THE ROLE OF IMPROVISED TEACHING MATERIALS IN THE TEACHING OF HUMAN REPRODUCTION IN GRADE 12 LIFE SCIENCES
DOI:
https://doi.org/10.17770/eid2025.1.8369Keywords:
Improvised Teaching Materials, Life Science Education, Innovative Pedagogies, Experiential LearningAbstract
The study explored the role of improvised teaching materials (ITMs) in enhancing the educational experience of the topic ‘human reproduction’ in a grade 12 life science classroom context. Set in a teaching resource-constrained school context in the Frances Baard district of the Northern Cape Province, South Africa, the study addresses life science educators' challenges in effectively presenting this complex topic. It is well-reported that ITMs, developed from low-cost and recyclable materials, offer an authentic and innovative solution for promoting learner engagement and understanding. Grounded in Kolb’s Experiential Learning Theory, this qualitative case study describes how ITMs facilitate active, reflective and experiential learning through concrete activities, such as constructing models and conducting hands-on experiments. Empirical data collected through a focus group discussion with a sample of four life science educators yielded five key themes. Findings indicated that the use of ITMs 1) actively engages learners 2) accommodates diverse learning styles, 3) promotes learner understanding of abstract topics, 4) sparks learner motivation and interest. Despite these benefits, a fifth theme centred around constraints to the use of ITMs such as 5) time constraints, resource shortage and financial limitations to the use of ITMs. This study contributes to the scholarship of innovative pedagogies in the context of life science teaching, particularly in the context of rural education. Findings from the study offer insightful insights for educators, policymakers and curriculum developers.
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