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

dc.contributor.authorMalan, Sharon B.en_ZA
dc.contributor.authorNdlovu, Mdutshekelwaen_ZA
dc.contributor.authorEngelbrecht, Petraen_ZA
dc.date.accessioned2016-12-01T06:42:03Z
dc.date.available2016-12-01T06:42:03Z
dc.date.issued2014
dc.identifier.citationMalan, S. B., Ndlovu, M. & Engelbrecht, P. 2014. Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills. South African Journal of Education, 34(1):Art. # 457, doi:10.15700/201412120928en_ZA
dc.identifier.issn2076-3433 (online)
dc.identifier.issn0256-0100 (print)
dc.identifier.otherdoi:10.15700/201412120928
dc.identifier.urihttp://hdl.handle.net/10019.1/99926
dc.descriptionCITATION: Malan, S. B., Ndlovu, M. & Engelbrecht, P. 2014. Introducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skills. South African Journal of Education, 34(1):Art. # 457, doi:10.15700/201412120928.en_ZA
dc.descriptionThe original publication is available at http://www.sajournalofeducation.co.zaen_ZA
dc.description.abstractThis 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.en_ZA
dc.description.urihttp://www.sajournalofeducation.co.za/index.php/saje/article/view/457
dc.format.extent16 pages : illustrationsen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherEducation Association of South Africaen_ZA
dc.subjectDisadvantaged learnersen_ZA
dc.subjectProblem-based learningen_ZA
dc.subjectMathematics -- Study and teachingen_ZA
dc.subjectPhysical Science -- Study and teachingen_ZA
dc.subjectLifelong learningen_ZA
dc.titleIntroducing problem-based learning (PBL) into a foundation programme to develop self-directed learning skillsen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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