Valentine Ukachukwu Okwara, Johan Pieter Henrik Pretorius
This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.
{"title":"The STEAM vs STEM Educational Approach: The Significance of the Application of the Arts in Science Teaching for Learners' Attitudes Change","authors":"Valentine Ukachukwu Okwara, Johan Pieter Henrik Pretorius","doi":"10.46303/jcve.2023.6","DOIUrl":"https://doi.org/10.46303/jcve.2023.6","url":null,"abstract":"This article critically examines existing literature on the importance of incorporating the arts into the teaching and learning of science subjects in schools. It explores the significance of the STEAM educational approach as an option in science teaching and learning that might provide a range of benefits to STEM learners. STEM is an acronym for Science, Technology, Engineering, and Mathematics while STEAM stands for Science, Technology, Engineering, Arts, and Mathematics. The argument in the article is focused on why leveraging such skills as creativity, problem-solving, critical thinking, communications, self-direction, initiative, and collaboration, which are inherent in the arts, to strengthen the effective teaching and learning of science within the STEAM educational context is important for STEM learners. The STEM educational approach to science teaching and learning employs an interdisciplinary approach to problem-solving aimed at equipping learners with 21st century skills such as critical thinking, creativity, problem-solving, self-direction, initiative, collaboration, effective communication, and morals. It also aims at providing them with the opportunity to apply these skills through the practices, contexts, and processes of hands-on activities. These are targeted at understanding science and viewing science differently, which might enable them to participate in a STEM-career pathway. However, the framework for STEM does not fully support an understanding that creativity can exist in science and that science can be taught in multiple ways, including application of the arts. STEAM, on the other hand, is grounded in a transdisciplinary approach to science teaching and learning. It explores the application of the arts in science teaching and learning. This is aimed at improving the confidence, attitudes, and interests of learners in science through new approaches to problem-solving which might strengthen positive attitudes towards science. This approach incorporates the common processes of science and arts, which includes discovery, observation, experimentation, description, interpretation, analysis, evaluation, wondering, visualising, exploring, and communication.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115550583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The fourth industrial revolution (4IR) adoption in South Africa in higher education institutions (HEIs) has yet to be consistent. Despite the extensive literature on the possible contributions of technology to learners’ development, there is a lack of knowledge on barriers to the higher education sector's adoption of the fourth industrial revolution (4IR) to support teaching and learning. The most highly ranked universities in South Africa have somewhat embraced the 4IR, representing only a fraction of the 26 public universities in the country. The study identified factors hindering the adoption and diffusion of 4IR technologies in South Africa’s HEIs. To address this knowledge gap, we relied on the diffusion of innovation theory as a guide. Using a qualitative approach, we collected data using documentary reviews and analyses of authoritative sources to conceptualise and contextualise 4IR. The findings revealed that 4IR adoption is not only about perceptions but is also influenced by material obstacles like conflicting global views on the 4IR, complexity in conceptualising 4IR, and the digital skills gap in HEIs, among other factors. To address these obstacles and realise the value of 4IR in HEIs, institutions must understand the educational scope associated with 4IR. This can be achieved by conducting more empirical research on the implications of 4IR on the education sector. To address the digital skills gap, institutions must design detailed skills plans to respond to their respective institutions' technological needs, redesign their pedagogical approaches by extending current practices to 4IR, and implement change management.
