University of the Western Cape
The effect of an argumentation-based instruction on grade twelve learners’ understanding of genetics in two schools in the Western Cape
Abstract
dc:description.abstractThe clamour in the country about the poor performance of learners in Life sciences and physical science is a great concern about the general performance of learners in science and their overall level of scientific literacy. This problem has been attributed to different facets of learning which include the amendment of curriculum over years. But my question is, can the curriculum amendment succeed without effective teaching approaches? This pivotal question formed the central concern for this investigation. This study seeks to explore the problems of genetics learning and to identify possible ways forward. Genetics is often thought of as a subject or a topic in Life Sciences (previously called Biology) that is difficult to learn and understand, especially for learners. The study is exploring the difficulties in genetics that learners are experiencing and the nature of the difficulties, with possible explanations for the difficulties observed. Many would undoubtedly acknowledge that genetics is an important subject to learn today where its applications are ubiquitous and even the cause of many debates. However, due to the nature of the subject matter, the way learning processes occur and, possibly, the way it is being taught, the understanding of genetics ideas of most learners is thought to be very poor and full of confusion and alternative views. Thus, the overall aim of this study is to explore learning difficulties and problems in genetics and then to develop and test ways by which the situation might be improved and remedied.
Degree
thesis:*- Grantor dc:publisher.institution
- University of the Western Cape
- Year dc:date.issued
- 2024
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Nxele, Elizabeth Ursula