Abstract:
The main aim of this study was to investigate whether grade seven learners
who have just been introduced to the new South African outcomes-based
education, use learning strategies effectively to learn science. This research
is based on literature study related to previous research about learning
strategies. Definitions of cognitive and meta-cognitive learning strategies
were given. Cognitive strategies are divided into eight categories,
representing strategies for both basic and complex learning tasks. For this
study, therefore, focus was on elaboration study for complex learning tasks
with special reference given to summarising, paraphrasing and selfquestioning.
Meta-cognitive strategies consisting of planning, monitoring and regulating
also seemed important in ensuring effective control of the learning process.
Through observations conducted, it became evident that learners only
become able to use learning strategies effectively if they are given proper
guidance and instruction on how, when and where to apply learning
strategies. This results in learners having a better understanding and
improving their quality of learning. Cognisance also needs to be taken of the
influence of support strategies such as learner beliefs, attention, self efficacy,
motivation and interest during the learning process.
