YEARS 7–12 IDEAS
ARTICLES
FOR THE CLASSROOM
Enhancing Adaptability in Grade 9 Boys through Task-Based Learning (continued)
• enable new pedagogies, including technology-enabled
pedagogies, to be explored and trialled (Boys, 2011; Carr &
Fraser, 2014);
Research Question
How might participation in task-based learning help Grade 9 boys
adapt to a next generation learning space?
• are intentionally designed to facilitate collaborative, connected,
and active learning (Heppell et al., 2004; JISC, 2006);
Action Research Method
• are technology-enabled and allow for students to use their
own devices (Morrone & Workman, 2014);
Action research relies on a “look, think, act” cycle of inquiry and
action. It gives value to a small-scale classroom approach and
does not rely on rigorous quantitative data analysis (Stringer,
2014). While adaptability traits have been measured quantitatively
by Martin (2013), it is important to gauge whether students can
articulate their own adaptability in a familiar classroom context.
The localised nature of this project gives critical insight into
behavioural, cognitive, and affective adjustment of boys in a
NGLS. An advantage of an action research methodology is the
opportunity for the researcher to change and adapt the process
of the action if new information emerges during the project.
Elements of TBL can be assessed and modified along the way if
students and teachers can articulate a need. Furthermore, once
a small-scale “look, think, act” cycle has occurred, a larger one
can follow, so that the sphere of influence might be increased.
Meaningful findings from the research can then be further
investigated by schools and researchers as NGLS become more
widespread.
• include formal and informal spaces, physical and electronic
spaces (van Schaik, 2014);
• have comfortable furniture that is configured easily and quickly
by academics and students to suit different pedagogies
(Morrone & Workman, 2014).
Ling and Fraser (2014) make it clear that although there has
been a significant amount of work on designing Next Generation
Learning Spaces, little has been done to observe what effect they
have on student learning and which pedagogies might work best
in such spaces. Even less research has been developed in the
use of NGLS in secondary schools and the impact they have on
high school students’ learning. This action research project is of
significant importance to implement ideas from current research
relevant to this area.
The design for these new spaces most often draws upon cognitive
and social constructivist learning theories (Ling & Fraser, 2014).
Intended pedagogies are primarily student-centred approaches
that identify children as intrinsically motivated and able to
construct their own understandings of the world around them.
TBL is an attempt to address the need for a new pedagogy in
the NGLS since previous experience demonstrates classical
techniques can have limited success. Successful transition from
classical learning spaces to NGLS appears to present students
with challenges and requires teachers and students to adapt to
best utilise the opportunities afforded by the space. The most
successful learners will be the ones who most swiftly adapt to the
NGLS (Keppell, 2014).
Literature Review
It is critical to align action research with current literature if the
proposed action is to be relevant and effective. This literature
review discusses key concepts of the research question. Primary
areas of interest include boys’ learning, NGLS, adaptability, and
TBL.
Next Generation Learning Space (NGLS)
Next Generation Learning Space is a term used to describe a
new type of classroom or learning environment. These types
of learning spaces have been implemented across Australia
in primary, secondary, and tertiary educational institutions,
including Churchie Grammar School in Brisbane and Newcastle
University in NSW. Similar designs have also been used when
creating spaces for the mainstream workforce. Companies such
as Google and Commonwealth Bank of Australia have included
elements of the NGLS in their office interiors. With the variety of
terms, including “innovative learning environment,” “hot desking,”
“future focused learning space,” and “flexible work or learning,”
there is a need to define these types of work spaces. Fraser
(2014) clusters these spaces under the term “Next Generation
Learning Space” (NGLS) and has collated the key aspects.
Primarily, these are spaces that:
Adaptability to NGLS
For students to be successful in a NGLS, they must adapt
primarily to the space and also to the teaching and learning
styles that most appropriately accommodate the space. It is of
critical importance to choose the most appropriate pedagogy to
fit the space. As each space is different, it might be expected
that a single pedagogy may not provide a solution for all spaces.
Given the diverse range of these spaces and students’ familiarity
with classical style classrooms, it can be a demanding task to
adapt to these new classrooms. Martin, Nijad, Colmar and Liem
(2013) define adaptabi lity “as appropriate cognitive, behavioural,
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SCIENCE EDUCATIONAL NEWS VOL 67 NO 3