Cross‐cultural science education: A cognitive explanation of a cultural phenomenon

Aikenhead, Glen S.; Jegede, Olugbemiro J.

doi:10.1002/(sici)1098-2736(199903)36:3<269::aid-tea3>3.3.co;2-k

Cited by 89 publications

(133 citation statements)

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“…An additional 14 students believed that fire increases the severity of the sick germs. From these data, we can conclude that culture has an influence on students' beliefs about the power of flames specifically and an influence on students' conceptions of natural phenomena generally, a finding confirmed worldwide (Aikenhead & Jegede, 1999;George, 1999;McKinley, 2005):…”

Section: Special Origins Of Atayal Students' Conceptions About Burningsupporting

confidence: 53%

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Alternative Conceptions About Burning Held by Atayal Indigene Students in Taiwan

Chang

Lee

Yen

2010

Int J of Sci and Math Educ

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The purpose of this study was to investigate the alternative conceptions about burning phenomena among Atayal indigene elementary school students in Taiwan. The main difference from other relevant research is that this study assesses Atayal people's worldview by means of a questionnaire developed specifically for this purpose. There were three stages in this study: First, three Atayal elders were interviewed to access their traditional knowledge about nature, naturally occurring events, and burning. Second, this knowledge was used to develop an open-ended questionnaire that was administered to 37 students at the third to sixth grade levels (ages 9 to 12); eight respondents were interviewed to document their worldviews. Third, a two-tier diagnostic questionnaire developed from these results was administered to 228 students with 44 respondents interviewed about the burning events assessed by the instrument. Results suggested that students held alternative conceptions about the five burning events: candles burning, factors of burning, fire extinguishment, material changes in burning, and traditional meanings of burning. In contrast with previous studies on burning, this study demonstrated the existence of other alternative conceptions. The origin of these alternative conceptions may be grounded in traditional culture, knowledge, environment, economy, medicine, and personal thinking.

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Section: Special Origins Of Atayal Students' Conceptions About Burningsupporting

confidence: 53%

“…The learners' worldviews and cultural beliefs are significant factors that influence learning (Aikenhead & Jegede, 1999;Cobern, 1996a), and students' prior knowledge provides an indication of the alternative conceptions as well as the scientific conceptions possessed by the students (Hewson & Hewson, 1981).…”

Section: Introductionmentioning

confidence: 99%

Alternative Conceptions About Burning Held by Atayal Indigene Students in Taiwan

Chang

Lee

Yen

2010

Int J of Sci and Math Educ

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“…Research spanning almost half a century (Aikenhead 1996;Aikenhead and Jegede 1999;Ausubel 1968;Clement 1993;Cobern 1996;Cobern et al 1995;Driver 1989;Driver and Easley 1978;Kelly 1955;Nashon 2003Nashon , 2004Piaget and Inhelder 1969;Pittman 1999) shows that students bring prior knowledge about the concepts, phenomena or experiences encountered during classroom instruction and use this prior knowledge to interpret new encounters or phenomena. Various instructional models have been proposed for enabling students to process this new information in light of the prior conceptions they hold.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Perceptual Influence of Ugandan Biology Students’ Understanding of HIV/AIDS

2009

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“…Established bridges must constitute a central concern in the development of a community of learners to offer effective science education and opportunities to all cultures, classes, and individuals around the world. According to this perspective, a cultural border crossing approach is suggested (Aikenhead and Jegede 1999) to allow students to travel comfortably from their own life-worlds into the world of science found in their science classrooms.…”

Section: Introductionmentioning

confidence: 99%

Between Local Culture and School Science: The Case of Provincial and Urban Students from Eastern Colombia

Medina-Jerez

2007

Res Sci Educ

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A lack of congruency between the teaching and learning of science and the student's personal worlds has long been recognised by the international science education community as an issue deserving space in the research agenda. The purpose of this study was to explore the diversity of student reactions when subcultures such as family, community peers, and personal worldviews are considered along side the subculture of school science. Two-hundred and fifty students from urban and provincial schools in the northeastern region of Colombia (South America) participated. From this group, 18 students were interviewed. It was observed that students adopt a compartmentalisation of knowledge that is evident as both an avoiding strategy in the classroom and as a mechanism to differentiate between the natural world of their everyday situations and the one portrayed by a Westernised science instruction in the classroom. The findings reflect how multiple worldviews correlate with student frameworks as implanted by school science.

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Cross‐cultural science education: A cognitive explanation of a cultural phenomenon

Cited by 89 publications

References 0 publications

Alternative Conceptions About Burning Held by Atayal Indigene Students in Taiwan

Alternative Conceptions About Burning Held by Atayal Indigene Students in Taiwan

Perceptual Influence of Ugandan Biology Students’ Understanding of HIV/AIDS

Between Local Culture and School Science: The Case of Provincial and Urban Students from Eastern Colombia

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