Learners’ perceptions about the integration of their socio-cultural beliefs in life sciences

Abstract

– Culturally responsive science teaching and learning has been a subject of intense discussion among researchers on pedagogy the world over. This study explores learner perceptions about the inclusion of their socio-cultural beliefs in the teaching and learning of particular Life Sciences topics. It presupposes that the integration of learners’ socio-cultural beliefs in certain Life Sciences concepts is likely to motivate learners to engage fully in the learning process as they find relevance of what they learn in their lives. The study employed both quantitative and qualitative research designs. A questionnaire comprising closed and open questions was administered to 166 Grade 10 and 11 Life Sciences learners in seven high schools in Johannesburg. The learners belonged to diverse religious affiliations and races, which provided a rich ground for diversity in learner perceptions. The majority of learners perceived the incorporation of cultural beliefs in learning particular Life Sciences topics as important. The findings however indicate that learners were conflicted when the integration concerns topics embedded with socio-scientific issues such as reproduction, genetically modified foods, cloning, organ transplants and donation. Some learners did not perceive the integration as worthwhile since their goal for learning Life Sciences was to acquire scientific knowledge. It can be concluded and recommended that teacher professional development should continue to equip Life Sciences teachers with skills to deal with such diverse learner perceptions in the classrooms.