Browsing by Author "Laubscher, Leila"

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    The lived experiences of life sciences teachers belonging to different religious beliefs: a focus on the teaching of evolution
    (Stellenbosch : Stellenbosch University, 2023-03) Laubscher, Leila; Le Grange, Lesley; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: The motivation to investigate the lived experiences of Life Sciences teachers, belonging to different religious beliefs, teaching evolution, was inspired by a recognised gap in qualitative educational research regarding Life Sciences teachers’ lived experiences. An interest in learning about and understanding Life Sciences teachers’ lived experiences of teaching evolution in the light of their personal religious beliefs inspired this interpretive study. The main research question asks: How do Life Sciences teachers, belonging to different religious beliefs, experience teaching evolution as a curriculum topic? Five Western Cape-based Life Sciences teachers, belonging to Islam, Christianity, were asked 12 questions over individual online semi-structured interviews about their contextual backgrounds, lived experiences of learning about and teaching evolution, as well as their religious beliefs. Their interviews were transcribed, and the data was analysed using a thematic content analysis, as well as a cross case analysis through the constant comparative method. Meaningful qualitative data was produced that aided in the understanding of how teachers experience teaching the topic of evolution, in the light of their backgrounds and religious beliefs. A unique researcher’s touch was applied to the analysis process to foster compassionate understanding of complex lived experiences. The results cannot be uniformly applied to all contexts and cannot be associated with all Life Sciences teachers belonging to Islam and Christianity. According to the results, even within a certain religion, an individual’s beliefs of the religion itself and of the theory of evolution differ, depending on contextual factors. Three of the teachers presented elaborate discussions of evolution in light of the nature of science and expressed enjoyment and interest towards teaching evolution; therefore, teachers’ lived experiences of teaching evolution might be impacted by their understanding of the importance of evolution in Life Sciences, irrespective of their religious beliefs. The other two teachers (Muslim and Christian) expressed a reluctance to teach evolution based on the experience of evolution to be controversial and evolution’s perceived contradiction to creation (as the misconception that evolution is an alternative to creation was held); however, the former teacher did not allow evolution to threaten his faith, whereas the latter teacher experienced conflict within herself. Despite their experience of evolution being difficult to teach, both teachers attempted to remain positive and resorted to assessment requirements as justification for teaching evolution. Some teachers’ experiences of teaching evolution were affected by pressure from external factors such as the limited time factor in grade 12, assessment pressures and learners, parents and/or colleagues opposing the teaching of evolution. This research study emphasises the uniqueness and humanness of each individual teacher’s lived experiences of teaching evolution, which are influenced by their personal contexts, including, but not limited to their religious beliefs. Differences in the lived experiences of teachers from the same religion brings to light the problematic nature of stereotyping individuals’ views of evolution based on religion.