I ~NTER- ACTION I ~
Phase 2 Meaning making based on
4. Analysis of Data (Stage One)
4.2. Portfolio Boards - interpretation and discussion
Stage one will deal with the different phases that the learners went through for the project based learning approach. A description of each of the portfolio boards will be done, looking at what each learner has taken out of their learning, as well as looking at how the learners used the portfolio board (s) to negotiate their learning. This negotiation is
discussed by focussing on what the learners did, namely:
• what are they interested in and they would like to know;
• the two-way interaction between the learners and the mediator;
• the creation of the portfolio boards;
• display and presentation of the portfolio boards and defend their arguments before a panel; and
• reflection.
The penultimate step in which participants display and present their portfolio boards to an
In this way their voices come to the fore, and what they know is both visibly and orally defended when the panel asks them questions.
The following diagram indicates the four phases that the learners were engaged in during the project work. This chapter will be based mainly on the third and fourth phases, including certain aspects in phase two. Itis through the aforementioned phases that the participants were provided the opportunity to participate in project based learning and MLE.
Itis through active participation in learning in these four phases that participants were afforded the space to negotiate their own meaning through sustained engagement in co- operative investigative work (Bransford and Stein, 1993).
Phase 1: Phase 2: Phase 3: Phase 4:
The Problem/Issue Learning Process/ Application: Learners
Meaning Making! Creation and Reflection:
- Identify the Mediation Use of the Final
problem/topic Product
Prior Learning "'-+ Science Probe: "'-+
-
Create the-.
- Interviews-
What do they (acquiring pre- Productknow? requisite skills, - Reflective
knowledge,&
-
Presentation DiariesLearner's Interests values)
- What do they - Assessment
want to learn?
Figure 4. Diagram showing the four phases that the learners engaged in using project based learning.
As mentioned earlier in Chapter 2, the five panels of the portfolio boards each deal with a specific aspect of the problem identified, and, with each of the five learners being
responsible for a panel. Figure 5 on the next page illustrates the way in which the portfolio boards are joined together to form a unit. Figure 6 (see page 104) provides a pictorial view of the actual portfolio boards as an inter-linked unit. The production process of the portfolio boards involved co-operative work, and, the presentation of the portfolio boards involved one learner, with each of the five person team taking turns to present one panel each. Learning as a dynamic and co-operative process occurred at every stage of learner engagement, including the final product. The final product was equally important, as it provided the compelling energy for the forthcoming or future presentation before an authentic audience. Malcolm (1992:23) asserts that" ... a project focuses your attention on a specific challenge and concentrates your energy". The five person presentation team were then responsible for the presentation of the final product at the showcase, or at a future local public meeting with a group of local residents.
Kellough and Kellough (2003) concur by advising that a project can be broken down into parts with individuals or small groups undertaking independent study of these parts.
In this study the focus is co-operative and interdependent working relations. The learners were given a choice at selecting the portfolio board they would like to present, and the learners chose the board that each spent more time on during the production of the
portfolio boards. Involving learners in making decisions gives them more control over the learning situation, as student direction and decision-making play a role in project work
The analysis and interpretation of what the learners put onto the portfolio boards, as well as, what the learners took out of their learning, will be done by working with one panel at a time. Focusing on Phase 3, the presentation of the final product, we interpret each panel of the portfolio boards separately, and discuss the students' engagement and trajectory in the process of mediating their own learning. In the participant directed presentations, PB 1 stands for portfolio board one, and PB 2 for portfolio board two, and so on.
The five member team were constantly aware of the links between the separate portfolio boards, and shared the sub-problems of the core problem in the following way:
• Thandeka was responsible for PB I: The problem, that is, what the problem is with regard to electricity in the local community.
• Nkosenhle was responsible for PB 2: Where does electricity come from?
• Lwazi was responsible for PB 3: How is electricity generated?
• Thapelo was responsible for PB 4: How does electricity get to our homes?
• Cameron was responsible for PB 5: How can we be safe with electricity in our home or school?
The Problem Where does How is it How does it How can we
Electricity generated? come to our be safe with
come from? homes? electricity?
(Pictures and (Pictures and (Pictures and (Pictures and (Pictures and
text) text) text) text) text)
PB 1 PB2 PB 3 PB4 PB 5
Figure 5. The five portfolio boards, from left to right, interlinked and as 'artifacts' of learners' engagement in PBL through MLE on the topic: Electricity in our homes or school.
We present the story of the final or culminating moment where 5 participants present their learning gained through co-operation and teamwork with other learners who participated in the study. The portfolio boards serve as tangible evidence to show other people what they know and can do (Tombari and Borich, 1999).
The story is told in my own words as a participant and researcher, and is accompanied by commentary in which we attempt to clarify the learning that emerged, as well as the role of the mediator in the process. We begin by looking at what each learner wanted to know and why, by listing their responses to the first two of the 7 questions (See Annexture 6, item 4.4). The remainder of the 7 questions and learner's responses are also discussed as and when appropriate.
4.2.1. Portfolio Board One (PB 1):
Thandeka wanted to know:
How does electricity work, and how is it produced, and how can we be safe with it?
Her reason:
So that 1 can teach my family and others about what 1 learnt.
We look at what Thandeka put into PB 1, and what learning she took out with respect to insights, attributes, and science is reflected in PB 1. Figure 7, on the next page, is a pictorial representation of the actual portfolio board (that is, PBI) constructed by Thandeka, in co-operation with the other members of the team.
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