Thesis (M.Ed. (Mathematics, Science and Technology Education)) -- University of Limpopo, 2020 / The purpose of this is to investigate how teachers go about for the development of
Creative Thinking Skills (CTS) in a grade 9 technology classroom. The introduction of
technology in the South African curriculum by the Department of Basic Education (DBE)
to develop CTS through the Design Process (DP) as the cornerstone of the learning
area. Technology as a learning area should provide learners with opportunities to solve
real-life problems, in the process developing their CTS (DBE, 2011).
In the 21st century, CTS have been seen as skills that are crucial across the spectrum of
day to day activities. However; it appears to be very complex for technology teachers to
enhance the teaching and learning of CTS in a technology classroom. The literature
suggests that technology teachers tend to suppress the development of learners’ CTS
by limiting the process of teaching and learning to low order thinking cognitive levels
rather than high order cognitive levels.
This study employed a qualitative research enquiry, purposive sampling was used for
the selection of the relevant participants. Qualified technology teachers who teach
grade 9 technology with at least three years’ experience in teaching technology were
considered. Data collection was obtained through interviews, observation and document
analysis.
The research finding showed that teachers lack the understanding of policies,
particularly CAPS hence they continuously compromise its implementation hindering
with the development of CTS of learners as it is envisaged in the CAPS document.
Furthermore, the research findings reveal that the teacher has a little or no
understanding of what is creative thinking (CT) and what it entails, hence they did not
unpack what is it exactly that they do to support the development of learners CTS in a
technology classroom This study recommends that technology teachers be familiar with the CAPS document
and implement it correctly without any compromise. Furthermore; understanding of the
design process is of vital importance to teachers as it is the cornerstone of teaching and
learning, particularly the development of CTS of learners. Technology teachers need
also to have a clear understanding of what CT is and what it entails, that will assist to
arouse their CT and help to develop the CTS of learners in a technology classroom.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/3479 |
| Date | January 2020 |
| Creators | Nkosi, Praygod Bonginkosi |
| Contributors | Kola, M. I |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | xiii, 143 leaves |
| Relation |
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