{"title":"The Fourth Industrial Revolution Adoption: Challenges in South African Higher Education Institutions","authors":"S. Lubinga, T. Maramura, T. Masiya","doi":"10.46303/jcve.2023.5","DOIUrl":"https://doi.org/10.46303/jcve.2023.5","url":null,"abstract":"The fourth industrial revolution (4IR) adoption in South Africa in higher education institutions (HEIs) has yet to be consistent. Despite the extensive literature on the possible contributions of technology to learners’ development, there is a lack of knowledge on barriers to the higher education sector's adoption of the fourth industrial revolution (4IR) to support teaching and learning. The most highly ranked universities in South Africa have somewhat embraced the 4IR, representing only a fraction of the 26 public universities in the country. The study identified factors hindering the adoption and diffusion of 4IR technologies in South Africa’s HEIs. To address this knowledge gap, we relied on the diffusion of innovation theory as a guide. Using a qualitative approach, we collected data using documentary reviews and analyses of authoritative sources to conceptualise and contextualise 4IR. The findings revealed that 4IR adoption is not only about perceptions but is also influenced by material obstacles like conflicting global views on the 4IR, complexity in conceptualising 4IR, and the digital skills gap in HEIs, among other factors. To address these obstacles and realise the value of 4IR in HEIs, institutions must understand the educational scope associated with 4IR. This can be achieved by conducting more empirical research on the implications of 4IR on the education sector. To address the digital skills gap, institutions must design detailed skills plans to respond to their respective institutions' technological needs, redesign their pedagogical approaches by extending current practices to 4IR, and implement change management.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"1381 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132461199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article compares two learning units developed by elementary schools in Japan and Hong Kong to engage students in learning about and taking action to promote social cohesion through community participation. We choose two similar learning units for comparison, both focusing on issues related to older people in the community. Based on our analysis of their activity design and practices, we outline five directions for educational practitioners interested in promoting community participation for social cohesion in Hong Kong and Japan: practicing service-learning, promoting social cohesion, learning authentic skills, integrating community participation into the curriculum, and helping students become active members of society. This paper argues for the importance of developing such learning units to foster young citizens’ contribution to their communities in post-industrial, ageing societies.
{"title":"Creating a Culture of Social Cohesion: Case Studies of Community Participation Projects at Japanese and Hong Kong Elementary Schools","authors":"E. Chong, Masumi Tsubota","doi":"10.46303/jcve.2023.3","DOIUrl":"https://doi.org/10.46303/jcve.2023.3","url":null,"abstract":"This article compares two learning units developed by elementary schools in Japan and Hong Kong to engage students in learning about and taking action to promote social cohesion through community participation. We choose two similar learning units for comparison, both focusing on issues related to older people in the community. Based on our analysis of their activity design and practices, we outline five directions for educational practitioners interested in promoting community participation for social cohesion in Hong Kong and Japan: practicing service-learning, promoting social cohesion, learning authentic skills, integrating community participation into the curriculum, and helping students become active members of society. This paper argues for the importance of developing such learning units to foster young citizens’ contribution to their communities in post-industrial, ageing societies.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"29 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123214349","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Chinese moral education is a much broader concept and is heavily criticized for being overly politicized and indoctrinated. The Greater Bay Area (GBA) initiative upholds the people-centered development philosophy in education. This study aims to investigate the school-level implementation in Shenzhen, one of the GBA cities, and teachers' perspectives to determine the facilitating and inhibiting factors across different layers in the student-centered ecological systems of students’ moral development. A two-year-long ethnographic case study was conducted in the case school based on Bronfenbrenner’s ecological systems theory. The study participants consisted of 18 teachers. Semi-structured interviews were conducted to examine the participants' perceptions. The study findings revealed that the facilitating factors include clear guidelines on the national level, cooperative teachers, and ambitious principals with a consciousness of visions and responsibilities for moral education. Meanwhile, Shenzhen has the potential to be the pioneer of moral education reformation. However, the rigid content in the textbooks and the stuffy school culture hinder the success of moral education at the school level. The lack of communication and mutual understanding contributes to the splintered and emotionally exhaustive experience of moral education teachers. More efficient and measurable strategies should be used to uphold a tight alliance across different layers. Future research should examine alternative moral education models, decision-making processes, Chinese school management style, and the specific appliance of the ecological systems theory in the unique Chinese educational context.
