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Question: How does Curriculum Assessment Policy Statements (CAPS) include Jerome Dewey's Inquiry based learning approach?
Jerome Dewey's inquiry-based learning approach is fundamentally about stimulating learners to take an active role in their learning process through questioning and problem solving. This approach to learning overlaps with Curriculum Assessment Policy Statements (CAPS) in several ways. The CAPS philosophy shares the values of Dewey’s approach in that it encourages teachers to engage learners in an active learning process. Although the CAPS doesn't explicitly mention Dewey's approach, it is evident in its underlying principles. Here's how: 1. Active Learning: Both Dewey and CAPS share the goal of engaging students actively in their own learning. CAPS encourages teachers to facilitate activities that will actively involve learners in their own learning process, highlighting practical application of knowledge. 2. Constructivism: Dewey's inquiry-based learning falls under the broader umbrella of 'constructivism' where knowledge is constructed by the learner. CAPS also promotes a constructivist approach where learners are responsible for understanding and interpreting information. 3. Critical Thinking: Dewey's inquiry-based learning promotes critical thinking and reasoning skills. Similarly, CAPS also promotes the development of critical and creative thinking skills. 4. Experience-Based Learning: Dewey believed that education should be based on the principle of learning through experience. Similarly, CAPS promotes the use of real-world examples and experiences in learning to make education relevant and meaningful. 5. Problem-Solving Skills: Dewey's approach involves problem-solving activities. Likewise, CAPS also supports teaching methods that encourage learners to solve problems. Remember, however, each school might interpret and incorporate these principles differently. Even if CAPS does not perfectly align with Dewey's approach, educators can still draw on many of his pedagogical methods to enrich their teaching practices. It is more about the quality and context within which these principles are applied.
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