Changing Mindsets: Moving from the Acceptance of Facts to Critical Thinking

Brenner, Elisabeth

doi:10.1057/9781137538697_11

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…Annandale and Reyneke (2020, p. 52) highlight the challenges faced by first-year university students in South Africa in bridging the gap between secondary and higher education (HE). Cognitively, the major challenge is moving from being spoon-fed to pass tests and high-stakes examinations (Brenner 2016;De Beer & Gravett 2016) to active, critical engagement with academic content (Nasri 2017, p. 7). Rantsi (2016) remarks that South African learners find the progression from secondary school level to tertiary education challenging and postulates that the gap may be attributed to the weak public schooling system.…”

Section: Self-directed Learningmentioning

confidence: 99%

Mathematics education for relevance, responsiveness, and viability in Africa within the Fourth Industrial Revolution era

Maoto

2023

Pythagoras

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Introduction 2 Historical development of problem-based learning 2 Definition of problem-based learning 3 Key features of problem-based learning 3 The problem-based learning process 4 Problem-based learning formats 5 Problem-based learning and self-directed learning 5 The role of facilitators and students in problem-based learning tutorials 6 Scaffolds in problem-based learning environments 8 Assessment in problem-based learning 8 Different types of problem-based learning problems 9 The design of problems 10 Advantages and challenges of the implementation of problem-based learning 12 Problem-based learning and pedagogies of play 14 Conclusion 16 Contents viii

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Section: Self-directed Learningmentioning

confidence: 99%