Abstract

In Zambia, research specifically examining the role of identity in rural school settings has been limited. Previous studies on rural children and schooling in Zambia have primarily focused on explaining low academic performance through geographical and socioeconomic disparities between rural and urban areas. Globally, substantial knowledge has been accumulated on identity formation processes among young people, supported by various theories from African studies and broader contexts that offer common insights across diverse settings. However, whether these existing theories accurately In this study, a pedagogical practice based on problem-based learning and experiential learning was explored by subject librarians of the National Science Library. 76 postgraduate students enrolled on courses in September 2023 were involved in the case study. The content of the course included teaching postgraduate students how to retrieve, acquire, evaluate and manage chemical resources and experimental data, track research progress and analyze development trends. The integrated teaching methods of combining theory and practice, autonomous learning and team tasks, classroom and online were used in course. At the end of the course, students completed an online course evaluation using a five-point Likert scale. The evaluation of the course is large positive. Postgraduate students reflect that they have learned the IL skills to solve practical problems for research, most importantly, they have gained a broader professional overview of chemistry fields and confident presentation experience. This pedagogical practice not only creates opportunities for teaching librarians to develop strategies for IL instruction in subject areas, but will also take a more active role in contributing to academic teaching and learning outcomes for the research library.

Author: Wu Ming

Published in: World Congress on Education (2024)

  • Date of Conference: 26-28 August, 2024
  • DOI: 10.20533/WCE.2024.0025
  • Electronic ISBN: 978-1-913572-71-6
  • Conference Location: Churchill College, Cambridge, UK

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