An analysis of South African Grade 9 natural sciences textbooks for their representation of nature of science

Examining the Profiles of Scientists in Secondary Science Textbooks in Turkey

“…In addition, it is determined that these stereotypes are quite differently distributed in terms of class level, science field and the type of publishing house. This result of the study show is in parallel with the conclusion of many studies in the literature (Christidou et al, 2012;Ramnarain & Chanetsa, 2016;Villar & Guppy 2015;Yacoubian et al, 2017). It can be inferred that this result of the study does not reflect understanding of contemporary scientists in particular nowadays and that it will lead students to approach this stereotypical understanding of scientists negatively.…”

“…This finding of the research is supported by some study results in the literature (Yacoubian et al, 2017). This result of the study can be associated with the effects on the students' ways of understanding the nature of science in particular (Abd-El-Khalick, Waters & Le, 2008;Ramnarain & Chanetsa, 2016). The representations related to the scientists' working methods in science textbooks enable students to gain insight about the ways through which scientists research science.…”

“…It has been determined that the vast majority of scientists are portrayed indefinitely with respect to ways of work. This result of the research can be associated with the effect of students on the ways of understanding the nature of science (Abd-El-Khalick, Waters & Le, 2008;Ramnarain & Chanetsa, 2016). Representations regarding actions of scientists in science textbooks enable students to form an opinion about the ways scientists research science.…”

Textbook tasks in the Norwegian school subject natural sciences: what views of science do they mediate?

“…The number of publications on textbook analysis in science has been increasing rapidly in recent years (Vojíř & Rusek, 2019), and these have focused on different aspects. Some researchers have explored how the textbooks represent scientific methodology (Binns & Bell, 2015;Blachowicz, 2009;Knain, 2001) and NOS (Abd-El-Khalick et al, 2008;Chiappetta & Fillman, 2007;Niaz & Maza, 2011;Ramnarain & Chanetsa, 2016;Vesterinen et al, 2013). Others have investigated different levels of inquiry in the science textbooks (Chinn & Malhotra, 2002;Dunne et al, 2013;Park et al, 2009).…”

Pengembangan buku ajar matematika kejuruan berbasis eksprimen

“…Dosen diharapkan mampu menguasai media pembelajaran yang efektif dan inovatif. Pembelajaran menggunakan media pembelajaran yang berteknologi membuat mahasiswa lebih tertarik dan membuat mahasiswa senang belajar dengan media pembelajaran (Matsun, dkk, 2019) Ada hubungan yang erat antara kualitas sumber belajar (media pembelajaran) dengan pemahaman hakikat sains, seperti aspek empirik, metode, teori, kreatif, dimensi sosial, dan kultural (Ramnarain, U. D., & Chanetsa, T. 2016). Kultur siswa berubah secara drastis seiring era revolusi industry 4.0. menunjukkan bahwa teknologi memiliki penting dan positif bila dikelola dengan baik pada pembelajaran sains (Rehmat, A. P., & Bailey, J. M. 2014).…”