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oapen-20.500.12657-376972020-05-13T00:42:36Z The decolonisation of the curriculum project Bailey, Roxanne Bester, Susan de Beer, Josef Dudu, Washington T. Golightly, Aubrey Havenga, Marietjie Jagals, Divan Laubscher, Dorothy Le Grange, Lesley Mdakane, Marry Mentz, Elsa Olivier, Jako Petersen, Neal Potgieter, Erika Sebotsa, Tswakae Speight Vaughn, Melissa van der Walt, Marthie van der Westhuizen, Christo van Wyk, Ben-Erik White, Lounell de Beer, Josef Self-directed learning decolonisation indigenous knowledge Cultural-Historical Activity Theory curriculum education research bic Book Industry Communication::J Society & social sciences::JN Education This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo Province, and in Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers’ lived experiences of the epistemological border-crossing between natural science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention, in teachers’ classrooms. 2020-05-12T09:25:08Z 2020-05-12T09:25:08Z 2019 book ONIX_20200512_9781928523185_9 2707-1537 http://library.oapen.org/handle/20.500.12657/37697 eng NWU Self-Directed Learning Series application/pdf Attribution-NonCommercial-ShareAlike 4.0 International 978-1-928523-18-5.pdf https://books.aosis.co.za/index.php/ob/catalog/book/133 AOSIS 10.4102/aosis.2019.BK133 10.4102/aosis.2019.BK133 d7387d49-5f5c-4cd8-8640-ed0a752627b7 2 446 Durbanville open access
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This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo Province, and in Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers’ lived experiences of the epistemological border-crossing between natural science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention, in teachers’ classrooms.
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