Analysis of South African Graduate Degrees in Science Education: 1930-2000

Autor/in	Laugksch, Rudiger C.
Titel	Analysis of South African Graduate Degrees in Science Education: 1930-2000
Quelle	In: Science Education, 89 (2005) 3, S.418-432 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.20052
Schlagwörter	Foreign Countries; Educational Research; Science Education; Graduate Study; Masters Degrees; Doctoral Degrees; Educational History; Cross Cultural Studies; South Africa + Suchen Sie Ihr Suchwort? Ausland; Bildungsforschung; Pädagogische Forschung; Naturwissenschaftliche Bildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Doctoral degree; Doktorgrad; History of education; Bildungsgeschichte; Cultural comparison; Kulturvergleich; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This analysis of research conducted by graduate students at South African universities over the last 70 years is an attempt to identify the foci of South African science education research. Appropriate graduate degrees were systematically identified by interrogating electronic databases and verifying details. Title and abstract were then used to assign keywords. Overall 23% and 77% of the 469 graduate degrees identified are doctoral and master's degrees, respectively. The activity of graduate work suggests that science education as a discipline was comparatively well established in South Africa by the 1980s, although 59% of all degrees were conferred between 1991 and 2000. Following the methodology of White [2001, in V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 457-471)]. Washington, DC: American Educational Research Association), trends in the relative frequency of keywords indicate that South African science education is broadly in line with worldwide trends in the discipline but that some differences exist. However, South African science education research appears to focus relatively more on attitudes, classrooms, curriculum issues, STS-related issues, and laboratories, and relatively less on assessment, reflection, teachers' or students' conceptions, and informal learning. Research on identified national priorities is being conducted, albeit with variable prevalence. Future opportunities in science education research lie in following a research agenda more closely matched to local contexts, and in the diversification of research focused largely on the secondary-tertiary interface. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10