This research was motivated by introduction of the topic of evolution in the Grade 12 curriculum in South African schools in 2008. Overseas research shows that evolution is a very controversial topic to teach, raising serious concerns for teachers. The need for appropriate professional development was urgent, but many Life Sciences had been dissatisfied with government workshops they had attended in preparation for the new curriculum. Furthermore, the teachers were sceptical about their ability to explain the theory of evolution because they did not have adequate content knowledge to teach the subject. Curriculum change theory dealing with „stages of concern‟ suggests that teachers implementing a new curriculum move through a series types of concern, and that if their initial concerns are not addressed teachers will be slow to move on to more task-related matters. This study aimed to identify the early concerns and needs of teachers who had to teach evolution for the first time in a new Life Sciences school curriculum, in order to provide crucial information for service providers who have to design appropriate support workshops. Data were gathered using seven activity-based questionnaires, from a convenience sample of two groups of teachers (n = 45 and n = 74) from various districts in Gauteng, attending 2007 and 2008 in-service training workshops on the teaching of evolution. The data were analyzed using open coding and frequency counts. The data revealed that teachers had concerns on different levels, the majority of concerns identified being „self-concerns‟ dealing with personal worries and need for information. Late concerns were less prevalent. A further analysis of self-assessed knowledge levels of teachers as well as actual levels (based on definitions of biological evolution provided by the teachers and results of an evolution quiz designed to diagnose possible misconceptions) was done. The data showed that the knowledge of most teachers was poor, and that many teachers over-estimated the adequacy of their own knowledge. This information is useful for the teachers themselves, curriculum developers and those involved in professional development.

A research report submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements of the degree of Masters of Science. Johannesburg, March 2017. / Images in human evolution play a pivotal role in helping learners understand the nature and characteristics of early humans which are central to understanding human ancestry and identity. These images, like any sign systems, were created from a particular perspective and are prone to have multiple interpretations depending on the ideological and cultural disposition of both the creator and the reader. Therefore, there is a potential that unintended meanings and associations with the representations could propagate misconceptions about human evolution. This study aims to investigate how Grade 12 Life Sciences textbooks portray human evolution through the use of a semiotic analysis based on Barthes’ (1977) semiotic theory. Through conducting my analysis, I found out that multiple modes of representation were used to portray human evolution. I also found that the degree of accuracy varied with graphs being the most accurate in comparison to other modes of representations. Furthermore, some images latently communicate race and gender related biases as well as the idea that apes are ancestors of human beings. The implications of this study are that there is need to make Life Sciences teachers more aware of the multiple meanings associated with images of human evolution so that they can articulate the multiple meanings of these images. Furthermore, there is a need for further study regarding how teachers and learners interpret the meanings associated with human evolution images with an aim of revising them if need be so as to enhance learning of the relevant concepts about the broader concept of human evolution. / LG2017

A research report submitted to the Faculty of Science, University of the Witwatersrand, in partial fulfilment of the requirements for the degree of Master of Science Johannesburg March 2017 / In South Africa there are eleven official languages and every citizen has a right to receive education in any of these languages. Nevertheless, the language of learning and teaching (LOLT) in most schools is either English or Afrikaans. Of the two languages English is more dominant because it is a global language and is preferred by parents. In a bid to embrace the call by UNSESCO (2007) which encourages science learning and teaching to be done in the mother tongue, South Africa implemented the teaching of science in indigenous languages in the lower grades in primary (1-3). Nonetheless, this endeavor has its merits and demerits. In South African schools most teachers and learners are English Second Language speakers. This study investigated the South African life sciences teachers’ use of science classroom language (technical and non-technical components) when teaching evolution to grade 12 learners in public schools. The primary objective of this study was to establish South Africa’s life sciences teachers’ awareness of the difficulty of the science classroom language towards suggesting strategies that they use to assist learners to better understand the science language. Three grade 12 life sciences teachers from two public schools in Johannesburg were observed and audio recorded three times while teaching evolution. A follow-up interview with each teacher was conducted to obtain clarity on language related issues that arose from the observations. As a result, the empirical data consisted of nine recorded lessons and accompanying field notes for each lesson as well as three recorded interviews. The interviews and the field notes were analysed using an interpretive approach whilst a strategy known as content analysis was used to analyse classroom observations so as to conclude on the teachers’ preferred approach to language use during teaching. From the findings, it can be suggested that South African life sciences teachers who participated in this study employed a variety of strategies to present technical terms to their learners but lacked explicit awareness of the difficulty of the science classroom language. / MT 2017

