Learning approaches used by the art and design and technology students at Molepolole college of education: a case study

Abstract

This paper is a case study of Design and Technology students and Art students at Molepolole College of Education. Learning styles often influence how students construct meanings and make sense out of the learning processes. Interaction between knowledge that one receives and what one believes in results in different levels of understanding and interpretation. Knowledge is not pure as it is influenced by experiences, feelings and social interactions. This paper therefore challenged the view that knowledge is absolute. It sought to explore how students conceptualise and formulated meanings out of the realities of the learning process. It further argues that students’ knowledge is integral to our understanding of classroom practices or learning processes. The paper concludes by highlighting and affirming that students learn best when actively involved in the design tasks. Also that, what teachers perceive to be knowledge might be different from what students perceive to be knowledge on preferential bases. The research method employed is action research and observations. Data were analysed using qualitative and quantitative approaches. The results of this study will benefit lecturers at colleges, teachers of Art, Design and Technology in schools as well as teacher educators in other institutions.

Key Words: Art, Design and Technology, Deeper-learning, Surface-learning, Learner-centred approach, Drawing