Browsing by Department "Humanities Education Development Unit"

Now showing 1 - 4 of 4
  • No Thumbnail Available
    Item
    Open Access
    Exploring project-based learning: a case study of a first-year medical education course
    (2003) Weir,Gavin; Saddington, Tony
    This study describes the eleven-year period of preparation and implementation of a project-based learning programme within a first year course for medical students, at the University of Cape Town. The methodology was descriptive reflection using case study research. The study first describes current understandings of student approaches to learning, learning assumptions and styles of learning and the link with deep learning. Included is also a discussion on ways in which teaching approaches and methods can influence student learning. Linked to this is a review of notions of project-based learning and its place in the spectrum of teaching and learning activities encountered by students at university. The study then describes the challenges / issues that arose during the eleven-year period and the various ways in which they were responded to. The provided description also outlines ways in which the programme attempted to foster [or hinder] deep learning amongst students, since such learning is regarded as a key outcome of learning at university. The research ends with an attempt to address why the programme did not foster deep learning amongst students to the extent it could have. It proposed that for project-based learning to foster deep learning amongst students [and particularly amongst first year students] various key elements have to be in alignment. Secondly it argues for the fact that project-based learning amongst first year students should be viewed in terms of an 'apprenticeship in deep learning'. By viewing project-based learning in such terms the advantages advanced for project-based learning can be more candidly recognised. The research ends with 'implications for practice' for those prospective project-based learning practitioners who would like to harness the power of project-based learning to foster deep learning amongst their students.
  • No Thumbnail Available
    Item
    Open Access
    The development of the conception of a liberal education
    (1941) Somarundarum Cooppan
    Text can not be detected properly for copying
  • Thumbnail Image
    Item
    Open Access
    The nature and remediation of spatial problems associated with interpreting diagrams of biological sections, vol.II The instructional packages
    (1995) Sanders, Martie
    This recommended "time planner" has been included so that you have some idea of how much time you will need for each of the lessons. One of the aims of this package is to ensure that teachers do not have to deviate more than is necessary from their normal Std 8 lessons on the structure and function of cells. However, teachers are asked to include the following introductory exercises when they teach the section on the cell. Please emphasis strongly (to the pupils) that this is NOT extra work irrelevant to the syllabus. These lessons are to assist them to develop skills which are absolutely essential for them to succeed as biology scholars. Thereafter the teaching is left to the teacher. However, teachers are asked to incorporate the worksheets on cell organelles. and other relevant exercises, into those lessons in which they deal with those organelles. As teachers will realise. the active involvement of pupils in the learning task inevitably means that more time is spent teaching that section of work. Thus some of the tasks are for pupils to complete at home. Teachers are asked to ensure that pupils do complete these exercises, and that they have some sort of follow-up in class, even if it is merely a class display of drawings which have been done
  • Thumbnail Image
    Item
    Open Access