The (Re)Construction of a Philosophical and Pedagogical Position for the Foundation Programme at UKZN with Particular Reference to the Biology Module.

Keywords

Constructivism (international relations), Foundation (evidence), Disadvantaged, Curriculum, Higher education

References

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Cited by

• Evaluating the Success of a Science Academic Development Programme at a Research-intensive UniversityJohann Engelbrecht, Ansie Harding, Marietjie Potgieter — 2014
• Using Decision Tree Analysis to Understand Foundation Science Student Performance. Insight Gained at One South African UniversityNicola F. Kirby, Edith R. Dempster — 2014
• Not the Norm: The Potential of Tree Analysis of Performance Data from Students in a Foundation Mathematics ModuleNicola F. Kirby, Edith R. Dempster — 2015
• Accommodating those Most at Risk. Responding to a Mismatch in Programme Selection Criteria and Foundation Biology PerformanceNicola F. Kirby, Edith R. Dempster — 2015
• Academic Support at the University of KwaZulu-Natal: A Systematic Review of Peer-Reviewed Journal Articles, 2010–2015Paideya Vino, Annah Vimbai Bengesai — 2017
• Refining Process-oriented Guided Inquiry Learning for Chemistry Students in an Academic Development ProgrammeChristine E. Mundy, Marietjie Potgieter — 2019
• Alternative Access to Tertiary Science Study in South Africa: Dealing with ‘Disadvantage’, Student Diversity, and Discrepancies in Graduate SuccessNicola F. Kirby, E. Dempster — 2018

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