出版社：Australian Institutes for Educational Research
摘要：Physical sciences education comes with high expectations for learners to be successfullyplaced in tertiary institutions in related fields, and developing countries’ aspirations todevelop advanced and specialised skills to drive economies. However, some of theprevailing instructional strategies in science classrooms work to marginalise learners. Thisstudy explored access to effective inquiry-based practical work for physical scienceslearners in two South African schools, through social cognitive and social justice lenses.Purposive sampling techniques were used to select an under-resourced high school and awell-resourced high school. Semi-structured interviews with two physical sciencesteachers and open-ended observations were used to collect data in each of the schoolsfor analysis through content analysis techniques. It came to light that the absence ofpractical examinations from the system of assessment resulted in an undervaluing ofinquiry-based practical work in physical sciences classrooms. Additionally, instructionalleadership practices did not support using this instructional strategy. The undervaluing ofinquiry-based practical work marginalised learners, and the circumstances of limitedaccess translated into a social justice agenda stemming from the high expectationsassociated with studying high school physical sciences. Recommendations are made tosupport inquiry-based practicals through the processes of assessment and tools forinstructional leadership.
