Perceptions of Pre-service teachers in Teaching Genetics through PlayPosit in a
Technology-Enabled Learning Environment in one University in South Africa
email: tsihele@wsu.ac.za
A B S T R A C T
Most South African pre-service seemingly consider teaching genetics as challenging from both a conceptual and language standpoint. Teachers and students still see the teaching and learning of genetics as challenging despite regulations by CAPS requiring teachers to use textbooks and other ICT-related resources. This is because the examination guidelines are silent on how to provide resources to teach genetics. A qualitative study was used to explore pre-service teachers’ experiences teaching genetics concepts in a technology enabled learning environment (TELE) at one university in South Africa using PlayPosit. The study investigated how pre-service teachers use technical, pedagogical, and content knowledge to improve students’ conceptual comprehension. It is guided by the technical Pedagogical Content Knowledge (TPACK) framework. Five randomly chosen Level 4 Science Education pre service teachers participated in open-ended interviews and active classroom observation to gather data. A structured TPACK-aligned protocol was used to gather observation data during genetics classes taught by pre-service teachers. A summary of teaching competency across TPACK categories was provided after field notes on instructional strategies and technology integration were qualitatively coded to find trends. Five major themes emerged from the thematic analysis: how modules are delivered, who owns ICT devices, ICTs are used in the classroom, TELE experiences, and opinions on the value of technology in genetics education. The results demonstrate that pre-service teachers were generally able to use PlayPosit to teach genetics while integrating technology, pedagogy, and subject. Technology encouraged students’ engagement, critical thinking, and comprehension of genetics concepts while supporting interactive, learner-centred learning. However, several barriers were noted, including the need for reliable electricity and internet access, time constraints, and a lack of technical expertise. To improve the efficient use of digital technologies in Life Sciences instruction, the study suggests strengthening teacher training in technology integration and ensuring reliable technological infrastructure and support.