Relationship between secondary science teachers' orientation to traditional culture and beliefs concerning science instructional ideology

Abstract

This study sought to measure secondary science teachers' level of commitment to traditional culture in Zimbabwe and how this orientation is related to their beliefs concerning science instructional ideology. The study involved 63 in-service science teachers studying for the bachelor of education degree at the University of Zimbabwe. The science teachers in this study maintain a fairly traditional posture with regard to aspects of traditional authority, religion, view of nature, and social change. They show a much stronger shift away from tradition with regard to sex roles, causality, and problem solving. Their scores of commitment to indigenous culture were positively and significantly correlated to traditional noninquiry ideology preference scores but not to inquiry instructional ideology preference scores. Implications of the findings are discussed.

Swimming with the Shoal

“…This input resonates with the literature on science education. Overson Shumba (1999), for example, in talking about traditional and cultural beliefs of science teachers in Zimbabwe, says that:…”

From Worldviews to Classrooms: Framing Evolution Acceptance in Pre-Service Science Teachers in the Southeastern United States

“…We are reminded, where science intersects with beliefs, that "worldview is the overall perspective from which one sees and interprets the world" (Shuumba, 1999;p. 333).…”

Culturally-Sensitive Factors in the Learning Environment of Science Classrooms in Brunei Darussalam

“…In contrast to the above, teacher authority in Bruneian non-government secondary schools [30] has been reported to be comparable to in Australian schools [5]. Research has also shown that respondents' perceptions are influenced by demographic variables [4,5,31,32].…”

“…Many of these emphases are similar to those found in some developing and developed countries [32]. However, at the lower-secondary level, Bruneian society does not approve of the free mixing of genders and therefore male and female students sit in different rows, which affects the classroom learning environment.…”