Experiences of pre-service teachers on Life Sciences topics and learning. What makes learning difficult and effective?

Pre-service teachers need to be adequately prepared to teach, they are expected to engage with research into teaching and learning during their training as well as reflect on their practice. They need to see themselves as evidence-based practitioners of a research informed profession. In accordance with topics outlined in the Life Sciences Grade 10-12 Curriculum and Assessment Policy Statement (CAPS) document, the study sought to identify areas in Life Sciences where pre-service students encounter learning problems as well as ways to enhance effectiveness of their Life Sciences learning. This study followed an interpretivist approach and social constructivism of knowledge. A convenience sample comprising 58 first year Natural Sciences pre-service teachers (22 males, 36 females) enrolled for the Life Sciences major was used in the study. Qualitative data were collected by means of five focus group discussions with pre-service teachers on their experiences on Life Sciences learning. The following topics were identified as the difficult to learn: Genetics and inheritance and energy transformations to sustain life and cited amongst others that the nature of the topic and teaching strategies employed by their former teachers made it difficult for them to make meaning of the subject matter. Suggestions to overcome these learning difficulties in Life Sciences were made. Teacher preparation needs to focus on highly discipline-specific programs with emphasis on Pedagogical Content Knowledge (PCK) as well so as to effect a deeper and more effective learning process, as well as strengthening the active role of the teacher as a researcher and developer of his/her own practice.