The Resource Science Education and Curriculum in South Africa
Science Education and Curriculum in South Africa
Resource Information
The item Science Education and Curriculum in South Africa represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Sydney Jones Library, University of Liverpool.This item is available to borrow from 1 library branch.
Resource Information
The item Science Education and Curriculum in South Africa represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in Sydney Jones Library, University of Liverpool.
This item is available to borrow from 1 library branch.
- Summary
- This book explores the impact of the socio-historical, political, and economic environment in South Africa, both during and after Apartheid. During this time, the South African education system demonstrated an interest in a specific type of knowledge, which Koopman refers to as 'a science of government'. This 'science of government' leaves the learners with a blurred understanding of science that is disconnected from external nature and human nature, and is presented as a series of abstract concepts and definitions. The book also investigates the dialectical tensions between the science curriculum and the role of the teacher as an active implementer of the curriculum. The book draws on the work of various phenomenological scholars, namely Edmund Husserl, Martin Heidegger, Merleau-Ponty, and Max van Manen to discuss these tensions
- Language
- eng
- Extent
- 1 online resource (198 pages).
- Note
- Merleau-Ponty's Lived-Body Theory
- Contents
-
- Dedication; Foreword; Preface; Contents; List of Figures; List of Tables; Chapter 1: Phenomenology as€a€Method in€Education Research; My Journey in€Discovering Phenomenology; Epistemological Foundations of€Lived Experience; Experiential Event Versus Experience; The Significance of€Lived Experience in€Science Education; Husserlian Phenomenology; Heideggerian Phenomenology; The Value of€Phenomenology as€a€Research Method; Data-Construction Methods; The Phenomenological Interview; Interview Techniques; Listening Techniques; Field Notes; Explication Framework of€Interview Data
- The Transcript Analysis Conclusion; References; Chapter 2: Physical Science: A€Science for€Government or a€Science for€Life?; Introduction; Foucault and€the€Notion of€'Power'; Governmentality and€Physical Science; How Physical Science as€a€'Science of€Government' Developed in€South Africa?; Governmentality Under the€Banner of€'Bantu Education'; Physical Science in€Post-1994 South Africa; Conclusion; References; Chapter 3: My Becoming and€Unbecoming: Life as€a€Child, Learner and€University Science Student; Introduction; A Brief Overview of€FP (Pre-1994); My Childhood
- My Primary School ExperiencesMy High School Experiences; University Experiences with€Science; Practical Work at University; My Unbecoming; Becoming Critical; The Phenomenological Method; Conclusion; References; Chapter 4: I Am€Ready for€This New Curriculum: The€Lived Experiences of€a€Physical Science Teacher; Introduction; The Shift to€the€FET NCS; Phenomenologists as€Workers of€Experience; The Research Approach; The Interview; Data Explicitation; Findings; Genealogical Angle: Thobani's Biography; Portraiture Angle: Thobani's Views on€the€Shift from€C2005 to€the€NCS
- Thobani's Classroom Experience and€Interpretation of€the€NCSPortraiture Angle: Thobani's Views on€the€Training Offered by the€Department of€Education Prior to€the€Implementation of€the€NCS; Discussion; The 'Horrible Physical Science Teacher'; Thobani's Challenge of€Dealing with€His HOD and€Older Colleagues; Heidegger's and€Thobani's Epistemic Nature; Conclusion; References; Chapter 5: Do Teachers also See What Chemists See When They Teach Chemistry?; Introduction; Three Levels of€Representation; A Brief Description of€the€Teaching of€Science in€South Africa
- South African Teachers' Differing Verbal Explanations in€ChemistryActivity Theory; Methodology; Ethical Issues; The Research Participants; Data Collection; Findings; Lesson 1: The€Periodic Table; Lesson 1: Discussion; Lesson 2: Acids and€Bases; Lesson 2: Discussion; Conclusion; References; Chapter 6: What Can Science Teachers Learn from€the€Wine Expert?; Introduction; What Does a€Wine Expert Do?; The Wine Tasting Experience; How Wine Tasting Developed in€the€Contemporary World: A€Brief Literature Review; Theoretical Framework; The Theory of€Behaviourism; Cognitionism
- Isbn
- 9783319407661
- Label
