Teaching strategy using student teachers' indigenous languages as a tool for self-conceptualising a scientific concept

Abstract

This paper explores the teaching strategies that may be employed by science teachers in teaching science concepts. The paper argues that learning in Natural Sciences is not that easy. Generally, some students proceed with their studies to higher levels, while others fall along the way.A convenient sample of eight Bachelor of Education final year pre-service teachers was obtained from the population of such students. Data was collected through a researcher-designed instrument that consisted of one open-ended question only. That question focused on the concept of evolution. The results revealed that science teachers sometimes do not realise their agency (roles, responsibilities and identities) and sources in the communities they serve, which should be used in teaching and learning.