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Learners' perceptions of learning science in an informal learning environment : a phenomenographic study
Thesis (PhD (Science, Technology and Mathematics Education))--University of Pretoria, 2022.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613529098420224 |
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| access_status_str | Open Access |
| author2 | Abrie, A.L. (Mia) |
| author_browse | Abrie, A.L. (Mia) |
| author_facet | Abrie, A.L. (Mia) |
| collection | Thesis |
| dc_rights_str_mv | © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Thesis (PhD (Science, Technology and Mathematics Education))--University of Pretoria, 2022. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/87743 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:35.577Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/87743 Learners' perceptions of learning science in an informal learning environment : a phenomenographic study Abrie, A.L. (Mia) patlerato@gmail.com Photo, Patricia NWT 990 Informal learning Learners perception Teachers perception South African literature Policy makers UCTD Thesis (PhD (Science, Technology and Mathematics Education))--University of Pretoria, 2022. Literature shows that learning in informal learning environments has a long-term impact on learners’ perceptions of science. The informal learning environments are perceived as providing learners with various opportunities such as pursuing their interests, achieving science goals and learners’ motivation to learn is increased (Ching-Huei, Wen-Pi, Kun & Chin-Wen; 2022). It is for this reason that this phenomenographic study aimed to explore the influence of learners’ perceptions of learning science in an informal learning environment, such as the National Zoological Gardens. This phenomenographic study was further encouraged by the gap in South African literature in understanding how learners learn science in an informal learning environment. The study was qualitative in nature and made use of a phenomenographic research design. An interpretive viewpoint was used as a paradigm that guided this study. Ten teachers and thirty-five learners participated in the study and were conveniently selected. For a detailed understanding of learners’ perceptions of learning science in the National Zoological Gardens, teachers were considered to be important in this study. Data were collected through semi-structured interviews, observations and drawings. The interviews were tape-recorded and transcribed verbatim. The data from the three data collection sources were analysed and reported in an integrated way through the research questions. The conceptual framework of this study was based on Learning Outside the Classroom (LOtC). The LOtC model describes the five domains that impact learners’ learning in informal environments (Malone, 2008). This framework was used to analyse the findings that emerged from this study. The findings of this study identified a lack of cooperation between the Department of Education, schools, teachers and the educational staff at the zoological gardens. The teachers in this study displayed to have inadequate knowledge regarding planning effective experiences for their learners’ learning in an informal learning environments such as the zoological gardens. These teachers influenced their learners negatively. Learners could not link the experience at the zoological gardens with the science curriculum studied in the classroom. Learners’ knowledge learned at the zoological gardens was limited and short term. For teachers to improve their planning that will positively influence learners’ learning of science, this study has proposed a model to consider and has implications for policymakers, schools, teachers and the educational staff at the zoological gardens. Science, Mathematics and Technology Education PhD (Science, Technology and Mathematics Education) Unrestricted 2022-10-17T09:51:26Z 2022-10-17T09:51:26Z 2023 2022 Thesis * A2023 https://repository.up.ac.za/handle/2263/87743 10.25403/UPresearchdata.21333144 en © 2022 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | NWT 990 Informal learning Learners perception Teachers perception South African literature Policy makers UCTD Learners' perceptions of learning science in an informal learning environment : a phenomenographic study |
| title | Learners' perceptions of learning science in an informal learning environment : a phenomenographic study |
| title_full | Learners' perceptions of learning science in an informal learning environment : a phenomenographic study |
| title_fullStr | Learners' perceptions of learning science in an informal learning environment : a phenomenographic study |
| title_full_unstemmed | Learners' perceptions of learning science in an informal learning environment : a phenomenographic study |
| title_short | Learners' perceptions of learning science in an informal learning environment : a phenomenographic study |
| title_sort | learners perceptions of learning science in an informal learning environment a phenomenographic study |
| topic | NWT 990 Informal learning Learners perception Teachers perception South African literature Policy makers UCTD |
| url | https://repository.up.ac.za/handle/2263/87743 |