The use of experiential learning as a teaching strategy in Life Sciences.

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dc.contributor.author McPherson-Geyser, G.
dc.contributor.author De Villiers, R.
dc.contributor.author Kavai, P.
dc.date.accessioned 2022-04-01T12:37:01Z
dc.date.available 2022-04-01T12:37:01Z
dc.date.issued 2020
dc.identifier.citation Mc Pherson-Geyser, G., de Villiers, R., & Kavai, P. (2020). The Use of Experiential Learning as a Teaching Strategy in Life Sciences. International Journal of Instruction, 13(3), 877-894. en_ZA
dc.identifier.issn 1694-609X
dc.identifier.uri https://hdl.handle.net/10539/32844
dc.description.abstract The implementation of experiential learning within schools may hold many advantages. The objective of this study was to identify how experiential learning influences the teaching and learning of Life Sciences (biology). This qualitative inductive research focused on creating a rich amount of data through a multiple case study approach. The collection and analysis of data were done through the use of interviews, classroom observations and worksheet checklists. The interpretivist researcher in this study chose dual-medium public high schools of different socialeconomic backgrounds to participate in this study. Life Sciences teachers in Johannesburg, Gauteng, South Africa were interviewed and observed in their classes while teaching. This study showed that teachers do not fully understand the context of experiential learning. The issue that was addressed was the need for quality education by enforcing the correct use of experiential learning. The insertion of generic skills in schools will improve the development of Life Sciences learners and enable them to subsequently progress in the classroom. An experience not utilized in another area of education has not value, specifically in the Life Sciences classroom. This experience permitted learners to form a union between the outside of the classroom and the theory taught inside the classroom when testing implications. These implications can form part of experiments, subject matter or any theme related to science and society. Experiential learning sustained a gateway to the learners’ outside lives, where the concepts came alive in common areas of their daily lives. Keywords: biology, experiential learning, life sciences, teachers, teaching strategy en_ZA
dc.language.iso en en_ZA
dc.rights © The Author(s) 2020 en_ZA
dc.title The use of experiential learning as a teaching strategy in Life Sciences. en_ZA
dc.type Article en_ZA
dc.journal.volume 13 en_ZA
dc.journal.title International Journal of Instruction en_ZA
dc.description.librarian MS2022 en_ZA
dc.journal.link https://doi.org/10.29333/iji.2020.13358a en_ZA
dc.journal.issue 3 en_ZA
dc.article.start-page 877 en_ZA
dc.article.end-page 894 en_ZA
dc.faculty Faculty of Humanities en_ZA
dc.school Wits School of Education en_ZA


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