Abstract
Amidst a critical national shortage of qualified Black graduates in the pure and applied sciences, the University of KwaZulu-Natal has responded to a call from government for redress by launching the BSc4 Augmented Physics programme. In this paper, the methods employed to foster learning and to encourage student success in the Mechanics module of the Augmented Physics programme are described and discussed. The use of problem-based learning and a holistic learning policy that focuses on the emotional, physical and knowledge development of the student seems to have yielded higher throughput in the first semester of an undergraduate programme in Physics. Furthermore, the results point to an increase in the conceptual understanding of the student with respect to Mechanics. When appraising this success, the results of the 2007–2009 cohorts, with and without teaching interventions in place, were analysed. These initial analyses pave the way for a course designed to benefit the student and improve throughput. These methods are not unique to Physics and can be adapted for any module in any country.
Highlights
Worldwide, students have difficulty with the language of physics, be it subject-specific terminology or the use of everyday language in a physics context.[1]
Even definitions may give students trouble.[2]. This difficulty is compounded when learning in a second or third language,[3,4,5,6,7] which is the case in South Africa where only 12% of students applying for tertiary education are mother-tongue speakers of English.[8]
The results given in the tables and figures that follow indicate the percentage pass rate for a particular level of the revised Bloom’s taxonomy
Summary
Students have difficulty with the language of physics, be it subject-specific terminology or the use of everyday language in a physics context.[1]. As a critical national priority, South African universities have been urged to alleviate the problem of ‘scarce skills’ by increasing the number of Black graduates in the natural and applied sciences.[8,9] Universities in South Africa have attempted to redress the inadequate number of Black graduates through a variety of programmes offering alternative access and support.[10,11,12,13]
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