Abstract
This study examined the representation of the nature of science in South African Grade 12 Life Sciences textbooks using a conceptual framework developed by Chiappetta, Fillman and Sethna (1991a). The study investigated the extent to which South African Grade 12 Life Sciences textbooks exhibit the themes associated with the nature of science as an essential tenet in science education. The investigation primarily focused on the identification of the differences and commonalities exhibited by Grade 12 Life Sciences textbooks in terms of the coverage of the themes associated with the nature of science. These textbooks were essentially instructional resources that formed an integral part of the enactment of the National Curriculum Statement and the Curriculum and Assessment Policy Statement promulgated by the Department of Basic Education in South Africa. The investigation revealed a dismal depiction of the nature of science themes across the selected Grade 12 Life Sciences textbooks analysed. In particular, “Science as a body of knowledge” was given substantial coverage as compared to other concomitant themes. While considerable emphasis is placed on the significance of inquiry-based learning as a contemporary pedagogic approach, limited coverage was, however, given to “The investigative nature of science” and “Science as a way of thinking” as relevant themes required for meaningful enactment of inquiry-based learning. Science and technology play a pivotal role towards the fulfilment of societal and economic needs. Yet, the “Interaction among science, technology and society” was afforded limited coverage across the selected textbooks analysed. Implications for meaningful curriculum reform are discussed.
M.Ed. (Science Education)