Controversial topics in the school curriculum: a case study on the teaching of evolution in South Africa
| dc.contributor.advisor | Jita, Loyiso | en_ZA |
| dc.contributor.advisor | Tsakeni, Maria | en_ZA |
| dc.contributor.author | Mukatuni, Gumani Enos | en_ZA |
| dc.date.accessioned | 2024-05-08T06:36:32Z | |
| dc.date.available | 2024-05-08T06:36:32Z | |
| dc.date.issued | 2022 | en_ZA |
| dc.description | Thesis (Ph.D.(Education))--University of the Free State, 2022 | en_ZA |
| dc.description.abstract | This study sought to explore how Life Science teachers in South Africa deal with challenges of teaching evolution in a country where Christianity remains dominant and is celebrated through public and/or national holidays. The theoretical framework underpinning this study is a cognitive framework of implementation, enabling the exploration of how teachers can construct understandings of the policy message; construct an interpretation of their own practice and how they integrated the policy signals in their practice. A qualitative approach was employed using an in-depth case study design in order to explore how three Life Sciences teachers in South Africa negotiate controversial topics like evolution within the Curriculum and Assessment Policy Statement, and what the challenges and opportunities are for teaching about evolution. Data were collected using semi-structured interviews and classroom observations. Five major findings emerged from this cross-case analysis. First, it could be observed that two of the teachers did not study evolution when they trained to become teachers, whilst the topic of evolution was part of the third teacher’s training programme. The second finding speaks to the influence of teachers’ beliefs and perspectives on evolution during the lesson. The third finding shows that teachers demonstrated that they could use both teacher-centred and learner-centred approaches when teaching evolution. However, teacher-centred instructional strategies were dominant. The fourth major finding indicates that the teachers experienced challenges that stood in the way of teaching the topic of evolution effectively, which includes the notion that evolution stands as a competing worldview to the learners’ and teachers’ beliefs on the origins of the earth and its people. The fifth major finding shows that the teaching and learning of evolution exposed learners to critical thinking. The study recommends that decision makers, policy makers and educational authorities responsible for the education system in Gauteng and similar school contexts provide clear policy guidelines on the teaching and learning of evolution as a controversial topic and, where possible, provide continuous professional development programmes at various educational levels to equip teachers’ pedagogical practices. | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12494 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.subject | Evolution | en_ZA |
| dc.subject | creation | en_ZA |
| dc.subject | life sciences | en_ZA |
| dc.subject | natural selection | en_ZA |
| dc.subject | religious beliefs | en_ZA |
| dc.subject | opinions | en_ZA |
| dc.title | Controversial topics in the school curriculum: a case study on the teaching of evolution in South Africa | en_ZA |
| dc.type | Thesis |