Find INVESTIGATING BIOLOGY SECONDARY SCHOOL TEACHERS’ KNOWLEDGE BASES IN THE TEACHING OF BIOTECHNOLOGY Publication: INVESTIGATING BIOLOGY SECONDARY SCHOOL TEACHERS’ KNOWLEDGE BASES IN THE TEACHING OF BIOTECHNOLOGY
| datacite.subject.fos | Social sciences | |
| dc.contributor.author | Vakusi, George Macdonald | |
| dc.cosupervisor | 0bf72804-0736-4df8-a8e6-c86af02cd8b0 | |
| dc.date.accessioned | 2025-09-12T09:01:02Z | |
| dc.date.available | 2025-09-12T09:01:02Z | |
| dc.date.issued | 2025-07 | |
| dc.description | Submitted to the Department of Mathematics and Science Education, School of Education in partial fulfilment of the requirements for the degree of Doctor of Philosophy (Science and Mathematics Education). | |
| dc.description.abstract | This study explored how biology teachers utilise their knowledge bases in teaching biotechnology. It specifically addressed five objectives: understanding the teachers' content knowledge of biotechnology; identifying topic-specific teaching strategies used in biotechnology; examining the teachers' awareness of students' conceptions and learning difficulties in biotechnology; evaluating the methods used by teachers to assess students' understanding of biotechnology concepts; and assessing how teachers integrate the biotechnology curriculum in lesson planning and delivery. Adopting an interpretivist paradigm, the study aimed to capture the teachers' experiences with biotechnology education. The sample consisted of three biology teachers from three schools. Data were collected using a biotechnology test, content representations, interviews, and lesson observations. Document analysis of various curriculum documents was employed to triangulate the data. The findings revealed that the biology teachers had insufficient content knowledge and struggled to connect biotechnology concepts with students' prior learning in genetics and reproduction. Additionally, teachers demonstrated a lack of familiarity with instructional strategies and assessments specific to biotechnology. The study highlighted a reliance on textbooks for content knowledge and teaching strategies, noting that some textbooks lacked illustrations and activities to stimulate critical thinking. Effective teaching of abstract biotechnology concepts requires the proper use of topic-specific PCK components. The study recommends that curriculum developers ensure textbooks include comprehensive content with clear illustrations and activities aligned with the syllabus. | |
| dc.identifier.uri | https://dspace.unima.ac.mw/handle/123456789/1412 | |
| dc.language.iso | en | |
| dc.schoolscentersoptions | b0f5f6f8-db8f-4964-9f11-a4d5b2c6d1d6 | |
| dc.subject | Biology | |
| dc.subject | Secondary school | |
| dc.subject | Teachers' knowledge bases | |
| dc.subject | Teaching | |
| dc.subject | Biotechnology | |
| dc.subject | Syllabus | |
| dc.subject | Illustrations | |
| dc.supervisor | e22213e8-98bf-4178-89ac-a4aa02a97343 | |
| dc.title | INVESTIGATING BIOLOGY SECONDARY SCHOOL TEACHERS’ KNOWLEDGE BASES IN THE TEACHING OF BIOTECHNOLOGY | |
| dc.type | text::thesis::master thesis | |
| dspace.entity.type | Publication | |
| oairecerif.author.affiliation | University of Malawi |