The Efficacy of an Extracurricular Inquiry Programme on Grade 8 and 9 South African Low Quintile Learners' Science Learning

Autor/in	Stott, Angela Elisabeth
Titel	The Efficacy of an Extracurricular Inquiry Programme on Grade 8 and 9 South African Low Quintile Learners' Science Learning
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 23 (2019) 2, S.157-168 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stott, Angela Elisabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2019.1630112
Schlagwörter	Extracurricular Activities; Program Effectiveness; Active Learning; Inquiry; Grade 8; Grade 9; Developing Nations; Foreign Countries; Science Instruction; Educational Benefits; Difficulty Level; Cognitive Processes; Program Length; Natural Sciences; Achievement Gains; Science Achievement; Disadvantaged Youth; High Achievement; Physics; Disadvantaged Schools; Secondary School Students; Educational Objectives; South Africa + Suchen Sie Ihr Suchwort? Außerunterrichtliche Aktivität; Aktives Lernen; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Developing country; Developing countries; Entwicklungsland; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsertrag; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Naturwissenschaften; Achievement gain; Leistungssteigerung; Benachteiligter Jugendlicher; Physik; Sekundarschüler; Educational objective; Bildungsziel; Erziehungsziel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Physical sciences teachers in low-quintile South African schools avoid the use of inquiry on the grounds of inefficiency and ineffectiveness for test preparation. This avoidance is consistent with the view that the high cognitive load inquiry offers to extreme novices such as these learners may be prohibitive. Given the purported benefits of inquiry, this situation seems lamentable, but until empirical evidence is found to the contrary, the applicability of inquiry in this context appears an impractical ideal. In this study I begin the search for evidence of benefits of inquiry for the education of learners from such backgrounds, albeit within an educational setting atypical of the context. I investigate the effectiveness of a week-long inquiry holiday programme for 26 Grade 8 and 9 learners from low-quintile schools and the predictive value of their Natural Sciences marks for success in the programme. The findings show statistically significant learning gains from pre- to post-test scores and pre- to delayed post-test scores, as well as strong correlations between the learners' Natural Sciences marks and the post-test scores. This shows that holiday inquiry programmes can be effective at promoting learning, measured by test-performance, even for learners with backgrounds of underprivilege, at least among higher achieving learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01