Utilising cooperative- and problem-based learning to let student teachers explore the tenets of science, indigenous knowledge and pseudoscience

Project leader: Dr Deon Van Tonder

Team: Prof Neal Petersen, Dr Anitia Lubbe, Prof. N. Petersen, Prof. W. Dudu, Dr. B. Samuel, Mr. J. Sebatana, Dr. D. Kruger, Dr L. White, Ms E. Pretorius

Project duration: 2021- 2023

Objectives:

1. To capture and interpret student teachers’ experiences of engaging in the RIPU activity, and to determine how it is perceived in terms of self-directed learning.

2. To determine how the RIPU activity enhances student teachers’ understandings of the nature of science, pseudoscience and indigenous knowledge.

3. To determine how student teachers experience their involvement in problem-based and cooperative learning, and how it enhance or impede their learning.

4. To determine the affordances of poster presentations as an assessment instrument to enhance self-directed learning.

5. To determine the value of poster presentations to assess the RIPU activity.

Project leader: Dr Deon Van Tonder

Team: Mrs. Yolanda Fourie, Mr. Nicolaas van Deventer

Project duration: 2023- 2024

Objectives:

To determine how the application of verbal questioning can support self-directed learning (SDL) in Intermediate Phase (IP) classrooms.

 The main aim was operationalized in the following objectives:

•    To establish the verbal questioning techniques utilized by teachers in IP classrooms in support of SDL. (qualitative and quantitative)

•    To establish the verbal questioning techniques utilised by learners in IP classrooms in support of SDL. (quantitative)

•    To demarcate the levels of verbal questioning applied by teachers in IP classrooms in support of SDL. (qualitative and quantitative)

•    To determine how teachers exploit probing questions to enhance learners’ critical thinking skills in IP classrooms to support SDL. (qualitative and quantitative)

•    To ascertain how teachers model Questioning as thinking (QAT) as a meta-cognitive strategy in IP classrooms in support of SDL. (qualitative and quantitative)

•    To develop new strategies that are essential for fostering SDL through questioning. (qualitative and quantitative)

Project leader: Prof Neal Peterson

Source of funding: NRF

Project duration: 2018-2020

Sub-project leaders: Prof B Geduld, Prof M Maphalala

Team:Proff Neal Petersen, Josef de Beer,  Manu Prakash (Stanford University US); drr Lounel White, Donnovan Kruger, mr Tswakae Sebotsa

 MAIN RESEARCH OBJECTIVE

 Firstly this design based research will capture the science teachers experiences of the intervention, to identify possible factors that prevent them from using these pedagogies, by using third generation cultural-historical activity theory (CHAT) as a research lens. It will also be determine if their participation in the intervention will have an influence on their self-directedness in learning, by determining how they pursue the individual professional development goals that they set for themselves.

MAIN INTERVENTION OBJECTIVE

 Secondly, in order to collect data to reach the research objective mentioned above, short learning programmes (the intervention) will be developed assisting science teachers through training and the provision of resources in using engaging pedagogies to address perennial issues in science education. The intervention entailS using engaging pedagogies such as science-on-a-shoestring to realize the tenets of the nature of science in the under-resourced classroom, inquiry learning, puppetry, CL, PBL and PrBL teaching-learning approaches in order to develop participating science teachers PCK and their self-directedness in learning.

SECONDARY RESEARCH OBJECTIVES

 1. To develop the SLP in which science teachers will participate in using inquiry approaches in the classroom by making use of science-on-a-shoestring approaches. The envisioned project will also provide the teachers who attend these SLP’s with shoestring science kits that can be utilized in the under-resourced classrooms. The researchers will determine whether this results in more inquiry approaches in the science classroom.

 2. To determine the affordances of puppetry in teaching science learners about the nature of science, indigenous knowledge, health issues, HIV/ AIDS, social justice issues and environmental issues.

 3. To determine the effect of using the AIDS kit and foldscope microscopes in the science classroom and to determine the views science teachers’ hold on their own PCK development due to the intervention.

