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RESEARCH PAPER
Developing knower legitimation among disadvantaged learners during a science fair project planning intervention
1
University of the Free State, Bloemfontein, SOUTH AFRICA
Publication date: 2024-12-03
EURASIA J. Math., Sci Tech. Ed 2024;20(12):em2547
KEYWORDS
epistemologyExpo for Young Scientistsinquiry learning and teachinglegitimationcode theoryscience educationscience fair project planningscience content knowledge
ABSTRACT
Science fair projects require knowledge-building (knower legitimation), whereas school science
focuses on knowledge reproduction (knowledge legitimation), particularly in disadvantaged
contexts. This mixed-methods case study investigates the rate, success, and retarding factors
relevant to knowledge-knower legitimation within a 6-hour science fair project planning
intervention for grade 9 South African learners from disadvantaged backgrounds. The 756
questions written by 86 participants were categorized according to knowledge-knower
legitimation, logic, and comprehensibility for four points across the intervention. Additionally, the
teacher-researcher’s reflective notes were analyzed inductively. Some knower legitimation was
adopted, but incomprehensibility, illogicality, superficial compliance to the scaffolding templates,
and resilience of knowledge legitimation dominated. Limited knowledge of science content and
practical procedures retarded outcome attainment. A qualifying pre-competition with a
knowledge focus, followed by interventions to convert these according to a relatively elite focus,
is argued for. The study explicates crucial but generally hidden aspects of inquiry.
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