Verbruikerstudie-onderwysstudente se affektiewe ervarings tydens projekgebaseerde leer
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | Verbruikerstudie-onderwysstudente se affektiewe ervarings tydens projekgebaseerde leer Consumer Studies student teachers’ affective experiences during project-based learning | |
| Creator | du Toit, Adri Havenga, Marietjie van der Walt, Marthie | |
| Description | Die implementering van projekgebaseerde leer het die potensiaal om affektiewe faktore in studente positief te ontwikkel wat selfgerigte lewenslange leer kan bevorder. Lewenslange leer is ’n sleutelvereiste vir onderwysers om relevant kundig in hulle vakgebied te bly, asook om aan die vereistes te kan voldoen wat aan leerders en onderwysers in die 21ste eeu gestel word. Dit is veral belangrik vir onderwysers wat Verbruikerstudie, ’n dinamiese en waardevolle vak in Suid-Afrikaanse skole, aanbied. Die bevordering van selfgerigte lewenslange leer as deel van die opleiding van Verbruikerstudie-onderwysstudente is dus noodsaaklik. Verskillende affektiewe faktore, byvoorbeeld motivering, dra by tot die bevordering van leer wat ontwikkel kan word deur die keuse van gepaste onderrig-leerstrategieë. Affek kan leer deur geheueprosesse, leerprosesse, aandagspan, ervarings en motivering beïnvloed. ’n Gevallestudie is onderneem om ondersoek in te stel op welke wyse projekgebaseerde leer in ’n opleidingsprogram vir Verbruikerstudie-onderwysstudente bydra tot die ontwikkeling van affektiewe faktore en hoe dit hulle leer bevorder. Studente wat vir ’n Verbruikerstudieopleidingsprogram geregistreer is, is as deelnemers geselekteer en data is deur middel van oop vraelyste, weeklikse refleksie, asook fokusgroep- en individuele onderhoude ingesamel. Die bevindinge bevestig dat die toepassing van projekgebaseerde leer bygedra het tot die bevordering van verskeie affektiewe faktore, maar in die besonder motivering, die waarde wat die studente aan leer heg, asook die ontwikkeling van ’n positiewe houding jeens leer. Hierdie affektiewe faktore dra by tot die ontwikkeling en bevordering van positiewe leerervarings. Ontwikkelaars van voorbereidingsprogramme vir Verbruikerstudie-onderwysstudente sou hierdie inligting kon implementeer ter versterking van sulke programme. Verdere navorsing kan gedoen word aangaande die verband tussen projekgebaseerde leer en ander affektiewe faktore wat leer kan ondersteun in Verbruikerstudie-onderwysersopleiding. The implementation of project-based learning has the potential to develop affective factors positively in students, which may foster self-directed lifelong learning. Lifelong learning is a key requirement for teachers to keep current and knowledgeable in their fields of expertise, as well as to satisfy the demands set for learners and teachers in the 21st century. This is especially important for teachers in Consumer Studies ‒ a dynamic and valuable subject in South African schools. Promoting lifelong, self-directed learning as part of the training of Consumer Studies student teachers is therefore essential. Several affective factors, for example motivation, contribute to the promotion of learning and can be developed through the selection of appropriate teaching-learning strategies. Affect can influence learning through memory processes, learning processes, attention span, experiences and motivation. A case study was undertaken to investigate how project-based learning contribute to affective factors within an existing university training programme for Consumer Studies student teachers and how it promotes their learning. Students registered for a Consumer Studies teacher preparation programme were selected as participants and data collected by means of open-ended questionnaires, weekly reflections, as well as focus group and individual interview sessions. Findings indicate that the application of project-based learning promoted affective factors in the student teachers, especially motivation, the value they placed on learning, as well as the development of a positive attitude towards learning ‒ all of which contribute to the promotion and development of positive learning experiences. Developers of preparation programmes for Consumer Studies student teachers could implement this information to enhance such programmes. Possibilities exist for further research regarding the connection between projectbased learning and other affective factors contributing to learning in Consumer Studies student teacher preparation programmes. | |
| Publisher | AOSIS | |
| Date | 2016-06-08 | |
| Identifier | 10.4102/satnt.v35i1.1362 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 35, No 1 (2016); 9 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 35, No 1 (2016); 9 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1362/3050
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1362/3051
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1362/3052
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1362/3024
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