Question 3: What is the value of fostering holistic education in a Science classroom?
5.2 Review of the dissertation
In Chapter One, I introduced my research topic. I looked back to the beginning of the idea behind my study. I explored means at which I arrived at my idea (Founding poem and Haiku).
I started my journey by acknowledging that my past experiences have had an impact on my individuality, how I am the way I am and my current teaching stance. The teacher I am now is
121
reflective of the student I was. In Chapter One, I highlighted the focal point of my study as fostering holistic education in my Science classroom. With the development of my haiku, I gathered the focus of such a task; to mould, shape, guide and instil in children, the fibres that will make them great. To me, the way I would go about this would be a holistic approach, and the task included arts-based techniques into STEM subjects. I also looked at my rationale in Chapter One, fostering holistic education in my science classrooms, hoping that it would yield diverse, well-rounded students, capable of multi-dimensional thinking; problem-solvers, innovators, creators, movers and shakers, who help perpetuate and promote scientific sustenance in our communities.
In Chapter One, I showed the concepts and ideologies associated with my research: the socio- cultural perspective (a perspective that promotes the idea that it is social and cultural aspects that build the student, as per Gerhard and Mayer-Smith, 2008). I continued to show that learning took place as a social construct, not in isolation (Gerhard and Mayer-Smith, 2008;
Mudaly, 2011). Other concepts I discussed in Chapter One included moving from STEM to STEAM, which facilitates arts-based approaches into science, technology, engineering and mathematics.
The three research questions that my study was built on were introduced in Chapter One, and therefore my subsequent chapters answered each question. This chapter also highlighted my methodological approach (which is elaborated on in Chapter Two) as being self-study, as I wished to use past lived experiences to better understand my current teaching practices and idiosyncrasies.
In Chapter Two, I focused on the parameters of my study. I detailed my research methodology as self-study and in understanding the nature of the teacher, as well as the importance of using reflective practices as a tool to question my methods. In Chapter Two, I looked at the context of my study, and the choice of Grade 9 Science students as my study sample. I had taught this particular group of students since their entry into high school (Grade 8) ad have thus built a good foundation and relationship with these students, as well as teaching them in Grade 9 during my research years. All work was collected by myself for data analysis through a selection of students’ work that complied with and was relevant to the points I wished to make in my data analysis. To avoid any department infringements with the prescribed curriculum, all of my lessons were adapted in keeping with the CAPS curriculum, i.e., the content remained
122
unchanged, but the delivery and tasks were amended. My lessons were specifically designed to incorporate some arts-based methods.
In Chapter Two, I exhibited the data analysis framework which included the use of critical friends and reviews under my supervisor, Professor Kathleen Pithouse-Morgan. My research practices, which included artefact retrieval, journal writing, letter writing and audio recordings, were discussed in Chapter Two. Ethical issues (which comprised getting permission from participants and the institution with consent letters and gate-keepers letter, respectively);
validity (which followed Feldman’s 2003 guidelines) and the challenges (time constraints, teacher and student strikes and disruptions, lack of student participation) that I encountered, were discussed at length in Chapter Two.
In Chapter Three, I examined Research Question One, “How have my past experiences contributed to my interest in holistic education?” In Chapter Three, I carefully unravelled all my past lived experiences in artefact form from letters, to photos and to report cards. Each artefact was followed by an explanation and reflection. My Chapter Three detailed my history as a student that impacted my present as a teacher. Writing this chapter helped me reflect about my past lived experiences, figuring out who I am and more importantly, what was done in my past that has set me up as the teacher I am now. Artefact retrieval, auto-biographical writing and self-portrait drawing were all used to give the reader a glimpse into the person I was. I have often found myself unable to link and connect past experiences to my present-day situations.
Upon reflection, I was able to isolate and magnify significant details in my past that have had a hand in the current contexts I have found myself in: this is the epitome of reflection.
In Chapter Four, I embodied my data generation process, i.e., the lessons that were adapted and used to retrieve useful data imperative to the study. I took aim at Research Question Two in Chapter Four, How can I foster holistic education in my science classroom? In this chapter, I also took direction from Table 1 (Chapter One) of my data generation process. In Chapter Four, I also focused on certain approaches to teaching Science in my classrooms. I looked at revised lessons and adapted them to cater for aspects surrounding my memory work (Chapter Three), such as examining my experience of my Science teacher when I was a student in school, and how it compared to one of my student’s ideas of a Science teacher now. The lessons I adapted included techniques as part of the arts-based approach, story-telling, metaphor writing, letter writing, and techniques not generally associated with Science lesson plan formats.
123
My Chapter Four encompassed pieces of all this work, as well as reflections and journal entries from those particular lesson days. I examined the implications of my artefacts, which included old school photographs, old report cards, school paintings and letters, on my development as a Science teacher and what that implied for my students. I looked at how I was shaped and moulded from the start of my learning phase, transitioning (like a caterpillar) into my teaching phase, and how that journey created the teacher my students see in front of them on a daily basis. I examined my teaching styles, and how they lacked the holistic approach, as well as how they could be repaired by incorporating arts-based techniques into STEM subjects. I also highlighted some of my challenges during those lessons and what was done to try to remedy the situation.
As I reflected on Chapters Three and Four, I discovered new perceptions about myself, my methods in my Science classroom, and how I tried to foster holistic education in my Science classroom. Science and maths were not more important subjects than art, culture, dance, drama, subjects that required an element of creativity. I realised that I needed to make sure I did not emphasise and categorise these as skill subjects, as learners had different skill sets that were just as important and useful. It made me realise that students who did not excel in these subjects may have thought or deemed themselves inadequate, or even stupid.
I also realised how feedback of assessments was reciprocated by students. I thought back to my Artefact 1, my school report card, and how getting all A’s meant I was an intelligent student, but realised that this was success on a one-sided coin. There was no challenge in remembering facts and repeating them. There was no test on how to express myself, or how to be confident, or how to function as a contributing member in society.
As I reflected on my class photograph artefact, I realised that at a young age, many norms and practices even amongst my young peers were learned through social interaction and assimilation of knowledge. If one learner spread the word about how strict a teacher was, we all followed blindly by being quiet in his or her class, never asking questions in the class.
Students needed to be allowed alternative avenues, such as other forms of learning that would have been present in a drama class, an art lesson, a sporting game. This was evident when I reflected on my fourth artefact, my school painting. This included outlets that showcased their talents, likes, and hobbies that brought out an energy and freedom that could have filtered into my Science classroom.
124
I also found myself unpacking my own identity. I realised that I needed to let my passion for teaching science become more visible, as I reflected on my memory-writing on my favourite teacher. I aspired to have the same energy and approach my science teacher had with me. I needed to take the time to cater lessons, get to know my students and build relationships: all this took time but yielded fruitful outcomes. My students were more confident, more open with me, more expressive in my class and seemed to acquire a renewed attitude to the subject.
The environment I created was one that not only initiated non-conventional methods of learning, but also provided students with opportunities to refresh, take a break in the ‘brain corner’, feel safe, open up and be themselves.