Mihai, Maryke2025-02-262025-02-262025-042024-08*A2025http://hdl.handle.net/2263/101237Thesis (PhD (Computer Integrated Education))--University of Pretoria, 2024.This study addresses the challenges faced by a private school in implementing the Department of Basic Education's (DBE) coding and robotics curriculum for Grade 4 learners. The standard curriculum was found to be inadequate in meeting the specific needs of the school's educational environment and diverse learner profiles. To bridge this gap, the research aimed to design, implement, and continually refine a Whole Brain® coding and robotics curriculum tailored to these specific needs. The research question guiding this study was: How can action research principles be utilised to monitor and iteratively improve the design of a Whole Brain® coding and robotics curriculum for Grade 4 learners? This investigation employed a qualitative, action research methodology, combining iterative design, real-time classroom implementation, and reflective analysis. The Whole Brain® model, which integrates cognitive diversity by addressing different thinking preferences, served as the theoretical framework for the curriculum development. This framework was implemented through targeted instructional strategies and activities designed to engage all learners, regardless of their cognitive preferences. The study's findings revealed significant improvements in learner engagement, mastery of coding concepts, and the development of 21st century skills such as critical thinking, communication, problem-solving, and collaboration. Data were collected through classroom observations, learner assessments, and reflective journals, which were analysed to refine the curriculum continuously. The iterative process allowed for adjustments based on real-time feedback, ensuring that the curriculum remained relevant and effective. The integration of Whole Brain® principles not only enhanced inclusivity by catering to diverse cognitive styles but also fostered a balanced learning environment that promoted both creativity and analytical thinking. This research contributes a novel approach to curriculum development in technology education, demonstrating that action research, combined with a cognitive diversity framework, can effectively bridge the gap between theoretical research and practical teaching. The implications of this study extend beyond the local context, offering a scalable model for other educational settings facing similar challenges.en© 2023 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.UCTDSustainable Development Goals (SDGs)Action researchThesisU1510415110.25403/UPresearchdata.28494143