{"title":"An Ethnographic Case Study of Secondary School’s Moral Education in a Mainland City of the Greater Bay Area","authors":"Lei Wang","doi":"10.46303/jcve.2023.2","DOIUrl":"https://doi.org/10.46303/jcve.2023.2","url":null,"abstract":"Chinese moral education is a much broader concept and is heavily criticized for being overly politicized and indoctrinated. The Greater Bay Area (GBA) initiative upholds the people-centered development philosophy in education. This study aims to investigate the school-level implementation in Shenzhen, one of the GBA cities, and teachers' perspectives to determine the facilitating and inhibiting factors across different layers in the student-centered ecological systems of students’ moral development. A two-year-long ethnographic case study was conducted in the case school based on Bronfenbrenner’s ecological systems theory. The study participants consisted of 18 teachers. Semi-structured interviews were conducted to examine the participants' perceptions. The study findings revealed that the facilitating factors include clear guidelines on the national level, cooperative teachers, and ambitious principals with a consciousness of visions and responsibilities for moral education. Meanwhile, Shenzhen has the potential to be the pioneer of moral education reformation. However, the rigid content in the textbooks and the stuffy school culture hinder the success of moral education at the school level. The lack of communication and mutual understanding contributes to the splintered and emotionally exhaustive experience of moral education teachers. More efficient and measurable strategies should be used to uphold a tight alliance across different layers. Future research should examine alternative moral education models, decision-making processes, Chinese school management style, and the specific appliance of the ecological systems theory in the unique Chinese educational context.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"95 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126031660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The employment of culture and language as a Chinese foreign policy strategy combines the leadership’s ideas and the academic effort to communicate with the world. China’s approaches to disseminating cultural soft power are seen through overseas Confucius Institutes (CIs). The CIs have been recognized as a symbol for transmitting the Chinese language and cultural elements abroad. This research argues that CIs function as agents of Beijing by promoting language and culture, fostering global recognition of China as a civilized society and cultural power, and improving its cultural connections worldwide. However, CIs’ influence was limited because it is not an acceptable model for foreign government-funded organizations. China has faced constraints in translating its soft power into desired outcomes, especially in the United States (US) and European Union (EU).
{"title":"Confucius Institutes: China’s Cultural Soft Power Strategy","authors":"Shaoyan Sun","doi":"10.46303/jcve.2023.4","DOIUrl":"https://doi.org/10.46303/jcve.2023.4","url":null,"abstract":"The employment of culture and language as a Chinese foreign policy strategy combines the leadership’s ideas and the academic effort to communicate with the world. China’s approaches to disseminating cultural soft power are seen through overseas Confucius Institutes (CIs). The CIs have been recognized as a symbol for transmitting the Chinese language and cultural elements abroad. This research argues that CIs function as agents of Beijing by promoting language and culture, fostering global recognition of China as a civilized society and cultural power, and improving its cultural connections worldwide. However, CIs’ influence was limited because it is not an acceptable model for foreign government-funded organizations. China has faced constraints in translating its soft power into desired outcomes, especially in the United States (US) and European Union (EU).","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124788752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This special issue contains three interesting articles which provide some innovating teaching experiences across different East Asian societies. They have presented some salient educational issues across different societies in this East Asia, which can possibly provide some references for other societies when they embark on educational reforms. This collection of papers further upfront recent issues such as moral education, community participation for social cohesions, and using educational institutes to promote culture as soft power.
{"title":"Innovations in Education: Moral Education, Social Cohesion, and Culture diplomacy","authors":"E. Chong","doi":"10.46303/jcve.2023.1","DOIUrl":"https://doi.org/10.46303/jcve.2023.1","url":null,"abstract":"This special issue contains three interesting articles which provide some innovating teaching experiences across different East Asian societies. They have presented some salient educational issues across different societies in this East Asia, which can possibly provide some references for other societies when they embark on educational reforms. This collection of papers further upfront recent issues such as moral education, community participation for social cohesions, and using educational institutes to promote culture as soft power.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132686135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Several studies have suggested that the implementation of ethical leadership can lead to improved job satisfaction, enhanced emotional commitment, and prevent employees from burnout. This article investigates the concept of ethical leadership and its repercussions on the field of education through a uniting perspective. This study proposes a review of the ethical leadership literature focusing on three paradigms: ethics of care, justice, and critique which we are linking to the concept of heartful education as helping tools for administrators, faculty, students, and families alike. The goals of this article are to (a) obtain a concept of ethical educational leadership; (b) to explore a relationship between ethical educational leadership and heartful education; (c) to adopt a uniting view on ethical educational leadership; (d) to investigate the roles of educational leaders through the ethics or care, justice, and critique; (e) to review previous ethical educational leadership studies (f) to obtain a series of conclusions on the implementation of this type of leadership on the field of education.
