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

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dc.contributor.authorD'Amour, Lissa M
dc.contributor.authorUniversity of Lethbridge. Faculty of Education
dc.contributor.supervisorRunté, Robert
dc.date.accessioned2009-07-08T15:35:57Z
dc.date.available2009-07-08T15:35:57Z
dc.date.issued2008
dc.degree.levelMasters
dc.descriptionx, 225 leaves ; 29 cm. --en
dc.description.abstractA 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.identifier.urihttps://hdl.handle.net/10133/733
dc.language.isoen_USen
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Education, 2008.en
dc.publisher.facultyEducationen
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Education)en
dc.subjectDissertations, Academicen
dc.subjectScience -- Social aspectsen
dc.titleAn illustrative phenomenographic case study : charting the landscape of "public understanding of science"en
dc.typeThesisen
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