M.Ed. (Didactic Education, Biology) / The aim of this study is to throw light on the importance of the affective domain in the teaching of Biology. In our present science-technology-society-era the emphasis will first fallon the affective domain to an ever-increasing degree, and second on the cognitive domain. The formative value of Biology as subject will be highlighted, and some of the teaching strategies which can lead to the realisation of the affective, will be investigated. In summary one can state that the insufficient interest and negative inclinations of pupils regarding the subject is the result of an incorrect teaching strategy like the conventional textbook approach to the subject. This contributes par-excellence to the lecture-demonstration instruction method. The child is not addressed by the learning content; he is not intrinsically motivated and will not easily cultivate a love for the subject. Being a teacher means that you must sell your subject, you must strip the child of his 20th century bluntness. The Biology teacher must constantly lead his pupils to a sense of wonder. Green (1971:201) justly states: "To cease to wonder is to cease to be man." A heuristic, problem centred, holistic and environmental approach to the subject, out of necessity causes the affective to be an important component of the teaching and learning situation.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uj/uj:11021 |
| Date | 13 May 2014 |
| Creators | De Beer, Josef Johannes Jacobus |
| Source Sets | South African National ETD Portal |
| Detected Language | English |
| Type | Thesis |
| Rights | University of Johannesburg |
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