Exploring Zimbabwean Advanced Level Chemistry Students' Approaches to Investigations from a Learning Perspective

Autor/inn/en	Chirikure, Tamirirofa; Hobden, Paul; Hobden, Sally
Titel	Exploring Zimbabwean Advanced Level Chemistry Students' Approaches to Investigations from a Learning Perspective
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 22 (2018) 1, S.60-69 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chirikure, Tamirirofa) ORCID (Hobden, Sally)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2018.1426239
Schlagwörter	Foreign Countries; Advanced Courses; Chemistry; Science Instruction; Mixed Methods Research; Inquiry; Focus Groups; Likert Scales; Scientific Concepts; Questionnaires; Observation; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Fortgeschrittenenunterricht; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Likert-Skala; Fragebogen; Beobachtung; Simbabwe
Abstract	In this paper we report on the findings of a study on Advanced Level Chemistry students' approaches to investigations from a learning perspective in the Zimbabwean educational context. Students' approaches to investigations are inextricably linked to the quality of learning and performances in these practical activities. An explanatory mixed-methods design was adopted. Quantitative data were collected by administering a survey questionnaire to 50 students from two schools. Qualitative data were collected by means of four classroom observations and eight focus group discussions involving 32 of the 50 students. The quantitative data were subjected to descriptive statistical analysis while the textual qualitative data were subjected to thematic content analysis. Marton's approaches to learning theory was used to make sense of the findings. The students were found to be predominantly strategic in their approach to investigations. Their approaches were influenced by contextual factors such as instructional strategies and prior Chemistry practical experiences, but success in examinations dominated. The findings of this study provide useful insights to curriculum designers on the enactment of the Chemistry practical component with respect to investigations. A shift from the traditional high-stakes final examination to a school-based continuous assessment of investigations might be a viable move towards a deep approach to investigations and greater emphasis on developing process skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01