I hereby declare that the thesis submitted herewith entitled: "The analysis of knowledge construction in community-based service learning programs for basic nursing education at two selected nursing schools in South Africa" is my own independent work. A number of intervening variables were identified that had an influence on the expected outcomes on knowledge construction in community-based service learning programs.
CHAPTER FIVE
BACKGROUND TO THE STUDY
According to Wessel (2004), Ausubel from (Ausubel, Novak & Hanesein, 1986) was one of the first to describe the importance of knowledge held by students before coming to classrooms. One of the challenges facing a good teacher, according to Taylor et al. 1996) is, therefore, to provide learning experiences that.
PROBLEM STATEMENT
Furthermore, according to these authors, the existing studies focus on the practical implementation of CBSL programs. Giles and Eyler (1994) identified two reasons why this process took place slowly in relation to CBSL and these are: (a) the practitioners of CBSL are more oriented towards action than scholarly pursuits and, therefore, their writings tend to do so.
PURPOSE OF THE STUDY
This represents a kind of anti-intellectualism that is long on action and concrete practice and short on theory (Giles & Eyler, 1994). Therefore, this study aims to explore the processes involved during knowledge construction in CBSL programs in basic nursing education and generate a middle-range theory or model that is based on the processes followed during knowledge construction.
OBJECTIVES OF THE STUDY
Therefore, this study aims to explore the processes involved during knowledge construction in CBSL programs in basic nursing education and generate a middle-range theory or model that is based on the processes followed during knowledge construction. b) To analyze the process (strategies of action/interaction) of the phenomenon. knowledge building” in CBSL programs in basic nursing education;.
RESEARCH QUESTIONS
- Question for Objective 1
- Questions for Objective 2
- Questions for Objective 3
- Question for Objective 4
SIGNIFICANCE OF THE STUDY
This current study seeks to make a contribution to the field of basic nursing education in the design and development of a conceptual model for the knowledge construction process in CBSL basic nursing education programs in South Africa. Moreover, the results of this study can bring a shared meaning of the phenomenon of knowledge construction in CBSL programs in basic nursing education in South Africa and thus advance theoretically.
DEFINITION OF CONCEPTS .1 Knowledge
- Knowledge Construction
- Community Based Service-Learning
- Community
- Student
- Nursing Schools
- Basic Nursing Education
- Facilitation of Learning
- Learning Issues
For the purpose of this research, a student is a person who is studying at a nursing educational institution (school of nursing, college or university) and is registered with SANC as a student for a course leading to registration as a nurse (general, community and psychiatric ). and grandmother. In the context of this study, enabling learning means creating learning opportunities and making facilities and/or resources available for learning.
CONCLUSION
The educational process is the broad umbrella process of teaching and learning and involves imparting information about a specific skill in the cognitive, affective or psychomotor terrain (Bastable 1997). The learning issues in the context of this study are those topics of any kind that are judged to have potential relevance to the identified problem, and which the group in question feels they do not understand as well as they should, and which therefore form the content for learning.
THESIS OUTLINE
In this chapter, the results and data analysis of the study are detailed in a way that indicates what the objectives of the study were. In chapter six, a mid-range conceptual model of the process of knowledge construction in CBSL programs in nursing education is presented, which builds on the conceptual and theoretical scheme provided in chapters four and five.
INTRODUCTION
According to Strauss and Corbin, selective sampling of the second corpus of the literature review should be woven into emerging theory during the third stage of grounded theory induction. The literature review for this study included a review of Kolb's experiential learning theory, Dewey's and Freire's learning theories, constructivist theory, and the theoretical and philosophical foundations of problem-based and case-based learning as they relate specifically to the process of knowledge construction in CBSL programs in elementary education. nursing care.
DAVID KOLB’S EXPERIENTIAL LEARNING THEORY (1984) David Kolb’s experiential learning theory, built upon the foundational work of
- Conceptual Representation of Experiential Learning
The main emphasis of Kolb's (1984) experiential learning theory is the importance of learning experiences whereby the educational process and curriculum activities are more meaningful to the students themselves. Based on a four-stage 'experiential learning cycle', the model depicts learning taking place in four successive stages where students encounter the world through a concrete experience (CE); reflect on and make observations about these experiences (RO); develop abstract conceptualization from these reflections (AC); and conduct active experiments with these conceptualizations by evaluating, testing, and applying their generalizations (AE) (Kolb, 1984;.
DEWEY’S EDUCATION THEORY: EXPERIENCE AND EDUCATION (1938)
- The Nature of Knowledge in Dewey’s Views
- Implications for Teaching-learning Process
Dewey's definition of reflective thinking is: "Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the reasons which support it and the further conclusions to which it tends..." (1933, p. 7 ). Thus, it is obvious that Dewey's foundational theory of CBSL involving the interaction of knowledge and skills with experience is the key to learning.
FREIRE’S EDUCATION THEORY: DEMOCRACY (1972)
- The Nature of Knowledge in Freire’s Views
- Implications for Teaching-learning Process
The politics of banking education is justified on the assumption that the student's ignorance is absolute. Knowledge is therefore not transferred by the teacher from his/her dominant position to the student; rather, it is built by the students with the guidance of the teacher.
