Abstract
This study investigated the pedagogical approaches employed by Grade 12 Life Sciences teachers in township schools when utilizing improvised teaching resources to instruct learners on the complex topics of Genetics and Meiosis. Township schools in many regions face resource constraints, limiting their access to traditional teaching and learning materials and technologies. In light of these challenges, this research seeks to understand how teachers adapt and innovate their teaching methods to effectively convey fundamental and abstract Life Sciences concepts such as meiosis and genetics to their learners. An embedded mixed method design was employed. A purposive sample of four Life Sciences teachers from diverse township schools was selected to capture a range of teaching experiences and resource availability. Qualitative interviews with Grade 12 Life Sciences teachers, document analysis and classroom observations provided insights into teachers’ instructional practices. A Genetics and Meiosis test was administered to the learners to assess the effectiveness of improvised resources used by Grade 12 Life Sciences teachers to teach Meiosis and Genetics. Qualitative data analysis involved thematic coding of interviews and systematic observation of classroom activities while quantitative data was statistically analysed. The findings reveal a diverse range of pedagogical approaches employed by teachers to navigate the limitations of improvised resources. The findings revealed that the teaching approaches that are commonly adopted by teachers are collaborative learning approaches, learner-centred approaches, inquiry-based teaching approaches, and the integration of ICT as a methodology to facilitate learning processes. Teachers leverage their creativity and adaptability to design engaging hands-on activities, analogies, and real-life examples to facilitate learner comprehension of concepts. Additionally, collaboration among teachers and the utilization of community resources emerged as important strategies for enriching the learning experience. This research highlights the resilience and resourcefulness of Grade 12 Life Sciences teachers in township schools, shedding light on the innovative strategies they employ to overcome resource constraints and foster effective learning environments. The study contributes to the understanding of the dynamic relationship between pedagogy and resource availability in challenging educational settings, offering valuable insights for educators, policymakers, and curriculum developers seeking to enhance science education in underserved communities.
Keywords: Improvised teaching resources; Improvisation; Teaching approaches; Teaching strategies; Township schools; Pedagogical content knowledge; Under-resourced schools; Genetics; Meiosis