Knowing, Acting and Being: Epistemological and Ontological Access in a Science Extended Studies Course

Autor/in	Ellery, K.
Titel	Knowing, Acting and Being: Epistemological and Ontological Access in a Science Extended Studies Course
Quelle	In: South African Journal of Higher Education, 25 (2011) 6, S.1077-1090 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Higher Education; Scientific Principles; Foreign Countries; Epistemology; Access to Education; Science Education; Equal Education; Student Participation; Research Projects; Student Attitudes; Academic Discourse; Scientific Concepts; Concept Formation; Individual Development; Outcomes of Education; South Africa + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Erkenntnistheorie; Education; Access; Bildung; Zugang; Bildungszugang; Naturwissenschaftliche Bildung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Forschungsvorhaben; Schülerverhalten; Discourse; Diskurs; Concept learning; Begriffsbildung; Individuelle Entwicklung; Lernleistung; Schulerfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Gross participation and throughput rates in higher education institutions in South Africa indicate an inequitable and poorly functioning system. This interpretive study argues for an approach that enhances epistemological and ontological access and examines how an intervention that includes an overt approach in dealing with the nature of science, coupled with student involvement in an independent research project in a Science Extended Studies course, can enhance such access to higher education study. Analysis of project outcomes and student critical reflections indicated access to scientific and academic Discourses was enhanced through: developing improved procedural and conceptual scientific knowledge; meaningful engagement with the language, norms and conventions of the Discourse; integrating everyday knowledge into more abstract scientific knowledge; awareness of the process of validation of scientific knowledge, of the limitations of science, and of the impact of science on society; and transforming personally by developing scientific discursive identity and a sense of belonging. In conclusion, it is argued that curriculum interventions that focus on epistemological and ontological aspects of learning could appropriately be used throughout the higher education science sector. (Contains 2 notes.) (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10