Stakeholders’ Perceptions of Participation in Science Expos: A South African Case Study

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Abstract
Science Expos are intended to develop and empower learners to identify local problems and hence find solutions thereof using scientific processes. Science Expos are perceived as spaces for sharing experiences of science which engender love for science so that learners may ultimately pursue science-related careers. Despite these ideals, there is still poor participation in Science Expos by teachers and learners alike, especially from historically disadvantaged schools in South Africa. A qualitative case study underpinned by a community of practice theory was conducted in four disadvantaged schools in the Eastern Cape, South Africa. The purpose of the study was to understand stakeholders’ perceptions of participation in Science Expos. The data were generated using individual semi-structured interviews with two Expo organisers, three teachers and five learners from disadvantaged schools. Additionally, two focus group interviews were conducted with learners. The data were analysed inductively. The findings of the study revealed that following their participation in the Science Expo, learners were more motivated to study science at school. Although teachers with Science Expo experience encouraged their learners to participate, the support provided by several other teachers was seen as inadequate. It emerged that there were some challenges encountered such as lack of resources and travel opportunities.

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