Abstract:

The study evaluated the use of a scenario-driven module among grade 8 students during a three-year intervention study. The theoretical framework encompassed context-based teaching, social constructivism supported by ideas on interest, motivation and relevance. A literature review showed that society oriented, context-based science education increased students’ interest in science and science-related careers. A meaningful context-based education was taken to be within a real world situation, having some familiarity for the students. A scenario was defined as “a motivational, student-relevant, construct by the authors of the current study as given in previous papers. The scenario was not a standalone, but initiated a sequence of lessons, leading to learning within the intended curriculum. The teaching used a 3 stage approach: the scenario being stage 1, the science conceptual learning as stage 2 and socio-science consolation as stage 3 and was based on social constructivism for learning (students construct their initial ideas) and teaching e.g. enhancing progress from the scenario into actual science cognition.
Investigated was relevance of student initiated, teacher modified and career-based, scenarios using a learning module within a science curriculum setting, and using a module called “Should there be a sugar tax?”. The evaluation instrument was applied before and after teaching (items related to the scenario topic, knowledge, value triggered interest, career awareness and open ended questions, included to determine the relationship between relevance, interest and motivation from students’ perceptions). Students were also interviewed. Based on intervention outcomes, student relevant aspects for career-based scenarios, were identified. The sample was 107 grade 8 students in three schools. The scenario was presented using a PowerPoint presentation about issues related to establishing a sugar tax. Then, students visited a lemonade factory (an opportunity to see different industry departments - laboratory, R&D department, logistics, etc.) and were free to ask questions from employees, followed by a classroom discussion. Afterwards, 3 lessons covered a set of practical activities in an open-inquiry format, modelling real life career competences. The evaluation instrument for evaluating the initial scenario (PowerPoint, without any teaching) and later the whole module, consisted of items, based on a 3 and 4-point Likert-scale.
In evaluating scenarios, data analysis showed most students did not recognise the knowledge value (e.g. new knowledge about the scenario topic, usefulness of knowledge in the future). Students felt a lack of a practical value (e.g. future career related with the scenario topic, skills needed in a future career). Some students said, although information was important, it lacked interest. Some students liked the scenario, because the content was interesting. Others said it was boring, not useful and difficult to understand.
After the intervention, students highlighted the relevance of the open-ended practical work, which was modelled on real life tasks, related to careers in industry. The tasks went beyond laboratory activities and encompassed the development of social competences. Students agreed they gained new knowledge and learning outcomes from this module, useful in their future lives. Relevance was seen as enhanced through student involvement at a personal, social and even at a global relevance level.

Keywords:

Social constructivism, science-related career awareness, context-based teaching.