Abstract:
Literature shows that learning in informal learning environments has a long-term impact on learners’ perceptions of science. The informal learning environments are perceived as providing learners with various opportunities such as pursuing their interests, achieving science goals and learners’ motivation to learn is increased (Ching-Huei, Wen-Pi, Kun & Chin-Wen; 2022). It is for this reason that this phenomenographic study aimed to explore the influence of learners’ perceptions of learning science in an informal learning environment, such as the National Zoological Gardens. This phenomenographic study was further encouraged by the gap in South African literature in understanding how learners learn science in an informal learning environment.
The study was qualitative in nature and made use of a phenomenographic research design. An interpretive viewpoint was used as a paradigm that guided this study. Ten teachers and thirty-five learners participated in the study and were conveniently selected. For a detailed understanding of learners’ perceptions of learning science in the National Zoological Gardens, teachers were considered to be important in this study. Data were collected through semi-structured interviews, observations and drawings. The interviews were tape-recorded and transcribed verbatim. The data from the three data collection sources were analysed and reported in an integrated way through the research questions.
The conceptual framework of this study was based on Learning Outside the Classroom (LOtC). The LOtC model describes the five domains that impact learners’ learning in informal environments (Malone, 2008). This framework was used to analyse the findings that emerged from this study. The findings of this study identified a lack of cooperation between the Department of Education, schools, teachers and the educational staff at the zoological gardens. The teachers in this study displayed to have inadequate knowledge regarding planning effective experiences for their learners’ learning in an informal learning environments such as the zoological gardens. These teachers influenced their learners negatively. Learners could not link the experience at the zoological gardens with the science curriculum studied in the classroom. Learners’ knowledge learned at the zoological gardens was limited and short term. For teachers to improve their planning that will positively influence learners’ learning of science, this study has proposed a model to consider and has implications for policymakers, schools, teachers and the educational staff at the zoological gardens.
