AA 2010 Supplementum 2

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http://hdl.handle.net/11660/2493

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Browsing AA 2010 Supplementum 2 by Subject "Psychology"

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    Facilitating the emancipation of the learner
    (University of the Free State, 2010) Van Deventer, Vasi
    English: Learner independency focuses on the learner’s ability to take responsibility for and to manage his/her learning processes. But this conceptualisation lacks an important component, namely the consideration of the learner’s movement towards becoming an emancipated learner, demonstrating a high degree of agency with a thorough meta-cognitive grasp of the quality of his/her actions. This article presents a theoretical basis for the process of learner emancipation and describes a model for conceptualising such processes. The model operationalises learning in terms of learner actions. Learner action is considered a function of theorising and practice, and four classes of learner action are distinguished, namely the actions of a consultant, a theorist, a practitioner and an entrepreneur. Examples from existing courses in Psychology illustrate how the core tenets of the model can be operationalised in practice.
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    Preface
    (University of the Free State, 2010) Louw, D. A.; Fouché, J. B.
    Abstract not available
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    The textbook as conversational partner
    (University of the Free State, 2010) Bakker, Terri; Eskell-Blokland, Linda; Ruane, Ilse
    English: Undergraduate teaching in psychology relies heavily on textbooks. Once the text- book has been selected, lecturers tend to relax. Modern textbooks include ready-made slides and test banks. All the information the student needs to know is thus packaged, illustrated, colourful and ready. This article questions whether learning is a mere transfer of the contents of the textbook to the student’s mind. It would be more benefical if academics could view knowledge and learning from a postmodern, social constructionist perspective. This would imply a view of learning as a conversation rather than a linear process. This article proposes to take the ‘text’ out of the textbook and to engage with it together with other texts such as tests, class material and conversations in a larger context.