Abstract
This study argues that the teaching of environmental issues in South African schools has followed a didactic approach that stifles the learner and prevents the solving of real environmental problems at schools and in the communities that they serve. Studies have shown that conventional methods of teaching emphasize science content and neglect the development of skills in learners. Problem-based learning (PBL), which is more effective in learning science than traditional methods, equips learners with critical-thinking and problem-solving skills, which are crucial skills in the 21st century. In this respect, the use of PBL may serve as a gateway to developing these necessary skills.
The study followed a design-based research (DBR) approach. Design-based research follows an on-going cycle of design, development, enactment and reflection. Data collection was done using interviews, lesson observations and reflective questionnaire. The findings from Stage 1 revealed that teachers experience challenges associated with the lack of resources, limited space to conduct environmental practical activities, and lack of parental and community support in the teaching of environmental issues. The lesson observations supported these findings. The reflective questionnaire in the final stage indicated that teachers felt that the use of PBL provided a practical method for encouraging learner involvement in local environmental issues. All teachers expressed a desire to continue using this teaching strategy, as it helped learners to remain focused on the task.
M.Ed. (Science Education)