isahluko 1 - UKZN ResearchSpace - University of KwaZulu-Natal

kwakukhombisa ukuwaqonda amagama ayesembhalweni lapho befunda. Lokhu
kufakazela khona ukuthi ukwazi amagama amaningi olimini kukwenza ungathwali
kanzima lapho kufundiswa ukufunda okubhaliwe, njengoba lokhu nakho kuyingxenye
yezinto okumele zithuthukiswe ekulekeleleni umfundi ukuba akwazi ukufunda
ngokuqonda okubhaliwe. Lokhu kufakazelwa nanguCalixto (2007) ophawula ngokuthi
ulwazi lwamagama asolimini lubalulekile kakhulu ukuze umfundi akwazi ukufunda
ngokuqondisisa. Uqhubeka achaze uCalixto ukuthi lapho umfundi engawazi amagama
asetshenzisiwe embhalweni, akulula ukuba akwazi ukuwufunda ngokuwuqonda lowo
mbhalo (p. 1). Ngaleyo ndlela lokhu kuba ngukufunda okungenamqondo ngenxa yokuthi
umfundi kufana nokuthi uzisholo nje amagama noma uyawacula, ngaphandle kokuqonda
umbhalo awufundayo.
UCarver (2003) kanye noGrabe (2004), bayagcizelela ukuthi bukhona ubudlelwane
phakathi kolwazimagama kanye nokufunda umbhalo ngokuwuqondisisa, ngendlela
yokuthi ucwaningo oselwenziwe, lonke luyakufakazela lokhu. Kanti futhi noDroop
benoVerhoeven (2003) nabo ngoku njalo bahambisana nemibono yalaba bacwaningi
kulokhu, njengoba ocwaningweni lwabo abalwenza eHolland, bathola ukuthi ukwazi
izincazelo zamagama kwakuneqhaza elihle ekufundeni okubhaliwe kubantwana
bamabanga esi-3 nele-4 (Grabe, 2004, p. 49).
Njengoba ngike ngachaza phambilini, ziningi izingxenyana eziholela ekutheni umfundi
agcine ethuthuka kokuyiyona nhloso yokufunda okubhaliwe. Akugcini nje ngokuba azi
amagama asetshenzisiwe embhalweni lowo okwenza akuqonde akufundayo. Njengakho
nje ukuthi kumele abe nolwazi oluthile mayelana nalokho akufundayo (background
knowledge). UDroop benoVerhoeven (1998) bathola ukuthi ulwazi umfundi avele enalo
mayelana nalokho afunda ngakho kuyalithuthukisa izinga lokufunda ngokuqondisisa
olimini lwakhe lwasekhaya / lokuqala nakulo ulimi lwesibili / lokwethekelwa.
Baphawula ngokuthi abafundi bolimi lokuqala balekelelwa kakhulu ulwazi abavele
benalo ekufundeni ngokuqonda okubhaliwe.
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