A COMPARATIVE STUDY OF FOUR LIFE SCIENCES PROJECTS IN 2006 EXPO

COMPETITION

with special reference to process skills and Learning Outcomes

By

MOLEFE, Leonard ‘Musetsi

PRESENTATION OUTLINE

Overview of the study Three–parts focus research question Definition of key concepts Research design Data analysis Pilot studies: preliminary evidence and

analysis Acknowledgements

OVERVIEW

The current research study: Presents Cape Town Science Expo

participants’ attainment of process skills (PSs) and Learning Outcomes (LOs) of NCS Life Sciences (2003) in their novel in–depth investigations in science: My focus: accuracy, quality, complexity and

levels of attainment of PSs and Life Sciences knowledge.

My special interests: English second language learners.

Theory: Students are expected to be able to use and develop skills within the context of an expanding framework of scientific knowledge (NCS Life Sciences 2003: 10). And many skill–type performances depend upon knowing and understanding the relevant content (So, 2003).

Analyses content and presentation of the investigative projects within the national curriculum context.

FOCUS RESEARCH QUESTION

In analyses of exhibits and presentations of 4 participants in the annual Cape Town Expo for young scientists, what consistent and stable evidence emerges for the attainment of PSs and LOs?

What insights can be gained from these analyses that might inform our current theoretical understanding of the nature of PSs and LOs in the context of high school science curriculum pedagogy?

Can each of the four case studies be perceived as an icon or exemplar of a particular theoretical model of school science learning in action, e.g.,

constructivism (Driver, 1988; Yager, 1991; Driver & Scott, 1996; and Fetherston, 1997);

socio–affective competences in the South African science curricula (Green & Naidoo, 2006);

project–based learning (Thomas, 2000 and Diffily, 2002);

project–based science (Marx et al., 1997); authentic assessment framework in the South

African curricula (Kotzé, 2002); etc?

Medal–winning Exemplar: Expo project 1 – Boats

Medal–winning Exemplar: Expo Project 2 – Seaweeds

Definition of key concepts

Science fair/exposition/competition Science process skills Learning outcome Scientific knowledge Investigation Scientific inquiry Critical thinking

RESEARCH DESIGN

Overall goal

To assess Expo students’ abilities to plan, conduct and present their

investigations and their scientific knowledge; and

to interpret, apply and/or construct that

knowledge in their investigations (RNCS 2002: 7) in Life Sciences.

Data collection

Quantitative Scores from my rating scales and checklists for the

participants reports

Qualitative Expo participants’ written investigative reports Video–recorded interviews material Participants’ coded questionnaire schedule, etc.,

to collect consistent and stable evidence for the acquisition of PS1–PS11.

The participants’ investigative reports: also evidence on acquisition of LO1–LO3.

Research method

Triangulation research methodology: Written investigative projects reports Case study individual interviews Limited surveys involving checklists and

rating scales Coded questionnaire schedule Recorded video material

Sampling strategy

All Life Sciences participants in 2006 ESKOM Expo competition held in August at University of Cape Town – select four as follows:

Rationale for the selection: The researcher specialisation Ethical and access reasons Methodological reasons Personal benefits for the Expo participants

DATA ANALYSIS

Future analyses: Of quantitative data: quality of

PSs and LOs in each case study. Of qualitative data: emerging

themes, issues and trends, categories and indicators

TWO PILOT STUDIES: preliminary evidence:

The study outcomes are: Expo students’ proficiency in

scientific PSs Their systematic and logical

inquiries and experimental work. Successful attainment of LOs

(particularly LO1 and LO2)

ACKNOWLEDGEMENTS Professor Kevin Rochford, his supervisor, for his

guidance, support, useful suggestions, constructive criticism and sacrificed unreserved availability.

The Spencer Doctoral Fellowship for the generous financial assistance.

The National Manpower Development Secretariat for granting him a scholarship.

Mrs Olga Peel, the Chairperson of the ESKOM Cape Town for young scientists, for granting me permission to use two medal–winning 2005 projects for the preliminary feasibility study.

The two 2005 gifted Expo students with whom I used their reports for the feasibility study.

The principals of the schools of the two students that participated in the feasibility study.