An analysis of South African school science textbooks for representations of nature of science.

Autor/in	Ramnarain, Umesh
Titel	An analysis of South African school science textbooks for representations of nature of science.
Quelle	Aus: McDonald, Christine (Hrsg.); Abd-El-Khalick, Fouad (Hrsg.): Representations of nature of science in school science textbooks. London: Taylor and Francis (2016) S. 188-200 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Teaching and Learning in Science Series
Beigaben	Literaturangaben S. 198-200
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-1-138-12240-6; 978-1-315-65052-4; 978-1-317-30726-6
DOI	10.4324/9781315650524
Schlagwörter	Natur; Naturwissenschaften; Schulbuch; Darstellung; Naturwissenschaftliche Bildung; Schulbuch; Natur; Naturwissenschaften; Naturwissenschaftliche Bildung; Darstellung; Südafrika (Staat)
Abstract	South Africa's reformed school science curriculum places a strong emphasis on the goal of learners acquiring an understanding of nature of science (NOS), and textbooks are regarded as a key resource by teachers in advancing these curriculum goals. This chapter is a synthesis of research conducted in South Africa on the analysis of school science textbooks used in the middle school and high school phases on their portrayal of NOS. Following a discussion on the place of NOS in current curriculum documents, the chapter goes on to present research findings on the analysis of high school textbooks used in Grade 10 Life Sciences and Physical Science, and Grade 9 Natural Science. From a methodological perspective, the chapter explicates on the procedure and frameworks that guided the analysis. Finally, the chapter concludes with some thoughts on the implications of the findings, and recommendations thereof.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2023/1