 4. To determine teachers views on how the AIDS kit and foldscope microscopes support learner’s understanding of the nature of science (NOS) during the implementation phase.

 5. To determine science teachers views on using the DNA and protein synthesis kit in the Life Sciences classroom and how their PCK might be develop during the SLP.

 6. To develop science teachers PCK by giving them the opportunity to participate in developing learning experiences which include the learners real life experiences (contextualized science education) during the SLP.

 7. Describing science teachers’ lived experiences of using the DNA kit, and if the use thereof did influence their views on social justice issues.

 8. To determine what factors prevent science teachers from using science-on-a-shoestring approaches and to develop their agency towards innovative ideas in using it in future in the absence of sufficient resources.

 9. To determine science teachers' views on using science-on-a-shoestring approaches before and after the intervention.

 10. To develop science teachers PCK (regarding inquiry learning, PBL, PrBL and CL) during the SLP.

 11. Using third generation cultural-historical activity theory (CHAT) as a research lens to identify the problems science teachers experience during the implementation phase of using engaging pedagogies.

 12. To determine the affordances of engaging pedagogies for self-directed learning.

Project leader: Dr M Verster

Source of funding: SDL

Sub-project leaders: Prof B Geduld, Prof M Maphalala

Project leader: Prof E Mentz

Source of funding: None

Sub-project leader: Alta Greeff, Johan van Lill, Wikus Breetzke, Josef de Beer, Christo van der Westhuizen, Jako Olivier, Charlene du Toit-Brits, Anitia Lubbe.

Project leader: Prof E Mentz

Team: Prof Josef de Beer, Prof Kobus Mentz (CI), Prof Neal Petersen (CI), Mnr Tswakae Sebotsa

Source of funding: NRF

Objectives:

• Om die doeltreffendheid van veranderingslaboratoriums te bepaal om die volhoubaarheid en klaskameroordrag van SGL PD aan in-diensonderwysers te verbeter

• Om die bogenoemde doel te bereik, het ons die volgende doelwitte geïdentifiseer:

• Om die verskillende aktiwiteitstelsels en belanghebbendes wat betrokke is by die bereiking van volhoubare SGL PD aan diensonderwysers te identifiseer;

• Om die menings van die verskillende belanghebbendes op SDL PD aan onderwysers in diens te neem;

• Om veranderingslaboratoriums te ontwikkel en uit te voer om te bepaal watter faktore SGL en die oordrag van kennis en vaardighede na die klaskamer inhibeer

• na die implementering van professionele ontwikkelingsprogramme;

• Om veranderingslaboratoriums te gebruik om oplossings te vind vir die probleem van onvolhoubare SGL PD-geleenthede aan onderwysers;

Project leader: Prof JJJ de Beer

Span: Prof Elsa Mentz, Prof Neal Petersen, Mnr Tswakae Sebotsa, Mnr Nicholas Thambe

Source of funding: NRF (2021-2023)

Objectives:

• Om selfgerigte leer in die natuurwetenskap-klaskamer te verbeter;

Project leader:Prof JJJ de Beer

Span: Prof Elsa Mentz, Prof Neal Petersen, Mnr Tswakae Sebotsa, Mnr Nicholas Thambe

Source of funding: NRF (2021-2023)

Objectives:

• Om selfgerigte leer in die natuurwetenskap-klaskamer te verbeter;

Project Leader: Prof JJJ de Beer

Team: Prof Elsa Mentz, Prof Neal Petersen, Mnr Tswakae Sebotsa, Mnr Nicholas Thambe

Source of funding: NRF (2021-2023)

Objectives:

• Om selfgerigte leer in die natuurwetenskap-klaskamer te verbeter;

Project Leader: Prof JJJ de Beer

Span: Prof Elsa Mentz, Prof Neal Petersen, Mnr Tswakae Sebotsa, Mnr Nicholas Thambe

Source of funding: NRF (2021-2023)

Objectives:

• Om selfgerigte leer in die natuurwetenskap-klaskamer te verbeter;

