000			02032nam a22002537a 4500
003			ZW-GwMSU
005			20210518141952.0
008			210518b |||||||| |||| 00| 0 eng d
022			_a1753-5921
040			_aMSU _cMSU _erda
100	1		_aAssan Thomas E. B. _eauthor
245	1	0	_aPedagogy of learning and teaching: _bA phenomenographic perspective from selected clasrooms in rural South Africa/ _cThomas E. B Assan
264			_aPretoria: _bUnisa Press and Routledge, _c2019.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume16 , number 6 ,
520			_aClassroom 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		_aPhenomenography
650	4		_aVariation theory of learning
650	4		_aConception(s)
856			_uhttps://doi.org/10.1080/18146627.2018.1464694
942			_2lcc _cJA
999			_c157251 _d157251