Revisiting the teaching and learning of Life Sciences in schools: the effect of curriculum change on teacher attitudes

Abstract

Curriculum change has always been associated with new conceptualisations and practices which the Life Sciences teachers may not be too familiar with. These affects their attitudes towards curriculum change and influence their classroom practices. In this study conducted with Life Sciences teachers, it was found that factors such as the negative beliefs and perceptions of the teachers towards curriculum change, inadequate content knowledge, ambiguous curriculum language, non-adherence to curriculum policy on assessment and planning will negatively influence the teachers’ attitudes towards curriculum change and their classroom practices while factors such as adequate content knowledge, curriculum materials that are easy to understand and interpret as well as curriculum content that relates to the learners’ everyday lives will positively influence the teachers’ attitudes and practices. Positive attitudes towards curriculum change will positively influence the teachers’ effective classroom practices.