Assessing students' understanding of cell division in an undergraduate biology course: a qualitative perspective

Cossa, Eugenia; Holtman, Lorna; Ogunniyi, Meshach B.; Mikalsen, Øyvind

doi:10.1080/10288457.2008.10740632

“…Narrating to learners how to do practical work misrepresents science learning and encourages rote learning rather than meaningful inquiry. Learners are denied opportunities to plan hands-on and minds-on activities that would help them to construct their own knowledge and to relate it to science concepts (Cossa et al, 2008;Hofstein et al, 2007). Also, there could be a lack of research culture among teachers and a lack of a clear vision of the aims of practical work (Cossa, 2007).…”

Section: Teachers Enactment Of Practical Workmentioning

confidence: 99%

Exploring grade 11 physical science teachers’ perceptions of practical work in mankweng circuit, South Africa

Kibirige

¹

,

Maponya

²

2021

tused

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Practical work is critical to understanding science concepts. A case study was carried out to understand teachers' perceptions regarding practical work in Mankweng Circuit, South Africa. Four Grade 11 Physical Science teachers from different high schools were purposively selected. Data were collected through interviews, classroom observations, and teachers' portfolios. Results show that teachers' had different perceptions, enactment and motives regarding practical work. Teachers used demonstrations, narratives, and structured investigations to teach practical work, which deprived learners' science process skills. All teachers recorded one practical work in a term to fulfill the national Curriculum Policy Statement (CAPS) requirements. The study contributes to the literature on teachers' perceptions regarding practical work and gives insight into the implementation of practical work in the classrooms. The study recommends developing teachers' professional development programs that focus on how to design and implement quality practical work lessons, and to assess process skills during practical work.

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“…The participating teachers acknowledged their shortcomings, especially for some of the new themes (such as Molecular Biology, The five teachers with limited SCK and PCK lacked in-depth SCK to teach these themes effectively. International studies show that Life Sciences teachers globally also find it difficult to teach these topics (Cossa et al 2008), which indicates that the problem is widespread. This study supported such findings: most teachers (five of the eight) in this sample read directly from the textbooks and in various instances were not able to answer learners' follow-up questions.…”

Section: Teachers' Lack Of Sck Pck and Inadequate Understanding Of Th...mentioning

confidence: 99%

Meeting the challenges of teacher quality demands – A model for WIL

Kruger¹

2016

A Scholarly Contribution to Educational Praxis

0

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Not only is the disposition of its research endeavours grounded on a philosophical basis, it is also embedded in the empirical. The research methodology of each chapter emanates from applicable philosophical assumptions in the form of an applicable theoretical and conceptual framework. The latter forms a firm basis for the application of sound empiricism. Both qualitative and quantitative empirical approaches were alternatively applied in the various chapters.The content of each chapter was meticulously analysed before being finally accepted. In response to the call for chapters, 26 abstracts were received. After evaluation of these abstracts, 24 authors were granted the opportunity of submitting full manuscripts for evaluation. Subsequently the latter were submitted to a rigorous double-blind peer review process. These manuscripts were submitted to at least two or three specialist reviewers in their particular fields of specialisation. All of these review reports are preserved and kept for enquiry and assessment.The content of the current book was chosen from a selection for a 2014 publication which did not obtain a subsidy from the DHET, titled Nuances of Teaching Learning and Research, published by AndCork Publishers. After careful re-evaluation, a much smaller number of chapters was selected, substantially reworked and considerably extended, after which the chapters were again submitted to a double-blind peer review process. Ultimately, of the 26 abstracts originally received only 10 were finally accepted as suitable for publication in the current volume. Finally, in terms of the requirements set by clause 6.12 of the Department of Higher Education and Training policy on reworked publications, this book now contains more than 50% original content not published before.The content of this book adds to the body of scholarly knowledge in education. In his evaluation of the book, Acting Executive Dean, Faculty of Education and Training, Professor Akpovire Oduaran, made the following remarks:To a large extent, the ideas put together in this book have come from data generated not just from literature found in books and journals but actual interactions with educators and the learning environment. So then, what the reader is offered in this volume is the articulation of ideas that have been interrogated, structured and presented in surprisingly simplistic and yet incisive and academically enriching content that can match the standards of scholarship that is available in the Western World. Yet, what makes this book so welcome, relevant and timely, is the fact that it is built around Afrocentric theories and practices such as one may find in imported literature.

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“…The participating teachers acknowledged their shortcomings, especially for some of the new themes (such as Molecular Biology, The five teachers with limited SCK and PCK lacked in-depth SCK to teach these themes effectively. International studies show that Life Sciences teachers globally also find it difficult to teach these topics (Cossa et al 2008), which indicates that the problem is widespread. This study supported such findings: most teachers (five of the eight) in this sample read directly from the textbooks and in various instances were not able to answer learners' follow-up questions.…”

Section: Teachers' Lack Of Sck Pck and Inadequate Understanding Of Th...mentioning

confidence: 99%

The role of pair programming in enhancing capability amongst learners

Mentz¹

2016

A Scholarly Contribution to Educational Praxis

0

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Not only is the disposition of its research endeavours grounded on a philosophical basis, it is also embedded in the empirical. The research methodology of each chapter emanates from applicable philosophical assumptions in the form of an applicable theoretical and conceptual framework. The latter forms a firm basis for the application of sound empiricism. Both qualitative and quantitative empirical approaches were alternatively applied in the various chapters.The content of each chapter was meticulously analysed before being finally accepted. In response to the call for chapters, 26 abstracts were received. After evaluation of these abstracts, 24 authors were granted the opportunity of submitting full manuscripts for evaluation. Subsequently the latter were submitted to a rigorous double-blind peer review process. These manuscripts were submitted to at least two or three specialist reviewers in their particular fields of specialisation. All of these review reports are preserved and kept for enquiry and assessment.The content of the current book was chosen from a selection for a 2014 publication which did not obtain a subsidy from the DHET, titled Nuances of Teaching Learning and Research, published by AndCork Publishers. After careful re-evaluation, a much smaller number of chapters was selected, substantially reworked and considerably extended, after which the chapters were again submitted to a double-blind peer review process. Ultimately, of the 26 abstracts originally received only 10 were finally accepted as suitable for publication in the current volume. Finally, in terms of the requirements set by clause 6.12 of the Department of Higher Education and Training policy on reworked publications, this book now contains more than 50% original content not published before.The content of this book adds to the body of scholarly knowledge in education. In his evaluation of the book, Acting Executive Dean, Faculty of Education and Training, Professor Akpovire Oduaran, made the following remarks:To a large extent, the ideas put together in this book have come from data generated not just from literature found in books and journals but actual interactions with educators and the learning environment. So then, what the reader is offered in this volume is the articulation of ideas that have been interrogated, structured and presented in surprisingly simplistic and yet incisive and academically enriching content that can match the standards of scholarship that is available in the Western World. Yet, what makes this book so welcome, relevant and timely, is the fact that it is built around Afrocentric theories and practices such as one may find in imported literature.

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Assessing students' understanding of cell division in an undergraduate biology course: a qualitative perspective

Cited by 4 publications

References 13 publications

Exploring grade 11 physical science teachers’ perceptions of practical work in mankweng circuit, South Africa

Exploring grade 11 physical science teachers’ perceptions of practical work in mankweng circuit, South Africa

Meeting the challenges of teacher quality demands – A model for WIL

The role of pair programming in enhancing capability amongst learners

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