SciELO - Scientific Electronic Library Online

 
vol.35 número1Teacher training for mathematical literacy: A case study taking the past into the futurePromoting healthy lifestyle behaviour through the Life-Orientation curriculum: Teachers' perceptions of the HealthKick intervention índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100

Resumo

RAMNARAIN, Umesh  e  PADAYACHEE, Keshni. A comparative analysis of South African Life Sciences and Biology textbooks for inclusion of the nature of science. S. Afr. j. educ. [online]. 2015, vol.35, n.1, pp.01-08. ISSN 2076-3433.

This study reports on the analysis of South African Life Sciences and Biology textbooks for the inclusion of the nature of science using a conceptual framework developed by Chiappetta, Fillman and Sethna (1991). In particular, we investigated the differences between the representation of the nature of science in Biology textbooks that were written for a previous curriculum and the new Life Sciences textbooks that are in accord with the National Curriculum Statement. The analysis reflects that both Life Sciences and Biology textbooks still overwhelmingly represent the theme "Science as a body of knowledge" according to this framework. Despite significant curriculum reform that underlines a more balanced perspective of science encompassing the acquisition of knowledge through inquiry, the limited coverage given to the themes "The investigative nature of science", "Science as a way of thinking" and "The interaction of science, technology and society" does not reflect this reform.

Palavras-chave : Biology textbooks; Life Sciences textbooks; nature of science; school science curriculum; science textbook analysis.

        · texto em Inglês     · Inglês ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons