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Downloaded Onto a Computer to Assist with the Transcribing of Interviews Rhodes University Department of Education AN INVESTIGATION OF PRIOR KNOWLEDGE ABOUT AMPHIBIANS AMONGST GRADE 7 LEARNERS AND EDUCATORS: TOWARDS THE DEVELOPMENT OF A RESOURCE PACK Submitted in partial fulfillment of the requirements for the degree of MASTERS OF EDUCATION IN ENVIRONMENTAL EDUCATION by Louise Gordon August 2009 ABSTRACT The value of frogs is compared to the value of canaries used in coalmines: they are indicators of the environmental status of our environments, thus crucial to our survival. One third of all frogs worldwide are threatened with extinction. Frogs are found in our immediate environment. Are our Natural Science educators, teaching the Life and Living curriculum aware of this threat, the possible impact that the extinction of frogs will have on our welfare? Are our educators making use of the resources in their immediate environment? This study aimed to investigate the prior knowledge in both the horizontal and vertical discourse, in Grade7 learners and their educators, to inform the design of an amphibian resource pack. By investigating their prior knowledge an insight would be gained in their knowledge of Natural Science concepts as well as their everyday knowledge of their immediate natural environment. It would also highlight any misconceptions formed as well as alternative concepts within both educator and learner groups. These insights would be used to inform the contents of said resource pack. i Acknowledgements Writing a thesis on order to obtain a masters degree is similar to undergoing a metamorphosis. Ideas start out quite small, contained in an egg capsule, the egg hatches signaling the beginning of development.. The field work is similar to a tadpole swimming in a pond but once the interpretation of data starts, again it signals even more development, ready for the tadpole to turn into a frog, jumping out of the small pond to explore life beyond. More ideas flow only to realize that more eggs are needed and so the process starts all-over again. Just as you think you are done, you need to go back and rethink and rewrite your chapters again – a circular process indeed. Development needs a lot of support. In this regard I would like to thank the following people and entities for their support. Professor Pat Irwin : words cannot express my admiration and appreciation for your guidance, thoughts and ideas in helping me to complete the thesis. No student can ask for better guidance. I thoroughly enjoyed working with you and learning so much in the process – it was indeed a life-enriching experience for me. Ms Ingrid Schudel: thank you for your ideas, guidance and attention to detail especially with regards to understanding the theories of education. Your sense of humour and friendly encouragements certainly helped me through some rough patches. Thank you to the Gauteng Department of Education for granting me the approval for this study and being able to access the schools, learners and educators for their information. Ms Jenny Gray : thank you so much for encouraging and pushing me to study further. It was a growing experience, one that I never thought I would enjoy but as you told me – it will be worth it in the end. Johannesburg Zoo : thank you for allowing me the time to study as well as the financial assistance provided during the two years of study. In this regard, thank you to my Zoo team for your patience and iii support and understanding when I went away, came back and growled a few times in frustration. Thank you especially to Deona; Lawrence and Themba for assistance and to Stephen, Michelle and Althea for all the information on frogs as well as the African association of Zoos and Aquaria in this regard. Thank you to Heather for the encouragement. Thank you to my family – my mother and sister for your support, but especially my brother Lourens who gave me so many lifts to the airport and phone calls to keep me going. Last but not least and to whom I dedicate my thesis: My husband Brian : thank you for your love, support and patience. As you rightly said- ‘can’t wait for it to be over so that we can have some fun’. I love you and appreciate everything you have shared with me so far. Thank you for explaining to all and sundry that your wife was studying ‘paddas’ as a serious degree. iv LIST OF TABLES AND FIGURES EXCLUDING THOSE FOUND IN THE APPENDIXES TABLES: Table Title Page Chapter Three 3.1 The research process followed 38 3.2 Questionnaires 41 Chapter Four 4.1 Amphibians as indicated from a given list by two educators 56 4.2 Identifying examples of Amphibians from pictures 56 4.3 Additional Amphibians listed 56 4.4 An indication of educators’ knowledge in identifying different frog 57 species and examples given 4.5 Characteristics used