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Images of scientists in textbooks aimed at students in need of supplemental support: an analysis of adjustments
Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). (LISMA)ORCID iD: 0000-0003-3175-5185
Kristianstad University, Faculty of Education, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Faculty of Education, Avdelningen för matematik- och naturvetenskapernas didaktik. (LISMA)ORCID iD: 0000-0002-8255-3607
2020 (English)In: Nature of science for social justice / [ed] Hagop A. Yacoubian & Lena Hansson, Cham: Springer, 2020, p. 225-243Chapter in book (Other academic)
Abstract [en]

The inclusion of Nature of Science (NOS) perspectives in science teaching (including broad and nuanced images of scientists) has been suggested as a way to emphasize citizen and social justice perspectives, and is therefore important for all students. However, so far there has been little research on how, and to what extent, NOS is communicated to students who are experiencing difficulties in the science classroom. This study focuses on how the images of scientists in science textbooks (school years 7–9) are altered in adjusted textbooks aimed at students in need of supplemental support. The adjustments between general textbooks and the adjusted books are analyzed and discussed in relation to a Social Justice perspective on science education. The results show that a number of different adjustments are made between general and adjusted versions of the books: (a) Remove an entire section, (b) Remove scientist from section, (c) Remove information about scientist (e.g., characteristics and/or activities), (d) Add scientist to section, and (e) Add or emphasize information about scientist (e.g., characteristics and/or activities). In different ways, these adjustments influence the images of scientists communicated to students in need of supplemental support. The consequences of these adjustments are discussed from a social justice perspective.

Place, publisher, year, edition, pages
Cham: Springer, 2020. p. 225-243
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:hkr:diva-21201DOI: 10.1007/978-3-030-47260-3OAI: oai:DiVA.org:hkr-21201DiVA, id: diva2:1466846
Available from: 2020-09-14 Created: 2020-09-14 Last updated: 2020-09-14Bibliographically approved

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Hansson, LenaLeden, Lotta
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Avdelningen för matematik- och naturvetenskapernas didaktikResearch environment Learning in Science and Mathematics (LISMA)
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CiteExportLink to record
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Citation style
  • apa
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  • nn-NB
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