Abstract
D.Phil.
Education in South Africa is currently in a process of transformation. The transformation is aimed at facilitating equal opportunities for all learners. All educational institutions are primarily involved in the realisation of the human potential of each and every prospective citizen of this diverse country.
This research was conducted with the ultimate aim of determining whether Biology as subject could unlock processes of thought in learners, resulting in the development of certain essential skills. The attainment of these mentioned skills might contribute to the optimal cultivation of human potential.
A comprehensive study, in which relevant literature was scrutinised, was conducted in order to explore concepts concerning the field of human potential, as well as aspects concerning the discipline of Biology as subject.
Qualitative- and quantitative research methods were used. The qualitative research entailed interviews with a focus group. For the purpose of the comparative study, a questionnaire was developed. This represented the quantitative component of the research. The questionnaire was designed to determine to what extent skills of grade 12 Biology learners were developed regarding the following domains:
• Cognitive- and psychomotor domains
• Affective- and ethical-normative domains
• Social domain
The results obtained from the empirical study indicated significant statistical differences concerning the extent of skills development in learners studying Biology as opposed to learners not studying Biology as a subject.
It can be concluded that the extent of the development of cognitive-, psychomotor-, ethical-normative- and affective skills of Biology learners statistically exceeds those of the non-Biology learners. The extent of development of skills regarding the social domain did not reflect statistically significant differences between the two groups. Regarding the development of additional essential skills, the Biology learners selected Biology in particular as the specific subject contributing extensively towards the development of these additional skills.
Post-hoc statistical analysis indicated disparities regarding schools with different languages of instruction. The extent of development of skills of Biology learners attending schools with Afrikaans as medium of instruction significantly exceeds the level of development of learners attending English schools.
Results of this research confirm the fact that Biology as subject develops skills in learners across a broad spectrum of domains. With the proposed implementing of the 2006 Further Education and Training (FET)-Curriculum it is imperative that the training of teachers, teaching methods, the positioning of Biology/Life Sciences in the curriculum and the selection of curriculum content are amongst the important issues which have to be addressed.
In conclusion it can be stated that, according to the judgement of the learners, Biology as a subject develops an exceptional range of skills and thus contributes to cultivating essential aspects of human potential. The skilful and effective application of the subject Biology can enhance self-discovery in learners and aid them in fostering positive prospects concerning their future.