Life Sciences Teachers’ Pedagogical Content Knowledge When Addressing Socioscientific Issues in The Topic Evolution

Abstract

The South African life sciences curriculum envisages a teacher who negotiates through controversial issues in the topic of evolution and helps learners reconcile the content and their religious or cultural aspects. Previous studies have found that teachers are conflicted to teach evolution concepts due to socioscientific issues (SSIs) emanating from sociocultural and religious beliefs and those of their learners. Consequently, the current paper reports a study that sought to establish life sciences teachers’ topic specific pedagogical content knowledge when teaching some concepts in the topic evolution. This is against the backdrop that teachers are conflicted about teaching the theory of evolution. In a qualitative study, an open-ended questionnaire designed to assess science teachers’ Pedagogical Content Knowledge for Biological socioscientific issues (PCK-BSSIs) was administered to selected 28 life sciences teachers who had taught the topic evolution for some time. The findings showed that the teaching of SSIs in evolution through debates, argumentation, and discussions, provides a platform for learner critical thinking, problem-solving and the ability to make informed decisions. Some teachers failed to realise the need for inclusion of evolution in the curriculum considering its invasive and challenging nature with regards to sociocultural and religious beliefs. Teachers therefore used textbook knowledge without engaging learners. Based on these findings, the researchers recommend that teachers be equipped with not only the pedagogical skills to address controversial issues but should also be developed in the subject matter knowledge.

Using the Practical Indigenous Knowledge System to Teach Genetics and Evolution: Narratives by South African Life Sciences Teachers

“…Among other factors that cause poor academic achievement of students in biology, is the lack of qualified teachers (Ali et al 2014). This lack does not refer to teachers who never received teacher training, but to teachers' lack of topic-specific pedagogical content knowledge when teaching some topics in the subjects of biology or life sciences (Relela and Mavuru 2023). Pedagogical content knowledge includes an understanding of what makes the learning of specific topics easy or difficult (Shing, Saat, and Loke 2018).…”