Speaker
Dr
Sam Ramaila
(University of Johannesburg)
Level for award<br> (Hons, MSc, <br> PhD, N/A)?
No
Would you like to <br> submit a short paper <br> for the Conference <br> Proceedings (Yes / No)?
Yes
Apply to be<br> considered for a student <br> award (Yes / No)?
No
Please indicate whether<br>this abstract may be<br>published online<br>(Yes / No)
Yes
Abstract content <br> (Max 300 words)<br><a href="http://events.saip.org.za/getFile.py/access?resId=0&materialId=0&confId=34" target="_blank">Formatting &<br>Special chars</a>
The development of informed views about scientific inquiry forms an integral part of a key endeavour geared towards meaningful enhancement of scientific literacy. Within the realm of curriculum innovation, there is an added imperative for scientific inquiry to underpin curriculum reform efforts. In this regard, the Views About Scientific Inquiry (VASI) questionnaire was utilized to establish university physics students’ baseline knowledge about scientific inquiry as an essential tenet in science education. Analysis of responses revealed fragmented and incoherent views about the nature of scientific inquiry with the concomitant implication that students appeared not to hold informed views about scientific inquiry itself.
Main supervisor (name and email)<br>and his / her institution
No
Primary author
Dr
Sam Ramaila
(University of Johannesburg)
Co-author
Prof.
Umesh Ramnarain
(University of Johanneburg)
