An Analysis of Selected South African Grade 12 Physical Sciences Textbooks for the Inclusion of the NGSS Science Practices

• Published in: Canadian journal of science, mathematics and technology education mathematics and technology education, 2021-09, Vol.21 (3), p.539-552
• Main Authors: Ndumanya, Emmanueula, Ramnarain, Umesh, Wu, Hsin-Kai
• Format: Article
• Language: English
• Subjects: 21st Century Skills; Academic Standards; Active Learning; Autonomy; Coding; Content analysis; Education; Education reform; Elementary Secondary Education; Engineering/Technology Education; Foreign Countries; Grade 12; High School Students; Inquiry; Learner Engagement; Mathematics Education; Personal Autonomy; Physical Sciences; Qualitative analysis; Science Education; Science Instruction; Science Teachers; Scientific Literacy; Secondary School Science; Skill Development; Teachers; Textbook Content; Textbooks
• ISSN: 1492-6156; 1942-4051
• DOI: 10.1007/s42330-021-00169-z

Textbooks remain an important resource in the hands of science teachers in ensuring that curricular aims and educational reforms are realised in school science. In a publication of the National Research Council (NRC) entitled “A Framework for K-12 Science Education,” emphasis is placed on students experiencing inquiry-based practices and not merely learning about them. These “practices” of science describe the behaviour in which real-life scientists engage while they investigate and construct model and theories about the natural and human world. The research reported in this article explored the extent to which these science practices are represented in South African Grade 12 Physical Sciences textbooks using qualitative content analysis. The analysis applied an adapted validated conceptual framework of the eight science practices that have been identified by the National Research Council. A Science Practice Continuum Rubric (SPCR) was developed for the coding of the textbooks. The analysis revealed that the science practices reflected in the textbooks were predominantly teacher-directed with only limited opportunity for student-engagement in the science practices. The findings of this analysis suggest that textbooks should be modified to sufficiently reflect practices at a higher level of student autonomy in order to improve the 21st-century learners’ scientific literacy in South African high school science.