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Implementability of inquiry-based science education in the Foundation Phase classroom
Thesis (PhD)--University of Pretoria, 2017.
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| Format: | Thesis |
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University of Pretoria
2017
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| _version_ | 1867613672203878400 |
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| access_status_str | Open Access |
| author2 | Ferreira, Ronel |
| author_browse | Ferreira, Ronel |
| author_facet | Ferreira, Ronel |
| collection | Thesis |
| description | Thesis (PhD)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/61365 |
| institution | University of Pretoria (South Africa) |
| last_indexed | 2026-06-10T12:39:52.104Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/61365 Implementability of inquiry-based science education in the Foundation Phase classroom Ferreira, Ronel lindabosman04@gmail.com Courdent-Delannoy, Albine Bosman, Linda Early childhood education (ECE) Inquiry-based science education UCTD Child-as-scientist Contemporary perspectives on childhood Facilitation of learning Foundation phase Inquiry-based science education (IBSE) La main à la pâte (LAMAP) Education theses SDG-04 Education theses SDG-09 Education theses SDG-17 Thesis (PhD)--University of Pretoria, 2017. This study investigated the implementability of the French La main à la pâte (LAMAP) inquiry-based science education (IBSE) programme in the South African context. An interpretative, qualitative multiple-case study design was utilised to elicit the voices of both young children-as-scientists engaged in scientific inquiry and student teachers who facilitated science education following the LAMAP approach. The conceptual framework integrated contemporary perspectives on childhood, theory theory and constructivist theory concepts and IBSE. Three conveniently sampled schools in an urban setting were purposively selected as cases, with 70 Grade 1 to Grade 3 children and three student teachers as participants. The findings of the study indicate that the children engaged in IBSE as natural scientists, displaying the cognitive capacity to think, act and learn like real scientists in the context of their classrooms. Engaging in science within a community of scientists, and being physically and mentally active in the knowledge construction process furthermore shaped children’s sense of agency and identity as scientists. The findings furthermore indicate that implementing IBSE contributed to shaping student teachers’ professional identity as science teachers for young children. As young scientists-in-waiting children are, however, dependent on researchers, higher education institutions concerned with teacher training, decision-makers and the broader education community to mobilise and sustain their potential for being and becoming scientists. The findings of the study resulted in a framework proposing guidelines on multi-levels for IBSE implementation in the South African Foundation Phase classroom context. The National Research Foundation Sabbatical Grant for Doctoral Studies The University of Pretoria Vice-Chancellor's Academic Grant Programme es2026 Educational Psychology PhD Unrestricted SDG-04: Quality education SDG-09: Industry, innovation and infrastructure SDG-17: Partnerships for the goals 2017-07-18T13:10:04Z 2017-07-18T13:10:04Z 2017-09 2017 Thesis Bosman, L 2017, Implementability of inquiry-based science education in the Foundation Phase classroom, PhD Thesis, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/61365> S2017 http://hdl.handle.net/2263/61365 application/pdf University of Pretoria |
| spellingShingle | Early childhood education (ECE) Inquiry-based science education UCTD Child-as-scientist Contemporary perspectives on childhood Facilitation of learning Foundation phase Inquiry-based science education (IBSE) La main à la pâte (LAMAP) Education theses SDG-04 Education theses SDG-09 Education theses SDG-17 Implementability of inquiry-based science education in the Foundation Phase classroom |
| title | Implementability of inquiry-based science education in the Foundation Phase classroom |
| title_full | Implementability of inquiry-based science education in the Foundation Phase classroom |
| title_fullStr | Implementability of inquiry-based science education in the Foundation Phase classroom |
| title_full_unstemmed | Implementability of inquiry-based science education in the Foundation Phase classroom |
| title_short | Implementability of inquiry-based science education in the Foundation Phase classroom |
| title_sort | implementability of inquiry based science education in the foundation phase classroom |
| topic | Early childhood education (ECE) Inquiry-based science education UCTD Child-as-scientist Contemporary perspectives on childhood Facilitation of learning Foundation phase Inquiry-based science education (IBSE) La main à la pâte (LAMAP) Education theses SDG-04 Education theses SDG-09 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/61365 |