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The Implementation of Active Learning Practices in a South African Physiology Class: A Follow-Up Study
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Essop, M. Faadiel; Beselaar, Leandrie – Advances in Physiology Education, 2022
Although there is increased uptake of active learning approaches in especially developed countries, this is still lagging within the African context. The current study therefore focused on the implementation of group learning at Stellenbosch University, with several modifications versus our earlier, pilot study. Students freely formed small groups…
Descriptors: Foreign Countries, Active Learning, Physiology, Science Instruction
Effectiveness of Individual and Group Investigations in Developing Integrated Science Inquiry Skills
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Kazeni, Monde; Baloyi, Eddy; Gaigher, Estelle – South African Journal of Education, 2018
The South African Physical Sciences Curriculum and Assessment Policy Statement (CAPS) requires learners to develop science inquiry skills, including Integrated Science Inquiry Skills (ISIS). However, the performance of learners in assessment tasks related to ISIS has been consistently poor over several years. The use of ineffective pedagogical…
Descriptors: Foreign Countries, Science Process Skills, Science Instruction, Inquiry
Students' Reception of Peer Assessment of Group-Work Contributions: Problematics in Terms of Race and Gender Emerging from a South African Case Study
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Thondhlana, Gladman; Belluigi, Dina Zoe – Assessment & Evaluation in Higher Education, 2017
Participatory assessment is increasingly employed in higher education worldwide as a formative mechanism to support students' active learning. But do students in an increasingly relationally diverse environment perceive that peer assessment of individuals' contributions to group-work tasks enhances their learning? Recognising the impact of…
Descriptors: Foreign Countries, College Students, Student Attitudes, Student Evaluation
Group Work as "Terrains of Learning" for Students in South African Higher Education
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Thondhlana, Gladman; Belluigi, Dina Zoe – Perspectives in Education, 2014
A common global perception of group work in the higher education context is that it has the potential to act as a platform which can enable student learning by means of interactions, shared diverse experiences, deep engagement with subject concepts and the achievement of tasks collaboratively. Indeed, in different socio-economic, historical and…
Descriptors: Foreign Countries, Higher Education, Student College Relationship, Environmental Education
'They Are Using Laptops, We Are Using Boxes': Township Learners' Conceptions of Expo
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Taylor, Dale – African Journal of Research in Mathematics, Science and Technology Education, 2011
The purpose of this study was to explore the motivation of a group of township learners who participated in a science fair known as Expo, by using phenomenography to explore their conceptions and experiences of Expo. The data comprised paragraphs written by the learners before the regional Expo and focus group interviews conducted afterwards. The…
Descriptors: Science Fairs, Focus Groups, Foreign Countries, Exhibits
Facilitating Adjustment to Higher Education: Towards Enhancing Academic Functioning in an Academic Development Programme
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Davidowitz, B.; Schreiber, B. – South African Journal of Higher Education, 2008
Several studies have emphasised the importance of addressing social and emotional factors in facilitating adjustment to tertiary education. This article describes the Skills for Success in Science programme at the University of Cape Town. The broad aims were life skills development and improved adjustment which are assumed to underpin academic…
Descriptors: Feedback (Response), Focus Groups, Time Management, Assertiveness