Molefe, Leonard Musetsi.Odukoya, Adekemi Oreoluwa.2024-12-312024-12-3120242024https://hdl.handle.net/10413/23519Doctoral Degree. University of KwaZulu-Natal, Durban.Despite the widespread acknowledgement of the significance of science process skills (SPS) in science education, research indicates a persistent deficiency in the use of SPS among pre-service teachers, particularly in the domain of biological concepts related to plant taxonomy. This investigation aimed to fill this gap by studying how preservice teachers utilize SPS in comprehending biological concepts based on plant taxonomy within a Nigerian University. The study had three primary objectives: firstly, to explore pre-service teachers’ conceptual knowledge of SPS and their level of biology literacy; secondly to explore how pre-service teachers use SPS to understand biological concepts based on plant taxonomy; and thirdly, to investigate the factors influencing pre-service teachers’ use of SPS in to understand biological concepts based on plant taxonomy. The research adopted a qualitative method, using open-ended questionnaires, focus group interviews (FGIs), and cogenerative dialogue to collect data. The open-ended questionnaires were employed to gain insight into the participants' understanding of SPS, facilitating in-depth data collection and exploration of their viewpoints. FGIs were utilized to gather qualitative data, enabling participants to candidly share their experiences, preferences, and challenges. Cogenerative dialogue facilitated an open discussion for pre-service teachers to articulate the factors they perceive as barriers to utilizing SPS in comprehending plant taxonomy. A pilot study was conducted to assess the research instruments and confirm their suitability. The research design and data collection methods were geared towards ensuring the robustness and reliability of the research outcomes. Additionally, ethical considerations were carefully addressed, including obtaining research authorization, gaining participant data collection approval, maintaining confidentiality and privacy, ensuring data accuracy, and handling data use and disposal. The study was grounded in two key theoretical frameworks: Cultural-Historical Activity Theory (CHAT) and Biological Literacy. CHAT informed the understanding of the significance of social facets of learning and the development of skills like SPS. The study used CHAT to explore how the pre-service teachers, as learners, interacted with their environment, to use SPS to understand biological concepts based on plant taxonomy. Biological Literacy was also employed to explore the level of biological literacy among the pre-service teachers and how it related to their understanding and utilisation of SPS in the context of plant taxonomy. Participants in the study consisted of 24 pre-service biology teachers who were in their third and fourth academic years at a Nigerian University. The participants were chosen because of their extensive experience (of at least 3 years) in the development of SPS. The findings revealed that pre-service teachers demonstrated a solid understanding of some SPS, such as classifying, measuring, and interpreting data. However, they struggled with other skills, such as operational definition, identifying and controlling variables, hypothesising and predicting. Pre-service teachers’ level of biological literacy was found to be relatively low, with many struggling to apply scientific knowledge in decision-making, particularly in the context of plant taxonomy. The study also revealed that practical work (PW) was an essential component of science education, but pre-service teachers often lack the necessary skills and training to effectively implement PW in their learning of SPS . Furthermore, the study identified external factors, such as financial constraints, difficulties in plant identification, and the availability of qualified instructors, as potential barriers to the development of SPS among pre-service teachers. The study concluded that pre-service teachers exhibited deficiencies in their understanding and application of SPS, particularly in the context of plant taxonomybased biological concepts. The study underscored the broader implications for the education system’s ability to cultivate essential SPS among pre-service biology teachers. The inadequacies observed, despite prior exposure to SPS concepts, underscored a critical gap in foundational understanding. This deficiency not only hinders pre-service teachers’ capability to effectively teach and communicate these concepts but also raises questions about the adequacy of current pedagogical approaches and the need for targeted interventions.enScience process skills.Preservice teachers.Plant taxonomy.Biological literacy.Teachs--Professional development.Thesis