In the context of educational transformation in South Africa the organic chemistry
content of science textbooks needs to be mediated by the authors of the books
profoundly and flexibly so as to provide for the diverse abilities and backgrounds of
South African learners. This mediation requires critical interpretation of the
curriculum documents [examination guidelines], representation and selection of the
instructional ideas by using pedagogical content knowledge [PCK] so as to make the
content accessible to the learners and to help them prepare for examinations. The
purpose of this content analysis which used PCK as a theoretical framework was to
establish how the grade12 organic chemistry content has been transformed for
teaching and learning by the textbook authors and what teaching methods have
been used, as not all the textbooks seem to cover the same content. To capture the
PCK of the authors a representation of the content or CoRe was used for each of the
books analysed using the Big Ideas from the text as well as the Bishop and Denley’s
six knowledge bases of PCK. The study showed that although all the books analysed
showed evidence of the authors’ PCK none of them mediated the content sufficiently
to cater adequately for the learners’ needs.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:wits/oai:wiredspace.wits.ac.za:10539/11901 |
| Date | 06 September 2012 |
| Creators | Newell, Fiona Anne |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf, application/pdf, application/pdf, application/pdf |
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