Epistemologiese oortuigings en die onderrigen leerhandeling

• Main Authors: J. Monteith, J.L. van der Walt
• Format: Article
• Language: Afrikaans
• Published: Scriber Editorial Systems 2002-08-01
• Series: Koers : Bulletin for Christian Scholarship
• Subjects: Constructivism; Epistemology; Objectivism; Reformational Approach; Teaching-Learning; Pre-Suppositions
• Online Access: https://www.koersjournal.org.za/index.php/koers/article/view/370

Epistemological convictions with regard to teaching and learning It is often assumed by teaching-learning specialists that teaching and learning are proportionally related technical activities, and can be accurately measured in examinations or experiments. The fact that teaching and learning are respectively, as well as in combination with each other, embedded in a multitude of pre-scientific and scientific presuppositions is frequently overlooked. This discussion is aimed at revealing that views and standpoints regarding teaching and learning can hardly be substantial or plausible without cognisance and evaluation of the epistemological convictions in which they are grounded. Such convictions also determine the nature of their application in actual class-room practice.