Year 2020, Volume 8 , Issue 3, Pages 1087 - 1097 2020-09-15

Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach

Sıkhulıle MSEZANE [1]


The main purpose of this study was to evaluate the impact of Life Sciences teacher training workshops co-ordinated by the Fundisa for Change Programme whose aim was to strengthen environmental learning in science teacher education. As specified by the programme, Fundisa for Change’s core objective is to strengthen the teaching of environmental concepts in schools. Due to continually emerging environmental crises and uncertainties, many of the environmental topics in the curriculum are new to Life Sciences teachers. Consequently, this affects how the topics are taught to learners in schools. The study employed Margaret Archers Realist Social theory as a lens. There were 12 Life Sciences teachers who took part in this study. Data was collected using qualitatively approach where case study research design was employed. Furthermore, the study used purposive sampling technique of Life Sciences teachers from 10 schools. Face to face, data collection method was used and thematically data analysis technique was employed. The results showed that Life Sciences teachers need relevant professional development workshops that improves their content knowledge, pedagogical teaching methods and assessment techniques. This implies that programmes such as Fundisa for Change provided additional skills to Life Sciences teachers in teaching content based on education for sustainable development (ESD).
life sciences, environmental education, realist social theory, teaching methods, Structure, Culture and Agency
  • Archer, M.S. (1995). Realist social theory: the morphogenetic approach. New York: Cambridge University Press.
  • Creswell, J.W. 2009. Research design: Qualitative, quantitative and mixed method approaches. (3rd ed.). Thousand Oaks: Sage.
  • Department of Basic Education (DBE). (2017). Diagnostic report 2016. https://www.education.gov.za/NSC2017Reports.aspx.
  • De Souza, D.E. (2013). Elaborating the context-mechanism-outcome configuration (CMOc) on realist evaluation: A critical realist perspective. Sage, 19 (2): 141-154
  • De Souza, D.E. (2017). Educational change in Singapore and its “tickering” around the edges: A critical realist perspective. J Educ change (2018): 19:19-49.
  • Department of Basic Education. (2016). CAPS curriculum. [Online]. Available from: https://www.clarkebury.co.za/wp-content/uploads/2018/04/life-sciences-caps-gr10-jan-2011.pdf
  • Ely, M., Vinz, R., Downing, M. & Anzul, M. (2005). On writing qualitative research. Living by words. Washington, D.C.: The Falmer Press.
  • Fundisa for Change Programme. (2013). Introductory core text. Grahamstown: Environmental Learning Research Centre, Rhodes University.
  • Fundisa for change.com. (2019). https://fundisaforchange.co.za/.
  • Given L.M. (2008). Methodology. In: The Sage Encyclopedia of Qualitative Research Methods. [Online]. Available from: http://methods.sagepub.com. DOI: http://dx.doi.org/10.4135/9781412963909.n267
  • Goudie, A. & Viles, H. (1997). The earth transformed. An introduction to human impacts on the environment. Oxford: Blackwell.
  • Hart, P. & Nolan, K. (1999). A critical analysis of research in environmental education. Studies in Science Education, 34. 1-69.
  • Hartas, D. (2010). Educational research and inquiry: Qualitative and quantitative approaches. London: Continuum International Publication Group.
  • Haryono, E., & Abdurrahman, A. (2020). Implementing Jigsaw technique as an effective way for promoting ocean literacy among prospective geography teacher: An action research. Journal of Gifted Education and Creativity, 7(2), 53-61. https://dergipark.org.tr/en/pub/jgedc/issue/55995/692807
  • Iqbal, M. & Arif, M. (2011). Globalization and paradigm changes in teacher education: Revolutionizing teaching learning process at school level in Pakistan. [Online]. Available from: http://dx.doi.org/10.5539/ies.v4n4p99
  • Irwin, D.B., (2010). Weaving the threads of education for sustainability and outdoor education. [Online]. Available from: http://hdl.handle.net/10092/3637.
  • Le Grange, L. (2013). Why we need a language of (environmental) education. In Stevenson, R.B. et al. (Eds.). International Handbook of Research on Environmental Education. New York: American Educational Research Association. 108-114.
  • Johnson, B. & Christensen, L. (2008). Educational research: Quantitative, qualitative, and mixed approaches. Thousand Oaks: Sage.
  • McMillan, H. & Schumacher, S. (2010). Research in education. (7th ed.) Boston: Pearson.
  • Mandikonza, C. & Lotz-Sisitka, H. (2016). Emergence of Environment and Sustainability Education (ESE) in Teacher Education Contexts in Southern Africa: A Common Good Concern. Educational Research for Social Change, 5(1), 107-130. http://dx.doi.org/10.17159/2221-4070/2016/v5i1a7
  • Markaki, V. (2014). Environmental education through inquiry and technology. Science Education International, 25 (1).
  • McEldowney, J.F. & McEldowney, S. (2014). Environmental law. Essex: Pearson Education.
  • Ramberg, M.R. (2014). What makes reform work? School-based conditions as predictors of teachers’ changing practice after a national curriculum reform. [Online]. Available from: http://dx.doi.org/10.5539/ies.v7n6p46
  • Sitarz, D. (1994). Agenda 21. The earth strategy to save our planet. Boulder: Earth Press.
  • Stanisic, J. & Marksic. S. (2014). Environmental education in Serbian primary schools: Challenges and changes in curriculum, pedagogy, and teacher training. The Journal of Environmental Education, 45(2), 118-131.
  • UNESCO. (2005). United Nations Decade of Education for Sustainable Development (2005–2014) https://en.unesco.org/themes/education-sustainable-development/what-is-esd/un-decade-of-esd.
  • Willmott, R. (2000). The place of culture in organization theory: Introducing the morphogenetic approach. Organization 7 (1): 95-128.
  • Xu, L. (2015). Impact of climate change and human activity on the eco-environment. An analysis of the Xisha island. Heidelberg: Springer.
  • Yin, R.K. (2011). Qualitative research from start to finish. London: The Guilford Press.
  • Young, M. (2008). Bringing knowledge back in from social constructivism to social realism in the sociology of education. New York: Taylor and Francis.
Primary Language en
Subjects Education and Educational Research
Published Date September 2020
Journal Section Differentiated Instruction
Authors