AN OVERVIEW OF CONSTRUCTIVISM AS THEORETICAL UNDERPINNING TO COMMUNITY BASED SERVICE-LEARNING
- A Constructivist Learning Environment
- Implications for Teaching-learning Process
The role of the teacher is to guide, monitor and act as a facilitator to enable the student to be at the center of the learning process (Bennett et al., 2002). Bertrand (1995) asserts that the teacher's role in a learning environment is to take them into account.
PHILOSOPHICAL BASIS FOR PROBLEM-BASED AND CASE-BASED LEARNING APPROACHES
- Problem-Based Learning Overview
- Case-Based Learning Overview
In the seventies, cognitive theories of learning influenced the theoretical explanation of PBL by emphasizing what goes on in the mind of the learner. In the eighties, social theories of learning were considered the most important underlying theories of PBL (Barrows, 2003).
EMPIRICAL LITERATURE REVIEW ON THE PROCESS OF KNOWLEDGE CONSTRUCTION
Discussions in smaller groups reflected a greater proportion of higher levels of knowledge construction (Schellens & Valcke, 2006). Along similar lines, Garrison and Archer proposed a four-stage model of knowledge construction in 2003.
CONCLUSION
Specifically, the model provided sufficient conceptual density to accurately assess the construction of knowledge in an online environment. Implications for facilitating the construction of new knowledge in an online environment include: (a) providing learning opportunities that exploit discrepancies and contradictions between participants; and (b) incorporating activities that help participants become explicit about their own understanding by comparing it with that of other participants (Kanuka & Anderson, 1998).
INTRODUCTION
RESEARCH PARADIGM
The premise of the interpretive research paradigm is that access to reality (whether given or socially constructed) occurs only through social constructions such as language, consciousness and shared meanings (Myers, 1997). This paradigm holds the belief that each individual constructs his own view of the world based on experiences and perceptions (Gephart, 1999).
RESEARCH DESIGN
- Qualitative Research Design
- Grounded Theory Approach
- An Overview of the Grounded Theory Approach
According to Strauss and Corbin, (1990), the research question is developed at the very beginning of the study. The rationale is that in grounded theory a research question is "a statement that identifies a phenomenon to be studied" (Strauss &.
SETTING DESCRIPTION
Furthermore, the Straussian approach seemed accessible and useful to help organize, describe and conceptualize the depth and scope of the process involved in studying the phenomenon of interest (knowledge construction process). Nevertheless, the limitations of Strauss and Corbin's approach, as expressed in the reviewed literature, were considered, in particular the need to ensure that data analysis moves beyond conceptual descriptions of the phenomenon under study, towards conceptualization and theorization.
STUDY POPULATION
SAMPLING PROCEDURE AND SAMPLE DESCRIPTION
The researcher interviewed the head of department or deputy head of the nursing education institution, program director and coordinators at the level where the CBSL component was offered, and facilitators (or lecturers), including clinical facilitators where appropriate, who were involved in programs of CBSL. The study samples differed in the two nursing education institutions in terms of how the programs were structured and also in terms of the dispersion of CBSL activities within the program.
DATA COLLECTION PROCESS
- Document Analysis
- Observation
- Interviews
In this study, the researcher's role was as an observer during the implementation of the CBSL programs at the participating nursing education institutions. Observations do not in themselves have the meaning or perspective of the participants” (p. 49).
DATA ANALYSIS
- Open Coding
- Axial Coding
- Selective Coding
- The Paradigm Model
They state that “the testing process requires significant further development of the theory or explanation” (p. 124). CONTEXT Specific features of the knowledge construction process that influence action/interaction strategies.
ACADEMIC RIGOUR
- Credibility
- Dependability
- Confirmability
- Transferability
- Triangulating the Findings
Authenticity refers to the authentic quality of the data, as they must reflect what the researcher sought (Guba & Lincoln, 1994). The researcher described the research process and data analysis process in detail.
ETHICAL CONSIDERATION
Creswell (2007) states that the researcher has a duty to respect the rights, needs, values and desires of the informants. In light of this, Silverman (2000) emphasizes that informed consent inevitably involves informing participants of the purpose of the research.
CONCLUSION
CHAPTER FOUR CHAPTER FOUR CHAPTER FOUR CHAPTER FOUR PRESENTATION AND ANALYSIS OF MAIN FINDINGS.
INTRODUCTION
Since knowledge construction was the phenomenon of interest in this study, it became the core concept around which other concepts revolved. The study design followed Strauss and Corbin's (1990) paradigm model of data analysis and was presented as: (a) conceptualizing knowledge construction; (b) the contingent or antecedent conditions that contribute to the knowledge process.
SAMPLE REALISATION
THE RESULTS
- Conceptualisation of the Phenomenon “Knowledge Construction”
- Antecedents or Casual Conditions
- The Context
- Action/Interaction Strategies
It appeared from data sources that the process of knowledge construction in the class was preceded by the special preparation of the students for the learning process. The quality of the resources provided is evaluated by the facilitator together with the students.
