The Development of the Curriculum

According to Bender et al. (2006), curriculum is ―an explicitly and implicitly intentional set of interactions designed to facilitate learning and development and to impose meaning on the experience‖ (p33). Thus the curriculum design process involves formulating learning outcomes and designing activities that will create the environment for those outcomes to be achieved.

Curriculum development follows a cycle very similar to that of the Lewinian model for the cycle of action research. The HEQC Guide to Service-Learning in the curriculum (Bender et al. 2006) advocates a four step process for the ongoing development of a service-learning curriculum.

The four stages are (with the corresponding Lewin stage in brackets):

 Development and Design (Planning)

 Implementation (Action)

 Reflection and Assessment (Observation and Reflection)

3.4.2.1 Design of the Service-Learning Module

To fulfil the Bringle and Hatcher (1995) definition of service-learning, the component needed to be course-related, for academic credit and include a reflection component. The HEQC guide provides a summary of the value of reflection:

―Critical reflection provides students with the opportunity to examine and question their beliefs, opinions and values; it involves observation, asking questions, and putting together facts, ideas and experiences to derive new meaning‖ (Bender et al. 2006, p 58).

The HEQC guide gives six principles for designing reflection. Reflection, whether it is structured or free, must

 Connect with the module content

 Be continuous with multiple opportunities for reflection, before, during and after the experience

 Challenge the student

 Coach: Provide support for the aspects of the module that are challenging

 Be contextualised: appropriate for the context of the module

 Enhance communication: reflection should provide opportunities for reflection with peers, staff and the community members

The reflection components were thus designed with these principles in mind. The reflection components were also useful to me because, aside from being a requisite part of the service-learning module they could provide a rich data source. Thus I wanted to ensure that the reflection times were productive and gave opportunity for both structured and free reflection.

As both a researcher and educator in this component, developing the course in collaboration with the lecturer was essential both to maintain the quality of the course and to ensure the quality of the research. The aim for the lecturer was to increase the students‘ knowledge in chemistry whereas my main aim was changing the curriculum and researching the effect that this had on the students‘ learning. Hence our different approaches were complementary in terms of curriculum development.

The HEQC guide provides a typology of learning outcomes which is in line with the outcomes-based education critical cross-field outcomes stipulated for South African education. These types of learning outcomes are listed below:

 Knowledge/understanding

 Cognitive skills beyond information acquisition

 Procedural skills

 Social skills

 Attitudes/Values/Self-confidence

 Personal growth (Bender et al. 2006, pp 45-46)

The student learning outcomes desired for the organic chemistry service-learning module are listed below with the HEQC outcome type in brackets:

 A deep understanding of dye chemistry and its social context (Knowledge/Understanding and cognitive Skills)

 Ability to use the written communication medium effectively (Procedural skills)

 An understanding of academic writing, the conventions thereof and the acquisition of such skills (Procedural skills)

 Ability to draw chemical structures using computer software programmes (Procedural skills)

 Ability to reference correctly using the American Chemical Society numbered system according to the Style Guide (Procedural Skills)

 Ability to verbally communicate chemistry to both experts (lecturer and demonstrators) and novices (Grade 12 learners) (Social, cognitive and procedural skills)

 Knowledge of azo dyes and how to synthesize them (Knowledge/Understanding and cognitive skills)

 Understanding of safety hazards and safety protocol in the laboratory (Knowledge/Understanding)

 Working tidily and cleanly in the laboratory. Dyes are readily transferred to objects and people in the laboratory and tidiness and cleanliness can be easily monitored (Procedural skills)

 Ability to communicate and work effectively as a team (Social skills and Attitudes/Values/Self-confidence)

 Ability to plan, reflect and think critically about their experience to facilitate learning and future improvement ( Cognitive skills)

 A deeper appreciation for the discipline of chemistry (Attitudes/Values/Self- confidence)

 An understanding of their own usefulness and the value of the knowledge that they have gained (Personal Growth)

 A sense of responsibility towards the community (Attitudes/Values/Self confidence)

3.4.2.2 The Introductory Lecture

The introductory lecture was used as a time to introduce myself to the class and elucidate for them the aim of service-learning and the goals of my research project. The ethics were explained to them as well as the issue of confidentiality vs. anonymity. It was explained that due to the nature of the research being based in the university, people might be able to find out who was involved in the study, but nothing that they said or wrote would ever be able to be traced back to them personally. The letters and informed consent forms were handed out, and the consent forms signed. The lecturer was also present while I talked to them and he interjected and added his own support and enthusiasm during my presentation.

Here the essay assignment was explained and handed out. The pre-questionnaires were also handed out and completed during the period. The completion of the pre- questionnaires (Appendix G. 1) concluded the lesson and provided the opportunity for pre-reflection on the part of the students.

3.4.2.3 The Essay: “The Chemistry of My Favourite Colour”

Kesner & Eyring (1999) suggested the use of an essay as an introduction to a service- learning project. This appeared to work well in these practitioners‘ situation and I felt that this would be a valuable exercise for our students as well. For these students this essay was the first time they had been required to write an academic paper within the discipline of chemistry. Thus the writing of the academic essay required the use of many skills which the students had never needed before. For this reason, a comprehensive handout detailing what was expected, as well as tips and hints for finding information, using both computer-based academic search engines and specified reference texts; drawing chemical structures and using accepted international protocols to reference their work. (See Appendix C.)

To prevent the students from all choosing the same colour, or the colour on which there was the most information, the students were first asked to write down their favourite colour before they were informed about the essay.

The aim of the essay was to provide the students with a background in dyes and dyeing and the chemistry related to that industry before they came into the laboratory to do the practical.

The essay required them to:

 research the general background of dyes and dyeing as well as more specific chemical information regarding the colour that they had chosen as their favourite

 to find a mechanism for the manufacture of the dye and thus they were introduced to understanding and drawing mechanisms from papers and sometimes very advanced texts.

 start thinking about the significance of dyes and dyeing and what the cultural implications are for colour chemistry.

Below is an excerpt from the assignment sheet they received, detailing what was required:

Your Essay Must Include:

 A general introduction to dyes, dyeing and the textile industry with reference to the importance of dyes in everyday life

 At least one industrial process (including the reaction scheme and mechanism) used to manufacture a synthetic dye of your chosen colour.

 A natural source of your colour dye and some background information with reference to when and where it was used and how it was discovered. You must find its chemical structure and try to find the social significance of the colour in the culture(s) which used it.

 General information on mordants/fixatives and how and why they are used.

 Information on how the dye binds to different textiles.

 A minimum of 6 references of which at least 3 references must be from the books

placed on short loan and at least 2 journal/periodical articles as well as any other

sources you might like to use, all referenced correctly in the ACS style.