Knowledge about Inquiry: A Study in South African High Schools

Autor/inn/en	Gaigher, Estelle; Lederman, Norman; Lederman, Judith
Titel	Knowledge about Inquiry: A Study in South African High Schools
Quelle	In: International Journal of Science Education, 36 (2014) 18, S.3125-3147 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.954156
Schlagwörter	Foreign Countries; Scientific Research; Questionnaires; Scoring Rubrics; National Curriculum; High School Students; Grade 11; Socioeconomic Status; Science Education; Science Process Skills; Outcomes of Education; Knowledge Level; South Africa + Suchen Sie Ihr Suchwort? Ausland; Fragebogen; Scoring formulas; Auswertungsbogen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Socio-economic status; Sozioökonomischer Status; Naturwissenschaftliche Bildung; Lernleistung; Schulerfolg; Wissensbasis; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports a study on South African learners' knowledge about scientific inquiry using the Views About Scientific Inquiry (VASI) Questionnaire. The sample consisted of 105 grade 11 learners from 7 schools across the socio-economic spectrum in a South African city. A rubric for scoring the VASI Questionnaire was developed and refined during the process of coding and is presented. Results showed that the learners held more informed views than that reported in previous international studies, except for particularly naive views regarding multiple methods of investigation. The results are discussed in terms of the Revised National Curriculum Statement (RNCS) that was taught from 2003 to 2010 in South African schools. This curriculum was founded on outcomes-based principles, valuing process skills rather than content. The study found that examples provided in the RNCS document correspond closely to the aspects of inquiry as described by the National Research Council. It is argued that the RNCS contributed to the more informed views about inquiry found among South African learners in this study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10