Abstract
An interactive learning environment can be understood from diverse angles depending on the nature of the subject or concept taught. Interaction in the science classrooms creates an opportunity for the learner to engage meaningfully with the content. The study sought to explore how pre-service teachers conceptualise an interactive learning environment in the Life Sciences classrooms. Using a qualitative case study research design, 45 students enrolled for postgraduate certificate in education and specialising in Life Sciences, were selected to take part in the study. During the year these participants had been exposed to the teaching and learning of Life Sciences concepts using various interactive pedagogies. They were also engaged in analysing videos of lessons where previous pre-service teachers implemented interactive pedagogies in their classrooms. For data collection, each participant was tasked to critically explore how the use of a selected teaching strategy or approach could foster interactive learning in a Life Sciences classroom during work integrated learning. The work integrated learning period was seven weeks long hence the participants had adequate time to explore and select the strategy they wanted. Whilst the task sought the interactive pedagogies employed by the participants, it also assessed the participants' knowledge of the selected Life Sciences topic; knowledge of the teaching strategy; the suitability of the strategy; and affordances in making content accessible to learners. They then submitted their analysis which formed the data source. Habermas' critical social theory was used to analyse and interpret the participants' conceptions. The findings revealed a wide spectrum in pre-service teachers' conceptions about an interactive learning environment. Some based interactive pedagogies on learner inclusivity, use of what learners bring to the classroom, learner engagement, learner interest, ability to enable application of knowledge in real life, and use of modern learning technologies. The findings have implications for teacher professional development programmes.