Discourse patterns of lessons on topics perceived to be difficult in biology in selected secondary schools of Luapula province, Zambia.
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Date
2020
Authors
Manda, Kambi
Journal Title
Journal ISSN
Volume Title
Publisher
The University of Zambia.
Abstract
This study explored classroom discourse patterns of perceived difficult topics in biology such as classification of living organisms, mitosis and meiosis at senior secondary level in selected secondary schools of Luapula Province in Zambia. A collective case study design was used and data was obtained from students and teachers, using observation schedules and interview guides. Purposive sampling was used to select the sample of schools from the target population of Luapula Province of Zambia. Data collected was analysed using discourse analysis and thematic analysis. The study found out that three discourse patterns were used during lessons on topics perceived to be difficult. These three discourse patterns are: Pupil to pupil discourse pattern, teacher- led discourse pattern and teacher-explanation discourse pattern. The choice of discourse patterns by teachers hinged on the following: non availability of teaching and learning aids, desire to cover more content, need to relate lessons to real life situations, nature of the topic to be taught, skill in managing groups, classroom environment and pupil participation. The effects were two fold; lack of understanding and enhanced understanding of stages of cell division and biological names of living organisms. The observed causes of lack of understanding included the following: Experiments on cell division were not conducted because they usually took a lot of time to be concluded.
Classification was not taught practically as a result pupils connected classification with the task of memorising a list of biological names. Most teachers used inappropriate group activities and allocated inadequate time to cell division and classification of living organisms as these topics were taught around examination time. Furthermore, the study revealed that many teachers of biology taught perceived difficult topics in biology by following prescribed Zambian textbooks instead of the syllabus. This made them leave out important aspects of the syllabus and taught kingdoms and phyla not found in the syllabus. Among the causes of enhanced understanding, were mind capturing introductions, properly organised group work, clear explanations from the teacher and all inclusive questioning techniques by the teachers. Some of the recommendations made by the researcher were that: Teachers should combine the three discourse patterns namely; teacher-explanation, teacher-led and pupil to pupil discourse patterns when teaching biology because these patterns proved effective when used together during the lesson observations. Teachers should avoid using one discourse pattern during lessons on topics perceived to be difficult because it is monotonous and does not usually bring about effective learning. Workshops and seminars should be organised internally by schools for teachers to enable them acquire skills of teacher-explanation, teacher-led and pupil to pupil discourse patterns for teaching biology. Biological terms must be explained to pupils in a clear way by using the teacher-explanation discourse pattern so that pupils can understand them clearly. Pupils should be encouraged to draw diagrams on
cell division during pupil to pupil discourse pattern in order for them to understand stages of cell division. Teachers must use real life examples of living organisms to help classify them into different kingdoms, phyla/divisions, classes, orders, families, genus and species during the teacher led discourse pattern.
Description
Thesis of Doctor of Philosophy in Science Education.