DESCRIPTIVE STATISTICS

The section provides the general description of how learners understood the eight NOSI aspects in the different school categories.

5.4.1 Scientific investigations all begin with a question and do not necessarily test a hypothesis.

The bar chart in Figure 5.1 shows the percentages of learners’ responses for the aspect “scientific investigations all begin with a question and do not necessarily test a hypothesis.”

Figure 5.1: Learners’ SI aspect understandings: Begin with a question

As seen in Figure 5.1, learners in township schools recorded the most naïve understandings (47%), compared to learners at former model C (27%) and independent schools (20%). Participant learners from former Model C (50%) and independent schools (53%) recorded informed understandings than learners at township schools (23%). Mixed understandings were recorded in a range of 23%-30%, whereby 30%, 23% and 27% of mixed understandings were recorded for township, former Model C and independent schools respectively.

5.4.2 There is no single set or sequence of steps followed in all investigations

Figure 5.2 reveals the distribution of learners’ understandings about the different scientific methods used by scientists in investigating the natural world.

Figure 5.2: Learners’ SI aspect understandings: Multiple Methods

Figure 5.2 shows Grade 12 science learners’ understandings about the different methods used in scientific investigations. A substantial number of learners at all school types showed a naïve understanding, with only one learner from a former Model C school recording an informed understanding. The majority of the participants recorded mixed understandings about this aspect of SI, with a count of 50 % each for both former Model C and independent school learners and 60% for learners from township schools.

5.4.3 Inquiry procedures are guided by the question asked

This aspect of scientific inquiry was covered in question 5 of the VASI and assessed Grade 12 Physical and Life Sciences learners’ understandings about the role of investigative questions in developing the inquiry procedures to follow during scientific investigations. The chart in Figure 5.3 shows understandings for the aspect for the different schools.

Figure 5.3: Learners’ SI aspect understandings: Procedure guided by question asked.

As illustrated in Figure 5.3 above 73% of township, 50% Former model C and 30% of independent schools Grade 12 science learners held naïve understandings about the role of an investigative question when choosing procedures to be followed in an inquiry. Learners from the independent schools (57%) provided the most informed responses for the aspect, while those from township schools held the most naïve understandings (73%) for the aspect.

5.4.4 All scientists performing the same procedures may not get the same results This aspect of scientific inquiry emphasises the fact that scientists do not make the same conclusions even when the scientific question posed and the procedures followed are the same. Figure 5.4 shows science learners’ understandings about this aspect.

Figure 5.4: Learners’ understandings: Same procedures do not necessarily have same results.

The chart in Figure 5.4 summarises learners’ understandings of this aspect for the different school types. Township school learners recorded the least naïve understandings (20%) and the most informed understandings at 30% for this aspect. Similar to the aspect about multiple methods, this aspect stood out as one of the least understood NOSI aspects in all the school types. Learners attending former model C schools recorded 50%, 23% and 27% for naïve, mixed and informed categories respectively while those at independent schools recorded 47%, 40% and 13% naïve, mixed and informed understandings about the above NOSI aspect.

5.4.5 Inquiry procedures can influence the results

This NOSI aspect reiterates that different procedures will always lead to the collection of different data sets; hence, the ultimate result of a scientific investigation will be influenced by the procedure followed. The chart in Figure 5.5 summarises learners’ understandings about this aspect.

Figure 5.5: Learners’ SI aspect understandings: Procedure can influence results.

47% of learners attending former Model C schools, held the most informed understandings about the aspect while learners from township schools (43%) held the most naïve understandings. Forty-four percent of learners from independent schools and 34% of learners from township schools registered informed understandings about this aspect of SI with an equivalent 20% mixed understandings across all the different school types.

5.4.6 Research conclusions must be consistent with the data collected

Conclusions made from scientific investigations should be consistent with the data collected during the inquiry is an important aspect of the NOSI and Figure 5.6 illustrates learners’ understandings about this aspect for the three school types.

Figure 5.6: Learners’ understandings: Conclusions consistent with data

Learners from independent schools (60%) showed the most informed understandings about this aspect while those from former Model C schools (53%) held the most naïve understandings about the aspect.

5.4.7 Scientific data are not the same as scientific evidence

In this NOSI aspects the learners were asked to explain if scientific data are the same or different from each other. A summary of their understandings is represented in Figure 5.7.

Figure 5.7: Learners’ understandings: Data versus Evidence

As observed with the aspect of multiple methods for scientific investigations, this is one of the aspects in which the least informed understandings were recorded with only one learner (3%) in the former Model C groups obtaining and informed score for the aspect. Majority of the learners, 60%, 50% and 50% of the learners from township, former Model C and independent schools respectively held mixed understandings for this aspect. On the other hand, 37%, 47% and 47% of the learners at township, former Model C and independent schools respectively, held naïve understandings about the differences between scientific data and evidence.

5.4.8 Explanations are developed from a combination of collected data and what is already known

This NOSI aspect assessed learners’ understandings on how scientists provided the explanations for their findings when they conduct scientific investigations. Figure 5.8 summarises a description of learners’ understandings about the way explanations are derived.

Figure 5.8: Learners’ SI aspect understandings: Explanation from data and prior knowledge

Figure 5.8 represents learners’ understandings for the NOSI aspect as described. For this aspect learners from former Model C schools (37%) held the most informed understandings, followed by those from independent schools (32%), while learners from township schools held the most mixed and naïve understandings, both at 47%.

5.5 INFERENTIAL STATISTICS ON LEARNERS’ UNDERSTANDINGS AT