Scientific investigations: The effect of the ‘Science Notebooks’ approach in Grade 6 classrooms in Port Elizabeth, South Africa

Villanueva, Mary Grace; Webb, Paul

doi:10.1080/10288457.2008.10740631

Cited by 6 publications

(17 citation statements)

References 8 publications

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“…at the same time, it is important to take cognisance of the fact that this argumentation and debate are characterised by decent social interaction which values one another's arguments based upon reasonable valid claims based upon evidence (osborne, 2010). research conducted by Villanueva and Webb (2008), Webb (2009) and Webb and mayaba ( 2010) also seems to concur with the above, including that the scientific literacy model that they have implemented, suggested positive results pertaining to learners' scientific talk, listening, reading and writing…”

Section: Scientific Literacysupporting

confidence: 53%

“…other tools that are useful to promote scientific literacy are for example, listening skills and writing skills e.g. journal writing, reflection and recording of one's findings in a scientific notebook (Villanueva & Webb, 2008;Webb, 2009). In order to assist learners when reading scientific texts or viewing online media with a view to support learners with their thinking, note taking and writing of science, the guidelines of thier (2010, p. 34) seem to be useful.…”

Section: Scientific Literacymentioning

confidence: 99%

“…from the above, it is thus clear that there is a need for the development of basic literacy skills, scientific skills, ICT skills, the development of the critical outcomes of the South African curriculum, as well as higher order thinking. the above mentioned aspects were also a concern for Villanueva and Webb (2008), Webb (2009) and Webb and mayaba (2010) and hence they embarked upon scientific literacy interventions in rural areas win the Eastern Cape Province in south africa, interventions that showed positive results pertaining to the development of reading, listening and writing skills.…”

Section: Introductionmentioning

confidence: 99%

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Wikis and Powerpoint as Cognitive Development Tools in Scientific Literacy: A Proposed Heuristic

Plessis

2013

PEC

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The overall performances in the Trends in International Mathematics and Science Study (TIMMS) and Progress in International Reading Literacy Study (PIRLS) of South African learners have been dismal to say the least and the Annual National Assessment test results of grade 3, 6 and 9 learners related to general literacy and mathematics have left a lot to be desired. Clearly this suggests that something has to be done to address this. At the same time, South African education is still suffering as a result of the legacy of apartheid and the great majority of schools are lacking basic resources such as libraries, infrastructure and Information and Communication Technology (ICT) resources, including internet connectivity. General learner literacy and ICT literacy development and usage for learning are high on the government’s agenda, as is scientific literacy. However, there seems to be a dearth of ‘how to’ implement ICT related activities to develop reading, talking, listening and writing within a science classroom learning context with special reference to promoting scientific literacy in its fundamental sense. The theoretical and practical outline that follows attempts to assist filling the void related to the above by introducing an ICT based scientific literacy heuristic that is infused by the ICT based ‘Extended Cyberhunt Approach’ of Du Plessis (2010) and Du Plessis and Webb (2011, 2012, in press) and the off-line Scientific Literacy model of Webb and Villanueva (2008); Webb and Mayaba (2010) and Webb (2010). The focus of the heuristic is to develop scientific reading, talking, listening and writing, as well as to establish a different classroom learning space and experience. In addition, it adds emphasis on on-going feedback from the teacher to the learners as well as focusing on reflection and journal writing to inform teacher planning and subsequent interactions in the science classroom. The additional potential of the heuristic is not only that it offers ICT literacy skills development and the development of skills within a curriculum related science context, but also that ICT skills can be developed even without internet connectivity through using Microsoft Word and/or PowerPoint for writing development and presentation or adding Web 2.0 tools such as a Wiki to complement Microsoft Word and/or PowerPoint if connectivity is available. Research suggests that various skills such as planning, searching and researching, presentation, assessment as well as various cognitive skills can be developed when ICT is used as a cognitive tool in a ‘Learning-as-Design’ context, i.e. when learners (students) become the designers and composers of artefacts related to topics that are curriculum based. This paper also then forms the base for an intervention in two primary schools in the Eastern Cape Province in South Africa that has received ICT resources for the first time ever, including internet connectivity, in September 2013. Hence, the anticipated research within these two schools will explore whether this heuristic has the potential to assist with and improve scientific reading, talking, listening and writing, as well as whether this approach improves motivation and interest related to science learning and ICT literacy development, including the potential to develop planning, searching and researching, presentation, assessment as well as various associated cognitive skills. Key words: cognitive tools, heuristic, ICT, PowerPoint, Internet, scientific literacy.

