A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education : a research project ; Towards an effective implementation of assessment of biology practical work under ʺcurriculum 2005ʺ,Towards an effective implementation of assessment of biology practical work under ʺcurriculum 2005ʺ

Abstract

A pilot study of the use of groupwork in biology education at the Griffiths Mxenge College of Education: The Government of National Unity in 1994 introduced a new educational policy for the country. This represented a shift in paradigm from a transmission mode of teaching and learning to learner-centered education. The shift marks a transformation from a contentbased curriculum to an outcomes based education (aBE). aBE, which is underpinned by Constructivism and Social Constructivism advocates for the use of groupwork as a strategy for achieving the outcomes envisaged in our learners. The challenge facing teachers and educators is how to implement outcomes based education. The intention of this research is therefore to serve as a pilot project to find out about how groupwork may be used in teaching. It looks at types of groups, considerations a teacher should have in forming groups, dynamics which come into play during teaching and gives suggestions as to how groupwork problems may be solved. Others issued are also raised which were not fully covered in the research. It is the hope of the researcher that the project would be a basis for further research on the use of group work in teaching under outcomes based education. Towards an effective implementation of assessment of biology practical work under "curriculum 2005" Transformation taking place in education in the Republic of South Africa has implications for assessment. It involves a move away from the transmission mode of teaching and learning, to a learner-centered education with the attainment of outcomes. It is a move away from the summative mode of assessment to a formative mode, where assessment leads to the development of the learner and monitor and support teaching and learning. Questions arise as to what to assess, how, when to assess and by whom? This research project is an initial attempt to look at how this assessment policy may be implemented effectively in schools and colleges, using the teaching and learning of practical biology as a tool. It looks at examples of assessment methods that may be used to assess learners work, their functions and problems that may arise in the teachers attempt to transform hislher practices. Suggestions are made on factors to consider in implementing assessment practice and how problems, which may arise in assessment, may be overcome.