learning techniques are aimed at eliminating, to a large extent,
the passivity and isolation which may occur during ordinary group
w0rk, as each group member is actively involved in the learning process.
Co-operative learning techniques is also aimed at developing the pupil as
a whole because components such as communication development, problem solving,
socialising, conflict handling and leadership development are all involved.
In this way the pupil may be better prepared to take his place in
a complex society which is constantly making higher demands.
The application of co-operative learning techniques in small group context
may also offer a solution to the problems of combined and ever growing
classes at present experienced in education. / AFRIKAANSE OPSOMMING: Kleingroepwerk is 'n komplekse onderrigmetode wat vereis dat die leerkrag
nie aIleen oor deeglike kennis van groepwerkmetodes en groepdinamiese prosesse
moet beskik nie, maar ook deeglik moet beplan en organiseer voordat
dit gelmplementeer kan word.
Voordat die leerkrag kleingroepwerk in sy klaskamer implementeer, moet hy
eers duidelike doelstellings en doelwitte formuleer wat groepaktiwiteite
kan rig. Tydens kleingroepwerk word eiesoortige aktiwiteite beoefen en om
die sukses van hierdie aktiwiteite te verhoog, word die leerkrag genoop om
'n aangename positiewe klimaat te skep wat bevorderlik is vir die onderrig en
leerproses. Soos klimaatskepping is groepsamestelling 'n veranderlike
wat deur die leerkrag beheer kan word. Die korrekte groepsamestelling lei
nie aIleen tot meer effektiewe groepfunksionering nie, maar kan ook bydra
tot 'n gesonde groepgees.
Kleingroepwerk impliseer 'n dramatiese klemverskuiwing ten opsigte van die
tradisionele rolle van leerkrag en leerling. Die rol van die leerling
(leerder) verander vanaf passiewe luisteraar na aktiewe deelnemer en medegespreksvennoot
in die onderrig-en-leerproses. Die leerkrag wat feitlik as
die enigste kennisbron en kennisoordraer beskou word, se rol verander nou
na fasiliteerder wat eerder die leerling lei en motiveer om ondersoekendlerend
op te tree.
Om effektief aan kleingroepaktiwiteite deel te neem, vereis dat leerlinge
oor sekere vaardighede moet beskik. In hierdie studie word twee vaardighede,
naamlik kommunikasie en probleemoplossing beskryf wat doelbewus en gestruktureerd
aan leerlinge geleer en ingeoefen moet word. Die sukses van
kleingroepwerk word in 'n groot mate deur hierdie twee vaardighede bepaal.
Kooperatiewe leer is 'n onderrigtegniek wat die leerling betrek om mede-verantwoordelikheid
vir sy eie onderrig-en-leerproses te aanvaar. Kooperatiewe
leer word beskryf as 'n aspek van kleingroepwerk waar heterogene groepe
van ongeveer vyf lede elk interafhanklik van mekaar funksioneer ten einde
dip. groepdoel te bereik. Kooperatiewe Ieertegnieke is oaaro: gemik om passiwiteit
en isolasie w,at tydens gewone groepwerk mag voorkom in 'n groot mate te elimineer aangesien elke groeplid aktief by die leerproses betrek
word. Kooperatiewe leertegnieke het ook ten doel om die leerling in sy totaliteit
te laat ontwikkel aangesien komponente soos kommunikasie-ontwikkeling,
probleemoplossing, sosialisering, konflikhantering en leierskapontwikkeling
ter sprake kom. Sodoende kan die leerling beter voorberei word om
sy plek in 'n komplekse samelewing wat steeds hoer eise stel, vol te staan.
Die toepassing van kooperatiewe leertegnieke binne kleingroepverband bied
ook moontlik 'n oplossing vir probleme van gekombineerde en groterwordende
klasse wat tans in die onderwys ervaar word. / Stellenbosch University
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/67300 |
| Date | January 1990 |
| Creators | Nel, Gerrit Oosthuizen |
| Contributors | Hanekom, M., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | af_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 164 p. : ill. |
| Rights | Stellenbosch University |
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