Improving my teaching experience with students in engineering graphics and design: an action inquiry

Abstract

English: The purpose of my study was to identify and rate the most effective teaching methods with the help of my students in Engineering Graphics and Design (EGD) which would lead them to a level of higher cognitive thinking. Whilst the students obtained a deeper approach to learning I improved on my own teaching and teaching experiences. To do this, I had to keep the following objectives in mind: to ensure deep learning among my students, to identify teaching methods which could lead to a deep approach of learning, and to rate these teaching methods. I followed a qualitative research methodology in order to improve my teaching in EGD by means of action research. This could be described as a transformative paradigm, in which I could improve my teaching as well as the cognitive thinking levels of the students. The study may serve as a guide for future implementation not only in EGD but in all educational subjects. A thorough literature study was done on EGD, teaching methods and the different approaches to learning. I collected data through interviews with lecturers and students, I kept a reflection journal throughout the study and my students reflected on my teaching as well as on the different teaching methods used. After the data collection I analysed the data by sorting and categorising the data in order to identify certain criteria from which I shall draw my conclusions. Based on the data, my final conclusion is that different teaching methods can be used to improve teaching and to encourage a deeper approach to learning among students. The trustworthiness of my conclusions was maintained by the following criteria: credibility, transferability, dependability and confirmability. The following stakeholders gained educational advantages from of my study: I, as the researcher, improved on my teaching; the students improved their grades whilst engaging in higher cognitive activities; and other lecturers and teachers who are positioned in the education field gained a guideline to improve their teaching. This study is the story of how I reached the stage in my professional development where I can truly say that I have generated my own transformation of educational practice.

Afrikaans: Die doel van my studie was om die mees doeltreffende onderrigmetodes met behulp van my IGO-studente te identifiseer en te beoordeel, wat hulle tot ʼn hoër vlak van kognitiewe denke sou lei. Terwyl die studente ʼn dieper benadering tot leer verkry het, het ek op my eie onderrig en onderrigervaringe verbeter. Om juis dít te bewerkstellig, het ek die volgende doelwitte in gedagte gehou: om te verseker dat diep leer onder my studente plaasvind, om onderrigmetodes te identifiseer wat tot ʼn diepe benadering tot leer sou lei en om hierdie onderrigmetodes te beoordeel. Ek het ʼn metodologie van kwalitatiewe navorsing gevolg ten einde my onderrig in IGO deur middel van aksienavorsing te verbeter. Dit kan ook as ʼn transformerende paradigma beskryf word waarin ek my onderrig, asook die kognitiewe denkvlakke van die studente, sou verbeter. Die studie kan dien as ʼn rigsnoer vir toekomstige implementering, nie net in IGO nie, maar in alle onderwysvakke. ʼn Deeglike literatuurstudie is omtrent IGO, onderrigmetodes en die verskillende benaderings tot leer gedoen. Ek het data deur middel van onderhoude met lektore en studente versamel en regdeur die studie dagboek gehou van my indrukke. My studente het ook hul indrukke oor my onderrig gegee, asook die verskillende onderrigmetodes wat gebruik is. Na afloop van die data-insameling het ek die data geanaliseer deur dit te sorteer en te kategoriseer ten einde sekere kriteria te identifiseer na aanleiding waarvan ek my gevolgtrekkings kon maak. Gegrond op die data, is my finale gevolgtrekking dat die verskillende onderrigmetodes gebruik kan word om onderrig asook ʼn dieper benadering tot leer onder studente te verbeter. Die betroubaarheid van my gevolgtrekkings is deur die volgende kriteria gehandhaaf: geloofwaardigheid, oordraagbaarheid, betroubaarheid en bevestiging. Die volgende belanghebbendes het onderwysvoordele uit my studie verkry: ek, as navorser, het my onderrig verbeter; die studente het hul punte verhoog en terselfdertyd hoër kognitiewe aktiwiteite onderneem; en ander lektore en onderwysers wat hulle in die onderwysveld bevind, het ʼn riglyn ontvang om hul onderrig te verbeter. Hierdie studie sit uiteen hoe ek die stadium in my professionele ontwikkeling bereik het waar ek waarlik kan sê dat ek my eie transformasie van die onderwyspraktyk gegenereer het.