Abstract
Science fair projects require knowledge-building (knower legitimation), whereas school science focuses on knowledge reproduction (knowledge legitimation), particularly in disadvantaged contexts. This mixed-methods case study investigates the rate, success, and retarding factors relevant to knowledge-knower legitimation within a 6-hour science fair project planning intervention for grade 9 South African learners from disadvantaged backgrounds. The 756 questions written by 86 participants were categorized according to knowledge-knower legitimation, logic, and comprehensibility for four points across the intervention. Additionally, the teacher-researcher’s reflective notes were analyzed inductively. Some knower legitimation was adopted, but incomprehensibility, illogicality, superficial compliance to the scaffolding templates, and resilience of knowledge legitimation dominated. Limited knowledge of science content and practical procedures retarded outcome attainment. A qualifying pre-competition with a knowledge focus, followed by interventions to convert these according to a relatively elite focus, is argued for. The study explicates crucial but generally hidden aspects of inquiry.
Published Version
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