Abstract
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. Keywords: Biology textbooks; Life Sciences textbooks; nature of science; school science curriculum; science textbook analysis
Highlights
The value of textbooks in driving the teaching of science has been well-documented
We investigated the differences between the coverage given to the nature of science (NOS) in Biology textbooks that were written for the previous National Assembly Training and Education Department (NATED) 550 curriculum, and the new Life Sciences textbooks that are in accord with the National Curriculum Statement (NCS)
A shift in the practice of teachers can be supported through the development of textbooks that reflect a more balanced coverage of the NOS. It is against this background that we investigated the way in which South African Life Sciences and Biology textbooks depict the NOS
Summary
The value of textbooks in driving the teaching of science has been well-documented. In South Africa, curriculum reform in school science has affirmed the prominence that ought to be given to the NOS in the teaching of school science subjects. Due to the value of the textbook in driving curriculum reform, this article reports on the analysis of South African Life Sciences and Biology textbooks for the inclusion of the NOS. We investigated the differences between the coverage given to the NOS in Biology textbooks that were written for the previous National Assembly Training and Education Department (NATED) 550 curriculum, and the new Life Sciences textbooks that are in accord with the National Curriculum Statement (NCS)
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