Research Paper | Education | Zambia | Volume 9 Issue 1, January 2020
Biology Teachers' Context Based Approach Knowledge in the Design of 'O' Level Biology Lessons in Selected Secondary Schools of Kafue District
Miyambo Alfred, Goodwell Kaulu
The study investigated biology teachers context based approach (CBA) knowledge in the design of O level biology lessons. The study used a qualitative approach and a case study design to investigate the issues involved. The sample comprised six biology teachers who were purposively drawn from three secondary schools of Kafue district. Semi structured open ended written interview schedule and document analysis guides were used as data collection instruments. Data were analysed thematically. The findings revealed that all the teachers showed CBA knowledge in designing teaching methods that could engage learners in the lesson. However, only few teachers (2) showed CBA knowledge in giving real life examples during O level biology lesson design. The majority of the teachers (4) did not show CBA knowledge in giving real life examples during biology lesson design. None of the teachers showed CBA knowledge in preparing context based problem solving tasks for the learners. The study concluded that the majority of teachers of biology in Kafue district lacked CBA knowledge of including everyday life examples and preparing context based problem solving tasks for the learners in their lesson design. In view of the findings above, the study recommended that the Ministry of Education through Zambia Association for Science Education (ZASE) should organise workshops for biology teachers on how to link biology content to learners everyday life experiences for meaningful learning.
Keywords: Context based approach, teacher context based approach knowledge, teacher, design
Edition: Volume 9 Issue 1, January 2020
Pages: 1277 - 1285
How to Cite this Article?
Miyambo Alfred, Goodwell Kaulu, "Biology Teachers' Context Based Approach Knowledge in the Design of 'O' Level Biology Lessons in Selected Secondary Schools of Kafue District", International Journal of Science and Research (IJSR), https://www.ijsr.net/search_index_results_paperid.php?id=ART20204095, Volume 9 Issue 1, January 2020, 1277 - 1285
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