SESSION 2 Knowledge Representation, Research and materials development for Teacher Education Exploring biodiversity in the caps documents.

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SESSION 2 Knowledge Representation, Research and materials development for Teacher Education Exploring biodiversity in the caps documents

Biodiversity Variety of life and life systems, number of kinds Ecological diversity different habitats, niches, species interactions Species diversity different kinds of organisms, relationships among species Genetic diversity different genes & combinations of genes within populations

Exploring biodiversity in the CAPS Characteristics of Ecosystems Ecosystems are dynamic entities which represent the total complex of factors operating within the system. These systems are integrated Interactions between species are real but simple involving relationships between a variety life and the natural areas where they occur Living things cannot therefore exist independently of each other The curriculum should reflect this interdependency Little or no concern for content coherence is prevalent View biodiversity content as a list of topics that can be arranged anyway across grades, terms

Biodiversity In The Curriculum Lithology Soil type Moisture content Habitat Biome A complex community of plants and animals in a region and a climate is called a biome.

The Gap little or no concern for content coherence in content representation View biodiversity content as a list of topics that can be arranged anyway across grades, terms Progression in understanding of the content of biodiversity is therefore compromised Important knowledge content for understanding the key biodiversity knowledge content is missing or omitted Ignore the existing interdependency within species

What then? Curricula as "learning systems" represent the real systems, physical or abstract and should reflect the existing interdependency consider or show concern for content coherence in content representation View biodiversity holistically and not as a list of topics that can be arranged anyway across grades, terms Adhere to progression of knowledge content in leveraging the understanding of the content of biodiversity Tracking of important knowledge content for understanding the key biodiversity knowledge is essential

A partnership programme for environmental learning and teacher education