This questionnaire asks about scientific investigations which take place in your classroom.
A scientific investigation is a practical activity which involves the following stages:
• defining the research question or hypothesis,
• devising a plan of action,
• conducting the investigation and collecting data, and
• drawing conclusions
EXAMPLE: I will now describe an investigation in terms of the above stages.
Consider a typical investigation which looks at the effect of water temperature on how fast sugar dissolves in water.
The variables of water temperature and time taken are identified to formulate a question and a hypothesis.
Research question: How does water temperature affect the time taken for sugar to dissolve?
Research hypothesis: The higher the water temperature, the faster the sugar will dissolve.
Devising a plan of action: The plan will focus on how to set up an experiment to accurately measure the time taken for sugar to dissolve in water at different
temperatures, and how many measurements to make. A decision will also be taken on how to control and keep constant the interfering variables such as the volume of water and the mass of sugar added.
Conducting the investigation and collecting data: This involves setting up and carrying out the experiment to measure the time taken for equal amounts of sugar to dissolve when added to equal volumes of water at different temperatures.
The data may be shown in a table with the headings water temperature (°C) and dissolving time (seconds).
Drawing conclusions: Here the results from the table will be analyzed by looking for a pattern or relationship that helps to answer the question or address the hypothesis posed initially.
I would be most grateful if you would assist me in completing this questionnaire on scientific investigations.
Instructions
1. Please respond to all items in both sections.
2. There are no 'right' or 'wrong' answers. This is NOT a test. All information provided will be confidential.
3. In order to mark your chosen response, please place a cross in the appropriate block.
For example, if your favourite colour is green you will indicate it as follows:
Section A
1. What is your age?
12 1:3 14 15 16 17
2. Do you use English as your home language?
yes No
3. How many science laboratories or classrooms with facilities e.g. water, electricity, gas etc. to do scientific investigation does your school have?
one two three four more than four
4. How many learners are there in your natural science class?
1 to 9 10 to 20 21 to 30 31 to 40 41 to 50 more than 50
5. How many scientific investigations have been conducted in your class in 2003?
one two three four more than four
6. During the scientific investigations, how were you and your classmates organized most of the time?
we all worked together in we worked in a number we worked we worked on our one large class group of small groups in pairs own
7. Where did the resources such as the apparatus, chemicals etc. for the investigation come from?
mostly from the school Mostly from my home other 8. Can you briefly describe one of the investigations you have done in 2003.
Section 13
Place a cross in the box that corresponds to your choice.
The following statements relate to how scientific investigations take place in your class
In choosing the question...
NEVER SELDOM SOME- TIMES
OFTEN ALWAYS
9 The teacher gives us the investigation questions.
10 The learners decide on what variables to investigate.
11 We formulate the question but the teacher identifies which variables we shall investigate.
12 The teacher helps us to clarify the investigation question.
In planning how to investigate the question...
13 The learners decide what method to follow.
14 The learners decide what data to collect.
15 The learners decide what apparatus to use.
16 We do not plan the investigation as the teacher tells us what method to use.
In carrying out the investigation and collecting data...
17 We conduct the investigation on our own without being told by the teacher what to do.
18 The teacher helps us if we don't know what to do.
19 We follow the step-by-step instructions of the teacher.
20 The teacher does the investigation and we observe.
21 The learners make measurements and observations to collect the data.
APPENDIX C INTERVIEW SCHEDULE
1. Provide some background information on yourself and describe the school in which you teach.
2. The introduction of OBE has signalled a paradigm shift from a teacher-centred to a learner-centred in the classroom. Are you in favour of this change?
3. Scientific investigations is the first learning outcome in the Revised National Curriculum document (2002). What is your view of scientific investigations as a learning strategy? How would learners doing investigations contribute to the learning of science?
