dc.contributor.author |
Mnguni, Lindelani
|
|
dc.date.accessioned |
2019-08-01T04:30:05Z |
|
dc.date.available |
2019-08-01T04:30:05Z |
|
dc.date.issued |
2019-07-11 |
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dc.identifier.citation |
Mnguni, L. An investigation into the curriculum ideology that foregrounds the presentation of HIV/AIDS content in selected South Africa Life Sciences textbooks. IJ STEM Ed 6, 25 (2019) |
|
dc.identifier.uri |
https://doi.org/10.1186/s40594-019-0179-y |
|
dc.identifier.uri |
http://uir.unisa.ac.za/handle/10500/25633 |
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dc.description.abstract |
Background: Research suggests that the South African school curriculum, including subjects such as Life Sciences,
may be failing to address students’ socio-scientific challenges such as HIV/AIDS. This could be due to the
curriculum ideology that foregrounds content presented in the school subjects and related instructional designs.
Given the increasing prevalence of HIV/AIDS among the youth, the present research sought to investigate the
nature of
HIV/AIDS presented in the curriculum together with the curriculum ideologies that foreground this knowledge.
Methods: A mixed-methods approach was followed in line with the realism research paradigm. Inductive
document analysis was performed on five purposively selected Life Sciences textbooks to determine curriculum
ideologies that foreground the presentation of HIV/AIDS knowledge. A previously validated open-ended instrument
was used to generate data, which were then analyzed inductively.
Results: Results show that HIV/AIDS knowledge is presented in the Life Sciences textbooks as stand-alone topics
and as integrated concepts in other topics. This knowledge was found to be predominantly academic. Results in
this instance show that HIV/AIDS content is foregrounded by the discipline-centered ideology rather than the
student and citizenship-centered ideologies, which are better suited for social justice, citizenship education, and
student and social accountability.
Conclusion: It is concluded that the Life Sciences will probably not lead to social empowerment of student
concerning HIV/AIDS. |
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dc.format.extent |
1 online resource (11 pages) : color graph |
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dc.language.iso |
en |
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dc.rights |
© The Author(s). 2019 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made |
en |
dc.rights.uri |
http://creativecommons.org/licenses/by/4.0/ |
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dc.subject |
Curriculum ideologies |
en |
dc.subject |
HIV/AIDS education |
en |
dc.subject |
Life Sciences |
en |
dc.subject |
School curriculum |
en |
dc.subject.ddc |
570.71268 |
|
dc.subject.lcsh |
Life sciences -- Study and teaching (Secondary) -- South Africa |
en |
dc.subject.lcsh |
Life sciences -- South Africa -- Textbooks |
en |
dc.subject.lcsh |
AIDS (Disease) -- Study and teaching (Secondary) -- South Africa |
en |
dc.subject.lcsh |
Curriculum planning -- South Africa |
en |
dc.title |
An investigation into the curriculum ideology that foregrounds the presentation of HIV/AIDS content in selected South Africa Life Sciences textbooks |
|
dc.type |
Article |
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dc.description.department |
Science and Technology Education |
en |
dc.date.updated |
2019-08-01T04:30:06Z |
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dc.rights.holder |
The Author(s) |
|