The affordances of project-based learning and classroom action research in the teaching and learning of Natural Sciences
In this paper I reflect on the experiences of Life- and Natural Sciences teachers in the Northern Cape who engaged in classroom action research (CAR). The context was a short-learning programme (SLP) facilitated by the North-West University on epistemological border-crossing between indigenous know...
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| Format: | Article |
| Language: | English |
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University of the Free State
2019-11-01
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| Series: | Perspectives in Education |
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| Online Access: | http://196.255.246.28/index.php/pie/article/view/4029 |
| _version_ | 1797257991221673984 |
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| author | Josef de Beer |
| author_facet | Josef de Beer |
| author_sort | Josef de Beer |
| collection | DOAJ |
| description |
In this paper I reflect on the experiences of Life- and Natural Sciences teachers in the Northern Cape who engaged in classroom action research (CAR). The context was a short-learning programme (SLP) facilitated by the North-West University on epistemological border-crossing between indigenous knowledge and the school science curriculum. After the SLP teachers had to submit evidence- based portfolios; and the CAR was part of this portfolio. The activity that was the focus of the teachers’ action research (reported on in the portfolios) was learners’ engagement in project-based learning such as, among others, ethnobotanical surveys. During the SLP in June 2017, teachers were shown how learners could engage in ethnobotanical surveys. In the portfolios, teachers had to reflect on their own and learners’ experiences of engaging in such ethnobotanical surveys. These portfolios were analysed, and several emerging themes were identified from the data. Individual interviews were also conducted with a sample of teachers. Three of these themes are presented in this paper. The findings indicate that project-based learning holds affordances such as the realization of affective outcomes in science education. It also assists science teachers to become more critical and reflective, and enhances self- directed learning. One of the recommendations in this paper is that CAR should be promoted in both pre-service and in-service teacher education programmes.
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| first_indexed | 2024-04-24T22:46:26Z |
| format | Article |
| id | doaj.art-0abbf67a8b264ee996b96b8765e92812 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-24T22:46:26Z |
| publishDate | 2019-11-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-0abbf67a8b264ee996b96b8765e928122024-03-18T11:10:23ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2019-11-0137210.18820/2519593X/pie.v37i2.5The affordances of project-based learning and classroom action research in the teaching and learning of Natural SciencesJosef de Beer0North-West University, South Africa In this paper I reflect on the experiences of Life- and Natural Sciences teachers in the Northern Cape who engaged in classroom action research (CAR). The context was a short-learning programme (SLP) facilitated by the North-West University on epistemological border-crossing between indigenous knowledge and the school science curriculum. After the SLP teachers had to submit evidence- based portfolios; and the CAR was part of this portfolio. The activity that was the focus of the teachers’ action research (reported on in the portfolios) was learners’ engagement in project-based learning such as, among others, ethnobotanical surveys. During the SLP in June 2017, teachers were shown how learners could engage in ethnobotanical surveys. In the portfolios, teachers had to reflect on their own and learners’ experiences of engaging in such ethnobotanical surveys. These portfolios were analysed, and several emerging themes were identified from the data. Individual interviews were also conducted with a sample of teachers. Three of these themes are presented in this paper. The findings indicate that project-based learning holds affordances such as the realization of affective outcomes in science education. It also assists science teachers to become more critical and reflective, and enhances self- directed learning. One of the recommendations in this paper is that CAR should be promoted in both pre-service and in-service teacher education programmes. http://196.255.246.28/index.php/pie/article/view/4029Classroom action researchProject-based learningEthnobotanical surveysTeacher professional developmentProlepsis |
| spellingShingle | Josef de Beer The affordances of project-based learning and classroom action research in the teaching and learning of Natural Sciences Perspectives in Education Classroom action research Project-based learning Ethnobotanical surveys Teacher professional development Prolepsis |
| title | The affordances of project-based learning and classroom action research in the teaching and learning of Natural Sciences |
| title_full | The affordances of project-based learning and classroom action research in the teaching and learning of Natural Sciences |
| title_fullStr | The affordances of project-based learning and classroom action research in the teaching and learning of Natural Sciences |
| title_full_unstemmed | The affordances of project-based learning and classroom action research in the teaching and learning of Natural Sciences |
| title_short | The affordances of project-based learning and classroom action research in the teaching and learning of Natural Sciences |
| title_sort | affordances of project based learning and classroom action research in the teaching and learning of natural sciences |
| topic | Classroom action research Project-based learning Ethnobotanical surveys Teacher professional development Prolepsis |
| url | http://196.255.246.28/index.php/pie/article/view/4029 |
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