An analysis of South African Grade 9 natural sciences textbooks for their representation of nature of science

2016 ◽  
Vol 38 (6) ◽  
pp. 922-933 ◽  
Author(s):  
Umesh Dewnarain Ramnarain ◽  
Tarisai Chanetsa
Keyword(s):  
South African ◽  
Nature Of Science ◽  
Natural Sciences

STEM Education Problem Through Striking Differences Between Physics and Biology

2019 ◽  
Author(s):  
Adib Rifqi Setiawan
Keyword(s):  
Nature Of Science ◽  
Stem Education ◽  
Functional Relationship ◽  
Theoretical Models ◽  
Natural Sciences ◽  
Physical Sciences ◽  
P Values ◽  
The Third ◽  
Differences Of Opinion ◽  
Biological Education

This work argues that fundamental differences of opinion as to the nature of science affect whether the “S” in STEM can really apply to all the natural sciences, which will affect how we structure and implement improvements in STEM education. The first part of the argument deals with often-taught definitions of words like “law” and “theory” that don’t really apply to much of physics. In the second part, we notes that mathematics remains inseparable from education in the physical sciences, but this is not the case in biology. Moreover, an appreciation for the worth of mathematical or theoretical models, even disjoint from experiments, is not generally a part of biological education. The third part is “the tyranny of hypotheses.” One of the “cultural” shocks I’ve had moving into biological fields is constantly hearing people talk about “hypotheses” and seeing a steady stream of bar graphs with asterisks and p-values. In physics, one almost never discusses hypotheses; rather, one test relationships between parameters, either analyzing them within some mechanistic framework, or empirically determining what the underlying functional relationship is.

scholarly journals The readability of two Grade 4 natural sciences textbooks for South African schools

2014 ◽  
Vol 4 (2) ◽  
pp. 22 ◽  
Author(s):  
Lucy Sibanda
Keyword(s):  
Content Analysis ◽  
South African ◽  
Second Language Learners ◽  
Intermediate Phase ◽  
Educational Achievement ◽  
Qualitative Content Analysis ◽  
Natural Sciences ◽  
Reading Level ◽  
Text Readability ◽  
Transitional Challenges

This paper, deriving from a larger study, evaluates the readability of two Grade 4 natural sciences textbooks used by learners who speak English as an additional language in two South African schools. The study is set within the context of the reading-related transitional challenges faced by English second language learners when they move from the foundation phase to the intermediate phase. Text readability is critical for educational achievement during this transition. The case study was conducted by means of a qualitative content analysis of factors that are not accommodated in the readability formulae which were used to investigate the textbooks. While the findings from the two instruments were ambivalent for Book 1, with the content analysis showing the book to be largely readable, but the readability calculator indicating it to be beyond the learners’ reading level, both instruments indicated poor readability for Book 2. The study recommends a close consideration of text readability by both authors and teachers.

scholarly journals Ecofeminist invitations in the works of Sindiwe Magona

Literator ◽  
2017 ◽  
Vol 38 (1) ◽  
Author(s):  
Dianne Shober
Keyword(s):  
Literary Criticism ◽  
South African ◽  
Natural Sciences ◽  
Black South African ◽  
Global Challenges ◽  
The Social ◽  
African Writer ◽  
Gender Based ◽  
And Gender ◽  
Sindiwe Magona

The global challenges of environmental devastation and gender-based injustice require a multifocal approach in appropriating effective solutions. While acknowledging the effectual endeavours initiated through the social and natural sciences to counteract these areas of degradation, this paper offers another field of potential mediation: ecofeminist literary criticism. Through its interrogation of selected works by the black South African writer, Sindiwe Magona, it seeks to reveal the value of literature as a tool to counteract destructive political and patriarchal rhetorical paradigms, which have served to oppress nature and women and, through ecofeminist discourse, mitigate lasting global change.

scholarly journals WHAT IS GOOD SCIENCE AND HOW FAR CAN IT GO?

2017 ◽  
Vol 15 (1) ◽  
pp. 15-26
Author(s):  
Luis Fernando Aragón-Vargas
Keyword(s):  
Nature Of Science ◽  
Human Performance ◽  
Scientific Research ◽  
Human Movement ◽  
Natural Sciences ◽  
Research Practices ◽  
Good Science

I have seized this opportunity to share with our readers a topic, seldom discussed among human movement professionals, which is nevertheless fundamental for our scientific endeavors:  philosophy of science.In this editorial I present a few introductory topics, namely, the nature of science, what are its limits, and if and how they should be managed. An attempt is also made to prepare a well-supported list of good scientific research practices. As a researcher who has done most of his work in health and human performance, my focus is on the natural sciences and, more specifically, on human movement science.

scholarly journals NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS’ UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS

2017 ◽  
Vol 16 (3) ◽  
pp. 366-378
Author(s):  
Nadaraj Govender ◽  
Duduzile Zulu
Keyword(s):  
High School ◽  
Nature Of Science ◽  
High School Teachers ◽  
Science Teachers ◽  
Junior High School ◽  
Junior High ◽  
Lesson Planning ◽  
Natural Sciences ◽  
School Teachers ◽  
Junior High School Teachers

An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers’ understanding of NOS is extensive but junior high school natural sciences teachers’ understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers’ understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers’ academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers’ work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content. Keywords: junior high school teachers, lesson planning, nature of science, natural sciences.

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