Johanna G. Ferreira

Teaching Life Sciences to English second language learners: what do teachers do?

South Africa has eleven official languages and legally learners receive tuition in their mother tongue until the end of Grade 3. From then on teachers are required to teach through the medium of English or Afrikaans. The implication is that the majority of learners in the senior secondary school phase study Life Sciences in their second language, which is English. This has a major effect on the performance of learners in Life Sciences. A review was done of possible strategies teachers could use to assist English second language learners. Focus group interviews were held with Life Science teachers in an attempt to determine what the impact of teaching Life Sciences to English second language learners is and what teachers can do to assist English second language learners master concepts and terminology. The findings and recommendations of this research are reported here.

Co-teaching in the Natural Science Classroom: A Case Study

Abstract This paper reviews the concept of co-teaching and its role in assisting learners of various abilities in a diverse natural science class. Learners were interviewed and requested to give their opinions about their experiences of lessons in a particular theme offered by the natural science teacher and again on another theme where the special needs teacher was present in a co-teaching role. The investigation was carried out over a two-year period each time focusing on a Grade 9 natural science class that included diverse learners, covering the same lesson themes in the same format. Although some learners considered co-teaching as being disruptive, the majority of learners found the experience useful and interesting.

A Plea for Environmental Education That Focuses on Learning to Care

Abstract Much has been published on environmental education towards sustainable development. Research reports on a “plateauing” of positive environmental attitudes, and while environmental problems are perceived to be worsening, people seem to be less inclined to participate in actions to express their dissatisfaction about global environmental issues. The most influential factor for developing a personal concern for the environment was reportedly established through childhood experiences in the natural environment. Technology has, however, had a marked influence on childhood experiences. The stimulation of increasing factual knowledge and dramatic visual images has an important influence on the development of values. The task of teachers who are concerned about the environment has grown. Ideally, teachers should adopt a committed stance in teaching children an ethic of care so that they may participate in personal and social changes that are needed for a sustainable environment. This paper reviews research into ethical and pedagogical issues involved in teaching for an ethic of care in environmental education.

The contribution of a particular 'kids in parks' programme to the professional development of teachers

This article considers the possible contribution of the ‘kids in parks’ programme offered at Golden Gate Highlands National Park to the professional development of teachers. Focus group interviews were held with teachers who participated in the programme, and an interview with open-ended questions was held with a learning facilitator from the provincial education department. Although the programme has not primarily been developed to focus on professional development, the setting creates an ideal opportunity for the professional development of teachers away from the formal school situation. This research suggests that the programme, and consequently similar programmes offered at other national parks in South Africa, could make a contribution to the professional development of teachers.

Student Perceptions of a Place-Based Outdoor Environmental Education Initiative: A Case Study of the “Kids in Parks” Program

Abstract This article reports on the perceptions of students who participated in a place-based endeavor, the “kids in parks” program, in the largest national park in South Africa. Feedback from students who participated in the program from 2011 to 2017 was analyzed to identify themes. A random sample of 350 messages from students over the seven-year period was then coded according to the themes to determine frequency. The students commented mostly on the wild animals and on the fulfillment of their basic needs. Though intended aims may not be met, the program does succeed in introducing the park to students.

Student Views of a Life Sciences Methodology Module Offered at a Distance Institution

Abstract The question whether it is possible to train teachers at a distance, is not new and its efficacy has been questioned on numerous occasions. As education at a distance is often viewed as education in isolation, this pedagogy is questioned, particularly where the mastery of particular skills and competences are concerned. The crux of the issue is based on the very nature of teaching and in particular of Life Sciences, which encompasses practical skills and competencies that can usually only be acquired through onsite interactive communication. The lack of physical contact between lecturers and students, and limited opportunities to develop process skills all contribute to challenges for this pedagogy. In an attempt to determine to what extent a particular module offered at a distance, does prepare prospective Life Sciences teachers for their task, a survey was undertaken on a cohort of students who had successfully completed the module. This paper reports on this study and identifies possible limitations to the efficacy of teacher training. Suggestions are made about how these can be addressed in the module to improve Life Sciences teacher training with the focus on open and distance electronic learning.

The Assessment of an Environmental Education Center in Kruger National Park, South Africa

This article reports on an investigative assessment of the programs, activities, and philosophy of an education center in Kruger National Park, South Africa. The assessment was undertaken to determine the current goals of the center, specifically, whether they coincide with past objectives of the park s education centers or whether they are in line with current trends in environmental education such as sustainability, social transformation, reconstruction, and development (Le Grange & Reddy, 1997, p. 12). The guiding assumption of the assessment was that activities performed at any environmental education center should be based on or related to existing environmental education trends.