BTE2601 ASSIGNMENT 2
- 2023
UNIQUE NUMBER: 706427
DUE DATE: 22 JUNE 2023
, ASSIGNMENT 2
UNIQUE NUMBER: 706427
MARKS: 50
CLOSING DATE: 22 JUNE 2023
QUESTION 1
1.1. Define the following terms:
a) Rote Learning:
Rote learning is a memorization technique that involves the mechanical repetition of
specific information until it can be recalled from memory without any further cognitive
processing. This learning method is widely used in education, especially in memorizing facts
such as the multiplication tables or spelling lists. However, rote learning is not an effective
technique for the meaningful and lasting retention of more complex subject matter, nor
does it foster critical thinking or problem-solving skills.
Gravett, DeBeer and Du Plessis (2019) observes that rote learning may produce short term
results in the acquisition of factual information but does not support deep understanding or
the application of the learned knowledge. Educators can incorporate teaching strategies
such as active learning, which challenges learners to interact with the material being taught
through problem-solving or discussions, and heuristic teaching, where learners are
encouraged to explore, question and seek answers independently. These methods promote
the retention of knowledge and skills beyond initial learning, by enabling learners to apply
the newfound knowledge in practical contexts.
b) Pedagogical content knowledge:
Pedagogical content knowledge is a type of knowledge that teachers possess, which
encompasses the amalgamation of subject knowledge and cognitive knowledge about
teaching and learning. It is the skill and expertise in transforming complex, abstract
concepts into teachable content that addresses the learning objectives for a specific group
of students. Pedagogical content knowledge encourages the development of methods
appropriate to all learners and learning styles.
According to Gravett et al. (2019), teachers should aim to develop a strong foundation in
pedagogical content knowledge to deploy their subject matter effectively. This knowledge
enables educators to bridge any gaps between what learners know and what they need to
learn by disassembling abstract ideas into more manageable concepts. Effectively
1
- 2023
UNIQUE NUMBER: 706427
DUE DATE: 22 JUNE 2023
, ASSIGNMENT 2
UNIQUE NUMBER: 706427
MARKS: 50
CLOSING DATE: 22 JUNE 2023
QUESTION 1
1.1. Define the following terms:
a) Rote Learning:
Rote learning is a memorization technique that involves the mechanical repetition of
specific information until it can be recalled from memory without any further cognitive
processing. This learning method is widely used in education, especially in memorizing facts
such as the multiplication tables or spelling lists. However, rote learning is not an effective
technique for the meaningful and lasting retention of more complex subject matter, nor
does it foster critical thinking or problem-solving skills.
Gravett, DeBeer and Du Plessis (2019) observes that rote learning may produce short term
results in the acquisition of factual information but does not support deep understanding or
the application of the learned knowledge. Educators can incorporate teaching strategies
such as active learning, which challenges learners to interact with the material being taught
through problem-solving or discussions, and heuristic teaching, where learners are
encouraged to explore, question and seek answers independently. These methods promote
the retention of knowledge and skills beyond initial learning, by enabling learners to apply
the newfound knowledge in practical contexts.
b) Pedagogical content knowledge:
Pedagogical content knowledge is a type of knowledge that teachers possess, which
encompasses the amalgamation of subject knowledge and cognitive knowledge about
teaching and learning. It is the skill and expertise in transforming complex, abstract
concepts into teachable content that addresses the learning objectives for a specific group
of students. Pedagogical content knowledge encourages the development of methods
appropriate to all learners and learning styles.
According to Gravett et al. (2019), teachers should aim to develop a strong foundation in
pedagogical content knowledge to deploy their subject matter effectively. This knowledge
enables educators to bridge any gaps between what learners know and what they need to
learn by disassembling abstract ideas into more manageable concepts. Effectively
1
