Group activity 1 1. Answer the following questions based on the research problem below Research Problem Practical work, defined by Millar and Abrahams (2009) as the manipulation of objects/material to explain natural phenomena, is central to the teaching and learning of science as it may help learners grasp abstract Life Sciences ideas (Kazeni et al., 2018). According to Sandifer and Haines (2009), when learners are engaging in practical work, they get the opportunity to be both hands-on (through the manipulation of objects) and minds-on (through thinking about what they are doing) leading to improved learner interest in science. This is particularly true in topics like respiration as learners display many misconceptions (see Kao, 2007). Against this background, it is important for Life Sciences teachers to engage their learners in practical activities. However, engaging learners in practical work is still an issue in disadvantaged schools due to the tack of resources (Cossa \& Uamusse, 2015), especially in South African rural areas. In such contexts, the teaching and learning of Life Sciences is still characterised by information telling that in turn affects learners' understanding of these abstract ideas. Shana and Abulibdeh (2020) argue that with the lack of resources, practical work becomes difficult to organize, thus, learners are not afforded opportunities to have a hands-on learning experience. Lack of practical work could lead to learners having difficulties in understanding abstract gaseous exchange concepts. Botes (2021) argued that with the lack of resources for practical work in certain contexts like rural areas, teachers can consider 'alternative' to practical work where they improvise, especially in gaseous exchange concepts (Olander et al., 2018). This is also supported by the Department of Basic Education (2011), that if the equipment is limited, teachers should be encouraged to improvise since the same skills can be developed using improvised equipment. Hence, in this research, we want to use improvisation to enhance grade 11 learners' understanding of gaseous exchange concepts. 1.1. Divide the text into ideal, reality and consequence 1.2. Develop the research title for the intended study 1.3. Develop research questions for the study 1.4. Which research approach is suitable for this study? Why? Be exhaustive 1.5. Which data collecting instruments do you think are well suited for the type of data you intend to collect? Why? be exhaustive.

1. Group activity 1 1. Answer the following questions based on the research problem below
Research Problem Practical work, defined by Millar and Abrahams (2009) as the manipulation of
objects/material to explain natural phenomena, is central to the teaching and learning of science
as it may help learners grasp abstract Life Sciences ideas (Kazeni et al., 2018). According to
Sandifer and Haines (2009), when learners are engaging in practical work, they get the
opportunity to be both hands-on (through the manipulation of objects) and minds-on (through
thinking about what they are doing) leading to improved learner interest in science. This is
particularly true in topics like respiration as learners display many misconceptions (see Kao,
2007). Against this background, it is important for Life Sciences teachers to engage their learners
in practical activities. However, engaging learners in practical work is still an issue in
disadvantaged schools due to the tack of resources (Cossa & Uamusse, 2015), especially in
South African rural areas. In such contexts, the teaching and learning of Life Sciences is still
characterised by information telling that in turn affects learners' understanding of these abstract
ideas. Shana and Abulibdeh (2020) argue that with the lack of resources, practical work becomes
difficult to organize, thus, learners are not afforded opportunities to have a hands-on learning
experience. Lack of practical work could lead to learners having difficulties in understanding
abstract gaseous exchange concepts. Botes (2021) argued that with the lack of resources for
practical work in certain contexts like rural areas, teachers can consider 'alternative' to practical
work where they improvise, especially in gaseous exchange concepts (Olander et al., 2018). This
is also supported by the Department of Basic Education (2011), that if the equipment is limited,
teachers should be encouraged to improvise since the same skills can be developed using
improvised equipment. Hence, in this research, we want to use improvisation to enhance grade
11 learners' understanding of gaseous exchange concepts. 1.1. Divide the text into ideal, reality
and consequence 1.2. Develop the research title for the intended study 1.3. Develop research
questions for the study 1.4. Which research approach is suitable for this study? Why? Be
exhaustive 1.5. Which data collecting instruments do you think are well suited for the type of
data you intend to collect? Why? be exhaustive