Abstract
This explanatory sequential mixed method research was carried out in high schools at Waterberg District in Limpopo province. The study investigated teachers’ and learners’ perceptions regarding constructivist learning environments portrayed in their Life Sciences classrooms. The ultimate goal was to inform professional development programmes in improving the instructional practices of Life Sciences teachers in rural schools in South Africa teaching practices of teachers have been reported to be predominantly traditional and help these teachers to improve on their abilities or willingness to create constructivist learning environments in South African rural schools. The study is guided by social constructivism as a theoretical framework.
The study was guided by the main research question: What is the nature of constructivist learning environments portrayed in Life Sciences classrooms? Three sub research questions were addressed: 1. What are the teachers’ and learners’ perceptions regarding constructivist learning environments portrayed in Life Sciences classrooms?; 2. How do teachers’ and learners’ perceptions compare regarding constructivist learning environment portrayed in Life Sciences classroom?; and 3. How do teachers' pedagogical practices support constructivist learning environments when teaching Life Sciences in the classrooms?
The study used an explanatory sequential mixed method research design. The population consisted of grade 10 – 12 Life Sciences teachers and learners. Purposive and convenience sampling were used to select 12 teachers and 210 learners from three secondary schools. Quantitative data was collected using questionnaires for teachers and learners called Constructivist Learning Environment Survey form 2(20) (CLES) and Constructivist Learning Environment Questionnaire (CLEQ). Both questionnaires were adopted and adapted in this study as they have already been tested for reliability and validity by its developers. These questionnaires had the same five constructs each. Both teachers’ and learners’ responses were measured on a five-point Likert scale. Qualitative data was collected using semi-structured interviews and non-participant lesson observations to help explain or elaborate on the findings from the questionnaires. All the 12 teachers and only six selected learners were interviewed. Three teachers, one per school were each observed twice whilst teaching to determine the actual teacher practices in Life Sciences classrooms. Quantitative data was analysed using Statistical Package for the Social Sciences (SPSS) version 26 to obtain descriptive statistics. Qualitative data were analysed using Computer Assisted Qualitative
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Data Analysis Software (CAQDAS) Atlas ti. 8. and themes that answer research questions emerged.
To answer the first sub-research question, what are the teachers’ and learners’ perceptions regarding constructivist learning environments portrayed in Life Sciences classrooms?, the findings revealed lowest mean score of learners in “conceptual conflict and dilemmas” factor and the lowest mean scores of teachers in “learning to learn” factor. The highest mean score for learners is in “making meaning, real-life examples” factor while for teachers is in “learning about the world” factor. Both teachers and learners have positive perceptions in the aspect relating Life Sciences to the real-world. To answer the second sub-research question, how do teachers’ and learners’ perceptions compare regarding constructivist learning environment portrayed in Life Sciences classroom?, the findings revealed that there is a significant difference for teachers’ and learners’ perceptions. The mean scores suggest that teachers have more positive perceptions of Life Sciences learning environment characterized by constructivism than learners. To answer the third sub-research question, how do teachers' pedagogical practices support constructivist learning environments when teaching Life Sciences in the classrooms?, the findings revealed that the pedagogical practices that teachers employed when teaching Life Sciences in classrooms support constructivist learning environment positively. These pedagogical practices used in the classrooms contributed to learners understanding the subject better.
The findings indicate that there is a need for teachers to move away from the traditional ways of teaching and incorporate constructivist teaching methods in their teaching, which will accommodate every learner, because different learners learn differently. The study recommends that teachers must be trained to create social constructivist classrooms and learning environments as they are the ones to implement policies and to teach the curriculum. The study further recommends the involvement of learners in decision-making processes regarding their teaching and learning matters.
Keywords: Social constructivism, rural schools, life sciences, teaching practices, constructivist learning environments