Type of source-consumer model identified in learners after pre-testing

Two main themes emerged from the pre-test diagnostic responses of the learners. The first theme addressed the presence of alternative conceptual models related to current in a simple electric circuit. The second theme was the level of reasoning and command of English as language of learning.

The first type of consumer model identified in the learners was the consumption model. The consumption model was analysed by looking at the learners‟ written diagnostic tasks by studying the drawings, focussing at the length of the lines at the point of entrance of the light bulb (A) and at the exit point (B) of the photo diagnostic item (see Annexure H).

Data analysis was based firstly on observations of events in a natural classroom setting where classroom observations were clearly written down in a field notebook without questioning the learners during the process. Thereafter, the learners‟ written work was checked for differences and similarities in the length and direction of the lines drawn (McNamara, 2009). Secondly, data analysis of open ended standardised interviews was done to establish the existence of alternative conceptions.

Finding out the presence and type of alternative conception currently held by the learners was pertinent to the study in order to allow the researcher to establish whether the use of analogies in the teaching of the electricity concepts resulted in

any change in the learners‟ conceptual models held. The results analysed and discussed in this chapter were collected, based on the learners‟ responses to the second diagnostic test (see appendix E).

The study used literature reviewed in Chapter Two of the study to classify the conceptions held by the learners as belonging broadly to either the correct scientific model or the incorrect source consumer model (Çepni & Keleş, 2006; Shipstone, 1985). The source consumer model can again be subdivided into either a consumption model (using the size of the electric current as reference point) or the clashing currents model (using the direction of the current flow as reference point). Table 4.1 illustrates the indicators of the two alternative conceptual models, namely the consumption model and the clashing currents model that emerged during data analysis.

Table 4.1: The consumption and clashing currents model (adapted from Shipstone, 1985)

Consumption model Clashing currents model

• straight line drawn before entering • arrows of straight lines coming from point A is longer than line exiting both sides of the battery terminals

point at B and meeting at the light bulb

• written learner explanation • written learner explanation stating indicating that electric current is that the direction of the current is not equal at point A and B of the different at point A and B

diagram or is bigger at A than at point B

Table 4.2 shows a summary of the results of the pre-test data collected from the participating learners revealing the type of source consumer model identified after performing the task, compared to the five learners who held the correct scientific conceptual model at the initial stage of the study. The majority of the learners (50 out

of 78) have the consumption model; whilst 23 out of 78 learners had the clashing model.

Table 4.2: Results of conceptions identified in Grade 8 ESL speakers’ pre- testing, using photo diagnostic assessment item.

Type of Conceptual model Number of Total number of respondents respondents

1. Consumption model 50 78

2. Clashing model 23 78

3. Scientific model 05 78

In line with the qualitative nature of the study, learner engagement and interest in the pictorial diagnostic item provided another area of concern where the study probed for reasons why the learners were interested in answering the photo item rather than the circuit diagram consisting of symbols.

Learner Two (L2) gave a reason that “lo mbane umnintsi kagesi xa efika” (the

electricity [of the gas] is bigger when it enters) to support why the electric current is

thought to be bigger at point A than at point B. For example, the learner with the consumption model indicated that the current is “no, is unequal” but went on to conclude that the electric current flows in the “same direction”.

Figure 4.1: Written explanation of a learner during pre-testing, showing consumption model

The written statement from Learner One (L1) is a clear indication of the consumption model as the learner believes the electric current is different and the reason for that is “its used buy there light bulb”. The correct statement should have read “it‟s used by

the light bulb”.

Figure 4.2: Written explanation of a learner holding the consumption model during pre-testing, illustrating a problem with the use of English

Learners share ideas and look for a solution to problems in the social world, including problems in the field of science, through language (Bentley et al, 2000; Driver & Erikson, 1983). It became evident that it is very difficult to understand what the learners are saying. The challenge posed by English is clear as can be seen from the use of the term “buy” instead of “by” in the written explanation as learners struggle to describe their thinking and understanding. It is also not just the incorrect spelling of words that is a cause for concern. The use of isiXhosa to explain thinking was illustrated in this answer:

Figure 4.3: Learner’s written explanation showing consumption model, written primarily in isiXhosa

A person who does not speak isiXhosa would not comprehend what has been written by the learners and would fail the learners if it was a test that needed to be marked. There should be an in-depth investigation into the use of English in the classroom as the language of learning and teaching is English for these isiXhosa speaking learners (see learners‟ written responses).

A discussion of the findings of data analysis and interpretation in both the teacher and learner components of the study is presented in the next section.

4.3.2 Discussion of the findings on the learner problem identification phase