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

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dc.article.end-page894en_ZA
dc.article.start-page877en_ZA
dc.contributor.authorMcPherson-Geyser, G.
dc.contributor.authorDe Villiers, R.
dc.contributor.authorKavai, P.
dc.date.accessioned2022-04-01T12:37:01Z
dc.date.available2022-04-01T12:37:01Z
dc.date.issued2020
dc.description.abstractThe 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 strategyen_ZA
dc.description.librarianMS2022en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.citationMc 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.issn1694-609X
dc.identifier.urihttps://hdl.handle.net/10539/32844
dc.journal.issue3en_ZA
dc.journal.linkhttps://doi.org/10.29333/iji.2020.13358aen_ZA
dc.journal.titleInternational Journal of Instructionen_ZA
dc.journal.volume13en_ZA
dc.language.isoenen_ZA
dc.rights© The Author(s) 2020en_ZA
dc.schoolWits School of Educationen_ZA
dc.titleThe use of experiential learning as a teaching strategy in Life Sciences.en_ZA
dc.typeArticleen_ZA
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