A Report Card on Learner Autonomy in Science Investigations

Autor/in	Ramnarain, Umesh
Titel	A Report Card on Learner Autonomy in Science Investigations
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 14 (2010) 1, S.61-72 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2010.10740673
Schlagwörter	Personal Autonomy; Grade 9; Investigations; Mixed Methods Research; Questionnaires; Interviews; Science Activities; Secondary School Teachers; Secondary School Science; Secondary School Students; Foreign Countries; Science Instruction; South Africa + Suchen Sie Ihr Suchwort? Individuelle Autonomie; School year 09; 9. Schuljahr; Schuljahr 09; Untersuchung; Fragebogen; Interviewing; Interviewtechnik; Sekundarschüler; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on the autonomy Grade 9 learners (13-14 years) are given when doing science investigations. The study adopted a mixed methodology research design which involved the collection of both quantitative and qualitative data. Quantitative data were collected by means of questionnaires which were administered to 55 teachers. Qualitative data were collected by means of teacher interviews. The general trends that were quantitatively established were validated and explicated by the qualitative analysis. A finding of the study was that at schools where science investigations are taking place, learners have varying degrees of autonomy across the different stages of the investigation. In general, autonomy increases from little autonomy at the initial stage when formulating the investigation question to significant autonomy in drawing conclusions. In terms of the classification framework described in the paper, investigations which are taking place are largely structured investigations where the teacher exercises a great deal of control over the stages of the investigation. The findings also explain why teachers choose structured investigations for their learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01