Thesis (MEdPsych) -- Stellenbosch University, 2002. / ENGLISH ABSTRACT: This study was undertaken with the view to explore the ecosystemic variables that may
impact on learners' acquisition and generalisation of the study and thinking skills that they
have been introduced to. In addition, my own journey of growth as a reflective practitioner
has been recorded.
A literature review was undertaken in order to obtain a perspective of research conducted in
this field. I fulfilled the dual role of researcher and reflective practitioner which enabled me
to use both the 'objective knowledge' gained from the literature review and my 'personal
knowledge' which resulted from teaching experience. I selected the ecosystemic framework
as the preferred educational psychological framework with which to approach this study.
The nature of this research study is post-modernist, phenomenological and emancipatory. I
have taken a qualitative stance in an attempt to explore, firstly, the learners' impressions of
the usefulness of the programme and secondly, the variables that may be impacting on the
learners' ability to acquire and generalise new strategies. The information has been gathered
from my observations and questionnaires.
The research report describes my observations of the ecosystemic variables that affected the
implementation of a study and thinking skills programme, and the learners' impressions of the
programme. In addition, I reflected on my journey through this research process. Suggestions
were made as to how a study and thinking skills programme could best be implemented in a
school; and as to the usefulness of emancipatory action research in South Africa. / AFRIKAANSE OPSOMMING: Hierdie navorsingsprojek is onderneem met die oog daarop om die ekosistemiese
veranderlikes te ondersoek wat 'n invloed het op die opname en veralgemening van studie-en
denkvaardighede waaraan leerders blootgestel is. Tesame hiermee is my persoonlike
groeiervaringe as reflektiewe praktisyn ook aangeteken.
'n Literatuuroorsig is onderneem ten einde 'n perspektief te verkry van navorsing wat reeds in
hierdie gebied onderneem is. In hierdie proses het ek die gesamentlike rol van navorser en
reflektiewe praktisyn aangeneem. Dit het my in staat gestelom die 'objektiewe kennis'
verkry uit die literatuuroorsig met die 'persoonlike kennis' opgedoen tydens my onderwyservaringe,
te kombineer. Ek het die ekosistemiese raamwerk as 'n geskikte opvoedkundige
sielkundige vertekpunt vir hierdie studie gekies.
Die aard van hierdie navorsingsprojek IS postmodernisties, fenomenologies en
emansipatories. Ten einde die leerders se indrukke van die program en die verandelikes wat
hulle vermoë om die nuwe vaardighede op te neem en te veralgemeen te bepaal, is 'n
kwalitatiewe benadering gevolg. Hierdie inligting is ingesamel deur middel van my eie
observasies sowel as vraelyste.
Hierdie navorsingsverslag beskryf my observasies van die ekosistemiese veranderlikes wat
die implementering van 'n studie- en denkvaardigheidsprogram, sowel as die leerders
indrukke daarvan, geaffekteer het. In toevoeging hiernee, het ek ook oor my persoonlike
ervaringe gedurende die navorsingsprojek gereflekteer. Voorstelle is gemaak oor die mees
geskikte wyse waarop so 'n program in 'n skool geïmplementeer kan word, asook ten opsigte
van die bruikbaarheid van die emansipatoriese aksienavorsings-benadering in Suid Afrika.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:sun/oai:scholar.sun.ac.za:10019.1/52839 |
| Date | 12 1900 |
| Creators | Aitken, Sharon Anne |
| Contributors | Hall, Riana, Stellenbosch University. Faculty of Education. Dept. of Educational Psychology. |
| Publisher | Stellenbosch : Stellenbosch University |
| Source Sets | South African National ETD Portal |
| Language | en_ZA |
| Detected Language | English |
| Type | Thesis |
| Format | 127 p. |
| Rights | Stellenbosch University |
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