{"title":"四个不同辖区的生物学内容的选择、排序和进展情况","authors":"E. R. Dempster","doi":"10.17159/sajs.2024/16059","DOIUrl":null,"url":null,"abstract":"Selection of content for a school syllabus is important in achieving progress towards inclusive generalisations which characterise powerful knowledge. Biology as a discipline progresses from knowledge of individual facts to inclusive generalisations such as homeostasis, energy transformations, heredity, and evolution. The present study evaluated the selection of content in the official biology syllabus for the seventh and eighth years of schooling in four diverse jurisdictions: Kenya, South Africa, British Columbia (Canada) and Singapore. The purpose was to determine whether and how content selection enabled progression to inclusive generalisations in biology and to compare selection, sequencing and progression among the four jurisdictions. General Topic Trace Mapping was used to compare each syllabus to a generic reference syllabus structured according to inclusive generalisations. Although there was some agreement in the scope of topics selected, jurisdictions varied in the way it was organised. Kenya included more everyday knowledge than other jurisdictions. British Columbia and Singapore selected content according to unifying themes, whereas South Africa and Kenya did not. South Africa selected content that enabled progression towards inclusive generalisations, but did not explicitly identify the generalisations. This study supports the contention that powerful knowledge in biology may be construed differently in diverse jurisdictions.","PeriodicalId":21928,"journal":{"name":"South African Journal of Science","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Selection, sequencing and progression of content in biology in four diverse jurisdictions\",\"authors\":\"E. R. Dempster\",\"doi\":\"10.17159/sajs.2024/16059\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Selection of content for a school syllabus is important in achieving progress towards inclusive generalisations which characterise powerful knowledge. Biology as a discipline progresses from knowledge of individual facts to inclusive generalisations such as homeostasis, energy transformations, heredity, and evolution. The present study evaluated the selection of content in the official biology syllabus for the seventh and eighth years of schooling in four diverse jurisdictions: Kenya, South Africa, British Columbia (Canada) and Singapore. The purpose was to determine whether and how content selection enabled progression to inclusive generalisations in biology and to compare selection, sequencing and progression among the four jurisdictions. General Topic Trace Mapping was used to compare each syllabus to a generic reference syllabus structured according to inclusive generalisations. Although there was some agreement in the scope of topics selected, jurisdictions varied in the way it was organised. Kenya included more everyday knowledge than other jurisdictions. British Columbia and Singapore selected content according to unifying themes, whereas South Africa and Kenya did not. South Africa selected content that enabled progression towards inclusive generalisations, but did not explicitly identify the generalisations. This study supports the contention that powerful knowledge in biology may be construed differently in diverse jurisdictions.\",\"PeriodicalId\":21928,\"journal\":{\"name\":\"South African Journal of Science\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2024-03-27\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"South African Journal of Science\",\"FirstCategoryId\":\"103\",\"ListUrlMain\":\"https://doi.org/10.17159/sajs.2024/16059\",\"RegionNum\":4,\"RegionCategory\":\"综合性期刊\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"MULTIDISCIPLINARY SCIENCES\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"South African Journal of Science","FirstCategoryId":"103","ListUrlMain":"https://doi.org/10.17159/sajs.2024/16059","RegionNum":4,"RegionCategory":"综合性期刊","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"MULTIDISCIPLINARY SCIENCES","Score":null,"Total":0}
Selection, sequencing and progression of content in biology in four diverse jurisdictions
Selection of content for a school syllabus is important in achieving progress towards inclusive generalisations which characterise powerful knowledge. Biology as a discipline progresses from knowledge of individual facts to inclusive generalisations such as homeostasis, energy transformations, heredity, and evolution. The present study evaluated the selection of content in the official biology syllabus for the seventh and eighth years of schooling in four diverse jurisdictions: Kenya, South Africa, British Columbia (Canada) and Singapore. The purpose was to determine whether and how content selection enabled progression to inclusive generalisations in biology and to compare selection, sequencing and progression among the four jurisdictions. General Topic Trace Mapping was used to compare each syllabus to a generic reference syllabus structured according to inclusive generalisations. Although there was some agreement in the scope of topics selected, jurisdictions varied in the way it was organised. Kenya included more everyday knowledge than other jurisdictions. British Columbia and Singapore selected content according to unifying themes, whereas South Africa and Kenya did not. South Africa selected content that enabled progression towards inclusive generalisations, but did not explicitly identify the generalisations. This study supports the contention that powerful knowledge in biology may be construed differently in diverse jurisdictions.
期刊介绍:
The South African Journal of Science is a multidisciplinary journal published bimonthly by the Academy of Science of South Africa. Our mandate is to publish original research with an interdisciplinary or regional focus, which will interest readers from more than one discipline, and to provide a forum for discussion of news and developments in research and higher education. Authors are requested to write their papers and reports in a manner and style that is intelligible to specialists and non-specialists alike. Research contributions, which are peer reviewed, are of three kinds: Review Articles, Research Articles and Research Letters.