Resumo

ELS, Anika; VOS, Elize; VAN OORT, Ronel  e  KRUGER, Donnavan JD. Guidelines for developing self-directed readers and learners in Natural Science. Tydskr. geesteswet. [online]. 2023, vol.63, n.1, pp.154-177. ISSN 2224-7912.  http://dx.doi.org/10.17159/2224-7912/2023/v63n1a9.

The results of research completed in 2021 with a specific group of Grade 8 Natural Science learners at a school in the Free State are discussed in this article. The problem statement of this study was that this group of Grade 8 Natural Science learners could not read and understand texts in a self-directed manner, and thus comprehension of these texts was lost. The learners'loss of comprehension had a huge impact on their academic performance. Within the interpretivist research paradigm, a qualitative research method, convenience sampling and a variety of data-gathering techniques were used. The data collection methods were based on a content and thematic analysis of a literature review and the analysis of documents. From this, overlapping themes were identified which helped with curriculating of the lesson series. In addition, the effectiveness of the study was determined by analysing the eight learner-centred lessons and observation checklists, pre-journal entries, reflective post-journal entries and the pre- and post-tests. Firstly, the scientific investigation involved a literature review focused on multimodal reading, viewing, and learning strategies with the aim of integrating these strategies into the lesson series. The focus of the lesson series was to help these Natural Science learners become self-directed readers and learners of different Natural Science texts. The relationship between self-directed reading and learning was thoroughly explored, and it was discovered that self-directed reading leads to self-directed learning. The cognitive development phase of Grade 8 learners was investigated in this research to determine what type of thinking skills these learners used to comprehend the world around them. Secondly, a document and thematic analysis was done of reports of various assessment bodies, such as the Annual National Assessment (ANA), the Trends in International Mathematics and Science Study (TIMSS), the Progress in International Reading Literacy Study (PIRLS), and the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SEACMEQ), to estimate the level of literacy and numeracy of South African learners. Reading comprehension issues were investigated, and it is shown that these are caused by a lack of reading comprehension instruction in learners 'home language and a variety of sociocultural variables. A document analysis of the National Curriculum and Assessment Policy Statement for Afrikaans Home Language (Grades 7 to 9, Senior Phase) indicated that language skills, such as reading and viewing, are essential for academic performance. Furthermore, the document analysis of the National Curriculum and Assessment Policy Statement for Natural Science (Grades 7 to 9, Senior Phase) indicated that Grade 8 Natural Science learners are presented with various domains of knowledge connected to specific subjects in the Further Education and Training Phase. It is critical for Grade 8 learners to be familiar with these different domains of knowledge to make subject choices at the end of Grade 9 that will affect their career choice. Thirdly, the constructivist teaching and learning approach was used to create a lesson series. This teaching and learning approach is based on scaffolding, which implies that the instructional events are built on one another. The core contribution of the study is that a specific group of Grade 8 Natural Science learners was empowered to read and learn a variety of texts (with the purposeful integration of multimodal reading, viewing, and learning strategies) self-directedly. Furthermore, guidelines have been compiled for Grade 8 Natural Science teachers that explain how they can integrate multimodal reading, viewing, and learning strategies in lessons to develop Grade 8 Natural Science learners into self-directed readers and learners.

Palavras-chave : Grade 8 Natural Science; Multimodal Strategies; Reading Problems In South Africa; Self-directed Reading And Learning; Teaching; And Learning Theories.

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