Abstract:
Genetics is rated as one of the most difficult topics to teach at MSCE level in Malawi, yet it is a fundamental part of biology and is relevant to everyday life. Despite its importance to the individual and society at large, genetics teaching and learning at different levels of education and in different context is facing significant challenges such as vocabulary and terminologies, abstract nature, complex nature, mathematical problems and misconceptions in textbooks, teachers and learners. In Malawi, very little, if anything has been done to find out how biology teachers are addressing the teaching challenges in genetics.
This study investigated how Malawian senior secondary school biology teachers address the teaching challenges in genetics by identifying the challenging concepts, describing the strategies used to teach the identified concepts and explain the reasons for using the described strategy. A case study approach was used and data was collected through structured interviews and video observation of lessons. Data was analysed through content analysis in order to come up with categories and themes.
This study has revealed that Malawian biology teachers find teaching of some genetics concepts, mathematical aspects and drawing of crosses challenging. The study also found that teachers use group work, demonstration, question and answer and problem based learning to address the challenges. The study recommends that biology teachers should create opportunities for learners to construct knowledge individually and socially.