Orcid: 0000-0002-0608-8301
Author: Sıkhulıle MSEZANE (Primary Author)
Institution: University of South Africa
Country: South Africa


Dates

Publication Date : September 15, 2020

Bibtex @research article { jegys734073, journal = {Journal for the Education of Gifted Young Scientists}, issn = {}, eissn = {2149-360X}, address = {editorjegys@gmail.com}, publisher = {Genç Bilge Yayıncılık}, year = {2020}, volume = {8}, pages = {1087 - 1097}, doi = {10.17478/jegys.734073}, title = {Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach}, key = {cite}, author = {Msezane, Sıkhulıle} }
APA Msezane, S . (2020). Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach . Journal for the Education of Gifted Young Scientists , 8 (3) , 1087-1097 . DOI: 10.17478/jegys.734073
MLA Msezane, S . "Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach" . Journal for the Education of Gifted Young Scientists 8 (2020 ): 1087-1097 <https://dergipark.org.tr/en/pub/jegys/issue/55332/734073>
Chicago Msezane, S . "Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach". Journal for the Education of Gifted Young Scientists 8 (2020 ): 1087-1097
RIS TY - JOUR T1 - Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach AU - Sıkhulıle Msezane Y1 - 2020 PY - 2020 N1 - doi: 10.17478/jegys.734073 DO - 10.17478/jegys.734073 T2 - Journal for the Education of Gifted Young Scientists JF - Journal JO - JOR SP - 1087 EP - 1097 VL - 8 IS - 3 SN - -2149-360X M3 - doi: 10.17478/jegys.734073 UR - https://doi.org/10.17478/jegys.734073 Y2 - 2020 ER -
EndNote %0 Journal for the Education of Gifted Young Scientists Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach %A Sıkhulıle Msezane %T Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach %D 2020 %J Journal for the Education of Gifted Young Scientists %P -2149-360X %V 8 %N 3 %R doi: 10.17478/jegys.734073 %U 10.17478/jegys.734073
ISNAD Msezane, Sıkhulıle . "Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach". Journal for the Education of Gifted Young Scientists 8 / 3 (September 2020): 1087-1097 . https://doi.org/10.17478/jegys.734073
AMA Msezane S . Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach. JEGYS. 2020; 8(3): 1087-1097.
Vancouver Msezane S . Enhancement of environmental impact content knowledge on life sciences teachers: a realist social approach. Journal for the Education of Gifted Young Scientists. 2020; 8(3): 1087-1097.