I ~NTER- ACTION I ~
3. Research Methodology
3.3. Engaging Participants
Although the bulk of the rich data that was yielded from the study was qualitative, a limited section of the data was reduced into a quantitative form. The quantitative data was used to enrich and add value to the qualitative nature of the study, in the area of assessment. Assessment is an integral aspect of the study as discussed in the previous chapters. The complementary theoretical framework underpinning this research is mediated learning experience (MLE), whose construct is interaction. Interaction requires participation, in this case, through project based learning.
This study focuses on the interaction between the foHowing role player: learners, educators, peers, adults, and, other as discussed in Chapter 2 (section 2.2.2). A short profile of the participating learners, and the community, including that of myself as educator, are discussed in Chapter I (Sections 1.6.1 to 1.6.3). This gives a short
background on the context of the study. Infrastructure and low-cost housing development has just recently being introduced in our local community characterized by sub-economic and informal housing settlements. A large section of the community have not had
electricity or tap water in or outside their dwellings before, and are going to have this very soon because of the new developments taking place in the area.
My closeness to the learners, and the trusting relations built over time, made it possible for the research process to be participatory. This process is outlined in the paragraphs that follow.
First, a macro-planning meeting was recently held at the school to which we invited the local Ward Councillor, together with other community leaders. Among these community leaders, were representatives from the local churches, the clinic, a doctor, businessmen, police, welfare, the local library, and, educator representatives, who teach Grades 8 and 9, from the six local schools. At this meeting, local community issues and problems were solicited from the people present. This meeting yielded a comprehensive list of real-life societal problems (see Annexture I). This type of planning is part of the recommended steps that schools should follow in order to make the new curriculum relevant to the local community (DOE, 1997). Additionally, my role as chairperson of the local community development forum, in which the role of the Ward Councillor is key, I was fully aware of the pressing local community needs, which included houses, proper roads, tap water and electricity. Most of these basic needs are being met by the local council. Currently a new and major access road is being constructed and runs through the community, low-cost housing is being built for those members of the community who lived in informal houses, water standpipes and electricity are now accessible to families who did not have these before.
Second, the Ward Councillor intimated that there was a problem with electricity, as many residents were tampering with the electric cables, some were not aware of the dangers, origins, or proper use of electricity. As educator, I placed the challenges highlighted by the Councillor before the Grade 8 learners whom I teach. The learners took up the challenge, as they identified with the problems raised by the Councillor. I later informed the Councillor that the participants were ready to share their artifacts based on the problem points which he highlighted, with the interested and affected residents.
Third, although all the Grade 8 learners at the school were taught the learning unit on 'electricity in our homes and school', fourteen learners were recruited to participate in the study, while they were part of the normal classroom learning arrangements. Those learners participating in the study sat in the same group as further outlined below. The participants engaged in extended activities as indicated below (See 3.4), while the non- participants only worked on the science probe and the summative assessment task.
Fourth, and lastly, as part of the planning process, I developed a "lesson plan" (RNCS Overview, 2002), previously known as a learning programme. The use of the term learning programme in the study refers to the new term, that is, lesson plan. A lesson plan:
"describes concretely and in detail teaching, learning and assessment activities that are to be implemented in any given period of time.Itcould range ... from a single activity to a term's teaching, learning and assessment ... it includes HOW (i.e., teaching style, approach and methodology) teaching, learning and assessment activities are to be managed in the classroom" (RNCS, 2003 : 2-3).
I developed the lesson plan (see Annexture 15) as described above in fulfilling one of the roles of an educator as interpreter and designer of learning programmes and materials (DOE, 1999). This role is described earlier in Chapter 1 (see 1.2). The curriculum for the General Education and Training Certificate (Grades R-9) is intended to be a participatory curriculum that is relevant and addresses local issues (DOE, 1999).
We summarize the participation process discussed above in graphic form (Figure 6 below), to show how, in this study, school curriculum planning is linked to, and incorporates, societal issues through PBL and MLE.
Department of Education School Curriculum Learning Area: Natural Science
MLE Topic
~_ _• Electricity PBL
Local Ward Councillor Community Issue Problems with Electricity Consumption& Supply
Figure. 2. Diagram showing the confluence between school learning and real-life problems.
The intersection in Figure 2 represents an authentic context for science learning, through which the local community can see that the proclaimed opportunities of science education is meant for them as well (Word Bank, 2001; Roseberry-McKibbon, 2001).
Flowing out of the lesson plan, and the role of an educator as described earlier in Chapter 1 (see 1.2), is the compilation of a science probe or 'workbook' (see Annexture 13) and a summative assessment task (see Annexture 12). The probe is a compilation of questions, investigations, assessment tasks, graphic text, assessment rubrics, guided activities, information sheets, graph paper, picture puzzles, tests, and blank sheets for report
writing. The above topic related support material is stapled together in a 'workbook' form, with page numbers for easy referencing during educator and/or learner mediated learning.
The science probe is used to gain entry to the negotiated space where project based learning takes place. In such a space curriculum becomes a process where learning and understanding come through dialogue and reflection.
The Department of Education (1999) quoting Doll (1993) assert that:
... learning and understanding are made (not transmitted) as we dialogue with others and reflect on what we have said - as we negotiate passages, between ourselves and others, between ourselves and our texts ... curriculum's role is to help us negotiate these passages (DOE, 1999:81).
Learner and/or educator mediated PBL is a dynamic learning process. This learning process, according to Es'kia Mpahlele quoted in the local press, "should not be perceived as a straight, horizontal line. Rather, we should think of it as a number of moments revolving in endless cycles, with not a single moment ever being the same twice. Hence, the exhilarating adventure that education is" (Daily News January 31, 2005: 10). The endless cyclic nature of the learning process, which is consistent with the principle of lifelong learning, is best captured in the diagram below:
~ Subject . knowledge .
...
,
Confidence, trust, i+.-
reciprocity
, If(
Sophistication
...
Learning
, , .
I
I
, :t
; Values and attitudes
Skills
,
~,..
Time on task
Open ended process on path to life-long learning
.-.: Group sessions
Figure 3. A process model (or spiral model) that provides learners with an opportunity to engage in sustained mediated project based learning. Adapted from Learning for
Sustainability, DOE (1999).
The above model is elucidated as follows:
• The spiral moves outward in ever widening cycles representing progress over time
• It's circular nature means that it is recursive, i.e., it returns to the same point on its radius again and again. This allows and represents the opportunities for cycles of (action), learning and reflection that the spiral model provides. The model allows for the building of increasing degrees of sophistication and complexity in the uncovering of subject content.
• The spiral has no clear starting point, and it has no defined end point. This signifies the life-long learning and CASS espoused by the new outcomes based system of education. (Adapted from DOE, 1999)
Project based learning is engaging in sustained action in authentic performance tasks by the learner. For this reason voluntary recruitment of participants, who would engage in action-packed and challenging learning to address a local community issue, was done.