STRUCTURING AN ACTIVITY THEORY-BASED FRAMEWORK FOR EVALUATING A SCIENCE EXTENDED CURRICULUM PROGRAMME.
Determining the merits of programmes designed to increase the participation of under-prepared students in higher education is a complex undertaking. A dominant approach to programme evaluation focuses on the effects of single variables on students' performance. While useful for understanding the imp...
| Publicado en: | South African Journal of Higher Education Vol. 29; no. 1; pp. 211 - 238 |
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| Formato: | Artículo |
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Sabinet Online Limited
2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=109449762&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 109449762 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 10113487 SG3 jtl: South African Journal of Higher Education issn: 10113487 maglogo: N pubinfo: dt: 2015 vid: 29 iid: 1 pid: 31334 pub: Sabinet Online Limited artinfo: ui: 109449762 ppf: 211 ppct: 27 formats: tig: atl: STRUCTURING AN ACTIVITY THEORY-BASED FRAMEWORK FOR EVALUATING A SCIENCE EXTENDED CURRICULUM PROGRAMME. aug: au: Kizito, R. affil: Directorate: Teaching and Learning, University of the Western Cape, Bellville, South Africa su: Curriculum Higher education Cultural history Educational programs Education research sug: subj: Curriculum Higher education Cultural history Educational programs Education research keyword: activity theory-based analysis extended curriculum programme programme evaluation ab: Determining the merits of programmes designed to increase the participation of under-prepared students in higher education is a complex undertaking. A dominant approach to programme evaluation focuses on the effects of single variables on students' performance. While useful for understanding the impact of individual factors, this approach does not offer a holistic view of how activities and processes shape the learning environment. An approach that could address this concern is cultural-historical activity theory (CHAT). Within an activity system, a participant (subject) whose agency is the focus of the analysis, acts on and transforms an (object) producing an outcome through mediating influences of other factors, such as community, division of labour and rules. This article reviews a selection of empirical studies using activity theory-based analysis. From this review, tenets of contemporary versions of activity theory (AT) are explicated, illustrating areas of compatibility and incongruities with evaluation practices. A way of coimbricating these approaches to develop a methodological framework for analysing the science extended curriculum programme (ECP) at the University of the Western Cape (UWC), Bellville, South Africa, and for future evaluation work, is proposed. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2015 holdings: @attributes: islocal: N |
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