This is a qualitative case study which sought to explore the integration of indigenous knowledge systems (IKS) in the teaching of conservation of biodiversity and natural resources by Grade 10 Life Sciences Educators in the Pinetown district. The study was done in two parts. Part one explored the Grade 10 Life Sciences educators’ understanding of the integration of indigenous knowledge in Life Sciences and the extent to which the educators integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The data analysed was collected through questionnaires with open ended questions. Part two interrogated how the two educators who were purposively selected from part one of the study integrated indigenous knowledge in their teaching; as well as what informed the way they integrated indigenous knowledge in their teaching. The data analysed was collected through a pre-observation interview, a lesson observation and a post-observation interview with each of the two participants. The data was analysed within the conceptual framework of teachers as cultural brokers. The National Curriculum Statement (NCS) policy document for Life Sciences explains indigenous knowledge as another way of knowing and as an alternative way of explaining concepts that are usually explained using scientific knowledge. Hence it encourages the interaction of different ways of knowing in formal schooling. The analysis of part one of the study showed that 90% of the educators that participated in the study said that they integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The analysis of how the educators integrated indigenous knowledge in their teaching and what they did when they integrated indigenous knowledge showed that, even though the educators verbally asserted that they integrated indigenous knowledge in their teaching, there was in fact no evidence of a proper understanding and integration of indigenous knowledge in their teaching. Instead, the educators’ integration of indigenous knowledge point to the educators using indigenous knowledge to foster and strengthen the learning of scientific knowledge and to promote the interest of their learners in the learning of science knowledge. At the core of the educators’ integration of indigenous knowledge is their concern with their learners’ learning of scientific knowledge. In this regard, the educators couldn’t be seen to function as cultural brokers in helping learners move between their indigenous knowledge and the science knowledge of the concept of the conservation of biodiversity and natural resources. The analysis showed a limited understanding of the principles and ideas upon which indigenous knowledge can be integrated into the Life Sciences curriculum. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Much work has been accomplished in the preparation of life science curricular materials for average and above average students at the secondary level; however, very little has been prepared for slow learners. The number of slow learners attending the public schools is substantial enough to have encouraged many public schools to establish homogeneously grouped classes specifically for these students. With the establishment of special classes for slow learners the need for materials specifically de. signed for these students becomes apparent.In answer to this need the present research undertaking was instituted. The research focused upon the development and testing of an eight-week unit of study in life science and evolved through three phases: (1) preparation, writing, and assembly of a student text and a teacher's handbook; (2) preliminary testing during a pilot study; and (3) comprehensive testing with five classes of homogeneously grouped slow learners.

This research project investigates the implementation of formative assessment policies in the Life Science curriculum at two schools in the Keetmanshoop District, Karas Education Region. It takes the form of an interpretive case study and adopts a qualitative approach. Several data collection tools were used: classroom observation, document analysis and semi-structured interviews. Two of the eleven schools in the Karas Region offering Grade 10 Life Science were selected for the study, and the research participants at each school consisted of one Grade 10 Life Science teacher and five of their learners. The study situates itself in the context of Namibian educational reform by reviewing relevant literature pertaining to learner-centred (constructivist) education and assessment practices in pre- and post-independent Namibia. The study highlights issues pertaining to formative assessment that are at variance with reform policies, identifying six recurring themes that explain how formative assessment policies are implemented. These are teachers' perceptions of formative assessment and its role in teaching and learning, the type of learning being developed, marking/assessing assessment tasks, the integration of formative assessment into classroom instruction, strategies teachers used to implement formative assessment, and types and purpose of activities. The themes that evolved during the data gathering process provide insight into the ways in which teachers perceive formative assessment in relation to the ideals of Namibian educational reform policies. In the light of these findings, the study makes recommendations concerning the implementation of formative assessment policies so as to render these congruent with the theory underpinning leamer-centred education.

