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Examining student understanding of the science of a societal issue in Botswana: Effects of ultraviolet radiation on the human skin

Suping, Shanah Mompoloki
http://rave.ohiolink.edu/etdc/view?acc_num=osu1086184824

Abstract Details

2004, Doctor of Philosophy, Ohio State University, Educational Studies: Hums, Science, Tech and Voc.
Science has had such an impact on our way of life that it has been at the centre of discussion for all issues of health, education, development, and the safe stewardship of the Earth’s resources. Science has advanced so quickly in the last 50 years that the amount of knowledge generated by scientists is overwhelming. Science teachers who have persistently introduced children to science from a very young age, have been charged with a daunting task of presenting science knowledge to students in ways that not only make it easy to understand, but also make it relevant to them. The methods of how best they should go about this task have been debated from time immemorial. Due to the many concerns and demands placed on science teachers and science education programs in general, there have been a number of efforts to reform and redefine the science curriculum. Science education reform efforts in the US and elsewhere have examined all possible nucleotides in the building up of the reform DNA molecule. Many studies have measured people’s level of understanding on given issues that affect their communities, but little attention has been given to conceptions and level of scientific literacy among students in developing countries. This study assessed Botswana school children’s knowledge about ultraviolet radiation (UVR) and its effects on human health using a scientific literacy lens. Results show that students do not know as much as one would expect them to know, from public school through the first year in college. Exploratory factor analysis identified four indicators of knowledge about UVR. These are: (a) diseases related to UVR, (b) items that can be used for protections against UVR, (c) misconceptions held about UVR, and (d) general issues surrounding UVR. MANOVA analysis showed that whereas there are no differences in general based on school location, certain groups of students performed differently depending on the school type, type of science pursued at school and or the gender of the student.
David Haury (Advisor)
212 p.
Science education; Science education reform; Students knowledge of ultraviolet radiation; Science education in Botswana; Curriculum reform

Recommended Citations

Citations

  • Suping, S. M. (2004). Examining student understanding of the science of a societal issue in Botswana: Effects of ultraviolet radiation on the human skin [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086184824

    APA Style (7th edition)

  • Suping, Shanah. Examining student understanding of the science of a societal issue in Botswana: Effects of ultraviolet radiation on the human skin. 2004. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1086184824.

    MLA Style (8th edition)

  • Suping, Shanah. "Examining student understanding of the science of a societal issue in Botswana: Effects of ultraviolet radiation on the human skin." Doctoral dissertation, Ohio State University, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=osu1086184824

    Chicago Manual of Style (17th edition)

osu1086184824
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This open access ETD is published by The Ohio State University and OhioLINK.