The impact of intergrating the history of science into the teaching and learning of life sciences in the further education and training curriculum
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Date
2024
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
This study examined the impact of incorporating the History of Science (HoS) into the teaching and learning of Life Sciences in the FET curriculum. A sample of ten (10) Grade 11 Life Sciences teacher respondents from 2 (two) public secondary schools were chosen at random for the study's qualitative component. These schools were drawn from sixteen public schools in the Thabo-Mofutsanyane district, in the Free State Province of South Africa. A selected sample of fifty (50) Grade 11 learners was further drawn from these 2 (two) selected schools for the quantitative part of the study. The study developed History of Science Integrated Instruction (HoSII) experimental unit model as a teaching strategy and assessment tools. The study employed a sequential exploratory mixed methodological research design, where qualitative and quantitative data were collected sequentially. Qualitative data was collected through open-ended questionnaires and was analyzed a week prior to the implementation of the treatment. This served to inform the implementation of the HoSII experimental unit model. Quantitative data from learners was collected by one test instrument that was administered at varying periods, a preliminary test first, a day before the treatment, and as a post-test immediately after the intervention. The learners’ scores obtained from pre and post-tests were analysed using SPSS statistical analysis. The study findings indicated that historically based instruction impacted on Grade 11 learners’ educational achievement.
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Keywords
Life Sciences learners History of Science Inquiry-driven learning, Pedagogical content knowledge, History of Science Integrated Instruction Experimental unit Model (HoSII), Disease Content Knowledge, Further Education and Training (FET)