Die invloed van die opleiding van Lewenswetenskappe-onderwysers in koöperatiewe leer op leerders se selfgerigtheid in leer

Abstract

Alhoewel koöperatiewe leer al deeglik gedokumenteer is, bestaan ʼn beperking ten opsigte van die opleiding van Lewenswetenskappe-onderwysers in koöperatiewe leer as onderrigleerstrategie, implementering daarvan in die Lewenswetenskappe-klaskamer, asook die invloed daarvan op leerders se selfgerigtheid in leer. Die doel van die ondersoek was om vas te stel watter invloed opleiding van Lewenswetenskappe-onderwysers in koöperatiewe leer as onderrigleerstrategie op graad 10 leerders se selfgerigtheid in leer het. Om die navorsingsdoelwit te bereik, is was van ʼn gemengde metode-benadering gebruik gemaak. Tydens die kwantitatiewe fase van die studie is twee vraelyste gebruik met die volgende doel: om die onderwyser se persepsie van koöperatiewe leer te bepaal, en om leerders se selfgerigtheid in leer te bepaal, voor en na die implementering van koöperatiewe leer as onderrigleerstrategie. Tydens die kwalitatiewe fase van die studie is gestruktureerde onderhoude met die onderwysers en leerders in die eksperimentele groep gevoer. Daar is ook van die onderwysers in die eksperimentele groep verwag om ʼn refleksiejoernaal na afloop van elke koöperatiewe leer aktiwiteite in te vul. Die vrae van die onderhoude met die onderwysers was daarop gemik om te bepaal wat hul perspektief oor koöperatiewe leer is en hoe hulle die toepassing daarvan in die klaskamer ervaar het na afloop van ʼn interaktiewe werkswinkel in koöperatiewe leer. Die vrae van die onderhoude met die leerders was daarop gemik om te bepaal tot watter mate hulle hulself beskou as selfgerigte leerders en wat hul ervaring van koöperatiewe leer in die klaskamer was. Die resultate van die ondersoek het bygedra tot die studieveld van koöperatiewe leer as onderrigleerstrategie om selfgerigte leer te bevorder. Die toepassing van koöperatiewe leer in die klaskamer skep ʼn omgewing waarbinne leerders interaksie met hul portuur as bron van inligting het, kommunikasie en sosiale vaardighede ontwikkel, leer hoe om hulpbronne te identifiseer en verantwoordelikheid vir hul eie leerproses te neem. Even though cooperative learning has been well documented, a limitation exists with regard to the training of teachers in cooperative learning as learning strategy, implementation in the classroom and the effect on learners’ self-directness in learning. The aim of this investigation was to determine the influence of training Life Sciences teachers in cooperative learning as a teaching-learning strategy on the self-directness in learning of grade 10 learners. In order to achieve the research aim, a mixed method approach was used. During the quantitative phase of the study, a questionnaire to determine the teachers’ perception about cooperative learning and a questionnaire to determine the self-directness in learning of the learners were used before and after the implementation of cooperative learning as learning strategy. In the qualitative phase of the study, structured interviews with the teachers and the learners were conducted within the experimental group. It was all so expected of the teachers in the experimental group to keep a reflectional journal for each cooperative activity they implemented in die classroom. The questions in the interviews with the teachers were aimed at determining their perception about cooperative learning and how they experienced applying the learning strategy in the classroom after receiving a short course about cooperative learning. The questions in the interviews with the learners were aimed at determining to what extent they saw themselves as self-directed learners and what their experience of cooperative learning was in the classroom. The results of the investigation contributed to the body of knowledge on cooperative learning as a learning strategy to promote self-directed learning. The implementation of cooperative learning in the classroom created an environment within which the learners could interact with their peers as a source of information, develop communication and social skills, learn how to identify necessary resources and take responsibility for their own learning process.