Thesis (MTech (Radiography))--Peninsula Technikon, 2003
Brain Compatible Learning (BCL), as its name suggests, is a type of learning which is
aligned with how the human brain naturally learns and develops. BCL offers many
different options and routes to learning as alternatives to conventional 'chalk and talk'
methodologies. A BCL curriculum is planned to define the structure and content of a
programme of learning, but it also provides opportunities for students to participate in
activities, which encourage and enhance the development of an active and deep
approach to learning. Using BCL approaches in the classroom thus creates both a
stimulating and a caring environment for student learning.
This project researches a BCL intervention in a Radiation Science course. The use of
BCL techniques has tended to have been done predominantly in the social sciences;
this research fills an important 'gap' in the research literature by examining how BCL
might be implemented in a technical and scientific context.
The research was conducted using an adapted Participatory Active Research
methodology in which classroom interventions were planned (within a constructive
framework), rather than implemented and then reflected on by all participants. The
PAR method was supplemented with a series of detailed questionnaires and
interviews.
The broad findings of this study relate to students' experiences of BCL in Radiation
Science in terms of 'process' and 'product" issues. In terms of process, or the
methodology of BCL, students' responses were largely positive. Students enjoyed the
varied learning experiences of the BCL classroom. There were, however, some
students who experienced difficulty with BCL methodologies. This could be
attributed to the nature of educational innovation in a context where students have
mainly been exposed to a conventional, 'transmission' educational approach.
There are two main conclusions with regard to the 'products' of the BCL intervention.
Firstly, students' marks may improve (due to the interactive and reflective nature of the BCL program) and there may be an increase in students awareness of their own
learning styles and preferences - with a resultant growth in the students' self
confidence as learners.
Other conclusions drawn from this study are that there are considerable strengths in
the BCL when used in the technical and scientific context of Radiation Science. BCL
facilitates a thorough grounding in core areas and the practical and analytical skills
that are at the heart of Radiation Science II B. BCL contributes to a learning
environment which is conducive to effective learning for individual students as well
as for groups of students, and in which the responsibility for the effectiveness of
learning from discussion in group activities lies with students, rather than the lecturer.
BCL plays a role in increasing students' abilities to analyse complex problems by
drawing on methods, which are closely aligned with the natural process of how the
human brain learns and develops.
There is a need to improve the quality of teaching, learning and assessment in Higher
Education in South Africa There is also a need to increase the quantity of diplomates
and graduates with technical and scientific qualifications. This study offers a
contribution to the improvement of Higher Education by suggesting a way in which
Higher Education staff could align their practices with how students learn.
The report concludes that there is a place for BCL in teaching the subject Radiation
Science to second year radiography students. Methods to introduce these changes are
discussed further to show more varied approaches.
