Ptolemy revived? — The existence of a mild instrumentalism in some selected British, American, and South African high school physical science textbooks

Interchange ◽  
1989 ◽  
Vol 20 (2) ◽  
pp. 33-53 ◽  
Author(s):  
B. A. Jacoby ◽  
P. E. Spargo
Keyword(s):  
High School ◽  
South African ◽  
Physical Science ◽  
Science Textbooks

scholarly journals Gender factors associated with sexual abstinent behaviour of rural South African high school going youth in KwaZulu-Natal, South Africa

2008 ◽  
Vol 24 (3) ◽  
pp. 450-460 ◽  
Author(s):  
S. Dlamini ◽  
M. Taylor ◽  
N. Mkhize ◽  
R. Huver ◽  
R. Sathiparsad ◽  
...  
Keyword(s):  
South Africa ◽  
High School ◽  
South African ◽  
Rural South ◽  
Factors Associated ◽  
Kwazulu Natal

Preprofessional students' beliefs about learning physics

2000 ◽  
Vol 78 (1) ◽  
pp. 73-78 ◽  
Author(s):  
Jan van Aalst ◽  
Tony Key
Keyword(s):  
High School ◽  
Physical Science ◽  
B Physics ◽  
Life Sciences ◽  
Experienced Teachers ◽  
Response Patterns ◽  
Expert Group ◽  
Context Of Learning ◽  
Beliefs About Learning

We report results obtained with the Maryland Physics Expectations (MPEX) survey in: (a) a course for students who have not previously taken a second course in physics in high school; (b) physics for the life sciences; (c) honors physics; and (d) physics for engineers. Comparing the responses with a group of experienced teachers Redish et al. call the ``expert group'', we find that (i) overall, agreement with experts decreased after the two semesters of instruction, and (ii) there were significant differences between the response patterns for students in the first two courses, compared with the last two. The data suggest that the context of learning, i.e., a program in physical science versus one in the life sciences must be taken into account in research on students' beliefs about learning physics. PACS No.: 01.40Fk

scholarly journals PURE POLITICKING! RACIALISED BLAME GAMES AND MORAL PANIC IN THE CASE OF A SOUTH AFRICAN HIGH SCHOOL

2020 ◽  
Vol 4 (1) ◽  
pp. 37-60
Author(s):  
MARTHINUS STANDER CONRADIE
Keyword(s):  
High School ◽  
South African ◽  
Moral Panic ◽  
Structural Determinants ◽  
African Education ◽  
South Africans ◽  
Black Politicians ◽  
South African Education ◽  
Practical Model ◽  
Insight Into

This study combines two discourse analytic frameworks, and explores the utility of this combination for unpacking journalistic opinions written in response to a polarising and racialised event in South African education: the Overvaal High School incident. It uncovers strategic constructions of racism within politicised blame games, in the context of Overvaal, and discloses how blame-assertion and blame-denial became implicated in framings of moral panic. Methodologically, this study relies on the concept race trouble, as well as a practical model of argumentation. In conjunction, these two approaches supply insight into both the calculated construction of racism, as well as the incorporation of these constructions into arguments aimed at rationalising blame-assertion and blame-denial. The results are interpreted within theorisations of moral panic. The findings showcase how arguments are produced to blame an individual politician for escalating racial antagonism around Overvaal, instead of offering a deeply historicised and contextualised account of the incident. Consequently, the arguments that shaped the opinion pieces, and the framing of racism involved in these arguments, ultimately obfuscate inquiry into structural determinants of racial inequity. Implicitly, this framing of racism and its incorporation into argumentation and blame games, produce a form of moral panic, in which South Africans racialised as white are construed as embattled by self-serving (black) politicians. Such politicians are vilified, or rendered as folk devils, and the results indicate how this process evades penetrating analyses of racialisation and its intersection with unequal education.  

scholarly journals Differences and Similarities in Scientists’ Images Among Popular USA Middle Grades Science Textbooks

2021 ◽  
Vol 2 (2) ◽  
pp. 63-83
Author(s):  
Rebecca Hite
Keyword(s):  
Grade Level ◽  
Physical Science ◽  
Earth Science ◽  
Qualitative Content Analysis ◽  
White Male ◽  
Sixth Grade ◽  
School Students ◽  
Science Textbooks ◽  
Grade Levels ◽  
Images Of Scientists

<p style="text-align: justify;">Research on students’ perceptions of scientists is ongoing, starting with early research by Mead and Metraux in the 1950s and continuing in the present. Continued research interest in this area is likely due to scholarship suggesting adolescents’ impressions of scientists are sourced in-part from media, which influence their interests in science and identity in becoming a scientist. A significant source of images, in which adolescents (or middle school students) view science and scientists, is in their science textbooks. A qualitative content analysis explored images of scientists in three of the major U.S.-based middle grade science textbooks published in the new millennium: sixth grade biology, seventh grade earth science, and eighth grade physical science. The Draw A Scientist Test (DAST) Checklist was employed to assess scientists’ images and the stereotypes therein. From nine textbooks, 435 images of scientists were coded and analyzed by publisher and grade level / area by DAST constructs of appearance, location, careers, and scientific activities. Statistical analyses showed significant variances between grade levels and textbook publishers of scientists. Despite scientists portrayed in active endeavors, traditional tropes of the scowling, older, solitary, white male scientist persist. This study offers insight in leveraging improved images of scientists in textbooks.</p>

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