Projekleier: Prof J Olivier

Source of funding: NRF (2021-2023)

Projekleier: Prof CP van der Westhuizen

Bron van befondsing: SoTL

Span: Dr Roxanne Bailey, Dr Dorothy Laubscher, Prof/Dr Per Bergamin, Mnr Christof Imhof, SOL-ondersteuningspersoneel: Dr Gerhard Du Plessis, Kobus Le Roux, Rassie Louw, Liana Venter en Santie Pieterse

Doelwitte:

• Om te bepaal hoe 'n aanpasbare stelsel ontwerp moet word wanneer sokratiese ondervraging en koöperatiewe leer gebruik word om SGL te verbeter; en

• Om te bepaal hoe studente koöperatiewe leer in 'n sokratiese aanpasbare stelsel ervaar?

Project leader: SC Mahlaba

Source of funding: SDL (September 2020 -2021)

Team: Prof E Mentz

Objectives:

The current study aims to:

• Explore lecturers` experiences of adapting to online/remote teaching and learning during the COVID-19 pandem.

• To explain how the lecturers` experiences of adapting to online/remote teaching and learning during the COVID-19 pandemic reveal their self-directedness.

This project aims to raise awareness to mathematics teachers, pre-service mathematics teachers and students about the significance of proficiency in solving mathematics problems in multiple ways as a skill for the 21st century.  It aims to cultivate a culture of solving mathematics problems in multiple ways, especially geometry problems as they are a goldmine of multiple solution tasks and an area where most South African teachers and learners struggle the most. This will help teachers to boost their competency and proficiency in teaching Euclidean geometry and might have a positive impact on learners` performance in geometry related tasks. 

This is a self-directed learning activity because the production of multiple solutions to mathematics problems is not a requirement in the South African mathematics curriculum but global research has shown that this activity can improve both teachers` and learners` problem solving abilities. the overall aim of this study is to explore the effects of MSTs in supporting South African teachers` geometry content knowledge, problem solving proficiency and their self-directed learning.

Projekleier: Prof CP van der Westhuizen

Source of funding:: SoTL

Team: Dr Roxanne Bailey, Dr Dorothy Laubscher, Prof/Dr Per Bergamin, Mnr Christof Imhof, SOL-ondersteuningspersoneel: Dr Gerhard Du Plessis, Kobus Le Roux, Rassie Louw, Liana Venter en Santie Pieterse

Objectives:

• Om te bepaal hoe 'n aanpasbare stelsel ontwerp moet word wanneer sokratiese ondervraging en koöperatiewe leer gebruik word om SGL te verbeter; en

• Om te bepaal hoe studente koöperatiewe leer in 'n sokratiese aanpasbare stelsel ervaar?

Technology-supported cooperative learning to enhance Self-Directed Learning

Project leader: Prof Elsa Mentz

Source of funding: NRF project (2018 - 2020)

Objectives:

The focus of this project will be on establishing effective technology-supported cooperative learning environments to enhance Self-Directed Learning.

Education and engineering students from NWU and students from Unisa will participate in this project. Cultural-Historical Activity Theory (CHAT) combined with the social interdependence theory will be utilised as lens for this research within realism as philosophical paradigm.

A qualitative and quantitative design-based approach will be followed to develop, implement and evaluate effective cooperative learning interventions, supported by technology to enhance Self-Directed Learning in a higher education learning environment. The expected outcome is to develop a framework for implementing technology-supported cooperative learning, conducive to the enhancement of Self-Directed Learning.

This framework will include cooperative learning-embedded assessment, the impact of peer reflections as well as strategies for deeper learning. Furthermore, we will propose guidelines to evaluate the effectiveness of the integration of the five elements of cooperative learning in a technology-supported cooperative learning environment. With this project we ultimately aim to inform policy on higher education teaching and learning.

Multimodal multiliteracies in support of self-directed learning

Project leader: Prof Jako Olivier

Source of funding: NRF project (2018 - 2020)

Objectives:

The objectives of this research project are to:

• Map the multiliteracies in selected subjects in terms of relevant policy documents and (paper-based and electronic) text books.

