Browsing by Author "Schoeman, Paul Christiaan"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Enhancing the teaching and learning of technology in a grade 7 classroom: an action research study
    (Stellenbosch : Stellenbosch University, 2024-03 ) Schoeman, Paul Christiaan; Esau, Omar; Rule, Peter; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The focus of this study was to improve the teaching and learning in the subject of Technology within a Grade 7 classroom setting. Action research was employed to gain insight into my existing teaching practices and explore ways to improve the understanding of this knowledge. Specifically, attention was directed towards issues that were discovered via my experience as a Technology subject head. I took into account global viewpoints on pedagogy and acquired knowledge while considering the specific circumstances of the private educational institution where I am presently employed. The objective was to make a significant contribution to the Technology classes that I am teaching and to profoundly impact the students' educational experiences. This was achieved through a thorough analysis and improvement of my teaching methods. I believe that education possesses the potential to catalyse societal transformation. Research Question How do I, as a teacher-researcher, enhance the teaching and learning of a Grade 7 Technology classroom? Primary Objective To explore how the teaching and learning of Technology, as a subject, can be enhanced in a Grade 7 classroom to equip the learners with the necessary knowledge and skills to compete fairly in the world of work one day. The action research cycle I used in my study implemented the following steps: Step 1 - Observation: This entails collecting relevant data about learners' existing conditions and the impact of any alterations. This can be achieved through several means, such as maintaining teacher journals, administering learner surveys, and conducting focus group discussions. Step 2 - Reflection: The data acquired in step one will be analysed to gain insights into the changes that have occurred as a result of the interventions. This analysis will be conducted by me as teacher-researcher, who will critically examine the data. Step 3 - Intervention: Drawing upon the insights from the reflective analysis, formulate a suitable intervention strategy that aligns with the identified findings. Step 4 - Evaluation: In a manner akin to the reflection phase, carefully examine the input received to evaluate the effectiveness of the intervention and identify potential avenues for improvement in subsequent iterations. Step 5 - Modification: In light of the knowledge acquired from the evaluation, it is necessary to devise novel interventions or alter the existing intervention if it is shown to be unsuccessful. The action research study consisted of an initial stage: cycle 1: stage 1, followed by cycle 1: stage 2 and then cycle 2. Cycle 1 and cycle 2 encompass four distinct activities. Cycle 1, specifically stage one, was designed to effectively address several key difficulties noted by scholars and my observations in the classroom setting. The primary emphasis of these proposed interventions revolved around the significance of the subject matter, the incorporation of indigenous knowledge, the cultivation of problem-solving abilities, and the acquisition of skills essential for the future labour market. The planned interventions in the first cycle stage 2 and second cycle of this action research study were determined based on data obtained from field notes, questionnaires, and a focus group. My study revealed insights into Technology education, learners' preferences, emphasising career pathways, practical knowledge application, diverse cultural contexts, and problem-solving. This research benefits curriculum designers and educators, promoting practical illustrations, cultural diversity, and problem-solving in instructional resources. Bloom's Taxonomy integration of Lev Vygotsky’s learning theories enhances cognitive alignment in Technology education. The study also advocates for 21st-century skills development, including Higher-Order Thinking Skills (HOTS) and Problem-Based Learning (PBL), fostering critical thinking, creativity, and adaptability. Cultural inclusivity is crucial in education, integrating diverse viewpoints and indigenous knowledge. Teachers’ professional development requires explicitness, visual aids, and flexible teaching methods. Real-world engagement with industry experts and continuous improvement in educational practices are essential. Overall, this research contributes to advancing Technology education with a focus on engagement, relevance, and inclusivity, ultimately improving the quality of education in the field.