The effectiveness of kitchen chemistry in developing science process skills in high school physical sciences.

Abstract

The purpose of the study was to explore the effectiveness of kitchen chemistry (KC) in developing science process skills (SPS) in high school Physical Sciences. KC refers to using the available tools, materials and household chemicals in performing practical work at home, that is, in the kitchen to provide familiar environments in which learners can participate in practical work without being bound to curriculum time. This study was stimulated by the persisting decline in performance in Physical Sciences in examinations requiring SPS competency. To answer the research questions, a mixed methods research was conducted. Thirty Physical Sciences Grade 12 learners of a rural secondary school in UMkhanyakude District were purposively sampled. Data were generated through pre-tests, post-tests, semi-structured questionnaires and analysis of the documents. Quantitative data were analysed using SPSS. Qualitative data were analysed to isolate and understand salient themes comprehensively. KC was understood as a strategy where kitchen tools and materials are used in learning. It emerged that there was a significant statistical difference in performance after engaging in KC. The learners reported the KC activities as fun and meaningful ways in which learning and understanding of science concepts could occur. Besides, KC activities were effective in stimulating the development of SPS and encouraging knowledge construction. Therefore, it is recommended that Physical Sciences teachers integrate suitable KC activities into their science lessons teaching and planning. The researcher recommends that curriculum developers include the use of KC as one of the suggested alternatives to schools where laboratory resources are limited.