The extent of the application of the constructivist perspective in the teaching and learning of biology at “O” level

Abstract

This article examines the extent to which the Biology 'O’ level teachers are applying the constructivist perspective in the teaching and learning of Biology at 'O' level in Harare, in former group A government secondary schools in the low density suburbs. The population study consisted of three secondary schools in Zimbabwe. The data were collectedfrom 'O' level Biology teachers, Science Head of Departments, lesson observations and from relevant documents in the schools. Interviews, questionnaires, document analysis and lesson observations were used to collect the data. The extent to which the constructivist perspective is being applied was determined by examining the teachers', knowledge on the constructivist perspective; analyzing documents such as the lesson plan books and the application of the constructivist perspective during the observed lessons. Most teachers who participated in this study showed adequate knowledge about the constructivist perspective in the teaching and learning of Biology at 'O' level. The lessons observed showed the lack of application of the constructivist perspective in the teaching and learning of Biology at 'O' level. Document analysis showed that most teachers were stating methods related to the constructivist perspective in the teaching and learning of Biology but they did not apply these in the actual teaching and learning of Biology as revealed by the lesson observations.