Using a constructivist teaching approach to enhance life sciences learners’ understanding of line graphs

Abstract

This study explored the use of a constructivist teaching approach to enhance grade 10 Life Sciences learners’ understanding of line graphs, where social constructivism served as a lens through which the findings were interpreted. The study made use of a qualitative research approach where a single case study and purposive sampling were used as research design and sampling technique, respectively. In a population of 54 Grade 10 Life Sciences learners, 19 learners were sampled to participate in the study, where the study used both participant observations and document review to collect data. The findings from both classroom observations and document analysis show that learners had limited knowledge of line graphs. However, through a constructivist approach, the learners’ graph creation skills and engagement, where their articulation of graphing processes, such as proper point charting along the axes of x and y, as well as knowledge of the relationships between variables, were enhanced. Amongst other things, the study recommended that researchers consider exploring interdisciplinary and longitudinal studies, as well as studies that would explore Life Sciences learners’ cultural experiences and how prior knowledge influences their interpretation and building of line graphs. This study extends scholarship on science in South Africa by exploring Grade 10 Life Sciences learners’ understanding of line graphs, thereby addressing a gap in the literature where graphing has been studied largely in mathematics rather than disciplinary science contexts.