SciELO - Scientific Electronic Library Online

 
vol.34 issue1Human rights values or cultural values? Pursuing values to maintain positive discipline in multicultural schoolsDisruptive behaviour in the Foundation Phase of schooling author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


South African Journal of Education

On-line version ISSN 2076-3433
Print version ISSN 0256-0100

Abstract

MALAN, Sharon B; NDLOVU, Mdutshekelwa  and  ENGELBRECHT, Petra. Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills. S. Afr. j. educ. [online]. 2014, vol.34, n.1, pp.1-16. ISSN 2076-3433.

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 interpretive-constructivist 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 ofthe meaning-directed learning skills was questionable ifstudent 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.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License