Mdutshekelwa Ndlovu

Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills

This article reports on the qualitative aspects of a study that examined whether introducing a Problem-based Learning (PBL) approach in a one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills. This interpretiveconstructivist case study was located in evaluation research. Data were collected by means of classroom observations and interviews with 35 students and 14 former students. Findings indicated that introducing students to a PBL approach did promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. The sustainability of the meaning-directed learning skills was questionable if student beliefs in the approach did not support the activities employed. Introducing PBL into a foundation programme can develop self-directed learning skills in students and set in motion a process of growth towards lifelong learning. Keywords: disadvantaged learners; evaluation research; foundation programmes; lifelong learning; Mathematics and Physical Science education; Problem-based Learning; self-directed learning; self-regulated learning

Themes in Mathematics Teacher Professional Learning Research in South Africa: A Review of the Period 2006–2015

In this chapter, I review and identify themes in in-service mathematics teacher professional development/learning research in South Africa over a 10-year period from 2006 to 2015. No less than 92 journal articles were reviewed. Nine themes were identified as characterising research during this period. Mathematical knowledge for teaching and pedagogical content knowledge were the two most dominant themes. Subject matter knowledge was the fourth and closely aligned to the first two. Curriculum knowledge was the third most frequently occurring research theme and was also closely aligned to the first two. Together the first four themes constituted 54% of the research output for this period, an indication of the centrality of practising teachers’ professional knowledge of school mathematics. Under-researched themes included the integration of ICTs in mathematics education as well as impact studies that were apparently constrained by lack of funding for large-scale research.

Teacher Perceptions of Moodle and Throughput in a Blended Learning Programme for In-Service Secondary School Mathematics Teachers.

ABSTRACT The purpose of this article is to analyse teachers’ perceptions of using the modular object-oriented dynamic learning environment (Moodle) platform as a learning management system in a small-scale blended learning (b-learning) Advanced Certificate in Education (ACE) programme for in-service secondary school mathematics teachers in South Africa. It describes how the Moodle platform was used in combination with on-campus and later off-campus contact sessions for a widely dispersed population of 76 in-service mathematics teachers over a four-year period. Qualitative data was gathered by means of a questionnaire with open-ended items, while quantitative data was gathered from the centres archives. The main findings were that Moodle enabled in-service teachers to experience social, cognitive and teaching presences, through synchronous and asynchronous discussions with peers and facilitators, and a teaching presence by submitting their inquiries and assignments online for facilitators to provide them with answers and feedback. The main obstacles to the integration of Moodle were limited availability of technology, slow speed, and unaffordable cost when available. With increased broadband connectivity Moodle holds the prospect for diversifying b-learning experiences that can support teachers’ professional learning outcomes and throughput for distributed populations of practising mathematics teachers, in particular.

Learner Perceptions of Inquiry in Science Fair Projects: A Case Study of a Regional Science Fair in South Africa

Abstract The purpose of this study was to compare 334 learners’ experiences of scientific inquiry in science fair projects and science classrooms. A mixed methods design was used involving a survey questionnaire with closed and open-ended items. The closed items measured the extent to which learners experienced inquiry in science fair projects and science classrooms. The open-ended items identified the main sources of science classroom and science fair project support. Findings were that the science fair projects were perceived to have offered significantly more inquiry experiences than the classroom. Internet and laboratory access, teachers, middle-class parents and public facilities such as libraries, Internet cafes, and science centers were the main sources of support. Recommendations are that science fairs should be reconfigured to allow for mass participation. School laboratory, library and IT infrastructure must be expanded to reduce inequalities in learners’ cultural capital. Inquiry-based professional development support should be offered to teachers.