期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：8
页码：1-17
DOI：10.29333/ejmste/91921
出版社：Pamukkale Univ Dept Sci Education
摘要：The purpose of this study is to interrogate a ‘working’ strategy established to improve
and sustain learner performance by two Life Sciences and two Physical Sciences
teachers of two best-performing high schools in the North West province of South
Africa. The schools in this study have had a pass rate of over 90% for seven consecutive
years in Physical and Life Sciences. Ausubel’s (1963) constructs of Meaningful
Reception Learning theory provided the conceptual framework for this study. The study
was purely qualitative, employing an exploratory case-study approach. Purposive
sampling was adopted to identify participants and research sites for the study. Data
was generated through interviews, classroom observations and document analysis. The
data were thematically analysed using open coding, axial coding and selective coding.
Results of the study demonstrate that the aha! moment originated from the use of
role-playing as a teaching strategy. Recommendations for policy and further research
are suggested.
关键词：aha! moment; case study research; learner performance; role-playing;
meaningful reception learning theory
