D.Ed. / The child constitutes his world by experiencing the content of life in a particular society. This content is included in the school curriculum as learning content after careful selection on the basis of its intrinsic value for education. Owing to the fact that the child attains adulthood by internalizing content, it is of the utmost importance that the pupil be motivated in such a manner by the content of the teaching-learning situation, that he learns because he wants to learn. When the selected content is presented to the child as a factual statement and not as a problem which concerns him, it may be experienced as an answer to a question which was never put. \~hen the child does not experience the content which is presented to him as a real life problem with which he can identify, the result is often meaningless learning by rote in order to avoid punishment, to pass a test, or to win the favour of a teacher. The interdependent nature of teaching and learning has made it possible for the researcher to show empirically how teacher strategies, focusing on the learning content as an object of wonder, relate to a willingness on the part of the pupil to learn in a meaningful way. It was also shown that the absence of teacher behaviour, concentrating on the learning content as an object of wonder, is associated with the absence of an inquiring attitude in pupils. In categories 2, 4 and 6 below, the contingency of the learning content is accentuated, whereas...
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:4047 |
| Date | 17 February 2014 |
| Creators | Meerkotter, D.A. |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
Page generated in 0.002 seconds