A comparative analysis of South African Life Sciences and Biology textbooks for inclusion of the nature of science

South African Journal of Education. 2015;35(1):01-08

 

Journal Homepage

Journal Title: South African Journal of Education

ISSN: 0256-0100 (Print); 2076-3433 (Online)

Publisher: Education Association of South Africa

Society/Institution: Education Association of South Africa

LCC Subject Category: Education: Education (General) | Education: Special aspects of education

Country of publisher: South Africa

Language of fulltext: English

Full-text formats available: PDF

 

AUTHORS

Umesh Ramnarain (University of Johannesburg)
Keshni Padayachee (University of Johannesburg)

EDITORIAL INFORMATION

Double blind peer review

Editorial Board

Instructions for authors

Time From Submission to Publication: 16 weeks

 

Abstract | Full Text

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.