Document Detail


An alternative non-traditional approach to learning: the metacognitive-mapping approach.
MedLine Citation:
PMID:  10472179     Owner:  NLM     Status:  MEDLINE    
Abstract/OtherAbstract:
The current article is a continuation of a previous article (Leaf, Uys & Louw 1997) suggesting that alternatives to the current traditional perceptions of learning and therapeutic methods are essential if learning institutions are to enable learners to move successfully into the next millenium. The need for the speech-language therapist to adopt a non-traditional approach to learning and to change from a language instructor to a learning facilitator within a consultative-collaborative role in the unique South African situation is discussed. Research results, specifically relating to how the speech-language therapist can assist teachers in changing to a non-traditional facilitative role, are presented.
Authors:
C M Leaf; B Louw; I C Uys
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Publication Detail:
Type:  Journal Article    
Journal Detail:
Title:  The South African journal of communication disorders. Die Suid-Afrikaanse tydskrif vir Kommunikasieafwykings     Volume:  45     ISSN:  0379-8046     ISO Abbreviation:  S Afr J Commun Disord     Publication Date:  1998  
Date Detail:
Created Date:  1999-10-21     Completed Date:  1999-10-21     Revised Date:  2008-02-12    
Medline Journal Info:
Nlm Unique ID:  7805099     Medline TA:  S Afr J Commun Disord     Country:  SOUTH AFRICA    
Other Details:
Languages:  eng     Pagination:  87-102     Citation Subset:  IM    
Affiliation:
Department of Communication Pathology, University of Pretoria.
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MeSH Terms
Descriptor/Qualifier:
Adult
Child
Cognition
Health Knowledge, Attitudes, Practice
Humans
Interprofessional Relations
Learning*
Models, Educational*
Models, Psychological*
Referral and Consultation
South Africa
Speech Therapy / education
Teaching / methods*

From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine


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