- Science Education and Curriculum in South Africa
- Title
- Science Education and Curriculum in South Africa
- Language
- eng
- Summary
- This book explores the impact of the socio-historical, political, and economic environment in South Africa, both during and after Apartheid. During this time, the South African education system demonstrated an interest in a specific type of knowledge, which Koopman refers to as 'a science of government'. This 'science of government' leaves the learners with a blurred understanding of science that is disconnected from external nature and human nature, and is presented as a series of abstract concepts and definitions. The book also investigates the dialectical tensions between the science curriculum and the role of the teacher as an active implementer of the curriculum. The book draws on the work of various phenomenological scholars, namely Edmund Husserl, Martin Heidegger, Merleau-Ponty, and Max van Manen to discuss these tensions
- Cataloging source
- EBLCP
- http://library.link/vocab/creatorName
- Koopman, Oscar
- Dewey number
- 370
- Index
- index present
- LC call number
- L1-991
- Literary form
- non fiction
- Nature of contents
-
- dictionaries
- bibliography
- Series statement
- Curriculum Studies Worldwide
- http://library.link/vocab/subjectName
-
- Science
- South Africa
- Label
- Science Education and Curriculum in South Africa
- Note
- Merleau-Ponty's Lived-Body Theory
- Bibliography note
- Includes bibliographical references and index
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Dedication; Foreword; Preface; Contents; List of Figures; List of Tables; Chapter 1: Phenomenology as€a€Method in€Education Research; My Journey in€Discovering Phenomenology; Epistemological Foundations of€Lived Experience; Experiential Event Versus Experience; The Significance of€Lived Experience in€Science Education; Husserlian Phenomenology; Heideggerian Phenomenology; The Value of€Phenomenology as€a€Research Method; Data-Construction Methods; The Phenomenological Interview; Interview Techniques; Listening Techniques; Field Notes; Explication Framework of€Interview Data
- The Transcript Analysis Conclusion; References; Chapter 2: Physical Science: A€Science for€Government or a€Science for€Life?; Introduction; Foucault and€the€Notion of€'Power'; Governmentality and€Physical Science; How Physical Science as€a€'Science of€Government' Developed in€South Africa?; Governmentality Under the€Banner of€'Bantu Education'; Physical Science in€Post-1994 South Africa; Conclusion; References; Chapter 3: My Becoming and€Unbecoming: Life as€a€Child, Learner and€University Science Student; Introduction; A Brief Overview of€FP (Pre-1994); My Childhood
- My Primary School ExperiencesMy High School Experiences; University Experiences with€Science; Practical Work at University; My Unbecoming; Becoming Critical; The Phenomenological Method; Conclusion; References; Chapter 4: I Am€Ready for€This New Curriculum: The€Lived Experiences of€a€Physical Science Teacher; Introduction; The Shift to€the€FET NCS; Phenomenologists as€Workers of€Experience; The Research Approach; The Interview; Data Explicitation; Findings; Genealogical Angle: Thobani's Biography; Portraiture Angle: Thobani's Views on€the€Shift from€C2005 to€the€NCS
- Thobani's Classroom Experience and€Interpretation of€the€NCSPortraiture Angle: Thobani's Views on€the€Training Offered by the€Department of€Education Prior to€the€Implementation of€the€NCS; Discussion; The 'Horrible Physical Science Teacher'; Thobani's Challenge of€Dealing with€His HOD and€Older Colleagues; Heidegger's and€Thobani's Epistemic Nature; Conclusion; References; Chapter 5: Do Teachers also See What Chemists See When They Teach Chemistry?; Introduction; Three Levels of€Representation; A Brief Description of€the€Teaching of€Science in€South Africa
- South African Teachers' Differing Verbal Explanations in€ChemistryActivity Theory; Methodology; Ethical Issues; The Research Participants; Data Collection; Findings; Lesson 1: The€Periodic Table; Lesson 1: Discussion; Lesson 2: Acids and€Bases; Lesson 2: Discussion; Conclusion; References; Chapter 6: What Can Science Teachers Learn from€the€Wine Expert?; Introduction; What Does a€Wine Expert Do?; The Wine Tasting Experience; How Wine Tasting Developed in€the€Contemporary World: A€Brief Literature Review; Theoretical Framework; The Theory of€Behaviourism; Cognitionism
- Dimensions
- unknown
- Extent
- 1 online resource (198 pages).
