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dc.contributor.advisorGrösser, M.M. Prof.
dc.contributor.authorBooysen, Maria Jacoba
dc.date.accessioned2011-09-26T14:18:53Z
dc.date.available2011-09-26T14:18:53Z
dc.date.issued2009
dc.identifier.urihttp://hdl.handle.net/10394/4763
dc.descriptionThesis (Ph.D. (Learning and Teaching)--North-West University, Vaal Triangle Campus, 2010.en
dc.description.abstractAccording to the National Curriculum Statement (NCS) of South Africa cognitive development is a prominent matter which should already commence at pre-school teaching and learning. The NCS envisages learners who will develop to maturity, take their place in society and solve problems by means of critical and creative thinking. Accordingly, teachers are challenged to create teaching and learning environments that stimulate and encourage intellectual openness. This study was undertaken in an attempt to determine to which extent thinking skills in the Foundation Phase, with specific reference to Grade 3 learners, are developed. The study also sought to establish the potential of a self developed, curriculum-based co-operative teaching-learning intervention programme for the development and/or improvement of the thinking skills of Grade 3 learners. The nature of cognitive development, the importance of co-operative learning for cognitive development and the thinking skills that Grade 3 learners should possess, were researched by means of a literature study. A quasiexperimental study followed, using a sequential mixed-method research design. By means of a pre-test the cognitive development levels of two experimental groups, namely experimental group A and experimental group B, comprising thirty learners each, were determined. Thereafter, both groups were exposed to a co-operative teaching-learning intervention programme on a rotational basis to determine the impact of the cooperative teaching-learning intervention programme on the thinking skills of the learners. Data was collected by means of testing and semi-structured interviews with the class teachers of the experimental groups A and B prior to and after the completion of the intervention, focus-group interviews with the learners after the intervention and observation during the implementation of the intervention. Based on the results, it appeared that in accordance with the vision of the NCS, trouble is being taken with the development of the thinking skills of the Foundation Phase learners who took part in the study, and that co-operative learning possesses the latent potential to further develop and promote thinking skills.en_US
dc.publisherNorth-West Universityen_US
dc.subjectCognitive developmenten_US
dc.subjectFoundation phase learnersen_US
dc.subjectCognitive development of foundation phase learnersen_US
dc.subjectCooperative learningen_US
dc.title'n Koöperatiewe onderrig–leerprogram vir die bevordeing van denkvaardighede in die grondslagfaseafr
dc.typeThesisen_US
dc.description.thesistypeDoctoralen_US


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    This collection contains the original digitized versions of research conducted at the North-West University (Vaal Triangle Campus)

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