Post-apartheid state of schools in South Africa: using pedagogical strategies to curb knowledge gaps in first year life sciences practical in a teacher education programme

Abstract

Scientific knowledge and skills required to engage in ontological and epistemological access to sciences have been a fulcrum of debate in scientific research for a curriculum debates in institutions of Higher learning internationally. In particular, in the third world countries such knowledge and skills have been viewed as causing gaps mostly emanating from different backgrounds where first year students who enter university for the first time display. In Life Sciences teacher education classrooms these gaps have been identified as causing low throughput rates and high attrition rates in the Higher Education Institutions. The purpose of this case study was to investigate how a Life Science teacher or educator provided interventions to ameliorate knowledge gaps in practical investigative skills in the first year class. The community of practice theory was used as a lens to view and synthesise the findings of this research. The study falls within the interpretive paradigm where qualitative research method was selected as being suitable for the research conducted. Sampling was done conveniently to accommodate researcher’s class. This group participated in all activities to ensure that data collected was credible and reliable. Results on three microscopy practical work tasks were used along with in situ observations done and recorded by the researcher at all instances. Community of Practice principles assisted the disadvantaged students through peer interactions. Interactive scaffolding methods resulted in suggesting using peer learning activities enhance skills acquisition and learning.