A multi-theoretical analysis of the dynamics and effects of terminology in Nigerian and South African high school textbooks on life sciences
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Date
2018
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Publisher
The University of the Western Cape
Abstract
The performance of students in science subjects continues to be a source of concern in many
African countries. In Nigeria and South Africa, one explanation frequently given has to do
with students� proficiency levels in the medium of instruction and textbook publishing.
Although several studies have been conducted from these standpoints, the issue of
terminology variation within and across textbooks, and between textbooks and assessment
tasks in English-language science textbooks, seems to be understudied. As a consequence, we
do not know how terminological variation manifests, its effects on learners� achievement and
the strategies learners can use to respond to it. Against this background, this study uses a
multi-theoretical framework to examine the dynamics of terminology in Life Sciences
textbooks in the context of learner�s engagement with written science.
Description
Philosophiae Doctor - PhD