Epistemologiese oortuigings en die onderrigen leerhandeling
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 r...
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doaj-4e9bc5ab2c3c4e81a46704b851c7448a2020-11-24T23:58:43ZafrScriber Editorial SystemsKoers : Bulletin for Christian Scholarship0023-270X2304-85572002-08-0167210.4102/koers.v67i2.370Epistemologiese oortuigings en die onderrigen leerhandelingJ. Monteith0J.L. van der Walt1Fakulteit Opvoedingswetenskappe, Potchefstroomse Universiteit vir CHOFakulteit Opvoedingswetenskappe, Potchefstroomse Universiteit vir CHOEpistemological 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.https://www.koersjournal.org.za/index.php/koers/article/view/370ConstructivismEpistemologyObjectivismReformational ApproachTeaching-LearningPre-Suppositions |
collection |
DOAJ |
language |
Afrikaans |
format |
Article |
sources |
DOAJ |
author |
J. Monteith J.L. van der Walt |
spellingShingle |
J. Monteith J.L. van der Walt Epistemologiese oortuigings en die onderrigen leerhandeling Koers : Bulletin for Christian Scholarship Constructivism Epistemology Objectivism Reformational Approach Teaching-Learning Pre-Suppositions |
author_facet |
J. Monteith J.L. van der Walt |
author_sort |
J. Monteith |
title |
Epistemologiese oortuigings en die onderrigen leerhandeling |
title_short |
Epistemologiese oortuigings en die onderrigen leerhandeling |
title_full |
Epistemologiese oortuigings en die onderrigen leerhandeling |
title_fullStr |
Epistemologiese oortuigings en die onderrigen leerhandeling |
title_full_unstemmed |
Epistemologiese oortuigings en die onderrigen leerhandeling |
title_sort |
epistemologiese oortuigings en die onderrigen leerhandeling |
publisher |
Scriber Editorial Systems |
series |
Koers : Bulletin for Christian Scholarship |
issn |
0023-270X 2304-8557 |
publishDate |
2002-08-01 |
description |
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. |
topic |
Constructivism Epistemology Objectivism Reformational Approach Teaching-Learning Pre-Suppositions |
url |
https://www.koersjournal.org.za/index.php/koers/article/view/370 |
work_keys_str_mv |
AT jmonteith epistemologieseoortuigingsendieonderrigenleerhandeling AT jlvanderwalt epistemologieseoortuigingsendieonderrigenleerhandeling |
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1725450105866158080 |