Doctoral Degrees (School of Education Studies)
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Browsing Doctoral Degrees (School of Education Studies) by Author "Carolus, David"
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Item Open Access 'n Leerprogram vir meervoudige intelligensie in tegnologie vir die intermediêre skoolfase van die Mitchells Plain-streek(University of the Free State, 2005) Carolus, David; Kotzé, C. J.; Badenhorst, M. G.English: The main aim of this research was to develop a multiple-intelligence programme in the learning area of Technology in the Mitchell’s Plain region. Howard Gardner’s theory of multiple intelligences was used as the theoretical framework. The particular aim of the study was to empower Technology teachers in the intermediate phase with specialised knowledge, competencies and skills to teach learners with different learning styles and abilities, as well as learners with special needs. Appropriate ways of assessment were used to evaluate these learners’ true potential and levels of knowledge. To ensure the relevance and meaningfulness of Technology for the learners, the housing need in Mitchells Plain was used as a context. Structures (an assessment standard of learning outcome 2) was used as the subject area. The design process of learning outcome 1 is organised around five integrated technological skills, namely investigate, design and make (realisation), evaluation, measurement and communication. The multiple-intelligence learning programme was developed for grade 5 learners, with the aim of adapting it for grades 4 and 6. The ultimate aim of the study was achieved through a literature study, which included the following: • the link between the general education and training band, outcomes-based education and Curriculum 2005; • developmental stages and developmental tasks in middle childhood that correspond with the intermediate phase; • traditional and non-traditional intelligence theories; • the intelligence-friendly Technology classroom; • the relationship between hemispheric specialisation and the multiple-intelligence theory. An empirical study was conducted to determine the need for the development of a multiple-intelligence learning programme in the intermediate phase. A purposeful convenient sample consisting of eleven of the twelve intermediate phase teachers in the researcher’s service area in Mitchell’s Plain was drawn. The gathering of data ended after responses from the teachers concerned reached a saturation point. A literature check was also carried out. Guba’s credibility model for qualitative research was used to ensure the norms of reliability and validity of the research. The data was processed by the researcher, with the aid of two Technology subject advisers and a primary school principal. The researcher’s conclusion was that the development of an MI learning programme in the learning area Technology in the intermediate phase was justified. The assessment of the multiple-intelligence learning programme by the two Technology specialists and the Technology teacher at a primary school and their positive comments on the programme led the researcher to conclude that the specific objectives of the study can be achieved if the MI learning programme in Technology is implemented.