A cultural-historical activity theory focus on the holders of indigenous knowledge as self-directed learners: Lessons for education in South African schools
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | A cultural-historical activity theory focus on the holders of indigenous knowledge as self-directed learners: Lessons for education in South African schools ’n Kultuurhistoriese aktiwiteitsteoretiese blik op die houers van inheemse kennis as selfgerigte leerders: Lesse vir onderwys in Suid-Afrikaanse skole | |
| Creator | de Beer, Josef J. Mentz, Elsa | |
| Description | This article demonstrates by means of four examples how the holders of indigenous knowledge were and are self-directed learners. They take the initiative to diagnose their learning needs and learning goals, identify resources for learning, choose appropriate learning strategies, and evaluate the outcomes. The construct of the ethnobotanical knowledge index is used to show how people in the Northern Cape in South Africa become self-directed learners to survive. By using third-generation cultural-historical activity theory, we show the lessons this holds for the classroom, which often is characterised by teacher-centred transmission mode teaching and learning, with very little self-directed learning. Hierdie artikel toon, aan die hand van vier voorbeelde, aan dat die houers van inheemse kennis per definisie selfgerigte leerders was en is, en dat hulle die inisiatief neem, met of sonder die hulp van ander, vir die identifisering van hulle leerbehoeftes en leerdoelwitte, die identifisering van hulpmiddels vir leer, die kies en implementering van leerstrategieë, en die evaluering van die uitkomstes. Daar word ook met behulp van die etnobotaniese kennisindeks gewys hoe die selfgerigte leer van mense in die Noord-Kaap in Suid-Afrika beïnvloed word deur hulle behoeftes. Deur van derdegenerasie- kultuurhistoriese aktiwiteitsteorie gebruik te maak, word gekyk na watter lesse dit inhou vir die skoolklaskamer wat dikwels gebuk gaan onder onderwysergesentreerde transmissiemodus-onderrig en -leer, en baie min selfgerigte leer. | |
| Publisher | AOSIS | |
| Date | 2017-02-23 | |
| Identifier | 10.4102/satnt.v36i1.1398 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 36, No 1 (2017); 11 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 36, No 1 (2017); 11 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1398/3252
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1398/3251
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1398/3253
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1398/3250
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