Herman, H.Kenzie, M.CWagiet, R2023-06-142024-05-092023-06-142024-05-091991https://hdl.handle.net/10566/13570>Magister Scientiae - MScIn 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 perpetuatedencritical analysisaspectsteachingecology sectionstandard eigthbiology syllabusUniversity of the Western Cape