Authors:
- Explores the significance of power in the historical development of physical science curriculum in South Africa
- Research suggests that Physical Science as a school subject was designed neither to liberate nor to empower the black learner, but that it acted as a form of policing and exercising social control
- Author uses a phenomenological approach to explore scientific thinking in relation to life experience, learning, and curriculum design
Part of the book series: Curriculum Studies Worldwide (CSWW)
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Table of contents (8 chapters)
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Front Matter
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Back Matter
About this book
Authors and Affiliations
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Cape Peninsula University of Technology, Kuils River, South Africa
Oscar Koopman
About the author
Oscar Koopman is Lecturer in Chemistry at the Cape Peninsula University of Technology, South Africa. Koopman has found his home in phenomenology by exploring what it means to be a science teacher in contemporary South Africa, given the long history of apartheid and apartheid education in the country.
Bibliographic Information
Book Title: Science Education and Curriculum in South Africa
Authors: Oscar Koopman
Series Title: Curriculum Studies Worldwide
DOI: https://doi.org/10.1007/978-3-319-40766-1
Publisher: Palgrave Macmillan Cham
eBook Packages: Education, Education (R0)
Copyright Information: The Editor(s) (if applicable) and the Author(s) 2017
Softcover ISBN: 978-3-319-82177-1Published: 23 June 2018
eBook ISBN: 978-3-319-40766-1Published: 01 November 2016
Series ISSN: 2731-6386
Series E-ISSN: 2731-6394
Edition Number: 1
Number of Pages: XIX, 187
Number of Illustrations: 3 b/w illustrations, 2 illustrations in colour
Topics: Curriculum Studies, Learning & Instruction, History of Education