Elements of the Physical Learning Environment That Impact on the Teaching and Learning in South African Grade 1 Classrooms

Autor/inn/en	Naude, Mariana; Meier, Corinne
Titel	Elements of the Physical Learning Environment That Impact on the Teaching and Learning in South African Grade 1 Classrooms
Quelle	In: South African Journal of Education, 39 (2019) 1, Artikel 1342 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Naude, Mariana) ORCID (Meier, Corinne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Educational Environment; Physical Environment; Case Studies; Teaching Methods; Grade 1; Elementary School Students; Foreign Countries; Cognitive Ability; Learning Processes; Short Term Memory; Constructivism (Learning); Mathematics Instruction; Mathematical Concepts; Class Size; Teacher Student Relationship; Acoustics; Large Group Instruction; Poverty; Sustainable Development; Video Technology; Teacher Attitudes; Elementary School Teachers; Observation; South Africa + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Natürliche Umwelt; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; Ausland; Denkfähigkeit; Learning process; Lernprozess; Kurzzeitgedächtnis; Mathematics lessons; Mathematikunterricht; Klassengröße; Teacher student relationships; Lehrer-Schüler-Beziehung; Akustik; Armut; Nachhaltige Entwicklung; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Beobachtung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Foundation phase teachers in South African schools follow a socio-constructivist approach to the teaching and learning of mathematics, which entails that learners experiment freely with concepts and are encouraged to communicate and share their thoughts and ideas. In an effort to understand the impact that the physical learning environment, such as noise or large class sizes, have on learning in South African foundation phase classrooms, this study deployed a qualitative case study design to gain insight into the learning and teaching that take place in Grade 1 classrooms. From a cognitive load perspective, the study found that noise, as result of the large number of learners in the class, as well as noise from the outdoor environment, contributes to the overload of learners' working memory, which ultimately impacts negatively on learning. The study also found that the large classroom sizes in Grade 1 prevented teachers from rendering effective support, which causes uncertainty among learners in regard to what is expected of them when working on classroom tasks. This uncertainty leads to extraneous cognitive load. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01