Fostering holistic education in a science classroom: a teacher’s self-study.
| dc.contributor.advisor | Pithouse-Morgan, Kathleen Jane. | |
| dc.contributor.author | Govindasami, Trisha. | |
| dc.date.accessioned | 2022-04-11T16:47:29Z | |
| dc.date.available | 2022-04-11T16:47:29Z | |
| dc.date.created | 2020 | |
| dc.date.issued | 2020 | |
| dc.description | Masters Degree. University of KwaZulu-Natal, Durban. | en_US |
| dc.description.abstract | I am a Science teacher with less than 10 years under my belt. In this research, I aimed to look at how I could integrate holistic education intomy mainstreamScience class while still aligning my teaching with the prescribed curriculum. I chose self-study as my methodology, thus unravelling and examining myself and my teaching practice became a focal point. My research focus was on Natural Sciences. I was the leading participant, and the other participants were 29 Grade 9 Science students. This study was framed by a socio-cultural perspective, which enabled me to see students through the socio-cultural lenses, i.e., the diverse social and cultural aspects that influenced their development. As the teacher-researcher, this framework emphasised that I, too, did not learn in isolation. The first research question that framed my research was: How have my past experiences contributed to my interest in holistic education? I looked at my past experiences with the aid of artefacts, auto-biographical writing, and selfportrait drawing. This yielded insights into why I was a particular way in my classrooms and why I taught my Science lessons in a specific manner. My second research question was: How can I foster holistic education in my Science classroom? To answer this question, I worked with my Grade 9 students through adapted lessons that included many arts-based techniques. Data were generated using artefact retrieval, reflective journal writing, drawing, collage, and audio recordings of lessons and conversations. I found that my students enjoyed those specially adapted lessons and were able to gain confidence, and they grew in how they thought about Science. My final research question was: What is the value of fostering holistic education in a Science classroom? I looked at the benefits of pursuing a holistic path in Science education, paired with a drawing of my vision of extending this research into practice in my classrooms. Overall, self-study methodology helped me reflect on and make connections between my past lived experiences and the teacher I am now, enabling me to see the growth of the teacher I have become and wish to be. | en_US |
| dc.identifier.uri | https://researchspace.ukzn.ac.za/handle/10413/20305 | |
| dc.language.iso | en | en_US |
| dc.subject.other | Holistic education. | en_US |
| dc.subject.other | Social and cultural aspects. | en_US |
| dc.subject.other | Learner development. | en_US |
| dc.subject.other | Holistic education integration. | en_US |
| dc.subject.other | Natural Science education. | en_US |
| dc.title | Fostering holistic education in a science classroom: a teacher’s self-study. | en_US |
| dc.type | Thesis | en_US |