- Title
- An Exploratory Study of the Relationship between Learners’ Attitudes Towards Learning Science and Characteristics of an Afterschool Science Club
- Creator
- Agunbiade, Esther
- Creator
- Ngcoza, Kenneth M
- Creator
- Jawahar, Kavish
- Creator
- Sewry, Joyce
- Subject
- To be catalogued
- Date Issued
- 2017
- Date
- 2017
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/483279
- Identifier
- vital:78739
- Identifier
- https://doi.org/10.1080/18117295.2017.1369274
- Description
- The Khanya Maths and Science Club (KMSC) is an afterschool science/maths enrichment programme for learners in Grades 7–12 supported by postgraduate students and academic staff volunteers. This research seeks to explore the relationship between participating learners’ attitude toward learning science and the characteristics of this afterschool science club. The study draws from Wenger’s community of practice model to explore the features. Six learners participating in the KMSC were interviewed and their journal entries were analysed inductively, resulting in three themes. The study revealed that learners’ attitudes towards learning science were associated with the club’s instructional characteristics, facilitators/environmental characteristics and the level to which science was connected with everyday life. These characteristics are also related to the community of practice elements. It was concluded that incorporating the community of practice model in structuring afterschool science activities could have a positive influence on learners’ attitude towards learning science.
- Format
- 9 pages
- Format
- Language
- English
- Relation
- African Journal of Research in Mathematics, Science and Technology Education
- Relation
- Agunbiade, E. et al. (2017) ‘An Exploratory Study of the Relationship between Learners’ Attitudes Towards Learning Science and Characteristics of an Afterschool Science Club’, African Journal of Research in Mathematics, Science and Technology Education, 21(3), pp. 271–281. doi: 10.1080/18117295.2017.1369274
- Relation
- African Journal of Research in Mathematics, Science and Technology Education volume 21 number 3 271 281 2017 1811-7295
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
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Collections
Sewry, Joyce (Mrs)
Ngcoza, Kenneth Mlungisi (Prof)
RU Department of Chemistry
SDG 04. Quality Education
RU Department of Education
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