Life Sciences Curriculum Policy Statements

Life Sciences was called Biology previously in South Africa (still called Biology in Namibia). Life Sciences is the study of living things from molecular level to their interactions with one a nother and their environments (South Africa, DBE, 2011a). According to the South African Department of Basic Education (2011a), for Life Sciences to be a called a Science, it should be able to use certain methods that allow for discovering of new things and broadening existing science knowledge. The suggested methods include formulating of hypotheses, conducting investigations and experiments as to scientific inquiry (ibid.). “Knowledge production in science is an on-going endeavour that usually happens gradually but, occasionally, knowledge and insights takes a leap forward as new knowledge, or a new theory, replaces what was previously accepted” (South Africa. DBE, 2011a:8). The South African Department of Basic Education (2011a) recognised that, like in many other fields, scientific knowledge changes over time as new things are discovered and people develop better understandings with changed views on the world around them. This is also because scientists continue to explore the unknown, and engage in questions that have no definite answers such as why is climate changing? And perhaps as argued earlier in this chapter, to questions such as, is biodiversity loss a natural phenomenon? The South African Department of Basic Education (2011a) noted that by studying and learning about Life Sciences, learners will develop the following:

 Knowledge of key biological concepts, processes, systems and theories;  An ability to critically evaluate and debate scientific issues and processes;

 Greater awareness of the ways in which biotechnology and knowledge of Life Sciences have benefited humankind;

 An understanding of the ways in which humans have impacted negatively on the environment and organisms living in it;

 A deep appreciation of the unique diversity of past and present biomes in Southern Africa and the importance of conservation;

 An awareness of what it means to be a responsible citizen in terms of the environment and life choices that they make;

 An awareness of South African scientists‟ contributions;

 Scientific skills and ways of thinking scientifically that enable them to see the flaws in pseudo-science in popular media; and

 A level of academic and scientific literacy that enables them to read, talk about, write and think about biological processes, concepts and investigations. (South Africa, DBE, 2011a:1-9)

One could thus argue that if the Life Sciences teachers in PLCs aim to develop the grade 10-12 learners‟ scientific skills (that will allow them to investigate biodiversity issues, knowledge of basic biodiversity concepts, awareness to be responsible citizens who care for biodiversity, deep appreciation of biodiversity and critical and evaluative skills to assess the problems and risks

associated with biodiversity loss), they should engage in discussions and activities that allow them to expand their capabilities on those issues. As a school subject, Life Sciences is comprised of various sub-disciplines (South Africa. DBE, 2011a). Among these are Botany, Entomology, Taxonomy, and Biotechnology, Microbiology, Environmental Studies and Zoology). There are three main reasons why learners need to take Life Sciences:

 To provide useful knowledge and skills that are needed in everyday life;

 To expose learners to the scope of biological studies to stimulate interest in and create awareness of possible specialisation; and

 To provide a sufficient background for further studies in one or more of the biological sub- disciplines. (South Africa. DBE, 2011a:9)

The Further Education and Training (FET) phase Life Sciences curriculum is organised into four knowledge strands; these are developed progressively over the three years (grade 10-12) (South Africa. DBE, 2011a). These are: Life at the Molecular, Cellular, and Tissue level; Life Processes in Plants and Animals; Environmental Studies; and Diversity, Change and Continuity (ibid.). It is indicated in the Life Sciences CAPS curriculum document that these knowledge strands contain different topics and they should not be studied separately (South Africa. DBE, 2011a). They do not have to be taught in the same sequence each year, they are not weighed equally; teachers are expected to make links between them in their teaching (ibid.). The Life Sciences CAPS curriculum content framework focuses mostly on ideas, skills and concepts and connections between them, rather than on methodologies (South Africa, DBE, 2011a). However, the teachers are given the freedom to expand on the concepts in the curriculum and they are expected to design and organise the learning experiences according to their local circumstances, including the availability of resources (South Africa. DBE, 2011a). There are three broad specific aims in Life Sciences:

 Specific Aim 1: This aim relates to knowing the subject content (theory); this includes acquiring of knowledge, understanding and making connections between ideas and concepts to make meaning of Life Sciences, applying knowledge on Life Sciences in unfamiliar contexts and analysing, evaluating and synthesis of scientific knowledge, concepts and ideas.

 Specific Aim 2: This aim relates to doing science practical work and investigations; and investigation of phenomena in Life Sciences, following instructions, handling equipment or apparatus, making observations, recording information or data, measuring, interpreting, designing and planning investigations or experiments.

 Specific Aim 3: This specific aim relates to understanding the application of Life Sciences in everyday life, as well as understanding the history of scientific discoveries and the relationship between indigenous knowledge and science, understanding the history and relevance of some scientific discoveries, the relationship between indigenous knowledge and Life Sciences and the value and application of Life Sciences Knowledge in the industry in respect of career opportunities in everyday life. (South Africa. DBE, 2011a)

The CAPS Life Sciences curriculum also aims at developing learners‟ language skills including their reading and writing skills (South Africa. DBE, 2011a). The Life Sciences CAPS curriculum document also explicitly specifies when and what type of assessment needs to be done (South Africa. DBE, 2011a), noting that higher order questions are critical for assessment (ibid.). However, the Department of Basic Education diagnostic report (2013b) shows that learners are usually not able to answer middle and higher order questions. The diagnostic report thus notes that learners should be introduced to higher order questions and need to be trained to analyse higher order questions (South Africa. DBE, 2013b). Thus Life Sciences teachers in the PLCs have to be supported to set the type of questions that demand high order thinking. Professional development initiatives such as Fundisa for Change should encourage Life Sciences teachers in the PLCs to analyse high order questions and be supported in supporting learners answering those types of questions. As mentioned earlier in this chapter, this is critical for developing learners‟ critical thinking and problem solving skills that are required for biodiversity education.

2.8 Conclusion

This chapter has answered questions such as how did environmental education emerge? What research has been conducted internationally and in South Africa on teacher education and biodiversity? What are the different professional development modalities used internationally and in South Africa? Why the interest in the collaborative models, especially the professional learning communities? And what are the purpose and aims of the South African Life Sciences CAPS curriculum? However some of the limitations in literature in this chapter demonstrate a need to understand whether and how continuing professional development programmes provide conversion factors that expand and/or constrain the functionings, agency and structures in Science teachers PLCs. There is a need to theorise causal links between Science teachers‟ observed actions in PLCs and their complex realities. The next chapter provides the theoretical framework for the study.

Chapter 3: Theoretical framework