The Cultural Contexts of Science and Mathematics Education: preparation of a Bibliographic Guide

Wilson, Bryan R.

doi:10.1080/03057268108559885

Cited by 47 publications

(29 citation statements)

References 20 publications

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“…Wilson (1981), al respecto considera que "para que la enseñanza de las ciencias sea efectiva, se debe tomar en cuenta explícitamente el contexto cultural de la sociedad de quienes la necesitan, el cual, proporciona los escenarios para que dicha enseñanza sea útil [...]". Lewin (1990, citado por Wilson, 1981 anotó que todavía "muchos niños que estudian ciencias en los países en vías de desarrollo, según las evidencias anteriores, sugieren que la gran mayoría no domina más de una pequeña proporción de las metas propuesta para ellos".…”

Section: Tedunclassified

Algunas aproximaciones a una perspectiva intercultural: Entre discursos generales de la educación y específicos centrados en la naturaleza de lo que se quiere enseñar

Andrade¹

2017

TED

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Section: Tedunclassified

Algunas aproximaciones a una perspectiva intercultural: Entre discursos generales de la educación y específicos centrados en la naturaleza de lo que se quiere enseñar

Andrade¹

2017

TED

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“…Before that, most science educators had identified cultural and linguistic hazards and problems prohibiting effective science teaching in non-western societies (Wilson, 1981). For decades, SE in non-western countries has been dominated by western science.…”

Section: Nature Of Western Se As Practiced In Non-western Worldmentioning

confidence: 99%

“…Learners from non-western countries would be capable of excelling well in science if they were given culturally appropriate instruction (Dei, 2012;Wilson, 1981). Culturally appropriate instruction would help students who are grounded in their tribe's traditional knowledge to clarify science concepts (ICASE, 2003;IOSTE, 2004).…”

Section: Science Pedagogymentioning

confidence: 99%

Towards Contextual and Cultural Relevant Science Education in Non-Western Countries: The African Experience

Kalolo¹

2015

JSE

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Recent reforms of science education in the modern world have shown an increased need for culturally and contextually responsive science education in non-western countries. Despite the initiatives, there has been little discussion about the problems of irrelevance, ineffectiveness, and dis-functionality of western science education in non-western contexts, especially Africa.This review examines science education (SE) practices as experienced in non-western contexts. Drawing insights from context conscious science education traditions, the paper examines the link between the modern science education and the students' life worlds, in non-western contexts. It should be understood that this discussion is not about cultural change per se; rather, it is an engaging discussion focused at reimaging the western science to fit non-western frames of reference. Recognizing the need for relevant science education in non-western contexts, it is argued necessary to restructure science education in non-western contexts so that it exists within historical, cultural, and institutional contexts and that all western science education practices need to be examined to see whether they are better suited to non-western communities.

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“…De manera que en las aulas de clase de ciencias se hace presente la diversidad cultural, ya sea representada en los estudiantes, sus visiones de mundo y conocimientos previos, sumada a la cultura propia de la ciencia representada en los profesores, sus recursos didácticos entre otros (Baptista, 2014;Lee, 1999Lee, , 2002Lee, , 2005Touron y Santiago, 2013;Wilson, 1981).…”

Section: Introductionunclassified

Los puentes en la enseñanza de las ciencias: un compromiso para comprender las investigaciones sobre las relaciones entre conocimientos científicos escolares y conocimientos ecológicos tradicionales

Brito

2017

TED

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TEDun nuevo enfoque inmerso en la perspectiva intercultural en la cual el diálogo fundamentado en la argumentación posicionan en el mismo nivel los conocimientos ecológicos tradicionales y los conocimientos científicos escolares. Palabras claveConocimientos científicos escolares; conocimiento ecológico tradicional; puentes AbstractThis reflection paper presents the category of bridges between knowledge as a way to facilitate the crossing of borders by students when they learn science. The relationship between teaching science, nature and culture are discussed, taking into consideration the epistemological postures of universalism, multiculturalism, epistemological pluralism and interculturality based on a documentary analysis surrounding the research question "What guidelines do we find in the research work on bridges between school scientific knowledge and traditional ecological knowledge in the teaching of science?" We identified two axes that make it possible to perform the analysis: the perspective of bridges as useful metaphors for compression and bridges as representations that participate in the elaboration of concepts. To conclude, we highlight bridges as a new approach to teaching science; as a metaphor, bridges also allow students to build the meanings manifested in the classroom in order to bring the contexts of the daily life of students closer to the learning of science. Finally, bridges between knowledge present a new approach immersed in the intercultural perspective, in which the dialogue based on argumentation places traditional ecological knowledge and scientific school knowledge at the same level.

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The Cultural Contexts of Science and Mathematics Education: preparation of a Bibliographic Guide

Cited by 47 publications

References 20 publications

Algunas aproximaciones a una perspectiva intercultural: Entre discursos generales de la educación y específicos centrados en la naturaleza de lo que se quiere enseñar

Algunas aproximaciones a una perspectiva intercultural: Entre discursos generales de la educación y específicos centrados en la naturaleza de lo que se quiere enseñar

Towards Contextual and Cultural Relevant Science Education in Non-Western Countries: The African Experience

Los puentes en la enseñanza de las ciencias: un compromiso para comprender las investigaciones sobre las relaciones entre conocimientos científicos escolares y conocimientos ecológicos tradicionales

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