{"title":"Ethical Leadership in Education: A Uniting View Through Ethics of Care, Justice, Critique, and Heartful Education","authors":"Jorge Gabriel Berges-Puyó","doi":"10.46303/jcve.2022.24","DOIUrl":"https://doi.org/10.46303/jcve.2022.24","url":null,"abstract":"Several studies have suggested that the implementation of ethical leadership can lead to improved job satisfaction, enhanced emotional commitment, and prevent employees from burnout. This article investigates the concept of ethical leadership and its repercussions on the field of education through a uniting perspective. This study proposes a review of the ethical leadership literature focusing on three paradigms: ethics of care, justice, and critique which we are linking to the concept of heartful education as helping tools for administrators, faculty, students, and families alike. The goals of this article are to (a) obtain a concept of ethical educational leadership; (b) to explore a relationship between ethical educational leadership and heartful education; (c) to adopt a uniting view on ethical educational leadership; (d) to investigate the roles of educational leaders through the ethics or care, justice, and critique; (e) to review previous ethical educational leadership studies (f) to obtain a series of conclusions on the implementation of this type of leadership on the field of education.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130232034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article the performances of the singer Neil Diamond in South Africa are studied to enable the author, a lecturer at a South African university, to learn from Diamond how to develop on professional level. Since the singer announced in 2018 that he would, because of a diagnosis of Parkinson’s disease, no longer be performing live, the study was conducted in reflection on his performing career, which stretched over more than four decades, and the effect that it has had on the lecturer’s professional development. Embedded in the theory of transformative learning, the methodology that was used, namely the 5D framework of appreciative inquiry, was selected because it provided the scaffolding for the reflective research process. After conducting interviews with six people who attended one of Diamond’s performances, five themes were identified and are presented and discussed in this paper: the interaction between Diamond and his audiences; keeping up with the latest technology; Diamond’s enjoyment of what he did and his enthusiasm about his performances; his neat black clothes and professional appearance; and his passionate immersion in those performances. To capture the essence of Diamond’s performances, the author wrote a poem and painted a painting to represent what he learned from Diamond. The effect that his engagement with Diamond has had on the technology and decoration in his lecture hall is also explained.
{"title":"Neil Diamond: A Personal Educational Appreciation of an Excellent Artist’s Live Performances","authors":"Jannie Pieter Pretorius","doi":"10.46303/jcve.2022.23","DOIUrl":"https://doi.org/10.46303/jcve.2022.23","url":null,"abstract":"In this article the performances of the singer Neil Diamond in South Africa are studied to enable the author, a lecturer at a South African university, to learn from Diamond how to develop on professional level. Since the singer announced in 2018 that he would, because of a diagnosis of Parkinson’s disease, no longer be performing live, the study was conducted in reflection on his performing career, which stretched over more than four decades, and the effect that it has had on the lecturer’s professional development. Embedded in the theory of transformative learning, the methodology that was used, namely the 5D framework of appreciative inquiry, was selected because it provided the scaffolding for the reflective research process. After conducting interviews with six people who attended one of Diamond’s performances, five themes were identified and are presented and discussed in this paper: the interaction between Diamond and his audiences; keeping up with the latest technology; Diamond’s enjoyment of what he did and his enthusiasm about his performances; his neat black clothes and professional appearance; and his passionate immersion in those performances. To capture the essence of Diamond’s performances, the author wrote a poem and painted a painting to represent what he learned from Diamond. The effect that his engagement with Diamond has had on the technology and decoration in his lecture hall is also explained.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128184965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The corn tie culture of the Meto tribe is an Indonesian cultural heritage that needs to be preserved and inherited as a form of community responsibility in the midst of an increasingly modern globalization. In addition, the tradition of ikat corn also contains the concepts of high national values for character building. This study aims to identify the cultural values contained in the corn tie tradition to be implemented in learning at school. This research is qualitative research with an ethnographic approach. Data collection is done by reviewing the literature, making observations, conducting interviews, and documenting all activities in the field. The information obtained is then analyzed to describe the results of the exploration of cultural values of tying corn to various customs or traditions, which can be actualized in learning at school. The results of this study indicate that the Meto people already have basic values of life in social life. This can be seen from the results of the exploration that the values contained in the culture of corn tying are religious, nationality, independence, cooperation, and integrity. The culture of this corn tie contains cultural values that can be actualized in learning.
