Abstract:
This study suggests a teaching framework to enhance the intrinsic motivation, mindset and science performance of undergraduate university students from disadvantaged socioeconomic backgrounds in South Africa.
The Technology-enhanced, Brain-based and Science Knowledge (TBBaSK) Framework for science education is based on the Technological Pedagogical Content Knowledge (TPACK) Framework. However, it integrates elements, tenets and principles of brain-based learning (BBL) to assist lecturers in their planning and presentation of science lectures. It contributes to research on technological, pedagogical and content knowledge by adhering to the call to consider educational contexts and real-life classroom applications and develop
metacognition in teaching and learning approaches. Furthermore, it reacts to
recommendations from studies on brain-based learning to provide more support in science classrooms. The application of this framework includes brain-based learning principles and applications such as mindfulness techniques, the impact of mind moves as brain exercises, an understanding of mindset, multisensory teaching and the development of metacognition. These techniques are integrated with technology in science education, as described by the TPACK Framework.
The TBBaSK Framework was applied using a case study strategy at the Tshwane University of Technology (TUT), a university of technology in South Africa. An experiment was conducted over six Saturdays, focusing on Fluids from the first-year Physics curriculum to determine the framework’s influence on mindset, motivation and science performance. Both qualitative and quantitative data were collected during the experiment. The mindset and motivation of both a control group and an experimental group were measured before and after the intervention using standardised tests. Science performance was measured before
and after assessment.
The combination of the qualitative and quantitative results shows that implementing the components of the TBBaSK Framework positively influenced motivation, mindset and science performance. Qualitative results showed that 91.3% of the participants of the experimental group felt more self-motivated, believed they could kindle a growth mindset and felt optimistic that the intervention had helped them understand science better.
