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RESEARCH PAPER
Exploring the Autonomy of South African School Science Students when Doing Investigative Inquiries for a Science Fair
1
University of Johannesburg, SOUTH AFRICA
Publication date: 2020-11-03
EURASIA J. Math., Sci Tech. Ed 2020;16(12):em1911
KEYWORDS
ABSTRACT
This mixed methods research explored the autonomous experiences of South African school
students when participating in a science fair. A prominent global goal for school science education
is for students to partake in scientific inquiry in order to acquire understanding of science
concepts, the processes and skills of science, and the nature of science. This places a demand on
teachers as it requires a change in pedagogy from a teacher-centred to a student-centred
approach. Student autonomy, has been described as both a rationale for and a characteristic of
students doing scientific inquiry. In this research, a quantitative survey questionnaire was
administered to 50 students participating in a science fair. The questionnaire sought to establish
the autonomy level of students when doing their investigative inquiry projects and the degree of
support they received. Thereafter, 5 students were interviewed to elaborate upon their responses
and to describe in detail their experiences of doing the projects. The findings of this study revealed
that the students enjoyed optimal autonomy and perceived their experience as being empowering
and stimulating. It is also suggested that science fairs can provide an opportunity for students to
enjoy autonomy in choosing their own topic for inquiry, in designing the inquiry, in doing the
inquiry, and arriving at their own conclusions. This autonomy can enable students to experience
authentic inquiry, show their creativity and demonstrate critical thinking skills.
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