Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 20 Number: 3 Page: 121–143
doi:10.2167/eri403.0
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South African Primary Children's Attitudes to Science
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A.W. Pell1 and H.T. Manganye2
1School of Education, University of Leicester, UK and 2Limpopo Provincial Education Department, Polokwane, South Africa
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Attitudes to science scales developed in England have been used in a rural region of South Africa with children aged 10 and 11 years in a two-stage data collection investigation. Cultural constraints on the use of †foreign’ scales are explored. Factor analyses reveal differences between the South African and English children. A South African †science enthusiasm’ factor has emerged from the African language version of one of the three scales, which reflects both the universality of science education and the new South African national science policy. The effect of language on reliability and validity is reported for test administrations in Xitsonga and English. Interviews with children at the three participating schools show an appreciation of practical science, despite limited resource provision. The research illustrates the possibilities of teacher-initiated contribution to curriculum development in a region of South Africa where there is a pre-existing pool of re-educated science teachers.
Keywords: African language, attitudes to science, teacher-initiated research, primary school children, rural South Africa, social context
©2007 A.W. Pell & H.T. Manganye
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