- Title
- An exploration of collaborative group work with science students
- Creator
- Adams, Aadiel
- Subject
- Science -- Study and teaching (Higher) -- South Africa
- Subject
- Group work in education
- Subject
- Educational change -- South Africa
- Date Issued
- 2006
- Date
- 2006
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- vital:9840
- Identifier
- http://hdl.handle.net/10948/392
- Identifier
- Science -- Study and teaching (Higher) -- South Africa
- Identifier
- Group work in education
- Identifier
- Educational change -- South Africa
- Description
- Part of the transformation of education in South Africa emphasises the need to address historical barriers that have been impeding access into institutions of learning, and the need for empowering stakeholders democratically. Improving institutional responsiveness and focusing on Science, Technology, and Engineering and increasing the number of university graduates are amongst the more prominent strategies for changing the educational, socioeconomic, and political landscape within a global context. This research, as the first cycle of an action research project, explores collaborative group work with a group of science students at a Vista University campus (that is now part of the Nelson Mandela Metropolitan University) as a contribution to institutional, professional, and personal responsiveness. The treatise traces my development as a novice researcher within an evolving action research context that became a terrain for facilitating a collaborative approach to learning. I describe my personal experience and the experiences of my co-researchers as collaborative partners, the systemic influences considered during the study, and the process of action research that encouraged movement from feelings of apprehension and inadequacy to feelings of anticipation and excitement regarding collaborative interactive learning and development opportunities. For the co-researchers and me an action research process in an interpretivist paradigm was not just suited to an exploration of collaboration, but also evolved into a vehicle for interactive teaching and learning, in a collaborative and student-centred way. Giving voice and being listened to, having perspectives validated, engaging in learning that could accompany academic and personal growth, and an acute sense of being empowered are ingredients that participants, and institutions of learning, can continue building on and building with along evolving spirals of life-long learning and meaning making.
- Format
- 153 pages
- Format
- Publisher
- Nelson Mandela Metropolitan University
- Publisher
- Faculty of Health Sciences
- Language
- English
- Rights
- Nelson Mandela Metropolitan University
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NMMU School of Behavioural Sciences
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