PEDAGOGICAL PRACTICES ADOPTED BY TEACHERS WHEN USING IMPROVISED RESOURCES IN LIFE SCIENCES CLASSROOMS

Pedagogic innovation is central to meaningful enhancement of human capital development. Concerted efforts geared towards meaningful science teaching and learning hinge to a large degree on a myriad of crucial factors which serve as key ingredients for creating a conducive environment within which envisaged learning outcomes can fruitfully be realized. In recognition of this key strategic imperative, the study explored pedagogical practices adopted by teachers when using improvised resources in Life Sciences classrooms at South African township schools. The study adopted a case study design located within the interpretive research paradigm. Data was collected through semi-structured interviews and lesson observations involving three purposively selected Life Sciences teachers. The cohort of teachers observed employed various pedagogic strategies such as inquiry-based learning, collaborative learning, cooperative learning as well as heuristic learning when using improvised resources to stimulate effective teaching and learning in Life Sciences classrooms. However, the selection and deployment of appropriate improvised resources proved to be an arduous task for the teachers although they fully acknowledged the significance of integrating improvised resources in science lessons. In addition, meaningful opportunities for harnessing learners’ prior knowledge as a scaffold for navigating new content were created. Implications for pedagogic innovation are discussed.