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Derginin Adı:
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International Journal of Environmental and Science Education
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Cilt:
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2008/3
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Sayı:
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4
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Makale Başlık:
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Curriculum and Instructional Validity of the Scientific Literacy Themes Covered in Zambian High School Biology Curriculum
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Makale Alternatif Dilde Başlık:
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Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
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Makale Eklenme Tarihi:
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10.02.2015
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Okunma Sayısı:
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1
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Makale Özeti:
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The purpose of this study was to establish the nature and extent of scientific literacy
(SL) themes coverage in Zambian national high school biology curriculum. The three
data sources are biology textbooks, biology syllabi, and grade twelve national biology
examination papers for a five-year period (2000–2004). These data sources were analyzed
using the framework and procedure developed by Chiappetta, Fillman, and Sethna.
The framework has four themes of SL namely: Science as a body of knowledge;
Science as a way of investigating; science as a way of knowing; and Interaction between
science, technology and society. The results show that the biology textbooks and
syllabi content objectives emphasized basic knowledge of science while the biology
examination papers, and the syllabi aims and assessment objectives emphasized
science as a way of knowing. The interaction between science, technology and society
theme was the least represented in the biology course. The results also suggest lack of
curriculum and instructional validity in biology examinations with respect to the four
themes of SL. The inadequate coverage of interaction of science, technology and society
theme in the curriculum materials may be a barrier to a better preparation of scientifically
literate citizens. Some recommendations have been made.
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Alternatif Dilde Özet:
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Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
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