Kunesivumelwano esijwayelekile sokuthiubuhlakani obujwayelekile isibikezeli esibalulekile sokusebenza kwesikole[3]. Isici esivame ukunganakwa emkhakheni we-neuropsychological yikhono ukunakekelwa okuqhubekayo. Kulokhu, iqembu labacwaningi baseJalimane[4] wayefuna ukuphenya ukuthi yini umnikelo weleveli yezemfundo futhi amandla okugcina ukugxilisa ingqondo isikhathi eside kunoku ukusebenza kwesikole; ikakhulukazi ababhali bocwaningo baklama imiqondo emibili:
- Ukusebenza kwesikole kuzobikezelwa ngezinga elikhulu ngabaphathi abahlanganyelayo bokuhlolwa kobuhlakani nokuhlolwa okuqhubekayo (esikhundleni sokusebenzisa ukuhlolwa kokuqonda kuphela), kanjalo kubonise ukuba semthethweni okwandayo kwezivivinyo zokunaka.
- Ithonya leintelligence ekuzuzeni ngemfundo iqondiswe isikhathi sokunakwa asekelwe zabafundi
Ucwaningo
Ukuhlola imicabango emibili, abacwaningi bakhethe iqembu labafundi besikole samabanga aphakeme abangama-231 abaneminyaka eyi-15 - 17, bababeka ngaphansi ukuhlolwa kokunakekelwa okuqhubekayo[4] futhi eyodwa ibhethri lokuhlola ukuhlakanipha[1], ukuthola ubuhlakani bomlomo, ubuhlakani bezinombolo kanye nezimpawu zokukhonjwa kwezimpawu ezingokomfanekiso.
Izikolo ezitholwe ezivivinyweni ezahlukahlukene ziqhathaniswa nomfundi ngamunye nenqaku elisekhadini lombiko wezibalo, nenqaku elisekhadini lombiko laseJalimane kanye nesilinganiso samamaki esivamile.
Imiphumela
Mayelana ne-hypothesis yokuqala (ukuqinisekiswa okungezelelweyo kokuhlolwa kokunakwa) kuvela ukuthi, yize kunjalo ngaphansi kokuhlolwa kokuqonda, ukungezwa kobufakazi bokuqashelwa okuqhubekayo kwenze kwaba nokwenzeka ukubikezela imiphumela yesikole kangcono yabafundi, ikakhulukazi mayelana nesilinganiso sephuzu lebanga elijwayelekile.
Idatha ethakazelisa kakhulu mhlawumbe ivela kumqondo wokuqala wesibili, okungukuthi, ukulamula kokunaka ubudlelwano phakathi kobuhlakani nokusebenza kwesikole: kuyo yonke le mikhakha emithathu ethathiwe (izibalo, isiJalimane nesilinganiso samaphuzu ebanga) izinga lokuqonda likwazile ukuqagela amamaki abafundi kuphela kulabo abakhombisa ikhono elihle lokugcina ukugxila isikhathi eside.
iziphetho
Yize kunemikhawulo ebonakalayo (isampula engeyona eyabafundi yabafundi bokuzivocavoca kuphela), lolu cwaningo luholela ekubonakaliseni okuthokozisayo okunemiphumela ebonakalayo yokusebenza komtholampilo:
- Okuningi kufanele kunikezwe ekuhlolweni kwe-neuropsychological okudingekayo ebunzimeni besikole ukubaluleka kwamakhono okunakwa yabafana, hhayi kuphela kwizici zekhwalithi kepha nangokusebenzisa izivivinyo ezithile.
- Njengoba ukusebenza kwesikole kubonakala kuhlobana ne-intelligence kuphela ezinganeni ezinamakhono wokunaka anele, ukunganaki ukuhlolwa kwezingozi zokuzinaka eziqhubekayo eziholela uhlaka olungafanele lokuxilonga qhathanisa nembangela yobunzima besikole.
- Ababhali balolu cwaningo baphinde bakholelwe ukuthi abafundi bangazuza ekuqeqeshweni kokunakwa, njengalezo ezisuselwa kumasu wokuzihlola.
Singaba nentshisekelo naku:
- Amaphrofayli wobuhlakani be-WISC-IV kuzinkinga ezithile zokufunda
- Buyini ubuhlakani nokuthi izivivinyo ze-IQ zisebenza kanjani
- Ake sixoxe ngokunakwa
- I-Dyslexia nokunakwa: buhlobo obunjani?
- Ukuvuselelwa kwamakhompiyutha ukunakwa nemisebenzi ephezulu ngemuva kokuthola ukulimala kwengqondo
- Ukunakwa Nokugxila - Ukubuyekezwa
Bibliografia
- U-Amthauer, B. Brocke, D. Liepmann, A. Beauducel (2001). I-Intelligenz-Struktur-Test 2000 R, iHogrefe, iGöttingen.
- UDüker, GA Lienert, H. Lukesch, S. Mayrhofer (2001). Ukuhlolwa kwe-Konzentrations-Leistungs-Revidierte Fassung (KLT-R) Hogrefe, Göttingen.
- UKuncel, NR, Hezlett, SA, & Ones, DS (2004). Ukusebenza ezifundweni, ikhono lomsebenzi, ubuhlakani, kanye nokusebenza komsebenzi: Ingabe umuntu angakwazi ukwakha ukubikezela konke? Ijenali yobuntu kanye nesayensi yezenhlalo, 86(1), i-148.
- USteinmayr, R., Ziegler, M., & Träuble, B. (2010). Ngabe ukuhlakanipha nokunakwa okuqhubekayo kuyasebenzisana ekubikezeleni impumelelo yezifundo? Ukufunda kanye Nomehluko Womuntu Ngamunye, 20(1), i-14-18.
