Investigating the Extent of Integration of the History of Science into Grade 12 Life Sciences Textbook in the FET Phase

Abstract

This study investigates the representation of the History of Science (HoS) in a Grade 12 Life Sciences textbook used in the Further Education and Training (FET) phase in South Africa. The purpose of the study was to evaluate the extent and quality of HoS integration, particularly in alignment with Curriculum and Assessment Policy Statement (CAPS) objectives. A qualitative content analysis was conducted using a conceptual framework developed by the researcher, focusing on seven HoS tenets: curriculum alignment, historical accuracy, pedagogical approach, learner engagement, critical thinking, assessment practices, and supporting materials. Findings revealed that the textbook provided substantial historical context in topics such as evolution, DNA, and genetics, including visual depictions of key scientists. However, other tenets were only partially addressed or inconsistently represented. The study concludes that HoS is minimally yet meaningfully integrated in certain sections of the textbook, supporting CAPS Specific Aim 3, which emphasizes understanding scientific developments and applying knowledge to real-world contexts. Practically, the research recommends enhanced integration of HoS by textbook authors, curriculum developers, and Life Sciences educators, and encourages professional development for teachers to effectively embed HoS in classroom instruction for deeper learner engagement.