• Determine what the affordances are of indigenous multiliteracies in support of self-directed learning delivered by means of digital technologies.

• Explore how individualisation and differentiation of learning can be facilitated in terms of multimodal self-directed learning.

• Research the fostering of metacognition by means of multimodal multiliteracies pedagogy.

Multimodal learning and Open Educational Resources (OER)

Project leader Prof Jako Olivier

Source of funding: Internal funds (SDL)

Objectives:

The aim of the project is to (1) build networks in Southern Africa around OER and multimodal learning, (2) build capacity at the NWU and in Southern Africa, (3) train lecturers in multimodal learning and the creation and use of OER as well as (4) doing and dissemination research on OER and multimodal learning.

The project will also:

• investigate the quality and cultural appropriateness of the application of self-directed multimodal learning;

• determine the effective use of mobile devices (such as cell phones and tablets) for self-directed multimodal learning;

• explore data mining of learning management systems (such as eFundi) as well as interactive study guides and relevant metadata;

• determine what multiliteracies (in terms of language, visual, information and computer literacies) are required of contact and distance students in a self-directed learning context;

• investigate how individualisation and differentiation can be accommodated within a multimodal learning context; and

• determine how the use, establishment and contribution to open educational resources by lecturers can function in support of multimodal learning within a self-directed learning context.

Enhancing engineering students’ self-directed learning through problem-based learning

Project leader Prof Marietjie Havenga

Source of funding: NRF project (2017 - 2019)

Objectives:

• Main research aim: Determining to which extent engineering students' self-directed learning could be enhanced through the introduction of the problem-based learning strategy.

• Determining to which extent cooperative elements can support PBL to enhance students’ self-directed learning

• Determining to which extent blended learning can support PBL to enhance students’ self-directed learning.

• Determining to which extent assessment can support PBL to enhance students’ self-directed learning.

• Determining to which extent the integration of PBL enhances engineering students’ self-directed learning and indicating how the nature of this change enhances SDL.

• Contributing to knowledge production regarding the enhancement of engineering students’ self-directed learning through the introduction of PBL.

The affordances of indigenous knowledge for Self-Directed Learning

Project leader Prof Josef de Beer

Source of funding: NRF project (2016 - 2018)

Objectives:

The objectives of this research project are to determine:

• How indigenous knowledge could best be incorporated in the school CAPS curriculum in science, mathematics and technology.

• How science, technology and mathematics teachers view indigenous knowledge before and after a three-day short course on indigenous knowledge.

• How teachers use problem-based learning and cooperative learning principles in teaching indigenous knowledge in their classrooms.

• What problems teachers experience in transferring their knowledge of and skills on indigenous knowledge in their classrooms.

• How the intervention on indigenous knowledge could promote self-directed learning among teachers and learners.

STEM teachers learning from Indigenous Knowledge Systems practitioners

Project leader Prof Josef de Beer

Source of funding: NRF project (2016 - 2018)

Objectives:

The objectives of this research project are to determine:

• How indigenous knowledge holders (and museums) could become a third partner in the school-university value chain.

• How teachers could learn about indigenous knowledge in authentic situations from the holders of indigenous knowledge themselves.

• Whether the holders of indigenous knowledge are self-directed learners.

• How indigenous knowledge, as a means to better contextualise curricula, could foster SDL.

How Cultural-Historical Activity Theory (CHAT) could best be used as a research lens in studying the incorporation of indigenous knowledge in the STEM classroom

Teachers without Borders: Creating indigenous knowledge science labs in rural schools

Project leader Prof Josef de Beer

Source of funding: Fuchs Foundation (2016 - 2019)

Objectives:

The objectives of this research project are to determine:

• How teacher agency could be developed and supported in STEM subjects.

• How science-on-a-shoestring kits could best be utilised to promote problem-based learning in the classroom.

