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The development of a technology-enhanced, brain-based framework for science education : a South African case study
Thesis (PhD (Information Technology))--University of Pretoria, 2023.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2024
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| _version_ | 1867613448342339584 |
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| access_status_str | Open Access |
| author2 | Matthee, Machdel C. |
| author_browse | Matthee, Machdel C. |
| author_facet | Matthee, Machdel C. |
| collection | Thesis |
| dc_rights_str_mv | © 2023 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 (Information Technology))--University of Pretoria, 2023. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/95186 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:18.633Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2024 |
| publishDateRange | 2024 |
| publishDateSort | 2024 |
| 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:2263/95186 The development of a technology-enhanced, brain-based framework for science education : a South African case study Matthee, Machdel C. hettiet@gmail.com De Villiers, Carina Terblanche, Hester Aletta TPACK Brain-based learning Intrinsic motivation Mindset Technology Multisensory education Science performance UCTD Thesis (PhD (Information Technology))--University of Pretoria, 2023. This study suggests a teaching framework to enhance the intrinsic motivation, mindset and science performance of undergraduate university students from disadvantaged socioeconomic backgrounds in South Africa. The Technology-enhanced, Brain-based and Science Knowledge (TBBaSK) Framework for science education is based on the Technological Pedagogical Content Knowledge (TPACK) Framework. However, it integrates elements, tenets and principles of brain-based learning (BBL) to assist lecturers in their planning and presentation of science lectures. It contributes to research on technological, pedagogical and content knowledge by adhering to the call to consider educational contexts and real-life classroom applications and develop metacognition in teaching and learning approaches. Furthermore, it reacts to recommendations from studies on brain-based learning to provide more support in science classrooms. The application of this framework includes brain-based learning principles and applications such as mindfulness techniques, the impact of mind moves as brain exercises, an understanding of mindset, multisensory teaching and the development of metacognition. These techniques are integrated with technology in science education, as described by the TPACK Framework. The TBBaSK Framework was applied using a case study strategy at the Tshwane University of Technology (TUT), a university of technology in South Africa. An experiment was conducted over six Saturdays, focusing on Fluids from the first-year Physics curriculum to determine the framework’s influence on mindset, motivation and science performance. Both qualitative and quantitative data were collected during the experiment. The mindset and motivation of both a control group and an experimental group were measured before and after the intervention using standardised tests. Science performance was measured before and after assessment. The combination of the qualitative and quantitative results shows that implementing the components of the TBBaSK Framework positively influenced motivation, mindset and science performance. Qualitative results showed that 91.3% of the participants of the experimental group felt more self-motivated, believed they could kindle a growth mindset and felt optimistic that the intervention had helped them understand science better. Informatics PhD (Information Technology) Unrestricted Faculty of Engineering, Built Environment and Information Technology SDG-04: Quality Education 2024-03-13T09:52:25Z 2024-03-13T09:52:25Z 2024-05-13 2023-11 Thesis * A2024 http://hdl.handle.net/2263/95186 DOI: https://doi.org/10.25403/UPresearchdata.25397944.v1 10.25403/UPresearchdata.25397944 en © 2023 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 | TPACK Brain-based learning Intrinsic motivation Mindset Technology Multisensory education Science performance UCTD The development of a technology-enhanced, brain-based framework for science education : a South African case study |
| title | The development of a technology-enhanced, brain-based framework for science education : a South African case study |
| title_full | The development of a technology-enhanced, brain-based framework for science education : a South African case study |
| title_fullStr | The development of a technology-enhanced, brain-based framework for science education : a South African case study |
| title_full_unstemmed | The development of a technology-enhanced, brain-based framework for science education : a South African case study |
| title_short | The development of a technology-enhanced, brain-based framework for science education : a South African case study |
| title_sort | development of a technology enhanced brain based framework for science education a south african case study |
| topic | TPACK Brain-based learning Intrinsic motivation Mindset Technology Multisensory education Science performance UCTD |
| url | http://hdl.handle.net/2263/95186 |