Development of Verbal Thinking and Problem-Solving among TshiVenda-Speaking Primary School Children

Autor/in	Muthivhi, Azwihangwisi E.
Titel	Development of Verbal Thinking and Problem-Solving among TshiVenda-Speaking Primary School Children
Quelle	In: Perspectives in Education, 31 (2013) 2, S.22-32 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Elementary School Students; Classification; Generalization; Task Analysis; Verbal Ability; Thinking Skills; Problem Solving; Cultural Context; Child Development; Cognitive Processes; Teaching Methods; Foreign Countries; African Languages; Native Language; Language of Instruction; English (Second Language); Concept Formation; Interviews; South Africa + Suchen Sie Ihr Suchwort? Classification system; Klassifikation; Klassifikationssystem; Aufgabenanalyse; Mündliche Leistung; Denkfähigkeit; Problemlösen; Kindesentwicklung; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Concept learning; Begriffsbildung; Interviewing; Interviewtechnik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The paper presents findings of primary school children's performance on classification and generalisation tasks to demonstrate the fundamental connection between their verbal thinking processes and problem-solving, on the one hand, and the practical activities of their society and culture, on the other. The results reveal that, although children generally classify (or group) objects in ways that suggest abstract categorical relations, they in fact employ heterogeneous thought processes rather than simply employing either concrete-functional or abstract-theoretical modes of thinking. In addition to the concrete and abstract modes, a third cognitive mode termed abstract-functional mode is posited as revealing the fundamental connection between verbal thinking processes and the modalities of the specific sociocultural context of these children's learning and development. The findings have crucial implications for children's schooling and curriculum development, as they call for classroom pedagogy that accounts for, and interrogates the heterogeneous nature of children's thinking and conceptual development. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Perspectives in Education. Faculty of Education, University of the Free State, Bloemfontein 9301, South Africa. Fax: +27-51-401-7044; e-mail: pie@ufs.ac.za; Web site: http://search.sabinet.co.za/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10