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Section: Scientific Literacysupporting

confidence: 53%

Section: Scientific Literacymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Wikis and Powerpoint as Cognitive Development Tools in Scientific Literacy: A Proposed Heuristic

Plessis

2013

PEC

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“…Others, such as Klentschy and Molina-De La Torre (2004), note that writing in science also provides teachers with valuable information about learners' understanding and misconceptions. Villanueva and Webb (2008) have revealed the positive effect of using the 'science notebooks' writing strategy on South African second-language learners' understandings of the processes of science.…”

Section: Introductionmentioning

confidence: 96%

Writing in Science Classrooms: Some Case Studies in South African and Swedish Second-language Classrooms

Mayaba

Otterup

Webb

2013

African Journal of Research in Mathematics, Science and Technol

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Problems of poor performance in science and mathematics education have been related to language deficiencies, including writing skills. Writing to learn science is an important skill but is not easy to acquire, especially when children learn in a second language. In order to investigate possibilities for developing writing in South African and Swedish science classrooms a multiple case study design was employed using classroom observations, teacher interviews and samples of learners work produced in science second-language classrooms in both countries over a period of 6 months. The research questions were 'what text types do learners in a grade 6 Science classroom produce, and how are they assisted to produce such text types?' Four major themes emerged, namely, the use of pre-determined text types; evidence of a spoken text-type discourse; teachers' lack of knowledge about text types; and lack of support in assisting learners in producing written text. These themes have implications in terms of understanding the current situation and providing a point of departure for assisting teachers and children to develop the skill of writing to learn science, an implicit aim of the curricula in both countries.

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“…In order to achieve this, I propose that the science community and governments rethink not only how we teach science, why we teach science and what we teach in science, but also engage with the same questions pertaining to most, if not all, school and tertiary subjects or disciplines. It was inspiring to note that many of the above aspects referred to are indeed receiving attention in projects aiming to make Science Education and Science in particular more accessible and attractive, for example projects, research and heuristics to promote for example scientific literacy (Barber, Pearson, Cervetti, Hiebert & Bravo, 2012;Du Plessis, 2013;Osborne, 2010;Pearson, Moje & Greenleaf, 2010;Villanueva & Hand, 2011;Villanueva &Webb, 2008;Webb, 2009Webb, , 2010Webb & Mayaba, 2010;Webb & Treagust, 2006). The above is merely a tip of the iceberg of some initiatives, with several authors promoting social justice in Science Education (Barton & Upadhay, 2010;Dawson, 2017;Greenberg, 2017;Maulucci & Fann, 2016;Zembylas, 2005), to name a few.…”

mentioning

confidence: 99%

Science Education in Schools and at Tertiary Level: Status Quo or Embracing Change?

Plessis

2018

JBSE

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Society is changing as the influence of technologies and the implementation of innovative practices are driving change. Change and innovation are not simple processes for all (Rogers, 2003). Yet, companies, corporates and small business are managed and lead to ensure not only efficiency, but also to yield the best possible financial gain. When one analises change in the world of commerce, one does not have to be a rocket scientist to come to the conclusion that there have been tremendous changes. Not only has the ergonomics of buildings and factories changed, there has also been change pertaining to the number of people employed, as technologies afford opportunities to make certain positions that people occupied, redundant. Robotic tools are used more and more in the manufacturing chain to increase productivity and to ensure greater quality, or so we are informed.

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Scientific investigations: The effect of the ‘Science Notebooks’ approach in Grade 6 classrooms in Port Elizabeth, South Africa

Cited by 6 publications

References 8 publications

Wikis and Powerpoint as Cognitive Development Tools in Scientific Literacy: A Proposed Heuristic

Wikis and Powerpoint as Cognitive Development Tools in Scientific Literacy: A Proposed Heuristic

Writing in Science Classrooms: Some Case Studies in South African and Swedish Second-language Classrooms

Science Education in Schools and at Tertiary Level: Status Quo or Embracing Change?

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