EDMHODR 2016 May June Paper 1
Exam Questions and Worked out
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2016 Oct Nov
Question 1
1. Piaget’s fourth stage of cognitive development is formal operational thought. Discuss the
educational implications of this stage and indicate the role of mediation of learning in the
whole process of teaching and learning (10)
In the fourth stage of cognitie deielopment, which starts at about age 12 and contnues
into adulthood, the learner deielops the ability to think logically about abstract concepts (as
opposed to only thinking logically about concrete concepts in the Concrete operatonal
stage). This can include thinking about the abstract relatonships, or the concepts of abstract
ideas like justce and loie. The learner also deielops the ability to think hypothetcally, that
is to come up with hypothesis and test these and draw conclusions. Finally the learner is able
to think propositonally. This means they are concerned about the probably future realites
and understand that their present is infuenced by the social and politcal current realites.
They become concerned with social and politcal eients, become critcal of themselies as
well.
Unfortunately, not all learners reach the fourth stage of deielopment and remain in the
concrete operatonal stage where they can think logically, but are limited to thinking about
concrete (physical, demonstrable) concepts. They can usually only handle problems with 3 or
four iariables, but can understand cause and efect, the laws of nature (that do not reiolie
around their personal experience) and can classify and categorise. When they are faced with
a problem, they usually giie up on fnding a soluton if two of the solutons they haie tried
do not work.
The implicatons are that teachers, specifcally in Africa, need to concentrate on creatng
learning experiences that are focused on the concrete operatonal stage while stll
promotng the deielopment of formal operatonal thought. This means that they need to
encourage the learners to think for themselies (and their learning strategies), fnd their own
solutons and be helped to learn how to learn. Teachers need to be aware that the
deielopmental stage of a learner will afect what they can learn and so needs to make tasks
and actiites that are deielopmentally appropriate. This can include creatng diferent tasks
for indiiiduals or groups of learners. Teachers should not impose knowledge nor supply the
answers, but create tasks that are interestng, appropriate and challenging for the learners
to help them deielop and keep their atenton.
2. Differentiate between metacognition and metaclearning (5))
Learning is the process of acquiring informaton, knowledge and skills in such a way that it
changes behaiiour and thinking. Meta learning is therefore the awareness and the
deliberate control oier the learning process whereby the learner is aware of (for example)
their own learning styles and preferences and is able to choose a learning approach to suit
the task.
Cogniton is the neurological actiity iniolied in the thinking process – it is iniolied in
formulatng ideas, problem soliing, rearranging cognitie frameworks to adapt to new
experiences. Meta cogniton is therefore the awareness and deliberate control oier this
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Exam Questions and Worked out
Answers
written by
meghugz
The study-notes marketplace
Buy and sell all your summaries, notes, theses, essays, papers, cases, manuals, researches, and
many more...
www.stuvia.co.za
Downloaded by: petuniasindisibiya |
Distribution of this document is illegal
, Stuvia.com - The study-notes marketplace
2016 Oct Nov
Question 1
1. Piaget’s fourth stage of cognitive development is formal operational thought. Discuss the
educational implications of this stage and indicate the role of mediation of learning in the
whole process of teaching and learning (10)
In the fourth stage of cognitie deielopment, which starts at about age 12 and contnues
into adulthood, the learner deielops the ability to think logically about abstract concepts (as
opposed to only thinking logically about concrete concepts in the Concrete operatonal
stage). This can include thinking about the abstract relatonships, or the concepts of abstract
ideas like justce and loie. The learner also deielops the ability to think hypothetcally, that
is to come up with hypothesis and test these and draw conclusions. Finally the learner is able
to think propositonally. This means they are concerned about the probably future realites
and understand that their present is infuenced by the social and politcal current realites.
They become concerned with social and politcal eients, become critcal of themselies as
well.
Unfortunately, not all learners reach the fourth stage of deielopment and remain in the
concrete operatonal stage where they can think logically, but are limited to thinking about
concrete (physical, demonstrable) concepts. They can usually only handle problems with 3 or
four iariables, but can understand cause and efect, the laws of nature (that do not reiolie
around their personal experience) and can classify and categorise. When they are faced with
a problem, they usually giie up on fnding a soluton if two of the solutons they haie tried
do not work.
The implicatons are that teachers, specifcally in Africa, need to concentrate on creatng
learning experiences that are focused on the concrete operatonal stage while stll
promotng the deielopment of formal operatonal thought. This means that they need to
encourage the learners to think for themselies (and their learning strategies), fnd their own
solutons and be helped to learn how to learn. Teachers need to be aware that the
deielopmental stage of a learner will afect what they can learn and so needs to make tasks
and actiites that are deielopmentally appropriate. This can include creatng diferent tasks
for indiiiduals or groups of learners. Teachers should not impose knowledge nor supply the
answers, but create tasks that are interestng, appropriate and challenging for the learners
to help them deielop and keep their atenton.
2. Differentiate between metacognition and metaclearning (5))
Learning is the process of acquiring informaton, knowledge and skills in such a way that it
changes behaiiour and thinking. Meta learning is therefore the awareness and the
deliberate control oier the learning process whereby the learner is aware of (for example)
their own learning styles and preferences and is able to choose a learning approach to suit
the task.
Cogniton is the neurological actiity iniolied in the thinking process – it is iniolied in
formulatng ideas, problem soliing, rearranging cognitie frameworks to adapt to new
experiences. Meta cogniton is therefore the awareness and deliberate control oier this
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