Using science communication strategies to close the resource gap in under-resourced schools: A focus on rural schools in South Africa

Blessing Nemadziva; Catherine Cole; Steven Sexton

Authors

Blessing Nemadziva Department of Science Communication, University of Otago, Dunedin 9016, New Zealand
Catherine Cole Department of Science Communication, University of Otago, Dunedin 9016, New Zealand
Steven Sexton College of Education, University of Otago, Dunedin 9016, New Zealand

Keywords:

inquiry-based instruction, science communication, science education, under-resourced schools, design-based research

Abstract

BACKGROUND

South Africa’s national curriculum (CAPS) encourages an inquiry-based approach to science teaching. However, 80% of public schools lack adequate resources and facilities for effective science learning (Nemadziva, Sexton, & Cole, 2023). This situation has potential to perpetuate educational inequality as the majority of schools are not well-equipped to meet curriculum requirements. While nationwide education reforms are required to address infrastructural deficit in schools, there is need for immediate interventions. Science communication presents a solution to develop cost-effective science learning material for use in under-resourced schools. This study aimed to evaluate if science communication strategies could be used to develop effective inquiry learning material for use in under-resourced schools.

METHODS

The study involved Grade 9 life science classes (students aged 14–16 years) at three secondary schools from a rural district in the KwaZulu-Natal province of South Africa. The design-based research methodology (Crippen & Brown, 2018) was adopted and followed three stages: needs analysis, development of learning resource, and evaluation of learning resource.

RESULTS

A nucleotide blocks model kit was developed and evaluated by the Grade 9 students and teachers at the same schools. Further evaluations were conducted by consulting 5 life science teachers based at urban schools in Durban, South Africa. Results showed that the model kit successfully enabled inquiry-based learning, improved science learning experience, and had measurable value as a teaching/learning aid in under-resourced classroom settings.

REFERENCES

Crippen, K. J., & Brown, J. C. (2018). Design-Based Research. In B. B. Frey (Ed.), The SAGE Encyclopedia of Educational Research, Measurement, and Evaluation (pp. 490-493). SAGE. https://dx.doi.org/10.4135/9781506326139.n195

Nemadziva, B., Sexton, S., & Cole, C. (2023). Science communication: The link to enable enquiry-based learning in under-resourced schools. South African Journal of Science, 119(1/2), Article #12819. https://doi.org/10.17159/sajs.2023/12819