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Extra resources for Missing the Meaning: The Development and Use of Print and Non-Print Text Materials in Diverse School Settings
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55) students are asked to make a table of “Foods I Ate Today” as a starting point for analysis. ) in a feature called “Scientists in Action” with the explanation: “All of them have to know about science. They use science everyday in the work they do” (Asseltine & Peturson, 1999, p. 11). , textbooks by Bruce & Carter, 1953; Gough & Flanagan, 1980). Later texts are more likely to extend the range of places in which scientists work, and to de-emphasize scientific terms. The textbook by Winkler et al.
Shumba, O. (1999b). Critically interrogating the rationality of western science vis a vis scientific literacy in non-western developing countries. Zambezia, XXVI, 1, 55–75. Shumba, O. (2000). Monitoring and evaluation findings on the Better Environmental Science Teaching Programme (BEST) in primary schools and teacher training colleges in Zimbabwe. Curriculum Development Unit (CDU) and Technical Co-operation of Germany (GTZ): Harare. Shumba, O. & Cleghorn, A. (2002). Prospective teachers’ views about science education for children: Some insights from Zimbabwe.
A study was thus carried out to determine if preservice teachers who were near the end of their training held attitudes toward Environmental Science and the use of science text materials that were dovetailed to the new curriculum. The findings were mixed, showing that teachers were operating in the face of conflicting societal and professional norms. On the one hand they expressed very open attitudes toward the value of hands-on activity for learning Environmental Science, on the other hand they did not think it was important for children to ask questions.
