Background: Educational reforms and transformations are influenced by the evolving changes that occur in societies and around the world. Education philosophy is a search for ways to improve the way we teach and learn. The research is based on Geography's outcome-based education (OBE), which is informed by realism, idealism, and pragmatism.
The study's goals are as follows: The first goal is to look at how competence-based teaching might help students learn field sketching, observation, and recording skills in geography class.
Objective 2: Evaluate how learners might be given the knowledge and abilities they need to map vegetation.
Objective 3: To investigate how learning philosophy influences competence-based field technique teaching.
Objective 4: To investigate how discussion between learners and facilitators influences teaching and learning in Geography classes.
Methods: An ethnographic approach of data collection was utilised, and this method was pertinent because the researcher would stay among the respondents for an extended period of time, engaging with them and living with them while collecting data. Observation and in-depth semi-structured interviews are the foundations of ethnography.
Discussion and Conclusions: Students' and lecturer's perspectives and perceptions were verbatim recorded. It was discovered that breaking away from traditional Geography teaching methods may be difficult because some respondents did not see the value of outcome-based teaching and learning in higher education institutions. However, some of the student population appreciated being involved in what they learned because they wanted their voices to be heard.
Conclusion: The traditional teaching and learning method depicts schooling as a step-by-step process from the first to the last year. Each stage of the programme is clearly stated in terms of duration. A daily timetable is used to keep track of this. WHEN and HOW students learn is fundamental to conservative teaching. The OBE paradigm focuses on WHERE and HOW students learn rather than WHEN they study.
Recommendation: Teachers at higher education institutions are encouraged to use a competence-based approach when teaching topics like map reading and interpretation. The principles of realism, pragmatism, and idealism underpin competency-based education.Author(S) Details
Maligana Mathe
Zimbabwe Open University, Department of Geography and Environmental Science, Zimbabwe.
Kelebogile Mfolwe
Botho University, Kgale View Gaborone, Department of Higher Education, Botswana.
View Book:- https://stm.bookpi.org/ECEES-V1/article/view/4701
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