Andrew Golightly
Biographic Data
| ID | 2202949 |
|---|---|
| NAME | Andrew Golightly |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Golightly |
| SIGNATURE | GOLIGHTLY A |
| AFFILIATIONS | North-West University |
| ORCID | 0000-0001-5744-1438 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The relationship between a set of selected variables characterizing FET phase South African geography teachers and their self-directed learning abilities
This study investigates the relationship between a set of selected variables of geography teachers and their self-directed learning abilities. A quantitative research method based on the Self-Directed Learning Abilities Instrument (SDLi) was used. Geography teachers (n = 130) in the Further Education and Training phase in two districts in North West province completed the SDLi. Most of the teachers held the perception that they possessed the nece…
The importance of meaningful quality geography education in South African learning contexts
Relationships between geography teachers’ SDL skills, participation in self-directed professional development and the use of learner-centred instructional strategies
This is one in a series of articles that reported on geography teachers’ self-directed learning (SDL) abilities, participation in self-directed professional development (SDPD) activities and the use of learner-centred instructional strategies in their classrooms. Geography teachers must act as self-directed learners through participating in SDPD activities to improve instructional practices. This study investigates the relationships between geogr…
A Balancing Act
Learner-centered instruction fosters 21st-century skills and must be implemented in geography classrooms. In this South African case study, most teachers predominantly implemented teacher-centered instruction. The analysis of the results established a moderate but highly significant relationship between geography teachers’ years of teaching and their implementation of teacher-centered instruction and a weak significant relation in the implementat…
Building bridges
This study explores pre-service geography teachers’ assessment of the impact of hard and soft scaffolds used in problem-based learning on their own learning. Respondents had to complete a “Scaffolds in geography problem-based learning” instrument after the problem-based learning intervention. The respondents could also elaborate on the impact of the scaffolds on their learning in the comments section of the instrument. The results indicated that …
The decolonisation of the curriculum project
This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strat…
Engaging pedagogies to facilitate the border-crossing between the Natural Sciences and indigenous knowledge
This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strat…
The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning
Problem-based learning can be implemented in South African geography teacher education to foster geography students’ self-directed learning skills. The purpose of this longitudinal case study was to determine B.Ed. geography students’ (n = 45) perceptions of their self-directedness in learning in integrated problem-based learning experiences over a three-year period. The study used quantitative and qualitative research methods based on questionna…
Video annotation software application for thorough collaborative assessment of and feedback on microteaching lessons in geography education
This article discusses the process and findings of a study in which video annotation (VideoANT) and a learning management system (LMS) were implemented together in the microteaching lessons of fourth-year geography student teachers. The aim was to ensure adequate assessment of and feedback for each student, since these aspects are, in general, a shortcoming of micro-lesson facilitation. VideoANT is an online environment synchronizing web-based vi…
Regional variations in the European Neolithic dispersal
The mechanisms by which agriculture spread across Europe in the Neolithic, and the speed at which it happened, have long been debated. Attempts to quantify the process by constructing spatio-temporal models have given a diversity of results. In this paper, a new approach to the problem of modelling is advanced. Data from over 300 Neolithic sites from Asia Minor and Europe are used to produce a global picture of the emergence of farming across Eur…
Are South African Geography education students ready for problem-based learning
Problem-based learning (PBL) is one of the possible training strategies that could be more fully implemented in the South African formal education system. The intention to migrate from teacher-centred to learner-centred instructions in higher education institutions and schools makes PBL a plausible option. Geography education students might be exposed to PBL because their training implies the acquisition of abilities to solve real-world situation…
Regional variations in the European Neolithic dispersal
The mechanisms by which agriculture spread across Europe in the Neolithic, and the speed at which it happened, have long been debated. Attempts to quantify the process by constructing spatio-temporal models have given a diversity of results. In this paper, a new approach to the problem of modelling is advanced. Data from over 300 Neolithic sites from Asia Minor and Europe are used to produce a global picture of the emergence of farming across Eur…
The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning
