Exploring storytelling as a pedagogy to enhance preservice life sciences teachers’ understanding of inquiry-based science education
| dc.contributor.author | Van Staden, Vanessa Annabel Edwina | |
| dc.contributor.supervisor | Langenhoven, Keith Roy | |
| dc.date.accessioned | 2024-11-01T09:54:51Z | |
| dc.date.available | 2024-11-01T09:54:51Z | |
| dc.date.issued | 2023 | |
| dc.description.abstract | In the Life Sciences classroom, students from diverse backgrounds do not always use formal scientific terminology to discuss their experiences and interactions in science but they rather use everyday language. This research is a participatory action study to evaluate preservice Life Sciences teachers’ use of storytelling as a pedagogy to enhance their understanding of Inquiry-Based Science Education. Using a mixed-method approach, it was underpinned by Bourdieu’s Theory of Scientific Capital, Ogunniyi’s Contiguity Argumentation Theory and Vygotsky’s Sociocultural Learning Theory. Langenhoven’s Dialogical Argumentation Instructional Model (DAIM) was employed as an intervention in the learning and teaching of a field study on river health involving fifty-four fourth-year preservice Life Sciences teachers (n = 54). Participants were subjected to pre- and posttests, data were collected through discussions, WhatsApp chats, audio recordings, questionnaires and surveys and were analysed using descriptive statistics and thematic analysis to determine the impact or otherwise of storytelling. The findings had a bearing on the conceptualisation, contextualisation and interpretation of topics in the Curriculum and Assessment Policy Statements (Life Sciences, Grade 10 - 12) from a sociocultural perspective. | |
| dc.identifier.uri | https://hdl.handle.net/10566/17098 | |
| dc.language.iso | en | |
| dc.publisher | Universty of the Western Cape | |
| dc.subject | Storytelling | |
| dc.subject | Inquiry Based Science Education | |
| dc.subject | preservice Life Sciences teachers | |
| dc.subject | Bourdieu’s Theory of Scientific Capital | |
| dc.subject | Ogunniyi’s Contiguity Argumentation Theory | |
| dc.title | Exploring storytelling as a pedagogy to enhance preservice life sciences teachers’ understanding of inquiry-based science education | |
| dc.type | Thesis |