by educators to differentiate a frog from a 58 mammal 4.6 Habitats of frogs as listed by educators 59 4.7 Educators understanding of ‘endangered’ 60 4.8 Educators’ examples of endangered animals 60 4.9 Educators’ examples of animals used in teaching about 61 conservation 4.10 The conservation status of frogs as indicated by educators’ 61 4.11 The effect if frogs became extinct according to educators’ 62 4.12 The effects on people if frogs became extinct according to the 63 educators’ 4.13 Actions suggested saving frogs 64 4.14 Perceived threats to frogs 65 4.15 Educators’ responses to frog sounds 66 4.16 The acquisition of prior knowledge by educators 68 4.17 Resources for educators to find more information 69 4.18 Resources learners would use for research purposes according 69 to educators 4.19 Learners attitudes towards frogs according to educators 70 Chapter Five 5.1 The concept of amphibians according to Grade 7 learners 84 5.2 Examples of amphibians as selected by learners 84 5.3 Habitats of frogs according indicated by learners 85 5.4 The areas where learners saw frogs 85 5.5 Learners understanding of the ‘endangered’ 86 5.6 Incorrect answers 86 5.7 Endangered animals according to learners 87 5.8 Frequency of correct and incorrect responses in terms of the food 88 chains 5.9 Learners identifying prey and predators of frogs 88 5.10 The effect if frogs became extinct according to learners 89 viii 5.11 The effect on people if frogs became extinct according to learners 89 5.12 Actions suggested in saving frogs 90 5.13 Perceived threats to frogs according to learners 90 5.14 Uses of frogs 91 5.15 Learners willing to hold frogs 91 5.16 Keeping frogs as pets 92 5.17 Ways and means of disposing of unwanted frogs pets 92 5.18 Stories listed or written by learners 92 5.19 Resources suggested by learners 93 FIGURES: Figure Title Page Chapter One 1.1 Amphibian species threatened worldwide 5 1.2 The location of Johannesburg Zoo and the schools included in the 12 research Chapter Two 2.1 Prior knowledge in a horizontal and vertical aspect as adapted from 23 Bernstein’s model ix List of abbreviations including those found in the Appendixes • A-Ark- Amphibian Ark • ACAP- Amphibian Conservation Action Plan • ASG – Amphibian Specialist Group • CBD –Convention on Biological Diversity • CBSG - Conservation Breeding Specialist Group • CD – Compact disk • CNA – Central News Agency • DVD – Digital Video Disk • EWT – Endangered Wildlife Trust • IUCN- World International Union of Conservation • PAAZAB- African Association of Zoos and Aquaria • PNA – Public News Agency • RNCS- Revised National Curriculum Statement • SADC - Southern African Development Community • WAZA- World Association of Zoos and Aquaria • WESSA - Wildlife and Environment Society of South Africa • WZACS – World Zoo and Aquaria Conservation Strategy x List of Appendixes • Appendix A – Sample size and description : Schools used in survey: Gauteng Department of education • Appendix B: Books and other sources with information on Amphibians available to educators and learners • Appendix C -Two minute survey • Appendix D - Questionnaire two • Appendix E – Transcript of an interview • Appendix F – Questionnaire 3 • Appendix G – Questionnaire 4: Educators • Appendix H – Approval to conduct academic research: Gauteng department of Education • Appendix I – Request letter to school to conduct survey with Grade 7 class with regards to gathering information to inform the design of a resource pack for conservation • Appendix J- Concept of Amphibians and Frogs, classification and characteristics of Amphibians and frogs, Myths and folklore • Appendix K – Concept and terminology used in conservation context • Appendix L – Concept of ecology • Appendix M – Examples of the creativity of learners – frog songs and poems in response to questionnaire 2 • Appendix N – Examples of learners experience or beliefs of warts in responses to questionnaire 2 xi CONTENTS LIST OF TABLES AND FIGURES EXCLUDING THOSE FOUND IN THE APPENDIXES LIST OF ABREVIATIONS LIST OFAPPENDIXES CHAPTER ONE: SCOPE OF RESEARCH Page 1.1 INTRODUCTION 1 1.2 RESEARCH GOALS 2 1.3 ASSUMPTIONS UPON WHICH RESEARCH WAS BASED 3 1.3.1 Assumptions relating to frogs based upon the researchers 3 experience in interacting with schools and educators 1.3.2 Assumptions relating to school 4 1.3.3 Assumptions relating to the potential usefulness of the research 4 findings 1.4 THE AMPHIBIAN CRISIS (INCLUDING THREATS) 4 1.5 THE IMPORTANCE OF AMPHIBIANS 6 1.6 INTERNATIONAL MOBILISATION AND POLICY 7 1.7 THE ROLE OF ZOOS IN EDUCATION 9 1.8 THE JOHANNESBURG ZOO 9 1.9 LINKS WITHIN THE NATURAL SCIENCE LIFE AND LIVING 10 CURRICULUM 1.10 CONTEXT OF THE STUDY 11 1.11 OVERVIEW OF THE CHAPTERS 13 CHAPTER TWO: THEORETICAL UNDERPINNINGS 2.1 INTRODUCTION 14 2.2 PRIOR KNOWLEDGE IN SELECTED
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