Creating sustainable physical sciences learning environments: a case for decolonised and transformative learning
Loading...
Date
2017
Authors
Tlali, Moeketsi Freddie
Journal Title
Journal ISSN
Volume Title
Publisher
Faculty of Education, University of the Free State
Abstract
There is an urgent need for transformation and decolonisation of
teaching and learning of physical sciences. This need is evidenced
by, among other factors, the alarming rate at which learner
enrolment in physical sciences and science education, in general,
is decreasing. Central to these causes is apparent, persistent
below-expectation learner performance in science education,
which, in turn, causes scepticism about the quality of teaching
and learning, and questions about the quality of support given
to teachers to sustain the required level of learner performance.
Thus, decolonisation and transformation of teaching and learning
should persistently pursue meaningful and functional knowledge
creation. To this end, service-learning projects for teaching and
learning physical sciences hold promise. The main reason for this
consideration resides in the empowering capacity and resultant
decolonising and transformative nature of the created knowledge.
Thus, using service-learning projects to create knowledge that is
meaningful and functional is equivalent to creating sustainable
physical sciences learning environments. Bricolage’s principles
of multiple perspectives and multiple theories served as a useful
lens for scrutinising the diverse knowledge of the participants. Van
Dijk’s socio-cognitive critical discourse analysis was pivotal for
analysing, interpreting and making sense of participants’ prevalent
knowledge and experiences. The principles of participatory action
research and free attitude interviews were applied as an approach
and technique for data generation. The major finding suggests
that using service learning projects to create sustainable (physical
sciences) learning environments, contributes substantially to
decolonising and transforming teaching and learning.
Description
Keywords
Decolonisation, Transformation, Empowerment, Sustainable education, Sustainable physical sciences learning environments, Meaningful learning, Functional learning, Critical cross-field outcomes, Service-learning projects
Citation
Tlali, M. F. (2017). Creating sustainable physical sciences learning environment: a case for decolonised and transformative learning. Perspectives in Education, 35(2), 85-98.