M.Ed. / This qualitative study, with an ethnographic research design type, was mainly aimed at determining how Life Sciences teachers implement a learner-centred and activity-based investigation (science as enquiry approach) in reaching the learning outcomes in the Life Sciences curriculum and also how they function within their respective communities of practice (in the school) and ecologies of practice (within the clusters) with a view to promote continuous professional development. Because teaching and learning are in essence a social activity, the Cultural Historical Activity Theory was used as the theoretical framework and lens in studying the activity system of the Life Sciences teacher. The levels of Pedagogical Content Knowledge (PCK) of individual respondents were classified according to Rogan‟s Profile of Implementation for Science teaching. The recommended teacher development programme is based on Vygotsky‟s Zone of Proximal Development and Rogan‟s Zone of Feasible Innovation. The study was undertaken during the same period in our country as that in which education in general and science teaching in particular is confronted with huge demands/dilemmas. Amongst others, it includes a poor performance of matriculants and the fact that South African learners have performed poorest in international tests (TIMSS report). The data of this study, collected by means of observations, teacher and learner interviews and studying documents, unfortunately confirm this sombre picture, namely that many teachers do not possess the minimum Pedagogical Content Knowledge (PCK) (inter alia deficient subject knowledge and inability to apply effective teaching methods) to make possible, quality teaching with regard to the facilitation of investigating teaching methods. A further finding also was that although the elements of a community of practice and ecology of practice exist, it is, in most cases, not used as a platform from which teachers empower one another with respect to teaching skills.

This study was conducted to investigate the extent to which the Life Sciences curriculum integrates green economy content, as functional green economy knowledge amongst South African citizens could address socio-economic challenges in South Africa. Primarily, document analysis of the Grade 10-12 Life Sciences Curriculum and Assessment Policy Statement (CAPS) was conducted to determine whether green economy content was prescribed in the CAPS document and to what degree. Secondly, Grade 10 Life Sciences teachers completed questionnaires and participated in interviews to reveal their opinions on the integration of green economy content in the Life Sciences curriculum, their understanding of green economy and its implementation, as well as their opinions on the relevance of the current Life Sciences curriculum’s content for afterschool use. The research findings revealed that the Life Sciences curriculum can serve the purpose of introducing students to green economy aspects, however changes must be made to the curriculum so that functional green economy content is integrated. Currently, the curriculum does not provide guidelines for teachers on how to educate learners in such a manner that they will be able to participate in a green economy. Much of the content related to green economy topics is prescribed as extra content without the inclusion of student investigations or skill development activities. Furthermore, content on plants and human anatomy are prescribed and assessed in much greater detail than the environmental studies strand, resulting in the exclusion of much green economy related content. Findings indicate that socioscientific issues such as green economy are not linked to the environmental studies subject content, which means that daily-life application of content remains unclear to students. In addition to this, teachers revealed that they have knowledge of environmentally green practices but are unsure of how these relate to the economy. The researcher proposes that curriculum designers completely integrate green economy content into the Life Sciences CAPS document, including not only content for discussion purposes but also investigations and activities which will lead to skills development, compelling learners to modify their behaviour and seek solutions to the urgent problems faced by humanity in terms of environmental degradation and economic collapse. / Dissertation (MEd)--University of Pretoria, 2015. / Science, Mathematics and Technology Education / Unrestricted

The purpose of this qualitative case study is threefold: (1) to examine the implementation of current Life Sciences curriculum in a selected primary school from the perspectives of teachers, students and administrators / (2) to investigate the degree to which teachers&rsquo / , students&rsquo / and administrators&rsquo / perceptions were embedded in the classroom practices / and (3) to identify whether the implementation of the curriculum was conducive to principles of constructivist pedagogy. An elementary school was chosen as a single case in an outer district of Ankara. The participants of the study were the school administrator and 2 co-administrators, 4 classroom teachers and 87 students from different 2nd and 3rd grades classrooms. The data were collected through document analysis, observations in the Life Sciences classes, semi-structured interview with administrators, stimulated recall interview with teachers, and creative drama with students. Content analysis was used to analyze the data. The findings indicated that the suggested Life Sciences Curriculum was conducive to the principles of constructivist pedagogy in terms of its content / teaching and learning processes / instructional methods / assessment methods / and teachers&rsquo / and students&rsquo / roles. However, the acquisitions of the LSC were not conducive to the constructivist approach. The findings on the teachers&rsquo / , students&rsquo / and administrators&rsquo / perceptions about the Life Sciences curriculum indicated that in Life Sciences lessons the teachers seemed to have a role of knowledge transmitter to a group of passive students. According to the findings, the most frequently used teaching methods were lecturing, question-answer and demonstration through using textbooks, workbooks, and white boards. In addition, the most frequently used assessment methods were essay and oral exams, classroom observations and self-assessment. Overall it can be concluded from the findings that although the suggested Life Sciences curriculum was prepared in line with the principles of constructivist pedagogy, the way it was implemented had some deficiencies regarding the actualization of goals suggested by a constructivist curriculum.