• How project-based learning, utilising the resource packs developed, could promote SDL.

• How a pedagogy of play, through the use of puppetry, could be used to provide learners with a more nuanced understanding of the nature of science and indigenous knowledge.

• How teachers’ professional development could be enhanced through well-functioning communities of practice.

Fostering Aspects of Self-Directed Learning through Personalized and Adaptive Instruction Design in Online Learning Environments (SDL-PAID)

Project leader Prof Christo van der Westhuizen

Source of funding: Joint Research Project funding: Swiss Distance University of Applied Sciences (SDUAS) and NWU

Objectives:

The aim of this study is twofold. Firstly, to determine the aspects that foster SDL and domain-specific skills by personalised and adaptive instruction design in online learning environments (SDS-PAID), and secondly to propose a framework for designing on-demand domain-specific SDL online learning environments for personalised and adaptive learning experiences. A number of domain topics of Natural Sciences have been chosen to serve as examples. This study is also guided by the following three-pronged research question to determine:

• To what extent it is possible to foster domain-specific knowledge with adaptive instruction when implementing self-regulation and student control over the learning tasks (considering pre-knowledge, procrastination, engagement, as well as interferences between learning activities and performance/behaviour measuring).

• What domain-specific technology-based environments should be designed to develop the relevant self-directed skills that students will carry into subsequent learning situations.

• Which factors have to be considered to implement at scale Adaptive Technology-based learning Systems in a university (case bases: SDUAS and NWU).

Conceptualizing SDL in South Africa: Praxis towards Sustainable Empowering Learning Environments

Project leader Prof Charlene Du Toit-Brits

Source of funding: SDL project

Objectives:

The overall objective is to conceptualize Self-Directed Learning within the unique South African context to improve ALL teaching environments that will result in effective SDL practices in South African schools.

The potential of the acceptance and implementation of this proposed framework includes:

• effective self-directed learning in the disadvantaged learner; 
• increase SDL skills of these learners, as well as other learners in the same  classroom, , where they can take responsibility for their own learning; and
• an increase in these learners’ academic, emotional and/or cultural preparedness which can improve their ability and/or preparedness to be self-directed learners for life. 

This framework could also be used as assistance to teachers to cultivate self-directed learners. Teachers also need to take learners’ environments into consideration when employing SDL in their classrooms.

Geography teachers’ self-directed learning abilities, their involvement in self-directed professional development activities and the implementation of active teaching and learning strategies.

Project leader Prof. A Golightly

Source of funding: IREA funds

Objectives:

• Explore geography teachers’ level of SDL abilities in geography education;

• Investigate in which self-directed professional development activities geography teachers participate to promote their subject knowledge and their teaching and learning skills in geography education;

• Determine possible reasons why geography teachers do or do not get involved in self-directed professional development activities to improve their geography knowledge and teaching and learning practices;

• Determine geography teachers’ implementation of active learning strategies and methods, such as PBL, in their geography classrooms;

• Explore the relationship between geography teachers’ level of SDL abilities, their involvement in self-directed professional development activities and the implementation of active teaching and learning strategies in geography education;

• Investigate the effective training of geography teachers and preservice teachers in the implementation of PBL, as an active learning strategy, in geography classrooms; and

• Determine geography teachers’ and student teachers’ experiences with regard to the planning, designing and implementation of PBL tasks for the South African geography curriculum.

Develop guidelines for the Department of Education and SACE to enhance and support geography teachers’ involvement in self-directed professional development activities to effectively implement active learning strategies in their classrooms.

The effects of cooperative learning on solving authentic mathematics problems: A case for self-directed learning.

Project leader Mr. Mahlaba Sfiso Cebolenkosi

Source of funding: Self Directed Learning Funded Project

Objectives:

• This project is being done with a broad aim of evaluating the effects of cooperation and authentic mathematics problem solving to promote self-directed learning in second year preservice mathematics teachers. The aim is to establish the significance of solving authentic mathematics problems in a cooperative learning environment for preservice mathematics teachers` self-directed learning.

