MEASURING INQUIRY ABILITIES OF YOUNG LEARNERS USING A PERFORMANCE-BASED ASSESSMENT

Abstract

Scientific inquiry abilities and the nature of scientific inquiry (NOSI) are critical in building a scientifically literate citizenry. However, little information is available regarding the inquiry abilities of young learners between the ages of 5-7 years, though it is widely agreed that children are born inquirers. Among the reasons why inquiry abilities in young children are not explored is the need for reliable research instruments to measure these abilities. Most existing research excludes the measurement of young learners’ inquiry abilities but tends to report more on the inquiry abilities of middle and high school learners. This study aims to adapt an existing performance-based assessment (PBA) and apply it in measuring the inquiry abilities of young learners aged 5 to 7 years in the South African context. The study aims to report on learners’ innate abilities that develop naturally without formal instruction at kindergarten (grade R) and early primary to inform early science interventions. Three Afrikaans schools were conveniently selected as samples. Afrikaans is one of eleven official languages spoken in South Africa, and with no existing literature on Afrikaans learners’ inquiry abilities in the foundation phase, a gap was explored. Data for the study was qualitatively gathered from 120 foundation phase learners (pre-schoolers to third graders) through an orally presented Performance-based Assessment of Kindergarteners’ Scientific Inquiry Abilities (PAKSIA). Audio-recorded oral assessments were transcribed and translated into English. Transcripts were then scored using an adapted rubric to generate numerical scores on learners’ performance. The numerical data were then analysed to provide descriptive statistics of participants’ inquiry abilities. Of the four inquiry abilities assessed, high scores were realised in the experimentation and observation abilities. The results suggested that young learners have innate abilities to engage in inquiry activities. A multisensory and “play” approach to the adapted PAKSIA supported learners’ engagement with tasks using their senses. Younger learners aged 5 and 6 struggled with more abstract questions, such as predicting or measuring without a measuring instrument. However, learners aged 7 displayed adequate abilities to predict, plan, design, investigate and communicate their results. The PAKSIA is a baseline assessment for educators to identify what inquiry abilities need more implicit nurturing and development. Some implications and recommendations for foundation phase learning are also made herein.