Abstract
M.Ed.
The National Curriculum Statement (NCS) emphasizes that science learners must engage in autonomous scientific investigations. This is a significant curriculum reform from the previous approach to practical work that was dominated by teacher demonstrations or learners doing ‘cookbook’ experiments. It is unfortunate that despite these curriculum imperative, learners in South African schools still have limited or no opportunities of independently planning and doing investigations.
This study explores the use of concept cartoons accompanied by prompt sheets as scaffolds in supporting grade 9 learners plan scientific investigations. This design based study followed a continuous cycle of design, enactment, analysis and redesign which is typical of design based research. Data was collected through interviews, classroom observations, and the completed prompt sheets.
The findings suggest that concept cartoons and related prompt sheets hold promise as scaffolding mechanisms, and their use can enable learners to take the first steps in planning investigations, that can later be done.