Work

Developing knower legitimation among disadvantaged learners during a science fair project planning intervention

Year: 2024

Type: article

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.

Source: Eurasia Journal of Mathematics Science and Technology Education

DOI: 10.29333/ejmste/15669

Author: Angela Stott

Institution: University of the Free State

Language: English

Topic: Science Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: diamond

Funder: Universiteit van die Vrystaat