Developing a community of thinking in biological sciences | ||||
| Egyptian Academic Journal of Biological Sciences, B. Zoology | ||||
| Article 9, Volume 2, Issue 2, December 2010, Page 71-80 PDF (218.13 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/eajbsz.2010.15898 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Penny Singh | ||||
| Durban University of Technology, South Africa | ||||
| Abstract | ||||
| Globally, higher education institutions are constantly challenged to respond to changes in the political, social, economic, environment and other sectors in terms of their teaching practices. But, are tertiary institutions responding adequately and appropriately to these challenges in terms of Biological Sciences, their applications and their effect on the environment? The purpose of this paper is to discuss an instruction and assessment strategy in Biology to enhance eco-education. This paper is based on a study that recognises the significance and impact of education and (by implication) assessment in Biological Sciences on the environment. This paper therefore reports on an oral assessment intervention in Biology at two tertiary institutions in South Africa based on “practical activities and first hand experience” emphasized by The 1975Belgrade and Tbilisi international agreements (UNESCO-UNEP 1976, 1978). Grounded in a social-constructivist framework, this qualitative study located learning and assessment in Biology within the framework of situated learning which focused on the construction and assessment of knowledge within the learner’s community of practice. | ||||
| Keywords | ||||
| Community; biological sciences | ||||
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