By Alan Peacock, Ailie Cleghorn
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Additional info for Missing the Meaning: The Development and Use of Print and Nonprint Text Materials in Diverse School Settings
Studies in Science Education, 32, 45–80. Shumba, O. (1999a). Relationship between secondary science teachers’ orientation to traditional culture and beliefs concerning science instructional ideology. Journal of Research in Science Teaching, 36 (3), 333–355. 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.
While the visual aspects of text materials will be discussed in section three, Clark’s (1997) studies in South Africa and Shumba’s (1999a,b) in Zimbabwe demonstrate the interaction between visual symbols, culture, and teachers’ use of language during instruction. Clark found that it was not just the technical terms that posed difficulty for students but, like Peacock (1995), found that everyday words such as describe and observe caused confusion. In this vein, Shumba observed teachers’ difficulty in explaining the concept transparent of which there is no direct translation in Shona, the local language.
The first is an emphasis on universalism. Human beings around the world are understood to have the same basic needs and goals. The universalism inherent in world culture makes explicit and formal denunciation of the “other” somewhat more difficult. ” A second theme identified by Boli and Thomas is individualism. Individual persons are understood to be the most fundamental “actors” in any social system. Collectivities The Case of Canada 17 come to be seen essentially as aggregates of individuals.
Missing the Meaning: The Development and Use of Print and Nonprint Text Materials in Diverse School Settings by Alan Peacock, Ailie Cleghorn