Original Research

Consumer Studies student teachers’ affective experiences during project-based learning

Adri du Toit, Marietjie Havenga, Marthie van der Walt
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie | Vol 35, No 1 | a1362 | DOI: https://doi.org/10.4102/satnt.v35i1.1362 | © 2016 Adri du Toit, Marietjie Havenga, Marthie van der Walt | This work is licensed under CC Attribution 4.0
Submitted: 06 August 2015 | Published: 08 June 2016

About the author(s)

Adri du Toit, School for Natural Sciences and Technology Education, North-West University, Potchefstroom Campus, South Africa
Marietjie Havenga, School for Natural Sciences and Technology Education, North-West University, Potchefstroom Campus, South Africa
Marthie van der Walt, School for Natural Sciences and Technology Education, North-West University, Potchefstroom Campus, South Africa


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Abstract

The implementation of project-based learning has the potential to develop affective factors positively in students, which may foster self-directed lifelong learning. Lifelong learning is a key requirement for teachers to keep current and knowledgeable in their fields of expertise, as well as to satisfy the demands set for learners and teachers in the 21st century. This is especially important for teachers in Consumer Studies ‒ a dynamic and valuable subject in South African schools. Promoting lifelong, self-directed learning as part of the training of Consumer Studies student teachers is therefore essential. Several affective factors, for example motivation, contribute to the promotion of learning and can be developed through the selection of appropriate teaching-learning strategies. Affect can influence learning through memory processes, learning processes, attention span, experiences and motivation. A case study was undertaken to investigate how project-based learning contribute to affective factors within an existing university training programme for Consumer Studies student teachers and how it promotes their learning. Students registered for a Consumer Studies teacher preparation programme were selected as participants and data collected by means of open-ended questionnaires, weekly reflections, as well as focus group and individual interview sessions. Findings indicate that the application of project-based learning promoted affective factors in the student teachers, especially motivation, the value they placed on learning, as well as the development of a positive attitude towards learning ‒ all of which contribute to the promotion and development of positive learning experiences. Developers of preparation programmes for Consumer Studies student teachers could implement this information to enhance such programmes. Possibilities exist for further research regarding the connection between projectbased learning and other affective factors contributing to learning in Consumer Studies student teacher preparation programmes.

Keywords

Affektiewe faktore; projek-gebaseerde leer; lewenslange, selfgerigte leer; Verbruikerstudie; voordiens-onderwysersopleiding

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