BASE IMPONIBLE

Using the information in the frequency Table 4.4, I identified all of the NOS categories that were not represented in Life Sciences textbooks and displayed the information in Table 4.9 (below). The NOS categories neglected in Life Sciences textbooks are displayed in bold font.

TABLE 4.9: Themes of the NOS not manifested in Life Sciences textbooks

Source: Adapted from Chiappetta et al., 2004

1. Knowledge produced by science and nature of knowledge d) facts, concepts, laws, and principles

e) hypothesis, theories, or models

f) questions asking for recall of information

2. Engages students in investigations, science process skills, and reasoning a) learn through the use of materials

b) learn through the use of charts and tables

c) make calculations

d) reason out an answer

e) participate in a “thought” experiment f) get information from the Internet

g) use scientific observation and inference h) analysis and interpretation of data

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a) describes how a scientist discovered or experimented b) historical development of an idea

c) empirical basis of science

d) use of assumptions

e) inductive or deductive reasoning f) cause and effect relationship

g) evidence and/or proof

h) presents scientific method(s) or problem solving steps

i) scepticism and criticism

j) human imagination and creativity

k) characteristics of scientists (subjectivity and bias) l) various ways of understanding the natural world

4. Shows interactions among science, technology, and society and the social construct of knowledge a) usefulness of science or technology

b) negative effects of science or technology

c) discussion of social issues related to science or technology d) careers in science or technology

e) contribution of diversity

f) societal or cultural influences g) make public or peer collaboration h) limitation of science

i) ethics in science

I have used three assertions to discuss the findings from Table 4.9.

Assertion One: The investigative NOS in Life Science textbooks does not portray the NOS through the use of observation and inference; analysis and interpretation; and making use of calculations.

Science inquiry involves processes (NRC, 1996:23) such as making observations, using tools to collect, analyse and interpret data; and these are not included in Life Sciences textbooks (Table 4.9). Making calculations is part of analysing and interpreting data, especially when calculating the percentages of categories to describe relationships between phenomena, and displaying information into tables and on graphs. These skills are descriptive of a learner- centred approach (NRC, 1996), and if they are not part of the textbook learners are led to believe an incorrect view of science.

102 Assertion Two: Limitations of science, ethics, societal influences and community collaboration are not manifested in Life Science textbooks.

Life sciences textbooks do not fully represent the NOS if ethics, limitations and the social dimension are excluded from them (Table 4.9). The technological advancements in society can help or hinder humankind (Chiappetta et al., 1991), therefore therefore need to be made aware of how technology can hinder humankind. Responsible decision-making is effective if individuals make informed decisions on the positive and negative impacts of science and technology. Limitations in science are important knowledge for individuals, and contribute to effective decision-making.

Societal influences and community collaboration are vital to gain an appreciation for the members of the community of different cultures, who are able to make positive contributions to science knowledge. Indigenous knowledge systems are represented in these categories of the NOS. I argue that if the Life Sciences textbooks exclude it they are not aligned with the NCS Life Sciences that clearly stipulate the need for IKS in learning outcome three.

Assertion Three: Life Science textbooks do not promote a passion for the subject.

From Table 4.9 it is evident that Life Sciences textbooks do not include human imagination, creativity or the characteristics of scientists. Human imagination, creativity, and characteristics of scientists promote the understanding of the NOS in a “fun way”. Learners become self-motivated and develop a passion for science learning. Learners must be exposed to the various ways of understanding the natural world, instead of learning science in isolation. This aspect of the NOS is lacking in textbooks.

4.7. CONCLUSION

In this Chapter, the findings for the analysis of the six textbooks were discussed. The three Biology and the three Life Science textbooks show a thorough manifestation of the theme “science as a body of knowledge”, when compared to other three NOS themes. This was expected, as the theme “science as a body of knowledge” is of vital importance. It is reflective of the scientific products which can be stable as well as dynamic to some extent. Scientific knowledge is the foundation for the meaning-making process that occurs in scientific inquiry.

It is important to note that although Life Sciences textbooks are inclusive of the NOS themes, there are a few significant NOS categories that are excluded from them. I have also found

103 that the practical experiments in the textbooks and the teacher demonstration in the classroom are all aligned with the scientific method, thereby contributing to the misconception that the scientific method is the ONLY method to conduct experiments.

With regard to the other three NOS themes, they are included in varying degrees in all six textbooks. Life Sciences textbooks represent the NOS to larger extent than Biology textbooks, as all four NOS themes are included in the textbooks, whereas Biology textbooks omitted the theme “science as a way of knowing”.

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CHAPTER FIVE

TEACHER USE OF LIFE SCIENCES TEXTBOOKS IN

INFUSING THE NATURE OF SCIENCE IN THE LESSON

FIGURE 5.1: Flowchart for the analysis on the teachers’ use of the textbook in infusing the NOS

Source: Researcher

5.1. INTRODUCTION

The use of the textbook has been investigated by starting with the observation of the lessons taught by the participants. The teaching was observed for the Nature of Science (NOS), from within the conceptual framework detailed below. Interviews were conducted at a later stage, so that clarification on the lesson observation could be reached during the interview. I maintained the natural setting of the classroom by preventing any interference that would hinder interaction between the teacher and learners and therefore decided to conduct the interviews after the lesson observations, so that the teacher-participants could conduct their lessons without being influenced by any of the discussions that emerged as part of the

Answer the research question Present and discuss the findings of the data Execute the design to collect data Plan and design the empirical study Literature review presenting discourses Identify the research problem

105 interviews. I believe that if the teacher-participants were interviewed before the lesson observations they would have structured, planned and carried out the teaching to ensure that it reflected an NOS approach.