A critical analysis of aspects pertaining to the teaching of the ecology section of the standard eight biology syllabus.

dc.contributor.advisorHerman, H.
dc.contributor.advisorKenzie, M.C
dc.contributor.authorWagiet, R
dc.date.accessioned2023-06-14T19:01:42Z
dc.date.accessioned2024-05-09T08:28:13Z
dc.date.available2023-06-14T19:01:42Z
dc.date.available2024-05-09T08:28:13Z
dc.date.issued1991
dc.description>Magister Scientiae - MScen_US
dc.description.abstractIn this study an attempt has been made to investigate how the Ecology section (suitable for fostering awareness and concern for the environment) of the standard eight Biology syllabus is taught. Since fieldwork and related exercises are integral components of ecology, teachers are strongly advised to venture into such activities. It was ascertained that the restraints wh ich inhibited teachers from undertaking meaningful endeavours such as fieldwork include: an inadequate pre-serv ice training in ecology, with limited or no experience of fieldwork techniques; lack of time and, syllabus constraints. It is therefore recommended that there should be a restructuring of the content and approach followed by the tertiary institutions involved in teacher training. Additionally, it should be noted that in the absence of inservice teaching programmes, and, with the weaknesses identified in the textbooks, difficult sections experienced by the teachers (for example, nutrient cycling), will continue to be problematic, and unsuitable methods of ecology teaching will be perpetuateden_US
dc.identifier.urihttps://hdl.handle.net/10566/13570
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectcritical analysisen_US
dc.subjectaspectsen_US
dc.subjectteachingen_US
dc.subjectecology sectionen_US
dc.subjectstandard eigthen_US
dc.subjectbiology syllabusen_US
dc.titleA critical analysis of aspects pertaining to the teaching of the ecology section of the standard eight biology syllabus.en_US

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