some of the various factors which affect knowledge-acquisition are diverse experiences, different learning styles, specific interests, working with others and critically reviewing actions. She stressed the importance of interaction, and explained that while learning depends partly on the way in which students participate in activities that foster interaction, the emphasis should be on the quality rather than the amount of interactions. On the issue of problem-solving, Henniger (2005) argued that this skill is essential for daily living and hence children need to develop appropriate strategies for first recognizing and then successfully solving problems that they may encounter. In order to accomplish this task, it is vital that creative and critical thinking be present. Snyder and Snyder (2008) proposed that critical thinking can be developed if they students’ are actively engaged in projects or other activities requiring collaboration, and if the thinking process is modelled and children are guided towards thinking critically. These researchers further underscored the point that in order for pupils to lead effective lives personally and in the future, it is crucial that they be able to solve problems, make valuable decisions and think critically since who are able to “students think critically are able to solve problems and Snyder 2008, effectively” (Snyder p.90). However in spite of all the benefits that have been identified about learner centred pedagogy and constructivism, it must be noted that not all theorists share the view that this is the only or best conceptualisation of learning and hence they have launched counter arguments. McCarty and Schwandt (2000) spoke favourably about the didactic approach and pointed out that there are grounds available for rejecting or “no disparaging certain versions of and that didactic teaching is not didactics” “always They also maintained that no one learning approach should be bad teaching” (p.79). since that would be thinking about teaching . . condemned “whole cloth” “absolutist .” (p. 80). Selly (1999, p. 5) concurred and explained that the approach is “constructivist not appropriate to all school since knowledge such as the alphabet, spelling learning” words, punctuation rules, arithmetic symbols, compass points and the national anthem to be “need transmitted directly”.
some of the various factors which affect knowledge-acquisition are diverse experiences, different learning styles, specific interests, working with others and critically reviewing actions. She stressed the importance of interaction, and explained that while learning depends partly on the way in which students participate in activities that foster interaction, the emphasis should be on the quality rather than the amount of interactions. On the issue of problem-solving, Henniger (2005) argued that this skill is essential for daily living and hence children need to develop appropriate strategies for first recognizing and then successfully solving problems that they may encounter. In order to accomplish this task, it is vital that creative and critical thinking be present. Snyder and Snyder (2008) proposed that students’ critical thinking can be developed if they are actively engaged in projects or other activities requiring collaboration, and if the thinking process is modelled and children are guided towards thinking critically. These researchers further underscored the point that in order for pupils to lead effective lives personally and in the future, it is crucial that they be able to solve problems, make valuable decisions and think critically since “students who are able to think critically are able to solve problems effectively” (Snyder and Snyder 2008, p.90). However in spite of all the benefits that have been identified about learner centred pedagogy and constructivism, it must be noted that not all theorists share the view that this is the only or best conceptualisation of learning and hence they have launched counter arguments. McCarty and Schwandt (2000) spoke favourably about the didactic approach and pointed out that there are “no grounds available for rejecting or disparaging certain versions of didactics” and that didactic teaching is not “always bad teaching” (p.79). They also maintained that no one learning approach should be condemned “whole cloth” since that would be “absolutist thinking about teaching . . .” (p. 80). Selly (1999, p. 5) concurred and explained that the “constructivist approach is not appropriate to all school learning” since knowledge such as the alphabet, spelling words, punctuation rules, arithmetic symbols, compass points and the national anthem “need to be transmitted directly”.
FINAL%20DISSERTATION%20-%20MARCH%202017.docx