- Form of item
- online
- Isbn
- 9783319407661
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Other control number
-
- 9783319407654
- 10.1007/978-3-319-40766-1
- Specific material designation
- remote
- System control number
- ocn962452399
- Label
- Science Education and Curriculum in South Africa
- Note
- Merleau-Ponty's Lived-Body Theory
- Bibliography note
- Includes bibliographical references and index
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Dedication; Foreword; Preface; Contents; List of Figures; List of Tables; Chapter 1: Phenomenology as€a€Method in€Education Research; My Journey in€Discovering Phenomenology; Epistemological Foundations of€Lived Experience; Experiential Event Versus Experience; The Significance of€Lived Experience in€Science Education; Husserlian Phenomenology; Heideggerian Phenomenology; The Value of€Phenomenology as€a€Research Method; Data-Construction Methods; The Phenomenological Interview; Interview Techniques; Listening Techniques; Field Notes; Explication Framework of€Interview Data
- The Transcript Analysis Conclusion; References; Chapter 2: Physical Science: A€Science for€Government or a€Science for€Life?; Introduction; Foucault and€the€Notion of€'Power'; Governmentality and€Physical Science; How Physical Science as€a€'Science of€Government' Developed in€South Africa?; Governmentality Under the€Banner of€'Bantu Education'; Physical Science in€Post-1994 South Africa; Conclusion; References; Chapter 3: My Becoming and€Unbecoming: Life as€a€Child, Learner and€University Science Student; Introduction; A Brief Overview of€FP (Pre-1994); My Childhood
- My Primary School ExperiencesMy High School Experiences; University Experiences with€Science; Practical Work at University; My Unbecoming; Becoming Critical; The Phenomenological Method; Conclusion; References; Chapter 4: I Am€Ready for€This New Curriculum: The€Lived Experiences of€a€Physical Science Teacher; Introduction; The Shift to€the€FET NCS; Phenomenologists as€Workers of€Experience; The Research Approach; The Interview; Data Explicitation; Findings; Genealogical Angle: Thobani's Biography; Portraiture Angle: Thobani's Views on€the€Shift from€C2005 to€the€NCS
- Thobani's Classroom Experience and€Interpretation of€the€NCSPortraiture Angle: Thobani's Views on€the€Training Offered by the€Department of€Education Prior to€the€Implementation of€the€NCS; Discussion; The 'Horrible Physical Science Teacher'; Thobani's Challenge of€Dealing with€His HOD and€Older Colleagues; Heidegger's and€Thobani's Epistemic Nature; Conclusion; References; Chapter 5: Do Teachers also See What Chemists See When They Teach Chemistry?; Introduction; Three Levels of€Representation; A Brief Description of€the€Teaching of€Science in€South Africa
- South African Teachers' Differing Verbal Explanations in€ChemistryActivity Theory; Methodology; Ethical Issues; The Research Participants; Data Collection; Findings; Lesson 1: The€Periodic Table; Lesson 1: Discussion; Lesson 2: Acids and€Bases; Lesson 2: Discussion; Conclusion; References; Chapter 6: What Can Science Teachers Learn from€the€Wine Expert?; Introduction; What Does a€Wine Expert Do?; The Wine Tasting Experience; How Wine Tasting Developed in€the€Contemporary World: A€Brief Literature Review; Theoretical Framework; The Theory of€Behaviourism; Cognitionism
- Dimensions
- unknown
- Extent
- 1 online resource (198 pages).
- Form of item
- online
- Isbn
- 9783319407661
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Other control number
-
- 9783319407654
- 10.1007/978-3-319-40766-1
- Specific material designation
- remote
- System control number
- ocn962452399
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.liverpool.ac.uk/portal/Science-Education-and-Curriculum-in-South/YrkFIdzFKNE/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.liverpool.ac.uk/portal/Science-Education-and-Curriculum-in-South/YrkFIdzFKNE/">Science Education and Curriculum in South Africa</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.liverpool.ac.uk/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.liverpool.ac.uk/">Sydney Jones Library, University of Liverpool</a></span></span></span></span></div>
