Please use this identifier to cite or link to this item: http://hdl.handle.net/10321/1561
Title: Exploring the Gurteen Knowledge Café approach as an innovative teaching for learning strategy with first-year engineering students
Authors: Brijlall, Deonarain 
Keywords: Collaborative learning;Constructivism;Hyperbolic functions;Gurteen Knowledge Cafe;Induction;Groupwork
Issue Date: 2015
Publisher: PKP Publishing
Source: Brijlall, D. 2015. Exploring the Gurteen Knowledge Café approach as an innovative teaching for learning strategy with first-year engineering students. Groupwork .24(3) : 26-45.
Abstract: This study explored a learning approach based on the Gurteen Knowledge Café to encourage collaborative learning in a first-year Mathematics module. The rationale for carrying out this exploration was to empower students to become active, responsible and critical learners. The study was carried out with 32 first-year Electrical Engineering students at a South African university of technology, who were divided into five groups and engaged in mathematics tasks structured in the form of activity sheets and the general pedagogy was guided by social constructivism. Written responses, classroom activity observations and questionnaires contributed to the data. The activities involved five tasks on hyperbolic functions in preparation for first-year Calculus. Findings emanating from the data analysis indicated that this approach to collaborative learning provided positive attributes which aided effective Mathematics learning and learning in general.
URI: http://hdl.handle.net/10321/1561
Appears in Collections:Research Publications (Applied Sciences)

Files in This Item:
File Description SizeFormat 
Brijlal_Groupwork_24_3_26-45_2014.pdf999.15 kBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s)

103
checked on Nov 17, 2018

Download(s)

90
checked on Nov 17, 2018

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.