Grade six students’ and teachers’ attitudes towards socio-constructivism in science education

Annelize Potgieter,Marthienus Johannes Potgieter

doi:10.47577/tssj.v26i1.5089

Annelize Potgieter, Marthienus Johannes Potgieter

Open Access

https://doi.org/10.47577/tssj.v26i1.5089

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Abstract

The aim of this study was to investigate the attitudes of Grade 6 students and their science teachers towards a socio-constructivist way of learning and teaching science, compared to the usual way of learning and teaching science; as well as the science teaching practices. The data was collected during a period of eight weeks in two rural primary schools in the Limpopo Province, South Africa. A five-week intervention was conducted during which the researchers taught science in a socio-constructivist way. Observations were conducted as well as interviews with the teachers and 10 students (5 in each school) using the CLES observation guide, CLES interview guide, CLES Actual questionnaire and CLES Preferred questionnaire. The interviewed students also participated in a focus group. The results showed that some elements of socio-constructivism were appreciated by the students and teachers and other elements not. The students’ attitudes were positive about scientific uncertainty and student negotiation and rather negative about critical voice and shared control. The attitudes of the teachers were more ambiguous.

Highlights

Science has a very important place in the world today and students' understanding of science is important if they are to become citizens making rational and informed decisions [9]
This study solely focused on Grade six students because South African education uses English as the language of instruction starting from Grade four
Scientific uncertainty Besides learning about the world outside of school, most students preferred to learn about science, how it has changed over time, how it has been influenced by people and cultures

Summary

Introduction

Science has a very important place in the world today and students' understanding of science is important if they are to become citizens making rational and informed decisions [9]. The development of science and technology skills is essential in order to face some major social and environmental problems [9]. Problems such as climate change, overpopulation, agricultural production and health amongst others require quality science education. Several studies suggest that science, technology, engineering and mathematics (STEM) education receives a greater interest among children in developing countries as compared to developed, Western countries [22]. This interest is beneficial to these developing countries, as scientific knowledge has become a crucial factor in the production of wealth [26].

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