Browsing by Author "Nissen, Charlene"

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    An evaluation of a South African thinking skills programme for primary school learners : a follow-up study
    (Stellenbosch : Stellenbosch University, 2001-03) Nissen, Charlene; Cilliers, C. D.; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: There is a need for learners to be taught thinking skills in South Africa and any thinking skills programme which is implemented needs to have been formally and scientifically researched. Unfortunately, many of the available programmes have not been fully researched. The Keys to Thinking Programme is a thinking skills programme, which has specifically been designed for South African learners. The programme was only partially evaluated (Hermanson, 1998) and there was therefore a need to complete the research. This study has set out to do this. The research objective of this study is thus to complete the research started by Hermanson (1998) and to evaluate the Keys to Thinking Programme to determine its efficacy in enabling learners to become better thinkers. In order to determine this, the study focused on four main aspects to establish if learners were indeed better thinkers as a result of the implementation of the programme: 1. Enjoyment of the programme; . 2. Transfer of the various skills and concepts taught in the programme; 3. Metacognition - the awareness of learners about their own thinking; 4. The ability of learners to be aware of and apply the four thinking dispositions. The study was conducted within a qualitative framework and was descriptive in nature. The study was conducted at a high school in the Western Cape with a group of Grade 8 learners. This was to ensure continuity, because Hermanson had conducted the study with the same group of learners who had then been in Grade 7. The study was conducted for eight months. The following were the most important findings of the study: • The learners enjoyed the programme. • They were able to transfer skills and concepts which they had learnt in the programme to their school work and to other situations. • Learners were more aware of their thinking. • Learners were aware of and were able to apply the four thinking dispositions. It was therefore possible to conclude that on the whole the Keys to Thinking Programme was effective in enabling learners to be better thinkers.