MARC details
| 000 -LEADER |
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| fixed length control field |
02032nam a22002537a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
ZW-GwMSU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20210518141952.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
210518b |||||||| |||| 00| 0 eng d |
| 022 ## - INTERNATIONAL STANDARD SERIAL NUMBER |
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| International Standard Serial Number |
1753-5921 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
MSU |
| Transcribing agency |
MSU |
| Description conventions |
rda |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Assan Thomas E. B. |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
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| Title |
Pedagogy of learning and teaching: |
| Remainder of title |
A phenomenographic perspective from selected clasrooms in rural South Africa/ |
| Statement of responsibility, etc. |
Thomas E. B Assan |
| 264 ## - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
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| Place of production, publication, distribution, manufacture |
Pretoria: |
| Name of producer, publisher, distributor, manufacturer |
Unisa Press and Routledge, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2019. |
| 336 ## - CONTENT TYPE |
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| Source |
rdacontent |
| Content type term |
text |
| Content type code |
txt |
| 337 ## - MEDIA TYPE |
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| Source |
rdamedia |
| Media type term |
unmediated |
| Media type code |
n |
| 338 ## - CARRIER TYPE |
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| Source |
rdacarrier |
| Carrier type term |
volume |
| Carrier type code |
nc |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Africa education review |
| Volume/sequential designation |
Volume16 , number 6 , |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
Classroom practitioners are expected to facilitate effective learning under the Curriculum and Assessment Policy Statement (CAPS) in South Africa. During this facilitation process, educators are required to become more resourceful in terms of their learning and teaching strategies. This article is based on a case study – within the phenomenographic paradigm – of Grade 9 educators and learners in four rural schools in North West, South Africa. The study focussed on a specific economics and management sciences (EMS) topic relating to the understanding of the value or price determination of the South Africa rand on the foreign exchange market. The article is divided into three parts: firstly, the concepts of phenomenography and the variation theory of learning are explored and constituted as the conceptual framework; secondly, educators’ experiences with the variation theory as a classroom resource for learning; and thirdly, the impact of educators’ classroom experiences with the variation theory on learners’ quantitative and qualitative learning outcomes. The results showed an improvement in the learners’ understanding of the EMS topic studied. |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Phenomenography |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Variation theory of learning |
| 650 4# - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Conception(s) |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
https://doi.org/10.1080/18146627.2018.1464694 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
Library of Congress Classification |
| Koha item type |
Journal Article |