{"title":"Implementation of the Tradition of Tying Corn in Learning","authors":"M. Taneo, A. Madu","doi":"10.46303/jcve.2022.22","DOIUrl":"https://doi.org/10.46303/jcve.2022.22","url":null,"abstract":"The corn tie culture of the Meto tribe is an Indonesian cultural heritage that needs to be preserved and inherited as a form of community responsibility in the midst of an increasingly modern globalization. In addition, the tradition of ikat corn also contains the concepts of high national values for character building. This study aims to identify the cultural values contained in the corn tie tradition to be implemented in learning at school. This research is qualitative research with an ethnographic approach. Data collection is done by reviewing the literature, making observations, conducting interviews, and documenting all activities in the field. The information obtained is then analyzed to describe the results of the exploration of cultural values of tying corn to various customs or traditions, which can be actualized in learning at school. The results of this study indicate that the Meto people already have basic values of life in social life. This can be seen from the results of the exploration that the values contained in the culture of corn tying are religious, nationality, independence, cooperation, and integrity. The culture of this corn tie contains cultural values that can be actualized in learning.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"119 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122903104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The benefits of collaborative learning (CL) in teaching-learning have been well-documented. According to existing literature, it will help students and teachers learn from one another, develop good communication skills, foster a sense of community, trust and respect, and retain and apply the information in their future studies. Unfortunately, observation coupled with research shows that pre-service teachers’ participation in South Africa's rural universities is at its lowest ebb – a potential source of concern to education stakeholders given its futuristic implications in the light of CL benefits. Less pre-service teachers’ participation has been linked to cultural influence, environmental factors and students’ backgrounds and have negatively impacted students’ academic achievement. This paper seeks to typify CL as a panacea to pre-service teachers' apathy toward learning. In doing this, social constructivism theory (SCT) was adopted to underpin the study. Drawing from the principles of participatory action research, fifteen undergraduate students were randomly selected, and data was gathered with the instrumentation of semi-structured interviews and focus groups. The study revealed the think-peer-share strategy, group work strategy, micro-teaching strategy, positive feedback and encouragement, learner-centred method, and inquiry method as strategies for improving participation among pre-service teachers in rural universities. Recommendations were made in line with the findings of the study.
{"title":"Collaborative Learning: A Veritable Tool for Promoting Classroom Participation Among Pre-Service Teachers in Rural Universities in South Africa","authors":"O. O. Adebola, Cias T. Tsotetsi","doi":"10.46303/jcve.2022.20","DOIUrl":"https://doi.org/10.46303/jcve.2022.20","url":null,"abstract":"The benefits of collaborative learning (CL) in teaching-learning have been well-documented. According to existing literature, it will help students and teachers learn from one another, develop good communication skills, foster a sense of community, trust and respect, and retain and apply the information in their future studies. Unfortunately, observation coupled with research shows that pre-service teachers’ participation in South Africa's rural universities is at its lowest ebb – a potential source of concern to education stakeholders given its futuristic implications in the light of CL benefits. Less pre-service teachers’ participation has been linked to cultural influence, environmental factors and students’ backgrounds and have negatively impacted students’ academic achievement. This paper seeks to typify CL as a panacea to pre-service teachers' apathy toward learning. In doing this, social constructivism theory (SCT) was adopted to underpin the study. Drawing from the principles of participatory action research, fifteen undergraduate students were randomly selected, and data was gathered with the instrumentation of semi-structured interviews and focus groups. The study revealed the think-peer-share strategy, group work strategy, micro-teaching strategy, positive feedback and encouragement, learner-centred method, and inquiry method as strategies for improving participation among pre-service teachers in rural universities. Recommendations were made in line with the findings of the study.","PeriodicalId":142332,"journal":{"name":"Journal of Culture and Values in Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133798932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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