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Learning strategies of grade seven science learners

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dc.contributor.author Mokoena (Hlalele), Matieho Elizabeth
dc.contributor.other Welkom: Central University of Technology, Free State
dc.date.accessioned 2017-06-07T09:08:04Z
dc.date.available 2017-06-07T09:08:04Z
dc.date.issued 2000
dc.identifier.uri http://hdl.handle.net/11462/1142
dc.description Thesis en_US
dc.description.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. en_US
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Welkom: Central University of Technology, Free State
dc.subject Learning en_US
dc.subject Science en_US
dc.title Learning strategies of grade seven science learners en_US
dc.type Thesis en_US
dc.rights.holder Central University of Technology, Free State

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