Exploring the ecosystemic variables in the implementation of a study and thinking skills programme

Aitken, Sharon Anne (2002-12)

Thesis (MEdPsych) -- Stellenbosch University, 2002.

Thesis

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.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/52839
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