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A decade of imparting scientific knowledge to would-be scientists
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The quest for scientific knowledge began in June 2006 when twelve grade 11 Phalaborwa learners were initiated into the SAEON Ndlovu Node’s science camp programme.
"It was uncharted terrain to tread upon, with no reference of similar programmes," says Joe Sibiya, Education Officer of the Ndlovu Node, which is based in Phalaborwa.
"Scientists and researchers engaged with the learners, exposed them to the ecological work environment and encouraged them to consider careers in science," explains Joe. "In the process, the learners were equipped with scientific knowledge and skills."
What makes the programme unique is the direct involvement of scientists and researchers in science education. During the science camps most learners confessed that they had never been exposed to scientists before and had never had an opportunity to handle science equipment such as microscopes prior to attending the camp.
Opting for science as a career
Not all the learners participating in the Ndlovu Node’s science camps during the past 10 years have taken up science as a career, but the majority has opted for science-related careers such as medicine, biotechnology and engineering. As illustrated by the excerpts below, learners regard the science camp highly and are grateful for the opportunity it provides to assist them in their decisions concerning their future careers.
‘... broadens the scientific knowledge of participants. The science camp equips learners with the necessary knowledge to choose a career and apply the theory behind the information.’
‘The science camp helps in career choices in the science field and plays a big role in the provision of information, knowledge or education concerning the careers. This pool of information available to students enables them to make better informed decisions.’
‘The camp taught us to make calculated decisions. It developed a research mentality before making lifetime decisions.’
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Monitoring and evaluation
Each year the programme is reviewed and adjusted based on observations made during learner engagement in science camp activities and recommendations by the participating scientists, programme coordinator and learners.
As a direct consequence, additional science camps were introduced for learners in grades 9 and 10 to provide the fledgling scientists with a sound foundation in scientific knowledge as well as continuity in engagement over a three-year period. The science camp for grade 11 learners provides a platform for participating scientists (mentors) to evaluate, and reinforce, the scientific knowledge and skills the learners gained in grades 9 and 10.
The science camp for grade 11 learners remains the pinnacle of the Ndlovu Node’s science engagement programme as it affords learners the opportunity to showcase the scientific knowledge synthesized over three years when presenting the outcomes of their mini research projects.
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This year’s (swelteringly hot) science camp
It takes meticulous planning and attention to detail to ensure that the camp objectives are met. Despite careful planning, the programme is not without its challenges, nor is it immune to the quirks of nature.
The tenth grade 11 science camp was held from 5 to 9 October 2015 at Timbavati Environmental Bush School under swelteringly hot conditions. The temperature soared as high as 43o C on most days.
The high temperatures made it difficult for both mentors and learners to cope with some of the camp activities. However, the harsh weather conditions did not dampen the spirits of the 14 enthusiastic would-be scientists. Under the supervision of dedicated mentors (scientists), they researched, developed and completed their mini science projects aimed at strengthening their scientific thinking.
Gaining an in-depth understanding of biodiversity
Each morning an objective was linked to that day’s activities to guide learners towards an in-depth understanding of the value of biodiversity. Interspersed within the academic week were a range of activities such as early-morning nature walks, teaching/lecture sessions and data/computer workshops. In order to learn to engage socially with each other and with the participating scientists, learners played ecological games such as Career Exhibition, Jega and Scrabble, watched videos on the state of conservation in Africa, and were allowed some free time.
The eager youngsters were moreover taken on a field trip to the Kruger National Park to reinforce their understanding of the relationship between conservation and ecotourism.
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Ultimately, the focal point of the camp was the learners’ research projects:
In the afternoon of the first day, learners were divided into two groups to conduct small-scale comparative research projects on veld condition and soil quality in the Timbavati Private Nature Reserve (protected area) and around Timbavati village (communal land).
Thobile Dlamini (SANParks and SANBI) and Patrick Ndlhovu (SAEON) led the Grazing Project. The purpose of this veld condition assessment project was for the learners to assess all the characteristics of the vegetation (i.e. type, quality and quantity) that need to be considered (and which were brainstormed earlier) when using an area for livestock grazing. Learners used this information to assess the condition of the vegetation under two different grazing scenarios - heavy grazing from cattle, or light grazing from wildlife - and then decide which ‘veld’ was in better condition, and explain why. Is grazing by cattle worse or better than grazing by wildlife in terms of impact on the vegetation?
Tercia Strydom (SANParks), Lisa Lerm (volunteer), Sharon Thompson (SANParks) and Marna Herbst (SANParks) led the Soils Project. The purpose of this soil quality assessment project was for the learners to determine the characteristics and quality of soils at Timbavati Village and Timbavati Nature Reserve and discuss whether soil deterioration/erosion is a current or potential problem at Timbavati Village/Timbavati Nature Reserve, what causes soil deterioration/erosion and how these causes can be prevented.
Later that afternoon both groups went out to observe the two study sites from afar before collecting data the following day. After site observations, they brainstormed scientific projects by identifying relevant meaningful questions, hypothesizing about site conditions and coming up with project ideas and methods for field work. Each group designed and developed its own research project.
The next day, like determined soldiers on the battlefield, the learners braved the heat and took to the field to collect data for testing their hypotheses about the respective sites. On the fourth day of the camp, they entered the acquired data on laptops and learned how to make sense of biological data. They created tables and graphs with relevant headings, made sure the data were represented appropriately, and compared and contrasted data collected from the different sites.
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On the last day, each group presented the outcomes of their scientific research projects. The lively discussion and debate that followed about the importance of the two sites served to deepen the would-be scientists’ understanding of the value of biodiversity.
The groups found out that:
- there was more vegetation cover in the protected area than in the communal land;
- less soil erosion occurred in the protected area than in the communal land; and
- livestock and humans are responsible for the reduced vegetation cover and hence accelerated soil erosion in the communal land.
The groups reached the conclusion that both soils and grass are vital for biodiversity and the ecosystem - good soil is important for good grass growth and good grass cover is important to prevent erosion.
