Abstract:

Science education needs to provide scientific knowledge and skills relevant to learners and the community by integrating learners’ socio-cultural perspectives. The South African context consists of diverse learner socio-cultural, economic and political backgrounds in science classrooms. Knowledge and skills inculcation in the contemporary society inevitably requires teachers to demonstrate knowledge of learners’ socio-cultural background as the educational reform in South Africa envisions schooling where learners are afforded opportunity to succeed irrespective of their backgrounds (Frempong, Reddy & Kanjee, 2011). While some researchers advocate for the integration of learners’ socio-cultural background in science teaching (Kalolo, 2015), others have devised different methods of integration (Angaama, Fatoba, Riffel & Ogunniyi, 2016; Mavuru & Ramnarain, 2017). Race, ethnicity, and culture need to be interrogated as they shape learners’ classroom experiences. Knowledge of learners’ socio-cultural background and learners’ perceptions of the value of their cultural capital scaffolds teachers’ ability to adopt relevant pedagogical practices (Howard, 2003). In order to ensure multicultural science teaching and learning, the current study sought to answer the research question: How do learners perceive the integration of their socio-cultural experiences within the Life Sciences teaching and learning environment? The study employed a quantitative research design (Creswell, 2014) and involved 80 Grade 10 Life Sciences learners at selected South African schools in Johannesburg. Data was collected through questionnaires and analysed using SPSS version 25 to establish relationship between social-cultural variables and classroom integration mechanisms. Findings revealed that social-cultural variables influence learners’ perceptions on the integration of their socio-cultural experiences in the classrooms. A higher percentage of girls than of boys shared freely their beliefs and practices related to specific Life Sciences concepts. Implications for teacher professional development regarding effective instructional practices in diverse instructional settings are discussed.

References:
[1] Angaama, D., Fatoba, A. F., Riffel, & Ogunniyi, M.B. (2016). Harnessing indigenous knowledge for science teaching: The voices of learners. A paper presented at African Association for the Study of Indigenous Knowledge Systems (AASIKS) 2nd Annual International Conference. Universidade Pedagogica, Maputo, Mozambique.
[2] Creswell, J. W., (2014). Designing and conducting mixed methods research. SAGE publications.
[3] Frempong, G., Reddy, V. & Kanjee, A. (2011). Exploring equity and quality education in South Africa using multilevel models. Journal of Comparative and International Education, 41(6), 819–835. https://doi.org/10.1080/03057925.2011.607488
[4] Howard, T. C. (2003). Culturally relevant pedagogy: Ingredients for critical teacher reflection. Theory into Practice, 42(3), 195-202.
[5] Kalolo, J. F. (2015). Towards contextual and cultural relevant science education in non-Western countries: The African experience. Journal of Studies in Education 5(3). doi:10.5296/jse.v5i3.7147.
[6] Mavuru, L. & Ramnarain, U. (2017). Teachers’ knowledge and views on the use of Learners’ socio-cultural background in teaching Natural Sciences in Grade 9 township classes. African Journal of Research in Mathematics, Science and Technology Education, 21(2), 176-186. doi: 10.1080/18117295.2017.132723

Keywords:

Learners’ socio-cultural experiences, culturally relevant pedagogy, Life Sciences.