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Nature of science in science textbooks for vocational training in Norway.

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Title: Nature of science in science textbooks for vocational training in Norway.
Authors: Korsager, Majken1 majken.korsager@naturfagsenteret.no, Fiskum, Kirsten1, Reitan, Berit1, Erduran, Sibel2
Source: Research in Science & Technological Education. Sep2024, Vol. 42 Issue 3, p768-783. 16p.
Subject Terms: *Science textbooks, *Occupational training, *Vocational education, *Adult education
Geographic Terms: Norway
Abstract: Background: Teaching and learning of nature of science (NOS) is an explicit goal in the core science curriculum in Norway. Yet there is little understanding of how the content of the current textbooks in certain educational pathways such as vocational training addresses NOS. Purpose: The aim of this study is to contribute to research on NOS in VET through exploring how the cognitive and epistemic aspects of NOS are addressed in end-of-chapter tasks in Norwegian science textbooks for vocational studies. Design and Methods: In this paper, we use a particular characterisation of NOS based on the Family Resemblance Approach (FRA) to investigate the cognitive-epistemic aspects of NOS in the science textbooks aimed at vocational education in Norway. The cognitive-epistemic aspects are about the aims and values, methods, practices, and knowledge in science. Three key textbooks have been selected and analysed with a focus on end-of-chapter tasks. Results: The results illustrate that NOS were almost absent in the tasks in all textbooks. Patterns across the coverage of NOS in the textbooks are discussed along with some implications for future studies. [ABSTRACT FROM AUTHOR]
Copyright of Research in Science & Technological Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: Nature of science in science textbooks for vocational training in Norway.
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  Data: <searchLink fieldCode="JN" term="%22Research+in+Science+%26+Technological+Education%22">Research in Science & Technological Education</searchLink>. Sep2024, Vol. 42 Issue 3, p768-783. 16p.
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  Data: *<searchLink fieldCode="DE" term="%22Science+textbooks%22">Science textbooks</searchLink><br />*<searchLink fieldCode="DE" term="%22Occupational+training%22">Occupational training</searchLink><br />*<searchLink fieldCode="DE" term="%22Vocational+education%22">Vocational education</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+education%22">Adult education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: Background: Teaching and learning of nature of science (NOS) is an explicit goal in the core science curriculum in Norway. Yet there is little understanding of how the content of the current textbooks in certain educational pathways such as vocational training addresses NOS. Purpose: The aim of this study is to contribute to research on NOS in VET through exploring how the cognitive and epistemic aspects of NOS are addressed in end-of-chapter tasks in Norwegian science textbooks for vocational studies. Design and Methods: In this paper, we use a particular characterisation of NOS based on the Family Resemblance Approach (FRA) to investigate the cognitive-epistemic aspects of NOS in the science textbooks aimed at vocational education in Norway. The cognitive-epistemic aspects are about the aims and values, methods, practices, and knowledge in science. Three key textbooks have been selected and analysed with a focus on end-of-chapter tasks. Results: The results illustrate that NOS were almost absent in the tasks in all textbooks. Patterns across the coverage of NOS in the textbooks are discussed along with some implications for future studies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Research in Science & Technological Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02635143.2022.2135498
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      – Code: eng
        Text: English
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      – SubjectFull: Science textbooks
        Type: general
      – SubjectFull: Occupational training
        Type: general
      – SubjectFull: Vocational education
        Type: general
      – SubjectFull: Adult education
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      – SubjectFull: Norway
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              M: 09
              Text: Sep2024
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