(Im)Possibility of Learning Science Through Livelihood Activities at Community Schools in Nepal

Acharya, Kamal Prasad; Rajbhandary, Rajani; Acharya, Milan

doi:10.5539/ass.v15n6p88

Cited by 10 publications

(9 citation statements)

References 13 publications

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“…Students were curious and gained a sense of accomplishment and pride from seeing their vegetables, growing, and harvesting. These findings are consistent with other studies demonstrating that children experience feelings of achievement, satisfaction, and pride from taking care of their crops and harvesting them (Acharya, Rajbhandary, & Acharya, 2019;Ohly, Gentry, Wigglesworth, Bethel, Lovell, & Garside, 2016;Rodriguez, Lamm, Odera, Owens, & Thompson, 2015).…”

Section: Discussionsupporting

confidence: 92%

Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1

Lin¹

2020

HES

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Higher Education Studies wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated. Higher Education Studies is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please contact us for the application form at: hes@ccsenet.org Reviewers for Volume 10, Number 1 Antonina Lukenchuk, National Louis University, USA Aynur Yürekli, İzmir University of Economics, Turkey Bahar Gün, İzmir University of Economics, Turkey Barbara N. Martin, University of Central Missouri, USA Cristina Sin, CIPES (Centre for Research in Higher Education Policies), Portugal Deniz Ayse Yazicioglu, Istanbul Technical University, Turkey Donna.Smith , The Open University, UK Hüseyin Serçe, Selçuk University, Turkey James Badger, University of North Georgia, USA Laith Ahmed Najam, Mosul University, IRAQ Meric Ozgeldi, Mersin University, Turkey Mpoki Mwaikokesya, University of Dar-es-Salaam, Tanzania Nicos Souleles, Cyprus University of Technology, Cyprus Olusola Ademola Olaniyi, Prince Mohammad Bin Fahd University, Saudi Arabia Prashneel Ravisan Goundar, Fiji National University, Fiji Robin Rawlings, Walden University, USA Sadeeqa Sadeeqa, Lahore College for Women University Lahore, Pakistan Savitri Bevinakoppa, Melbourne Institute of Technology, Australia Semiyu Adejare Aderibigbe, University of Sharjah, UAE Teguh Budiharso, Center of Language and Culture Studies, Indonesia Yousef Ogla Almarshad, Aljouf University, Saudi Arabia

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Section: Discussionsupporting

confidence: 92%

Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1

Lin¹

2020

HES

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“…This means that a study of teaching and learning activities can shed light upon the collaboration between the epistemological dimensions of the teaching of how (pedagogy) and what (content) in chemistry lessons. But, it is difficult to think that exploration of beliefs and values can come up with results, can be used to predict students' activities in the classroom (Acharya, Rajbhandary, & Acharya, 2019;Bender, Schaper, Caspersen, Margaritis, & Hubwieser, 2016;Soulios, & Psillos, 2016). We believe that it is both interesting and important to get an understanding of a view of chemistry interactions with students' activities and we think it can be studied through collaboration.…”

Section: Discussionmentioning

confidence: 99%

Science teachers' philosophical thoughts in Chemistry lessons: An epistemological reflection

Acharya¹

2020

Istraživanja u pedagogiji

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The purpose of this study is to explore the epistemological foundation of science teachers' beliefs and understanding of students' activities in chemistry lessons. It also helps to find out the philosophical perspectives of science teachers and students to accomplish practical activities to transfer school science learning to activity-based instruction. Science teachers' teaching style, students' interaction and engagement in chemistry lessons and collaborative inquiry were closely observed and their epistemologies were documented and explored. Chemistry classes with practical activities were observed in two community schools located at Province 3 (Kathmandu), Nepal. Interpretive data were generated and analyzed concerning a philosophical perspective on play-way chemistry learning. The pragmatic methodological approach was applied, focusing on the experiences of students and their collaboration with the science teachers. The analysis of activity discourse showed that the learning and understanding of chemistry depend upon the basic epistemology of science teachers, activity-based learning and the collaboration between a science teacher and the students were conducted. The results suggest that the science teachers' dogmatic epistemology is the major hindrance and an influential factor resulting in students' poor understanding in chemistry lessons.

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“…In the study of contributions to learning conditions, challenges to improve students' skills such as cognitive, affective, psychomotor, and critical thinking (Risdianto, Dinissjah, Nirwana & Kristiawan, 2020) and components of scienti c literacy have been met (Dewi, Khery & Erna, 2019). Similarly, integrating local science in science learning seems to be an effective and sustainable technique for understanding the goals of some science curriculum improvements (Acharya, Rajbhandary& Acharya, 2019). Thus, the science local in science learning allows teachers to promote students' knowledge by engaging them in thinking.…”

Section: Introductionmentioning

confidence: 99%

Integrating Local Science and School Science: The Benefits for the Preservation of Local Wisdom and Promoting Students’ Learning

Kasi

Widodo

Samsudin

et al. 2022

Preprint

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Integrating local science in science learning is beneficial for students as well as for the culture. However, the teaching of science tends to focus only on the scientific content presented in the books but ignores the local culture. This paper explores local science in community cultural activities to be implemented in science learning to introduce students to cultural values following the concept of science. It identifies local science, describes the oral arguments produced by the tribal council, and analyzes the lesson plan by five science teachers in the Nagekeo district, East Nusa Tenggara. The data used in this analysis are observation and identification, interviews, and assessment sheets. The findings show that the local science in Nagekeo cultural activities that can be integrated into science learning includes the traditional unit and measurement systems, Newton's laws in their application to the traditional game, biodiversity in the hunt traditional, the concept of heat transfer, and its application in the construction of traditional houses, and vibrations, waves, and sounds in the traditional musical instrument. Recommendations from this research is embracing local science in science learning so that it can provide meaningful learning for students and preserve local culture for each generation in the future so that it does not become extinct.

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(Im)Possibility of Learning Science Through Livelihood Activities at Community Schools in Nepal

Cited by 10 publications

References 13 publications

Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1

Reviewer Acknowledgements for Higher Education Studies, Vol. 10, No. 1

Science teachers' philosophical thoughts in Chemistry lessons: An epistemological reflection

Integrating Local Science and School Science: The Benefits for the Preservation of Local Wisdom and Promoting Students’ Learning

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