Browsing by Author "Nkonki, Vuyisile Joy Jonga"

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    Public understanding of science and the out-of-school scientific experiences of grade 11 learners
    (Stellenbosch : Stellenbosch University, 2004-03) Nkonki, Vuyisile Joy Jonga; Mouton, Johann; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: This study is an exploration of the outside the classroom scientific experiences of Grade 11 learners, as indicators of their interests, public understanding and engagement with Science and Technology. The out of school scientific experiences, interests and feelings of being informed about scientific issues, debates and developments of male and female grade 11 learners are described and then compared to ascertain significant differences. This investigation departs from the hypothesis that science teaching and learning focuses more on concepts, laws, principles and formulae with very little reference to science-related public issues and everyday life experiences of the learners. Gender differences and motivational traits related to the students' preferences for particular types of learning activities and needs are not considered in science curriculum planning and design and also in classroom teaching. This leads to boredom and diminishing interest in science among learners. The study analyses data from a survey of a sample of five schools with two hundred and twenty five Grade 11 learners. Tables of descriptive findings, analysis of variance and post-hoc comparison of means to analyse and interpret data from the learners are used. The researcher finds that generally learners have never had the scientific experiences described or seldom engage themselves with scientific activities, issues and debates beyond classroom science. Learners expressed interest in scientific issues and developments but indicated that they were not informed about such issues and developments. The results of significant differences showed that the outside the school scientific experiences, levels of interest and being informed of male and female Grade 11 learners differed. The study has implications not only for science curriculum planners and designers but also for science teachers and further research in the field of public understanding of science.