Resumo

HARDMAN, Joanne  e  PATEL, Naadira. How is the science concept of force conveyed in a physics grade 9 textbook in South Africa? A cultural historical analysis. Journal of Education [online]. 2024, n.97, pp.173-195. ISSN 2520-9868.  https://doi.org/10.17159/2520-9868/i97a09.

South African school children tend to perform poorly in international mathematics and science benchmarking tests such as Trends in International Mathematics and Science Study (TIMSS). Various reasons underpin poor performance, but in this paper, we concern ourselves with curriculum challenges in science by analysing a science topic from a Grade 9 science textbook, the most significant tool for delivering curriculum outside of a teacher. Adopting the model designed by Morris et al. (2016), we analyse a single topic, force, from two science textbooks to ascertain if the abstraction of the topic is explicated and whether it is linked to any real-world application. Our findings indicate that the science concept of force in the textbooks that we analyse is presented in problematic ways that require teachers to elaborate on concepts outside of the text, which may not be possible when such content knowledge is unfamiliar.

Palavras-chave : cultural historical theory; everyday concepts; high school; simple science concepts; textbooks.

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