Successful tertiary-level education in the biological sciences is crucially important in providing a high-level work force for a number of careers. The government of South Africa has realised the strong positive correlation that exists between the availability of scientific and technical human resources, the viability of the economy, and the well-being of its people. However, despite government policies and tertiary institutions efforts in South Africa to increase enrolment and improve students’ throughput, the pass rates at first-year university level remains low, a source of concern for the government and affected institutions. The low pass rates of first-year students in the biological sciences at tertiary institutions constituted the problem which prompted the study. The aim of this study was to identify factors perceived to be essential for academic success in first-year biological sciences at the University of the Witwatersrand, South Africa, and to investigate the effects of a computer-based programme designed to address some of the factors. The programme was developed to help students increase their awareness of appropriate attitudes, metacognitive knowledge and work-habits, all of which contribute to achieving academic success. The study had two main phases, a “diagnostic” and a “therapeutic” phase. The research methods adopted in this mixed-methods study included the use of interviews and questionnaires to elicit information from various stakeholders. In the diagnostic phase, interviews were used, first to elicit the perceptions of 10 lecturers teaching first-year biology courses, 8 Honours students, and 17 undergraduates, at the University of the Witwatersrand, about factors they believed influenced academic success. The five top-ranked factors influencing academic success identified were being motivated, using appropriate study habits, having positive attitudes to studies, asking for help and clarification, and managing time effectively. Whilst the above-mentioned were the common factors identified by the three samples, each stakeholder group made its distinctive contributions. Secondly, to obtain a wider perspective of first-year students’ views, a questionnaire focussing on attitudes, work-habits and metacognition was administered to two large groups of students (n=145; n=100) at the end of two consecutive years. In this replicate study the three top-ranked factors in both studies had to do with academic behaviours: attending all lectures; taking accurate notes; and asking for help and clarification when a topic was not understood. Eighty-three first-year students provided data on students’ changing perceptions at the beginning and end of the year. This data was used to determine if, without an intervention, a year at the university influenced students’ perceptions about appropriate factors affecting academic success. Rasch analytical techniques applied to 27 items in the questionnaire yielded 11 responses which were statistically significantly different. These responses were later addressed in the package because students needed this information from the start of their studies. During the therapeutic phase a computer-based instructional programme, Bioskills, was designed to inform student users about attitudes, behaviours and metacognitive factors the literature and stakeholders said were important for academic success. Six experts and 75 first-year students provided comments as part of a formative evaluation during its development. These were used to modify the screen design, user interface and content of the alpha version of the package. Bioskills proved very easy to use, even for first-time computer users. A case-study approach was used to explore the experiences of eight students with Bioskills, in particular its influence on their attitudes, metacognition and academic behaviours. All eight students made positive comments, saying it was relevant, informative and encouraging. Six out of the eight recommended it be used much earlier in the year, whilst two said it took too much time to work through. Without trying to imply causation the four students who used Bioskills three or four times passed the course. Students’ metacognitive gains were reported in terms of metacognitive knowledge [what students know about successful learning] and metacognitive control [the application of the knowledge]. The small sample size (n=8) made it difficult to detect trends. However, individual students mentioned new attitudes (being more determined, showing more interest in the topic and applying more positive attitudes to their studies) which they claimed they learned from using Bioskills. Attribution is traditionally explained as a search for understanding of causes. Students’ attributions on specific academic tasks are therefore important in the remediation efforts by educators. Of the 38 factors identified by the eight students, as causes for poor performance in their June examination, before they used Bioskills, almost two-thirds, when categorized using attribution dimensions, were of internal but unstable dimensions. The literature suggests it is easier to remediate causes that are internal and unstable rather than external and stable. After using Bioskills, four of the eight students who performed well at the end of a teaching block ascribed their success to the effort they had put in, whilst two of the four who did not do well, blamed external factors (the length of the test, the question structure) as contributing to their poor results. The important contribution this study made was the theoretical framework developed which expanded the existing attitude-behaviour models by adding additional constructs and showing the relationships between them. In addition, a summary of factors mentioned by the stakeholders and supplemented with views from the literature were used to propose a conceptual model of factors influencing academic success. The thesis concludes by discussing the implications of the constructs in the model for improved academic performance and as an area for further research.

A research report submitted to the Faculty of Science in partial fulfilment of the requirements for the degree of Master of Science Johannesburg, June 2013. / This study was motivated by the introduction of the topic of evolution in the Grade 12 Life Sciences curriculum in South African high schools in 2008. Many Life sciences teachers were concerned about their preparedness to teach evolution as this topic was new to them as well. They were worried about their ability to teach evolution as many felt that their content knowledge was inadequate to effectively teach evolution. The aim of this study was to investigate the nature and the extent of the pedagogical content knowledge of Life Sciences teachers who were going to teach evolution for the first time in South African high schools in 2008. This study used a five-category model of pedagogical content knowledge adapted from Shulman. Data were collected from two different samples from teachers who were attending workshops which were aimed at alleviating the teachers’ concerns and fears about evolution and to help them prepare to teach the topic of evolution. The first workshop was held at the end of the second school term in 2008, just a few weeks before many teachers were meant to start teaching evolution. The second workshop was held during the period when all teachers were supposed to have started teaching evolution, and that was in August 2008. The first group of teachers comprised 39 teachers who attended the evolution workshop during the SAASTE conference and the second group comprised 40 teachers attending the evolution workshop organised for NAPTOSA. The questionnaires were designed to address the five categories in the pedagogical content knowledge model used in this study. Seven activity-based questionnaires were used to gather data from two convenience samples consisting of two groups of teachers. The questionnaires investigated the nature and extent of the teachers’ knowledge of the evolution content they were supposed to teach; their knowledge of the teaching and learning difficulties regarding evolution; knowledge of the preconceptions and misconceptions associated with evolution; knowledge of appropriate methods and strategies to teach evolution and their curricular knowledge. Open-coding and frequency counting were used to analyse the data. The data revealed that the some teachers over-estimated their knowledge of the evolution subject matter, many harboured misconceptions about evolution. Further analysis of data revealed that many did not know of different approaches and strategies they could use when teaching evolution and that they did not know of the different additional resources they could use when teaching evolution. In general the teachers’ knowledge levels for teaching evolution, in all the five categories of pedagogical content knowledge was low, an indication that the teachers were ill-prepared for teaching evolution.

The problem of using a state adopted textbook written to apply to a large body of students with varying interests and needs was overcome by using a detailed syllabus that arranged course content in a meaningful sequence that appealed to student interest. The outlined syllabus prepared a two semester life science curriculum to be used by the teacher to guide lesson planning. Both semesters were divided into three units each. Materials included in the syllabus were given to actual student groups in real classroom settings. Since hands on learning was an important part of classroom instruction, two laboratory sections were included in the appendices to be used with the syllabus.

A dissertation submitted to the Faculty of Science, University of Witwatersrand, in fulfilment of the requirements for the degree of Master of Science. Johannesburg, 10 October 2016. / This research explores the potential influence of Life Sciences teacher curriculum support materials on unscientific ideas about evolution by natural selection. The Curriculum and Assessment Policy Statement document, seven learner Life Sciences textbooks and their seven teacher guides were investigated by content analysis to find out firstly, the nature and extent of misconceptions about evolution; secondly, the nature and extent of latent problems associated with the topic of evolution; thirdly, the extent to which the Grade 12 Life Sciences textbooks pointed out common misconceptions and went on to provide the correct scientific explanations to counter the misconceptions; and fourthly, the extent to which teacher guides address teachers’ pedagogical content knowledge (PCK) for teaching the topic of evolution by a) pointing out common misconceptions; b) providing the correct science to counter a specific misconception; c) pointing out pre-requisite knowledge which ought to be learnt first in order to understand the topic of evolution; d) pointing out typical difficulties students encounter when learning the topic of evolution. The Grade 10 and 11 textbooks and teacher guides were analysed for fragmentation and sequencing by use of a checklist. The results show the presence of manifest errors and latent problems in the CAPS document, textbooks and teacher guides. The CAPS document had one manifest error and five instances of latent problems. The section on alternatives to evolution was judged to be a manifest error because religious ideas are not regarded as science by the scientific community. The manifest error found in the CAPS document was also found in the textbooks and teacher guides. Frequent manifest errors occurred in the textbooks, averaging 11 per publisher. The CAPS document had fragmented evolution ideas and probably because textbook authors use this document to write their books, the evolution content in textbooks was also found to be fragmented. Whilst some of the teacher guides were found to address the issue of teacher PCK for teaching the topic of evolution in different ways, some of them were found to be deficient in that respect. The presence of latent problems across all the three curriculum support materials investigated is a cause for concern. Latent problems are problematic if not handled with care because they pose a risk of being misinterpreted, and this may in turn cause the development of evolution misconceptions. An investigation of whether the unscientific evolution ideas in the curriculum documents actually influenced learners’ evolution ideas was not part of this study. However, because textbooks are generally considered as authoritative sources of knowledge upon which teachers and students rely, the presence of misconceptions in these curriculum support materials poses a risk that users of such documents could pick up these misconceptions during teaching and learning. The study highlights the need for a multifaceted approach involving all relevant stakeholders (teachers, authors, publishers and the Department of Education officials) working together in an attempt to address the problem of evolution misconceptions in the Life Sciences curriculum support materials. / TG2016