Abstract:

This case study research reports on the learning experiences of nine grade 9 South African Natural Sciences learners who participated in a science expo. All projects centred on a scientific inquiry. Globally, the goal of school science curriculum is to teach using inquiry pedagogy in order to for learners to develop a deep understanding of scientific concepts and skills and an understanding of scientific epistemology. In South Africa, the publication of the recent Curriculum and Assessment Policy Statement (CAPS) for the school subject physical sciences promulgated a learner-centered, inquiry-based science curriculum (Department of Basic Education, 2011). This curriculum emphasis on inquiry-based learning is encapsulated in Specific Aim One where it is stated that “the purpose of Physical Sciences is to make learners aware of their environment and to equip learners with investigating skills relating to physical and chemical phenomena” (Department of Basic Education, 2011, p. 8). A semi-structured questionnaire was administered semi-structured and sought information relating to the project that learners had entered. In the questionnaire, the learners were asked to describe their project and to explain the support they received in doing it. Thereafter, these learners were interviewed. The interviews were audio-recorded. The interviews homed in on the responses to the questionnaire, and sought further clarification of these where necessary. The interviews were later transcribed. The findings of this study revealed that learners were greatly stimulated by the ownership they assumed over the inquiry projects. The opportunity to choose their own topic and design their own plan to conduct the inquiry was an empowering experience. The inquiry also enable them to express their creativity and critical thinking skills.

Keywords:

Scientific inquiry, science expo, school science.