Abstract
Limited research has been conducted in South Africa on the inquiry abilities of young learners, nor on valid tools for measuring them. This study aimed to explore the scientific inquiry (SI) abilities of young learners and to identify the best methods for assessing these abilities. The objectives of this study were to explore young learners’ SI abilities and to determine the validity of the performance-based assessment (PBA) used to measure inquiry abilities in this study. The sample consisted of foundation phase (FP) learners from pre-Grade R (Grade RR) to Grade 3 (N=60; 13 Grade RRs, 17 Reception Grade (Grade Rs), 12 Grade 1s, 9 Grade 2s, and 9 Grade 3s; age mean=6.73). During the PBA, learners were required to answer questions based on different inquiry ability constructs. A quantitative research method was used in gathering and analysing the data in this study. The adapted Performance-based Assessment of Kindergarteners’ Scientific Inquiry Abilities (PAKSIA), a PBA for measuring SI abilities, consisted of 31 items. Learners applied their inquiry abilities while engaging in practical activities. Responses were audio recorded and numerically scored according to a scoring rubric. This study used descriptive and Rasch analysis to analyse the inquiry abilities of young learners and to determine the validity of the PBA, respectively. The findings revealed that young learners have innate inquiry abilities, although their achievement varies depending on their age and the difficulty of the task. Older learners demonstrated greater fluency and maturity in their thinking and inquiry abilities, such as their ability to measure and design procedures for experiments. The adapted PAKSIA proved to be a valid instrument, according to the overall statistics for the item fit, for measuring inquiry abilities in this study. Based on the findings of this study, it is recommended that more research and instruments are needed in childhood education to better understand and assess inquiry abilities. Policymakers and stakeholders can support inquiry learning in the FP curriculum to intentionally develop inquiry abilities in all young learners, thereby closing some of the achievement gaps seen in high school science subjects. More on the implications of the study are also included in the dissertation.
Keywords
Scientific inquiry abilities, Scientific literacy, Performance-based assessment, PAKSIA, Rasch model, Foundation phase learners