The effect of utilizing a historically themed trading card game on self-directed learning in a 3rd year BEd history module.

Project leader Dr. Byron Bunt

Source of funding: SoTL funding

Objectives:

• To establish the effect of using a historically themed trading card game on the development of self-directed learning in a 3rd year BEd history module

Developing effective habits of mind for self-directed learning through a blended learning gamification strategy in a 4th year BEd module.

Project leader Dr. Byron Bunt

Source of funding: None

Objectives:

• To determine how successful a blended learning gamification strategy is in developing self-direction and effective habits of mind

Establishing the merits of a school-wide community of practice project utilising teaching strategies for the development of self-directed learning. 

Project leader Dr Deon van Tonder

Source of funding: 

Objectives:

• The main objective of the study is to establish and explore how a school-wide community of practice project that focuses on effective teaching strategies, supports the development of self-directed learning among first- to fourth-year BEd students.

Self-directed induction programme for beginner teachers.

Project leader Dr Deon van Tonder

Source of funding: 

Objectives:

• The main objective of the study is to establish and explore how a self-directed induction programme can equip beginner teachers to survive their first years of teaching and remain empowered in the continually changing environment of education.

Solving real-world problems in problem-based contexts to enhance mathematics students’ self-directed learning skills.

Project leader Dr Tertia Jordaan

Source of funding: SOTL fund

Objectives:

• To determine how cooperative group work can contribute to mathematics students’ solving real-world problems.

• To determine the role of reflection when students solve real-world problems in PBL contexts.

• To determine the extent to which mathematics students’ self-directed learning skills are enhanced in PBL contexts

Cooperative learning in a socratic adaptive system to enhance Self-Directed Learning (CLASeS)

 Project leader Prof CP van der Westhuizen

Source of funding: SoTL

Team: Dr Roxanne Bailey, Dr Dorothy Laubscher, Prof Dr Per Bergamin, Mr Christof Imhof, CTL support Staff: Dr Gerhard Du Plessis, Kobus Le Roux, Rassie Louw, Liana Venter and Santie Pieterse

Objectives:

• Establish how an adaptive system should be designed when using Socratic questioning and cooperative learning to enhance SDL; and
• Determine how students experience cooperative learning in a Socratic adaptive system?

Towards self-directed multimodal learning of metaliteracy for open educational resource use and creation

Project leader Prof J Olivier

Source of funding: NRF (2021-2023)

Team: Dr D Laubscher; Dr A Dhakulkar; Prof TE Jacobson; Prof JP Mackey

Project leader  Prof JJJ de Beer

Team: Prof Elsa Mentz, Prof Neal Petersen, Mr Tswakae Sebotsa, Mr Nicholas Thambe

Source of funding: NRF (2021-2023)

Objectives:

Project leader Prof E Mentz

Team: Prof Josef de Beer, Prof Kobus Mentz (CI), Prof Neal Petersen (CI), Mr Tswakae Sebotsa

Source of funding: NRF

Objectives:

• To determine the effectiveness of Change Laboratories to improve the sustainability and classroom transfer of SDL PD to in-service teachers
• In order to reach the above mentioned aim we have identified the following objectives:
• To identify the different activity systems and stakeholders involved in achieving sustainable SDL PD to in-service teachers;
• To determine the views of the different stakeholders on SDL PD to in-service teachers;
•  To develop and conduct Change Laboratories to determine which factors inhibits SDL and the transfer of knowledge and skills to the classroom
• after the implementation of teacher professional development programmes;
• To use Change Laboratories to find solutions to the problem of unsustainable SDL PD opportunities to teachers;
• To determine the organizational change needed in schools and beyond as a prerequisite and a result of the implementation of Change
• Laboratories;
• To determine the collaborative transformative agency among participants in a Change Laboratory that contribute to the success or failure of the endeavour.
• To contribute to the overall objective of positively changing the education landscape in South Africa and to impact on the quality of education the 21st century as a result of the involvement of all stakeholder in the Change Laboratories.