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An illustrative phenomenographic case study : charting the landscape of "public understanding of science"

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dc.contributor.advisor Runté, Robert
dc.contributor.author D'Amour, Lissa M
dc.contributor.author University of Lethbridge. Faculty of Education
dc.date.accessioned 2009-07-08T15:35:57Z
dc.date.available 2009-07-08T15:35:57Z
dc.date.issued 2008
dc.identifier.uri http://hdl.handle.net/10133/733
dc.description x, 225 leaves ; 29 cm. -- en
dc.description.abstract A cross-disciplinary literature review returns conflicting renditions on the nature of science, science’s place in society, and the public understanding of science. The phenomenon of science appears as many things to many people—a situation consistent with a phenomenographic non-dualist ontology that accepts a single, but variably experienced, real world. This study begins a process for comprehensively charting the landscape of Public Understanding of Science. In foregrounding the reflexive interplay of science and society, the resultant typography of science could, in turn, inform a mindful evolution of science curricula. In this study, a phenomenographic analysis of Public Understanding of Science journal article, “Fantastically reasonable: Ambivalence in the representation of science and technology in super-hero comics” (Locke, 2005) illustrates the phenomenographic process and provides a model for the application of phenomenographic methodology to systematically chart the nature of science as publicly experienced and understood. en
dc.language.iso en_US en
dc.publisher Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008. en
dc.relation.ispartofseries Thesis (University of Lethbridge. Faculty of Education) en
dc.subject Dissertations, Academic en
dc.subject Electronic dissertations en
dc.subject Science -- Social aspects en
dc.title An illustrative phenomenographic case study : charting the landscape of "public understanding of science" en
dc.type Thesis en
dc.publisher.faculty Education en

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