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| 001 | u1419877 | ||
| 005 | 20211226174228.0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 161103s2017 gw | s |||| 0|eng d | ||
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_a9783319407661 _9978-3-319-40766-1 |
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| 024 | 7 |
_a10.1007/978-3-319-40766-1 _2doi |
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| 050 | 4 | _aLB2806.15 | |
| 072 | 7 |
_aEDU007000 _2bisacsh |
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_aJNKC _2bicssc |
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| 082 | 0 | 4 |
_a375 _223 |
| 100 | 1 |
_aKoopman, Oscar. _eauthor. |
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| 245 | 1 | 0 |
_aScience Education and Curriculum in South Africa _h[electronic resource] / _cby Oscar Koopman. |
| 264 | 1 |
_aCham : _bSpringer International Publishing : _bImprint: Palgrave Macmillan, _c2017. |
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| 300 |
_aXIX, 187 p. 5 illus., 2 illus. in color. _bonline resource. |
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| 336 |
_atext _btxt _2rdacontent |
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_acomputer _bc _2rdamedia |
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_aonline resource _bcr _2rdacarrier |
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_atext file _bPDF _2rda |
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| 490 | 1 | _aCurriculum Studies Worldwide | |
| 505 | 0 | _aChapter 1 Phenomenology as a method in education research -- Chapter 2 Physical science: A science for government or a science for life? -- Chapter 3 My becoming and un-becoming: Life as a child, learner and university science student -- Chapter 4 I am ready for this new curriculum: The lived experiences of a Physical Science teacher -- Chapter 5 Do teachers also see what chemists see when they teach chemistry? -- Chapter 6 What can science teachers learn from the wine expert? -- Chapter 7 Harnessing the full use of the senses in the science classroom -- Chapter 8 Can a phenomenological approach enhance learning in science in South Africa?. . | |
| 520 | _aThis book explores the impact of the socio-historical, political, and economic environment in South Africa, both during and after Apartheid. During this time, the South African education system demonstrated an interest in a specific type of knowledge, which Koopman refers to as 'a science of government'. This 'science of government' leaves the learners with a blurred understanding of science that is disconnected from external nature and human nature, and is presented as a series of abstract concepts and definitions. The book also investigates the dialectical tensions between the science curriculum and the role of the teacher as an active implementer of the curriculum. The book draws on the work of various phenomenological scholars, namely Edmund Husserl, Martin Heidegger, Merleau-Ponty, and Max van Manen to discuss these tensions. | ||
| 650 | 0 | _aEducation. | |
| 650 | 0 | _aCurriculums (Courses of study). | |
| 650 | 0 |
_aEducation _xCurricula. |
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| 650 | 0 |
_aEducation _xHistory. |
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| 650 | 1 | 4 | _aEducation. |
| 650 | 2 | 4 | _aCurriculum Studies. |
| 650 | 2 | 4 | _aLearning & Instruction. |
| 650 | 2 | 4 | _aHistory of Education. |
| 710 | 2 | _aSpringerLink (Online service) | |
| 773 | 0 | _tSpringer eBooks | |
| 776 | 0 | 8 |
_iPrinted edition: _z9783319407654 |
| 830 | 0 | _aCurriculum Studies Worldwide | |
| 856 | 4 | 0 |
_3e-book _zFull-text access _uhttps://ezproxy.mef.edu.tr/login?url=https://dx.doi.org/10.1007/978-3-319-40766-1 |
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_aLB2806.15 _wLC _c24286 _i1419877-1001 _lNATURE _mMEF-EBOOK _rY _sY _tEBOOK _u11/9/2018 _xSATIN _0ENGLISH _1KÜTÜPHANE _2SPR-EDUCAT _d24286 |
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| 003 | KOHA | ||