Ruimtelike oriëntering en kognitiewe belading as faktore wat leer by blinde leerders in die lewenswetenskappe beïnvloed
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Date
Authors
Maguvhe, Mbulaheni Obert
Gumede, Msongelwa John
Fraser, William John
Schoeman, Henoch
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS Open Journals
Abstract
In Suid-Afrika word min navorsing gedoen oor faktore wat kognitiewe belading tydens
onderrig en leer beïvloed. Die gebrek rig ’n uitdaging tot ons sosiale aanspreeklikheid
teenoor leerders met spesiale onderwysbehoeftes aangesien die beginsels van gelykheid en
billikheid nie altyd in hierdie spesialiseringsveld nagekom word nie. Hierdie artikel berig oor
’n sekondêre analise van die resultate van twee onlangse ondersoeke deur Maguvhe (2005)
en Gumede (2010). Die twee ondersoeke het ten doel gehad om te bepaal hoe onderwysers
lewenswetenskappe aan blinde leerders en leerders met swak sig onderrig. Die doel met
hierdie sekondêre analise was om die oorspronklike resultate verder te analiseer om vas te
stel hoe die beginsels van kognitiewe belading, modaliteit en ruimtelike oriëntering tydens
die onderrig van lewenswetenskappe aan blinde leerders en leerders met swak sig verreken
word. Die sekondêre analise bevestig dat blinde leerders selde aan ondersoeke, eksperimente
en aktiwiteite deelneem. Wanneer dit wel gebeur, is sulke interaksies basies, elementêr en
bevestigend. Omdat die onderrig hoofsaaklik narratief van aard is, verhoog die moontlikheid
dat kognitiewe belading die ouditiewe funksies, in die afwesigheid van visuele en taktiele
stimuli, sal laat afneem. Taktiele stimulering is in ’n groot mate afhanklik van faktore soos
gespesialiseerde hulpbronne, goedopgeleide onderwysers, Braille-geletterde onderwysers,
lesers en skrywers en ’n goeie begrip van hoe ’n holistiese metodologie die taktiele sintuie van
blinde en visueelgestremde leerders mag optimaliseer.
Little research is done in South Africa on factors influencing cognitive load during teaching and learning. It challenges our social accountability towards learners with special education needs as the principles of equity and equality are not always achieved in this field of specialisation. This article reports on a secondary analysis conducted on the results of two recent investigations by Maguvhe (2005) and Gumede (2010) that focused on the teaching of Life Sciences to blind and visually impaired learners. The purpose of the secondary analysis was to determine from the original results how the principles of cognitive load, modality and spatial orientation are accounted for when Life Sciences is taught to blind and visually impaired learners. The secondary analysis confirmed that blind learners very seldom participate in investigations, experiments and activities, and when they do, such interactions remain basic, elementary and confirmatory. Because teaching occurs mainly by means of narratives, the possibilities remain high that cognitive load might decrease the auditory functions in the absence of other visual and tactile stimuli. Tactile stimulation depends heavily on factors such as specialised resources, well-trained teachers, Braille trainers, readers and writers, and a sound understanding of a holistic methodology that can optimise the tactile senses of blind and visually impaired learners.
Little research is done in South Africa on factors influencing cognitive load during teaching and learning. It challenges our social accountability towards learners with special education needs as the principles of equity and equality are not always achieved in this field of specialisation. This article reports on a secondary analysis conducted on the results of two recent investigations by Maguvhe (2005) and Gumede (2010) that focused on the teaching of Life Sciences to blind and visually impaired learners. The purpose of the secondary analysis was to determine from the original results how the principles of cognitive load, modality and spatial orientation are accounted for when Life Sciences is taught to blind and visually impaired learners. The secondary analysis confirmed that blind learners very seldom participate in investigations, experiments and activities, and when they do, such interactions remain basic, elementary and confirmatory. Because teaching occurs mainly by means of narratives, the possibilities remain high that cognitive load might decrease the auditory functions in the absence of other visual and tactile stimuli. Tactile stimulation depends heavily on factors such as specialised resources, well-trained teachers, Braille trainers, readers and writers, and a sound understanding of a holistic methodology that can optimise the tactile senses of blind and visually impaired learners.
Description
W.J.F. (Universiteit van Pretoria) en H.S. (Christian Blind
Mission) was die studieleiers van M.O.M (South African
Council for the Blind) en W.J.F. (Universiteit van Pretoria)
was die studieleier van M.J.G. (Universiteit van Pretoria).
M.O.M (South African Council for the Blind) en M.J.G.
(Universiteit van Pretoria) se studies het op die onderrig van
biologie aan blinde leerders en leerders met swak sig gefokus.
W.J.F. (Universiteit van Pretoria) was verantwoordelik vir
die uitvoering van ’n sekondêre analise op die oorspronklike
data.
Keywords
Blinde leerders, Blind learners, Ruimtelike oriëntering, Spatial orientation, Kognitiewe belading, Cognitive load
Sustainable Development Goals
Citation
Maguvhe, M.O., Gumede, M.J., Fraser, W.J. & Schoeman, H., 2012, ‘Ruimtelike oriëntering en kognitiewe belading as faktore wat leer by blinde leerders in die lewenswetenskappe beïnvloed’, Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 31(1), Art. #384, 10 pages. http://dx.DOI.org/ 10.4102/satnt.v31i1.384