The Impact of integrating the history of science into life science teaching of viruses on students' comprehension of microbiology concepts

Abstract

Understanding microbiology, especially viruses, is pivotal in life science education, shaping students' comprehension of scientific principles. Incorporating the history of science into life science lessons, particularly focusing on viruses, holds immense importance in enhancing students' understanding of microbiology concepts in schools situated in rural areas like Kwa-Dlagazwa, South Africa. The significance lies in the scarcity of educational resources in such regions, making it crucial to employ innovative yet cost-effective methods to enrich learning experiences. This study sets out to create a more welcoming and captivating environment for science education, aiming to make the complexities of virology and microbiology more relatable and engaging for learners. The study was guided by two hypotheses and a sample of fifty (50) 10th-grade life science learners and ten (10) life science teachers, selected through simple random techniques from public schools in Kwa-Dlangezwa. Data collection utilized class tests and closed-ended questionnaires, which were analyzed using SPSS version 13. The results indicated that the null hypothesis (H0) for the pre-test was not rejected, with p > 0.05 in both instances. This suggests that there is no significant difference in students' understanding of microbiology concepts between those exposed to life science teaching of viruses with the integration of the history of science and those taught using traditional methods at the pre-test stage. As a recommendation, it is proposed that students be introduced to the captivating life stories of scientists who delved into the unexplored realms of virology, enhancing their engagement with the subject matter.