Abstract
Genetics education is crucial for learners to understand the inheritance of characteristics and genetic disorders in organisms, as well as the impact of genetic engineering in human daily lives. However, the traditional method of teaching genetics seems to be ineffective in improving learners’ understanding of genetics concepts and this results in Grade 12 teachers and learners to perceive the teaching and learning of genetics concepts as difficult and challenging. This study investigates teachers’ utilisation of the smartboard as a digital tool to teach genetics concepts to learners. The study employed Technological Pedagogical Content Knowledge (TPACK) framework and the Technology Acceptance Model as the conceptual frameworks to measure the teachers’ knowledge and skills in integrating technology into the teaching of genetics concepts. A mixed method research approach was used to collect data from 40 Grade 12 Life Sciences teachers purposefully selected from high schools in the West Rand District in Gauteng Province. The data was collected through closed-ended questionnaires administered to the 40 teachers to explore teachers’ perceptions of their competencies of using smart boards as digital tools to make genetics concepts more accessible to grade 12 learners. Semi-structured interviews were employed to investigate teachers’ understandings of the affordances of smart boards as digital tools to make Genetics concepts more accessible to grade 12 learners. Lesson observations were conducted on the same teachers’ lessons to examine how teachers use smart boards as digital tools to make Genetics concepts more accessible to learners. The study’s quantitative data was analysed and interpreted using Statistical Package for Social Science (SPSS) to provide descriptive data, whereas the audio and video recordings from semi-structured interviews and lesson observations were analysed using Saldana’s (2009) coding method. The findings of the study revealed that teachers have sufficient content knowledge of genetics concepts and that teachers utilise the smartboard to teach genetics concepts. This study investigated teachers' perceptions and practices regarding smartboard utilisation in teaching genetics concepts. Findings from questionnaire and interviews revealed a disconnection between teachers' confidence in smartboard competency and seamless integration, this is attributed to inadequate training and technical challenges. Furthermore, from the lesson observations the study highlighted that teachers predominantly use smartboard features they perceive as easy to use due to lack of advanced knowledge of smartboard features, influencing their attitudes and behavioural intentions in using the smartboard as a digital tool to teach genetics concepts.
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Despite smartboard utilisation, teacher centred approaches prevailed, limiting inquiry-based learning and collaborative learning in genetics education. The study highlights the potential for smartboards to enhance the learning and understanding of genetics concepts. There is a need for targeted subject-specific professional development to enhance Grade 12 Life Sciences teachers' Technological Pedagogical Content Knowledge in teaching genetics. Restructuring Life Sciences curriculum design is crucial to seamlessly integrate technological tools such as smartboards, into lesson plans and annual teaching plans to enhance the teaching and learning of abstract genetics concepts.
Key words: Digital tools; Genetics; Grade 12 teachers; Life Sciences; Smartboards;
Technological pedagogical content knowledge