IMPLICATIONS AND CONCLUSIONS
5.3 IMPLICATIONS
The findings of this research may be relevant to many stakeholders in the education process especially in the secondary school. A literature search has revealed that while there is growing research on teachers' perceptions of nature of science in South Africa (Ayayee & McCarthy, 1996; Dekkers, 2004; Karup et aI., 2004;
Linneman et aI., 2002; Meiring, 1995; Mnisi & Dekkers, 2003; Ogunniyi, 2006) there are limited studies on learners' perceptions (Ayayee& McCarthy, 1996; Chelin, 2003;
Dekkers, 2006) of nature of science. This study provides baseline data on what conceptions or alternate conceptions learners have about nature of science. A number of implications arise from this study that needs to be addressed.
This study was undertaken when the second group of learners were experiencing C2005. The philosophy underpinning C2005 was outcomes-based education. The focus was on what learners can do with their knowledge and whether they can use what they know to meet specified outcomes. Furthermore teachers were also required to teach new content. Given that there were many changes from the traditional curriculum teachers were still grappling with how to deal with these areas in the new curriculum.
One of the goals of the Natural Science curriculum for all learning outcomes, although
not explicitly stated, is the development of informed conceptions of nature of science.
Itis apparent from the findings that learners in this study had some alternate
conceptions of nature of science, which is consistent with many other research studies.
Curriculum planners need to be aware that we have not reached all the goals of the new curriculum. Rogan (2004) points out that one of the reasons for not achieving
outcomes is a huge gap between the intended and implemented curriculum. The implemented curriculum must be aligned with curriculum policy (Hattingh, Rogan, Aldous, Howie, & Venter, 2005).
Nature of science is a new focus in the South African science curriculum. The rationale for the inclusion of nature of science in the curriculum is that it will equip learners to debate socio-scientific issues so that they can make scientifically informed decisions (Bell et aI., 2003; Collins et aI., 2001; Lederman, 1999; Thomas, 1997).
Moreover it provides a lens for understanding the process in generating science knowledge, how the scientific enterprise operates and, it assists learners in
understanding science content (McComas et aI., 1998). Teachers need to realise that developing an in-depth conceptual understanding of nature of science will "create a populace that can be considered scientifically literate" (Lederman, 1998, p. 2).
However our learners are retaining more positivist viewpoints and many contemporary ideas about science are not present. Furthermore many textbooks still focus on content and either avoid aspects of nature of science or cover them very superficially.
Prior knowledge and experiences of the learner influence their conceptions about nature of science. We need to find out why learners have these alternate or traditional conceptions. Is it because teachers have these views, or is it due to the quality of teaching, or are teachers not focusing on specific aspects of nature of science?
Research (Bell, 2001; Dekkers, 2006; Driver et aI., 2004, Hammerich, 1998; Johnstone
& Southerland, 2002; Ledennan, 1992; Smith & Shannann, 2008) has shown that an explicit reflective approach to teaching enhances learners' nature of science views.
Perhaps we need to change the way we teach and focus on areas where there are alternate conceptions. This will assist teachers to purposely plan instruction that enables learners to actively compare pre-existing conceptions with more infonned conceptions of nature of science. McComas (2008) provides examples from various books that teachers may use to teach various aspects of nature of science.
In this study the researcher found that the scenarios gave more insight into learners' conceptions of nature of science than the closed questionnaire. These activities targeted specific aspects of nature of science that required learners to use their view to decide, that is knowledge in action, as opposed to a questionnaire which is more passive. Maybe teachers and researchers need to design instruments like the science scenarios so as to challenge learners' conceptions. Ledennan (1992) has pointed out that qualitative instruments help to identify the variety and complexity of learners' perceptions.
5.4 CONCLUSIONS
Nature of science is a new focus in the South African curriculum. This study set out to find what conceptions learners have about nature of science. Itis evident from this study that learners have some traditional (positivist views) and some contemporary conceptions. We are succeeding with some aspects of nature of science when learners state that "there is rivalry between the scientists and although one group is right, the other group will still say that it is wrong" but with some we are not, as indicated by a learner who stated that, "scientists should be open-minded in their thinking, religious beliefs and different fonns of cultures should not affect science. If you were a scientist,
you should not be narrow-minded". There is still scope for improving the quality of teaching and training of teachers so that they can successfully teach contemporary aspects of nature of science. Textbooks contain mainly historical vignettes of science.
Textbooks and other curricular materials need to include nature of science activities that compel learners to reflect on their own conceptions of some aspect of nature of science. If these do not occur then understanding the scientific enterprise will remain complex and abstract and our learners will leave school without the contemporary view of nature of science.