Construction of knowledge

The learners’ responses from the pre-test, post-test and stimulated recall interview indicated that some learners had content knowledge o f the topic light. This is an indication that some learners were able

to construct knowledge before the intervention while others were influenced by the intervention. Hence, they were able to construct knowledge during and after the ASEI intervention. The following are some samples o f learners’ responses in question 2 from the post-test showing some evidence that sense-making and knowledge construction took place (see Question 2 in Appendix H):

L3: “Because the light from the source hit on the Zebra and it is reflected to the surface o f the water to form an image in the water ju st like a mirror”.

L8: “As light travel from the source they hit on the object (zebra) and reflected in water and reflected back on you, to see the image form ed in water”.

L20: “Because water surface acted as a mirror, simply because when light is supplied by the light source which can be a sun light rays hit the zebras and from the zebras it goes to the water surface where the image is form ed”.

Question 2 is one the questions that was well-answered in the post-test compared to the pre-test. It was about the reflection o f an image on the surface o f water whereby learners were expected to choose the correct answer from list o f options (A. Reflection, B. Refraction, C. Dispersion, and D. Diffraction). See Figure 5 below.

Figure 5: Picture extracted from question 2 in pre-test and post-test

M ost learners chose the correct answer (A. Reflection) and provided the correct explanations for their choices. It is based on this evidence that I concur with Stapleton and Thompson (2008) as they relate

sense-making to cognition focusing on how individual learners use their mental abilities to internalise the learning contents in order to make meanings out o f them. This is what happened in the context of this study, as learners were influenced to internalise the topic light during the ASEI interventions so that they could make meaning in the post-test. This is also supported by the view o f Bruner (1960), who argues that learners, as active constructors o f their own knowledge, are more capable of understanding complex information.

The learners’ responses from the stimulated recall interview based on their answers from the pre-test indicated that most learners were able to construct knowledge. Learners made meaning in most of the answers. The following are the samples o f learners’ responses from question 7 in the stimulated recall interview (Appendix I):

L2: “Because the pencil did not move, so the image stays where it is. I f the pencil was moved, then the image should also m ove”.

L3: “The change in the location o f the source o f light does not change the size and shape o f the image in the plane mirror”.

This evidence o f learners’ explanations is based on Bruner (1957), who points out that thinking is the primary outcome o f the cognitive development resulting from new learning experiences of intellectual mind. This interview was conducted before the intervention, thus these explanations were individual learners’ own thinking.

Although learners provided more correct answers in the post-test, they also provided correct answers in a few questions in the pre-test (Appendix G) using their prior knowledge. Learners’ prior knowledge can be influenced by their social interaction in the community and previous school grades. This is supported by Vygotsky (1978), who believes that learners learn scientific concepts better through social collaborations with other knowledgeable individuals rather than through direct instructions.

4.6 Concluding remarks

In this chapter I analysed, presented and discussed data gathered from the pre-test, post-test, stimulated recall interview and questionnaires to explore how Grade 11 physical science learners make sense o f the topic light. The data from pre-test and post-test were quantitatively analysed, presented and discussed while the data from learners’ explanatory answers from the pre-test and post­ test as well as questionnaires and stimulated recall interview were qualitatively analysed, presented

and discussed. All data were discussed in relation to answering the research sub-questions 1, 2, and 3.

The comparison between learners’ results from pre-test and post-test showed a positive improvement as a result o f the ASEI teaching intervention. For the qualitative result analysis, three main themes emerged from the data: learners’ perceptions o f the topic light; linking science concepts to everyday life; and construction o f knowledge.

In the next chapter, the qualitative data presentation, analysis and discussion (phase two) from video­ taped lesson observations and stimulated recall interviews are presented.

CHAPTER FIVE:

DATA PRESENTATION, ANALYSIS, AND

DISCUSSION (PHASE TWO)

5.1 Introduction

In this chapter I present, analyse and discuss qualitative data generated from the ASEI lesson observations and video-taped stimulated focus group interviews. The data sought to answer the following research sub-questions:

• W hat are the Grade 11 Physical Science learners’ conceptions and experiences o f the topic light before and after ASEI-PDSI teaching intervention was implemented?

• How does an ASEI-PDSI teaching intervention influence Grade 11 Physical Science learners’ conceptual understandings o f the topic light?

• W hat factors enable or constrain Grade 11 Physical Science learners to make sense o f the topic light?

The same themes and supporting theory/literature used to discuss qualitative data in Chapter 4 were used to discuss data in this chapter as well for seeking answers to the above research sub-questions (see Chapter 4, Table 9).