YEARS 7–12 IDEAS
ARTICLES
FOR THE CLASSROOM
Enhancing Adaptability in Grade 9 Boys through Task-Based Learning (continued)
Further responses from the final survey indicate that the majority
of students changed their behaviour, affection and cognition in
the NGLS (see Appendix A), which, according to Martin (2013),
shows successful adaptation. The majority of boys said they
made changes in order to work better in the space (Fig. 2) and
when asked whether they had adapted to the NGLS, all but one
responded affirmatively (Fig. 3).
students becoming better at a particular range of learning tasks
that are uncommon in a conventional classroom. The majority
of students polled said the following tasks were most beneficial
for NGLS: making videos, group presentations, group tasks,
practical tasks, and teacher demonstrations. Contrastingly,
the boys identified the least helpful activities in the NGLS as
individual tasks, use of the whiteboard, and worksheets (Fig.1).
Figure 1: Rating of tasks in Physneyland
Figure 2. Adapting to work
in Physneyland
Figure
2. Adapting to work in Physneyland
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SCIENCE EDUCATIONAL NEWS VOL 67 NO 3