4. How many investigations were conducted last year and how many have been done this year?
5. Do learners enjoy doing their own investigations? What aspects do they enjoy?
6. Do you feel more investigations should have been done? What prevented this?
7. What was your role in the investigation? Would this role be the same for all investigations or would it change?
8. Use an example of an investigation which was conducted last year to explain what you had done and what learners did?
9. Do you believe grade 9 learners are competent enough to conduct their own investigations through all 4 stages? Are they cognitively developed to carry out their own investigations?
10. If one were to place all 4 stages on a continuum from closed to open where would you locate most investigations conducted in your class?
11. Do you give learners worksheets with instructions to follow?
12. In planning the investigation, what support have you given the learners ? 13. Have learners grasped the concepts of dependent and independent variables ? 14. What do you do while learners are conducting the investigation ? To what extent do
you intervene should learners need assistance ? 15. Do learners make their own conclusions/findings ?
16. In your class, do you feel learners should be given the opportunity to assume more responsibility in the investigation ?
17. What are some of the factors at your school preventing learners from doing their own investigations ?
18. How well resourced is your school ?
Do you believe scientific investigations can be conducted in a poorly resourced school ? If so, how can this be done ?
19. Do you believe certain investigations can be conducted by learners collecting And using resources from their environment ?
20. Do you give learners project work in the form of an investigation to do at home ? 21. If so, do they enjoy doing this and how would you describe the quality of
work ?
construction comparison explanation exploration other
APPENDIX D SCIENCE EXPO QUESTIONNAIRE
Learner Questionnaire: Science Expo
Please could you assist me with my research on investigations by answering the following questionnaire. Where applicable place a cross in the block of your choice.
1. What is the title of your project ?
2. Describe your project in terms of the following ?
3. Describe briefly the objective of your project ?
4. In doing this expo project, how did you work in relation to other learners ? I worked on my
own
I worked with another learner
I worked with two other learners
I worked with —1 more than two learners 5. How long did it take to do the project ?
Date started: Date completed:
6. Has your science teacher assessed this project at school or was this project done only for the expo ?
7. Why did you decide to participate in the expo ?
8. What help did you receive in choosing your topic/question to investigate ?
9. What assistance did you receive while planning and collecting data ?
10. What resources did you use and where did you obtain them from ?
11. Where did you do most of the work on your project ? e.g. at home, at school, in the library etc..
12. Compared to your normal school science lesson, what have you learned by doing this project ?
APPENDIX E SCIENCE EXPO PHOTOGRAPHS
APPENDIX F WORKSHEET OF THE SCIENTIFIC METHOD GIVEN TO MISS ESSOP'S CLASS
The scientific method is a step-wise process that is used by a scientist in an investigation.
STEP 1: Stating the hypothesis
A hypothesis is a statement that a person believes is true about something.
For example, doing exercise increases the heartbeat.
STEP 2: Designing the experiment
The scientist presents a procedure/plan to test the hypothesis.
STEP 3: Experimentation
The scientist carries out an experiment according to his design.
STEP 4: Analysis of results
The results of the experiment are analyzed. The hypothesis is addressed by stating it is false, inconclusive or true.
STEP 5: Preparing a report
The scientist presents the details of his investigation in a report.
STEP 6: Replication
The scientist repeats the experiment in order to establish its reliability
APPENDIX C WORKSHEET GIVEN TO MR BOTHA'S CLASS
Task: To identify factors which affect the resistance
Group members:
1 2.
3.
4.
Factor
I think this will affect the resistance:
How will I investigate it ?
How does it affect resistance ?
APPENDIX H WORKSHEET GIVEN TO MR PILLAY'S CLASS
INVESTIGATION: To investigate the relationship between current strength and potential difference across a
resistor.
Hypothesis
Can you predict what this relationship will be 7
Planning
Plan your investigation by discussing in your group what you will do. Then draw a circuit diagram.
Plan
Circuit
Conducting the investigation
Collect the apparatus you will need. Carry out the investigation by connecting the circuit and taking your readings.
Record your results in the following table
NUMBER OF CELLS
VOLTMETER READING (V)
AMMETER READING (I) V/I
1 2 3
Conclusion
What can you conclude from the above table of readings