Investigating Specific Topic Content Knowledge of Malawian Biology Teachers in Malawi’s Schools: A Case Study of Teachers’ Lessons on Biotechnology

George Macdonald Vakusi; Nellie Mbano

doi:10.37284/eajes.8.1.2774

George Macdonald Vakusi Ministry of Education
Nellie Mbano, PhD University of Malawi

DOI: https://doi.org/10.37284/eajes.8.1.2774

Keywords: Biotechnology, Content Knowledge, Genetic Engineering, Ethical Issues, In-Service Training

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Abstract

Biotechnology focuses on utilizing biological entities to improve people's lives. It is a new topic in the Malawi biology curriculum. This study aimed to investigate the content knowledge of Malawian biology teachers regarding the teaching of biotechnology. Specifically, it explored three objectives: (1) to find out the sources of content knowledge in biotechnology, (2) to find out the level of content knowledge of the teachers and (3) to find out how the teacher’s content knowledge impacts on the teaching of biotechnology. The study employed an interpretivist paradigm to gain insights into teachers' experiences in teaching biotechnology concepts. A qualitative research approach using a multiple case study design was employed in this study to allow for the development of a deeper understanding of the phenomenon. A purposive sample was selected from three schools where biotechnology is taught in Form Four classes. Data were collected through a test, interviews and lesson observations to ensure triangulation. Findings revealed that biology teachers heavily rely on single reference textbooks as their primary source of biotechnology content knowledge. As a result, they possess insufficient content knowledge and struggle with understanding key biotechnology concepts, particularly in linking these concepts to students' prior knowledge in genetics and reproduction, hence, their teaching has less impact on students’ understanding of biotechnology concepts. The results suggest that biology teachers may benefit from a professional development program focused on enhancing their substantive content knowledge in biotechnology. Consequently, the study recommends further research to explore how biotechnology is interpreted in curricula and textbooks and its overall impact on teaching and learning outcomes.

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