Using a constructivist teaching approach to enhance life sciences learners’ understanding of line graphs

Using a constructivist teaching approach to enhance life sciences learners’ understanding of line graphs

Karabo Justice Chuene & Thabelang Segopotse Sefoka

Issue: Vol. 7 No. 1 2026 Article 3 pp.25 – 44
DOI : https://doi.org/10.38159/jelt.2026713 Published online 18th February 2026.

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ABSTRACT

This study explored the use of a constructivist teaching approach to enhance grade 10 Life Sciences learners’ understanding of line graphs, where social constructivism served as a lens through which the findings were interpreted. The study made use of a qualitative research approach where a single case study and purposive sampling were used as research design and sampling technique, respectively. In a population of 54 Grade 10 Life Sciences learners, 19 learners were sampled to participate in the study, where the study used both participant observations and document review to collect data. The findings from both classroom observations and document analysis show that learners had limited knowledge of line graphs. However, through a constructivist approach, the learners’ graph creation skills and engagement, where their articulation of graphing processes, such as proper point charting along the axes of x and y, as well as knowledge of the relationships between variables, were enhanced. Amongst other things, the study recommended that researchers consider exploring interdisciplinary and longitudinal studies, as well as studies that would explore Life Sciences learners’ cultural experiences and how prior knowledge influences their interpretation and building of line graphs. This study extends scholarship on science in South Africa by exploring Grade 10 Life Sciences learners’ understanding of line graphs, thereby addressing a gap in the literature where graphing has been studied largely in mathematics rather than disciplinary science contexts.

Keywords: Constructivist teaching approach, Life sciences, Line graph, Social constructivism

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AUTHOR(S)

Dr. Karabo Justice Chuene holds a PhD in Education with Natural Science Education from the North West University, South Africa. Dr Chuene, currently a Senior Lecturer, is responsible for the coordination of Classroom Research in Life Sciences Education (a 4^th year module) and Philosophy and Nature of Science Education (an honours module) at the University of Limpopo. He has published 02 peer-reviewed articles, successfully supervised 06 Master’s students in the areas of Indigenous Knowledge Systems (IKS) and Pedagogical Content Knowledge (PCK) in Life Sciences, Natural Science and Agricultural Sciences. He has successfully supervised over 20 honours students and is currently supervising over 07 Masters’ students.

Ms Thabelang Segopotse Sefoka is a Master of Education (Science Education) graduate from the University of Limpopo, which is one of the South African state universities. Thabelang is also a Grade 10-12 Life Sciences teacher at Quintile 2 Public Secondary School. She has published one peer-reviewed article. Her research interests include Indigenous Knowledge Systems (IKS) and Pedagogical Content Knowledge (PCK).

TO CITE ARTICLE

Chuene, Karabo Justice and Thabelang Segopotse Sefoka. “Using a constructivist teaching approach to enhance life sciences learners’ understanding of line graphs” Journal of Education and Learning Technology 7, no. 1 (2025): 25-44. https://doi.org/10.38159/jelt.2026713