Students’ Engagement with Learning Theory
This paper reflects on a module on ‘Teaching and Learning Interactions’, presented as part of the Rhodes University Advanced Certificate in Education (Environmental Education).The module is designed to help students use theoretical logic to enhance (not replace) their practical logic of how teaching...
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| Format: | Article |
| Language: | English |
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Environmental Association of Southern Africa
2005-12-01
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| Series: | Southern African Journal of Environmental Education |
| Online Access: | https://www.ajol.info/index.php/sajee/article/view/122703 |
| _version_ | 1818210658720677888 |
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| author | Ingrid Schudel |
| author_facet | Ingrid Schudel |
| author_sort | Ingrid Schudel |
| collection | DOAJ |
| description | This paper reflects on a module on ‘Teaching and Learning Interactions’, presented as part of the Rhodes University Advanced Certificate in Education (Environmental Education).The module is designed to help students use theoretical logic to enhance (not replace) their practical logic of how teaching and learning takes place. Data was analysed from three teaching and learning activities in the module. After the first participatory activity on water and sanitation, students narrated what teaching and learning had taken place using language available from their prior experiences. In a second activity students were introduced to explanations of learning, provided by learning theorists. In the third activity students analysed a case study, using a variety of questions relating to teaching and learning. They then had to consider these same questions in the light of a participatory on-course teaching and learning activity. The paper reflects on how students have used understandings of the nature of reality, the construction of knowledge, the use of language, situated learning, action competence and social change, in order to narrate their teaching and learning experiences on the ACE(EE) course. Through this, the paper trials a reflexive approach to the teaching of learning theory in environmental education. |
| first_indexed | 2024-12-12T05:20:07Z |
| format | Article |
| id | doaj.art-375173320c7d49d79ca1b023a1fa2714 |
| institution | Directory Open Access Journal |
| issn | 2411-5959 2411-5959 |
| language | English |
| last_indexed | 2024-12-12T05:20:07Z |
| publishDate | 2005-12-01 |
| publisher | Environmental Association of Southern Africa |
| record_format | Article |
| series | Southern African Journal of Environmental Education |
| spelling | doaj.art-375173320c7d49d79ca1b023a1fa27142022-12-22T00:36:38ZengEnvironmental Association of Southern AfricaSouthern African Journal of Environmental Education2411-59592411-59592005-12-0122Students’ Engagement with Learning TheoryIngrid Schudel 0Rhodes University, South AfricaThis paper reflects on a module on ‘Teaching and Learning Interactions’, presented as part of the Rhodes University Advanced Certificate in Education (Environmental Education).The module is designed to help students use theoretical logic to enhance (not replace) their practical logic of how teaching and learning takes place. Data was analysed from three teaching and learning activities in the module. After the first participatory activity on water and sanitation, students narrated what teaching and learning had taken place using language available from their prior experiences. In a second activity students were introduced to explanations of learning, provided by learning theorists. In the third activity students analysed a case study, using a variety of questions relating to teaching and learning. They then had to consider these same questions in the light of a participatory on-course teaching and learning activity. The paper reflects on how students have used understandings of the nature of reality, the construction of knowledge, the use of language, situated learning, action competence and social change, in order to narrate their teaching and learning experiences on the ACE(EE) course. Through this, the paper trials a reflexive approach to the teaching of learning theory in environmental education.https://www.ajol.info/index.php/sajee/article/view/122703 |
| spellingShingle | Ingrid Schudel Students’ Engagement with Learning Theory Southern African Journal of Environmental Education |
| title | Students’ Engagement with Learning Theory |
| title_full | Students’ Engagement with Learning Theory |
| title_fullStr | Students’ Engagement with Learning Theory |
| title_full_unstemmed | Students’ Engagement with Learning Theory |
| title_short | Students’ Engagement with Learning Theory |
| title_sort | students engagement with learning theory |
| url | https://www.ajol.info/index.php/sajee/article/view/122703 |
| work_keys_str_mv | AT ingridschudel studentsengagementwithlearningtheory |