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Dedication; Foreword; Preface; Contents; List of Figures; List of Tables; Chapter 1: Phenomenology asßaßMethod inßEducation Research; My Journey inßDiscovering Phenomenology; Epistemological Foundations ofßLived Experience; Experiential Event Versus Experience; The Significance ofßLived Experience inßScience Education; Husserlian Phenomenology; Heideggerian Phenomenology; The Value ofßPhenomenology asßaßResearch Method; Data-Construction Methods; The Phenomenological Interview; Interview Techniques; Listening Techniques; Field Notes; Explication Framework ofßInterview Data.
The Transcript Analysis Conclusion; References; Chapter 2: Physical Science: AßScience forßGovernment or aßScience forßLife?; Introduction; Foucault andßtheßNotion ofß'Power'; Governmentality andßPhysical Science; How Physical Science asßaß'Science ofßGovernment' Developed inßSouth Africa?; Governmentality Under theßBanner ofß'Bantu Education'; Physical Science inßPost-1994 South Africa; Conclusion; References; Chapter 3: My Becoming andßUnbecoming: Life asßaßChild, Learner andßUniversity Science Student; Introduction; A Brief Overview ofßFP (Pre-1994); My Childhood.
My Primary School ExperiencesMy High School Experiences; University Experiences withßScience; Practical Work at University; My Unbecoming; Becoming Critical; The Phenomenological Method; Conclusion; References; Chapter 4: I AmßReady forßThis New Curriculum: TheßLived Experiences ofßaßPhysical Science Teacher; Introduction; The Shift toßtheßFET NCS; Phenomenologists asßWorkers ofßExperience; The Research Approach; The Interview; Data Explicitation; Findings; Genealogical Angle: Thobani's Biography; Portraiture Angle: Thobani's Views onßtheßShift fromßC2005 toßtheßNCS.
Thobani's Classroom Experience andßInterpretation ofßtheßNCSPortraiture Angle: Thobani's Views onßtheßTraining Offered by theßDepartment ofßEducation Prior toßtheßImplementation ofßtheßNCS; Discussion; The 'Horrible Physical Science Teacher'; Thobani's Challenge ofßDealing withßHis HOD andßOlder Colleagues; Heidegger's andßThobani's Epistemic Nature; Conclusion; References; Chapter 5: Do Teachers also See What Chemists See When They Teach Chemistry?; Introduction; Three Levels ofßRepresentation; A Brief Description ofßtheßTeaching ofßScience inßSouth Africa.
South African Teachers' Differing Verbal Explanations inßChemistryActivity Theory; Methodology; Ethical Issues; The Research Participants; Data Collection; Findings; Lesson 1: TheßPeriodic Table; Lesson 1: Discussion; Lesson 2: Acids andßBases; Lesson 2: Discussion; Conclusion; References; Chapter 6: What Can Science Teachers Learn fromßtheßWine Expert?; Introduction; What Does aßWine Expert Do?; The Wine Tasting Experience; How Wine Tasting Developed inßtheßContemporary World: AßBrief Literature Review; Theoretical Framework; The Theory ofßBehaviourism; Cognitionism; Merleau-Ponty's Lived-Body Theory.
The Transcript Analysis Conclusion; References; Chapter 2: Physical Science: AßScience forßGovernment or aßScience forßLife?; Introduction; Foucault andßtheßNotion ofß'Power'; Governmentality andßPhysical Science; How Physical Science asßaß'Science ofßGovernment' Developed inßSouth Africa?; Governmentality Under theßBanner ofß'Bantu Education'; Physical Science inßPost-1994 South Africa; Conclusion; References; Chapter 3: My Becoming andßUnbecoming: Life asßaßChild, Learner andßUniversity Science Student; Introduction; A Brief Overview ofßFP (Pre-1994); My Childhood.
My Primary School ExperiencesMy High School Experiences; University Experiences withßScience; Practical Work at University; My Unbecoming; Becoming Critical; The Phenomenological Method; Conclusion; References; Chapter 4: I AmßReady forßThis New Curriculum: TheßLived Experiences ofßaßPhysical Science Teacher; Introduction; The Shift toßtheßFET NCS; Phenomenologists asßWorkers ofßExperience; The Research Approach; The Interview; Data Explicitation; Findings; Genealogical Angle: Thobani's Biography; Portraiture Angle: Thobani's Views onßtheßShift fromßC2005 toßtheßNCS.
Thobani's Classroom Experience andßInterpretation ofßtheßNCSPortraiture Angle: Thobani's Views onßtheßTraining Offered by theßDepartment ofßEducation Prior toßtheßImplementation ofßtheßNCS; Discussion; The 'Horrible Physical Science Teacher'; Thobani's Challenge ofßDealing withßHis HOD andßOlder Colleagues; Heidegger's andßThobani's Epistemic Nature; Conclusion; References; Chapter 5: Do Teachers also See What Chemists See When They Teach Chemistry?; Introduction; Three Levels ofßRepresentation; A Brief Description ofßtheßTeaching ofßScience inßSouth Africa.
South African Teachers' Differing Verbal Explanations inßChemistryActivity Theory; Methodology; Ethical Issues; The Research Participants; Data Collection; Findings; Lesson 1: TheßPeriodic Table; Lesson 1: Discussion; Lesson 2: Acids andßBases; Lesson 2: Discussion; Conclusion; References; Chapter 6: What Can Science Teachers Learn fromßtheßWine Expert?; Introduction; What Does aßWine Expert Do?; The Wine Tasting Experience; How Wine Tasting Developed inßtheßContemporary World: AßBrief Literature Review; Theoretical Framework; The Theory ofßBehaviourism; Cognitionism; Merleau-Ponty's Lived-Body Theory.