Abstract
M.Ed.
The purpose of this research was to examine misconceptions held by pupils about Ecology and make suggestions on how these misconceptions could be eliminated. Although there has been much published research identifying misconceptions in the understanding of biological concepts by pupils, relatively little has appeared locally to indicate how misconceptions in this field might best be eliminated, changed or minimized.
As part of this research, Biology pupils were given a test to complete. The main aim of the test was to identify misconceptions that the pupils held after classroom instruction. The pupils were also given a questionnaire to complete. The questionnaire was designed to assess pupils' attitude towards Biology in general, Ecology and fieldwork in particular. The pupils' knowledge of Ecology following instruction was further assessed by interviews.
Teachers were also given questionnaires to complete. The main aim of the teachers' questionnaire was to determine if fieldwork could play any significant role in the teaching of Biology. Furthermore, the teachers' questionnaires also explored some of the problems or limiting factors experienced by teachers when they undertake fieldwork. This study revealed that pupils held misconceptions about energy flow in the ecosystem, basic
ecological terms/concepts, nutrient cycling, the food web, etc. The research also suggested that fieldwork helps pupils to understand certain other sections of the Biology syllabus better. It is recommended, amongst others, that experienced Biology teachers, authors of Biology textbooks, lecturers at in-service training centres, and subject advisors should do all they possibly can to assist their colleagues and pupils to avoid misconceptions about Ecology.