Problem-based learning can be implemented in South African geography teacher education to foster geography students’ self-directed learning skills. The purpose of this longitudinal case study was to determine B.Ed. geography students’ (n = 45) perceptions of their self-directedness in learning in integrated problem-based learning experiences over a three-year period. The study used quantitative and qualitative research methods based on questionna…
Are South African Geography education students ready for problem-based learning
Problem-based learning (PBL) is one of the possible training strategies that could be more fully implemented in the South African formal education system. The intention to migrate from teacher-centred to learner-centred instructions in higher education institutions and schools makes PBL a plausible option. Geography education students might be exposed to PBL because their training implies the acquisition of abilities to solve real-world situation…
Regional variations in the European Neolithic dispersal
The mechanisms by which agriculture spread across Europe in the Neolithic, and the speed at which it happened, have long been debated. Attempts to quantify the process by constructing spatio-temporal models have given a diversity of results. In this paper, a new approach to the problem of modelling is advanced. Data from over 300 Neolithic sites from Asia Minor and Europe are used to produce a global picture of the emergence of farming across Eur…
Video annotation software application for thorough collaborative assessment of and feedback on microteaching lessons in geography education
This article discusses the process and findings of a study in which video annotation (VideoANT) and a learning management system (LMS) were implemented together in the microteaching lessons of fourth-year geography student teachers. The aim was to ensure adequate assessment of and feedback for each student, since these aspects are, in general, a shortcoming of micro-lesson facilitation. VideoANT is an online environment synchronizing web-based vi…
The influence of an integrated PBL format on geography students’ perceptions of their self-directedness in learning
Problem-based learning can be implemented in South African geography teacher education to foster geography students’ self-directed learning skills. The purpose of this longitudinal case study was to determine B.Ed. geography students’ (n = 45) perceptions of their self-directedness in learning in integrated problem-based learning experiences over a three-year period. The study used quantitative and qualitative research methods based on questionna…
The decolonisation of the curriculum project
This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strat…
Engaging pedagogies to facilitate the border-crossing between the Natural Sciences and indigenous knowledge
This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strat…
Building bridges
This study explores pre-service geography teachers’ assessment of the impact of hard and soft scaffolds used in problem-based learning on their own learning. Respondents had to complete a “Scaffolds in geography problem-based learning” instrument after the problem-based learning intervention. The respondents could also elaborate on the impact of the scaffolds on their learning in the comments section of the instrument. The results indicated that …
A Balancing Act
Learner-centered instruction fosters 21st-century skills and must be implemented in geography classrooms. In this South African case study, most teachers predominantly implemented teacher-centered instruction. The analysis of the results established a moderate but highly significant relationship between geography teachers’ years of teaching and their implementation of teacher-centered instruction and a weak significant relation in the implementat…
The relationship between a set of selected variables characterizing FET phase South African geography teachers and their self-directed learning abilities
This study investigates the relationship between a set of selected variables of geography teachers and their self-directed learning abilities. A quantitative research method based on the Self-Directed Learning Abilities Instrument (SDLi) was used. Geography teachers (n = 130) in the Further Education and Training phase in two districts in North West province completed the SDLi. Most of the teachers held the perception that they possessed the nece…
The importance of meaningful quality geography education in South African learning contexts
Relationships between geography teachers’ SDL skills, participation in self-directed professional development and the use of learner-centred instructional strategies
This is one in a series of articles that reported on geography teachers’ self-directed learning (SDL) abilities, participation in self-directed professional development (SDPD) activities and the use of learner-centred instructional strategies in their classrooms. Geography teachers must act as self-directed learners through participating in SDPD activities to improve instructional practices. This study investigates the relationships between geogr…
Mathematics education (9 works) · Psychology (9 works) · Geography (8 works) · Pedagogy (8 works) · Innovative Teaching and Learning Methods (5 works) · Sociology (5 works) · Education and Critical Thinking Development (3 works) · Educator Training and Historical Pedagogy (3 works) · Geography Education and Pedagogy (3 works) · Problem and Project Based Learning (3 works)