Collateral Learning and the Eco-Cultural Paradigm in Science and Mathematics Education in Africa

Jegede, Olugbemiro J.

doi:10.1080/03057269508560051

Cited by 167 publications

(180 citation statements)

References 51 publications

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“…These individuals valued the information they received from the elders and thought it would get the better science grade because they knew the elders had seen moose and they were uncertain of the information from books. These students' revelations indicate ideas about the process of acquiring knowledge; an aspect of the socio-cultural influence on learning described as "authoritarianism" by Jegede (1995). The process by which a community or local culture acquires knowledge is not composed of similar traits shared by all cultures.…”

Section: Authority Of Knowledgementioning

confidence: 99%

“…In addition to aspects of motivation associated with schooling and science achievement, students must participate in cognitive negotiations. Jegede (1995) introduced a theoretical explanation for the cognitive strategies non-Western students may adopt to learn science. Collateral learning ".…”

Section: Individual Motivation Cognition and The Microsystem In Scimentioning

confidence: 99%

“…These students are usually those who can be described as having low intrinsic and extrinsic motivation for school, low future orientation, and low school engagement. Jegede (1995) presents collateral learning as a desirable state in non-Western students learning science. He describes collateral learning as hierarchical where secured collateral learning is most desirable.…”

Section: Collateral Learningmentioning

confidence: 99%

“…However, indigenous peoples may not necessarily understand nor subscribe to the Western science worldview. The indigenous worldview, as reflected in the various cultures and languages of indigenous peoples, is holistic and spiritual (Jegede, 1995;Kawagley, Norris-Tull, & Norris-Tull, 1998;Peat, 1994;Pomeroy, 1992;Snively, 1990). Although some science educators have identified shared elements between Western science and a subset of indigenous worldview, often referred to as traditional ecological knowledge, a current theory suggests that cognitive conflict may occur between some elements of the worldviews held by non-Western students when attempting to learn science (Aikenhead, 1996;Jegede, 1995).…”

Section: Introductionmentioning

confidence: 99%

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Resiliency and collateral learning in science in some students of cree ancestry

Sutherland

2005

Sci. Ed.

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ABSTRACT:In the context of schooling, resiliency refers to the ability to thrive academically despite adverse circumstances. In this study the relationship between academic resilience and student's collateral learning is explored in 20 students of Cree ancestry. The individual resilience of each student was examined by identifying protective factors for school leaving within the microsystem of each student's ecological framework. Student responses to questions related to motivation and engagement were ranked. In addition, students' perception of the influence of family and peers on individual attributes toward schooling was ranked.To gain insight into the collateral learning aspects of science learning in Cree students, the participants in this study were asked to reflect on their learning strategies through the use of critical incidents. The relationship between collateral learning and resiliency was also explored.This study found that students possessing a greater number of protective factors were more likely to learn science in a way described by Jegede's collateral learning theory. Responses to critical incidents indicate some Cree students hold at least two sources of knowledge to explain some science concepts and therefore may adopt a collateral learning strategy. The importance these students place on earned or experiential knowledge is evident in the interviews. Some suggestions for classroom instruction are offered in conclusion.

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Section: Authority Of Knowledgementioning

confidence: 99%

Section: Individual Motivation Cognition and The Microsystem In Scimentioning

confidence: 99%

Section: Collateral Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Resiliency and collateral learning in science in some students of cree ancestry

Sutherland

2005

Sci. Ed.

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“…Therefore, learning needed to be based on local cultures / local wisdom through ethno-pedagogy. Because cultural incompatibility resulted in conflicts (Subagia, 1999and Jegede, 1995, and 1989.…”

Section: Introductionmentioning

confidence: 99%

The Local Wisdom in Bahasa Indonesia Text Books in a Low Class: Ethno-Pedagogy Study

Rasna¹,

Tantra²

2017

IJLLC

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This study aimed at producing an integrated thematic book in terms of Indonesian Language and Literature for grades I and II with local Balinese wisdom. Therefore, in year 1, exploration of themes/subthemes of the materials was conducted. In year 2, the draft plan was developed into a draft of the book. In year 3, the draft of the book was tested from the validity of experts, content, design, and media (Nieveen, 1999, Yamasari, 2003, Thiagara Jan 1974. Users' responses were based on field testing (Borg and Gall 1989 and Kusmariyatri, 2012). The methods of data collection were a questionnaire, observation, interview, and test. The results showed that: (1) integrated thematic book with sustainable local of Bali was qualified as a textbook. (2) The validity (experts, content, design, and media) was qualified as valid. Students' understanding valued 75 (good). Thus, this thematic book was qualified as teaching materials.

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Toward a First Nations cross-cultural science and technology curriculum

Aikenhead

1997

Sci. Ed.

240

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This article explores First Nations (Native American) science education from a cultural perspective. Science is recognized as a subculture of Western culture. Scientific and Aboriginal ideas about nature are contrasted. Learning science is viewed as culture acquisition that requires First Nations students to cross a cultural border from their everyday world into the subculture of science. The pathway toward the cross‐cultural education explored in the article is: (1) founded on empirical studies in educational anthropology; (2) directed by the goals of First Nations people themselves; (3) illuminated by a reconceptualization of science teaching as cultural transmission; (4) guided by a cross‐cultural STS science and technology curriculum; and (5) grounded in various types of content knowledge (common sense, technology, and science) for the purpose of practical action such as economic development, environmental responsibility, and cultural survival. Cross‐cultural instruction requires teachers to identify cultural border crossings for students and to facilitate those border crossings by playing the role of tour guide, travel agent, or culture broker, while sustaining the validity of students' own culturally constructed ways of knowing. © 1997 John Wiley & Sons, Inc. Sci Ed 81:217–238, 1997.

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Collateral Learning and the Eco-Cultural Paradigm in Science and Mathematics Education in Africa

Cited by 167 publications

References 51 publications

Resiliency and collateral learning in science in some students of cree ancestry

Resiliency and collateral learning in science in some students of cree ancestry

The Local Wisdom in Bahasa Indonesia Text Books in a Low Class: Ethno-Pedagogy Study

Toward a First Nations cross-cultural science and technology curriculum

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