Science Students Creating Hybrid Spaces when Engaging in an Expo Investigation Project

Umesh Ramnarain, Josef de Beer

Research output: Contribution to journalArticlepeer-review

13 Citations (Scopus)

Abstract

In this paper, we report on the experiences of three 9th-grade South African students (13-14 years) in doing open science investigation projects for a science expo. A particular focus of this study was the manner in which these students merge the world of school science with their social world to create a hybrid space by appropriating knowledge and resources of the school and home. Within this hybrid space they experienced a deeper, more meaningful and authentic engagement in science practical work. This hybrid space redefined the landscape of the science learning experience for these students, as they could derive the twofold benefit of appropriating support when necessary and at the same time maintain their autonomy over the investigation. For South Africa and quite probably other countries; these findings serve as a guideline as to how opportunities can be created for students to do open science investigations, against prevailing school factors such as large classes, a lack of physical resources, the lack of time for practical work and the demands of syllabus coverage.

Original languageEnglish
Pages (from-to)99-116
Number of pages18
JournalResearch in Science Education
Volume43
Issue number1
DOIs
Publication statusPublished - Feb 2013

Keywords

  • Hybrid space
  • Science expo
  • Science investigations
  • Science practical work
  • Science projects
  • Third space

ASJC Scopus subject areas

  • Education

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