Transcending Cultural Borders: implications for science teaching

Jegede, Olugbemiro J.; Aikenhead, Glen S.

doi:10.1080/0263514990170104

Cited by 162 publications

(87 citation statements)

References 55 publications

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“…First, the framework requires an assumption that learners want to cross borders. Jegede and Aikenhead (1999) support this drawback by recognizing that students who actively resist science learning, such as Fatima in Larson's study (1995), are not included in the border-crossing framework.…”

Section: Cognitive and Social Considerations For Science Learningmentioning

confidence: 99%

“…The positive relationship between protective mechanism and collateral learning contributes to meaningful learning. As Jegede and Aikenhead (1999) state: "For many pupils, learning science in order to imbibe its culture meaningfully often involves cognitive conflicts of some kind. Therefore meaningful learning often results in parallel, dependent or secured collateral learning of some kind" (Jegede & Aikenhead, 1999, p. 52).…”

Section: Protective Mechanismsmentioning

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: Cognitive and Social Considerations For Science Learningmentioning

confidence: 99%

Section: Protective Mechanismsmentioning

confidence: 99%

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

Sutherland

2005

Sci. Ed.

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“…Nevertheless, this potential of HPS to humanise science and to challenge traditional views about scientists and scientific work has been recently questioned (Hodson 1999;Jegede and Aikenhead 1999;Krugly-Smolska 2013;Allchin 2014;Sarukkai 2014), with special attention to which type of HPS is being advocated. The current debates about gender and cultural diversity in science, such as the ones promoted by the US Department of Commerce (see http://www.esa.doc.gov/under-secretary-blog/education-promotes-racial-and-ethnic-equalityscience-technology-engineering) and by the Royal Society in London (see https://royalsociety.…”

Section: Why and Which Hps In Science Education?mentioning

confidence: 99%

Different People in Different Places

Gandolfi

2018

Sci & Educ

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This article presents the results of an exploratory study of students' knowledge about scientists and countries' contributions to science, aiming at answering two research questions: BIn which ways are students aware of the history of scientific development carried out by different people in different places of the world? What can be influencing and shaping their awareness?^Thus, this study aimed at depicting students' knowledge about History of Science (HOS), focusing on what they know about science being done by people and communities from different parts of the world and on how this knowledge is constructed through their engagement with school science. An exploratory research was carried out at two multicultural state secondary schools in London, UK, involving 200 students aged 12-15 (58.5% girls, 41.5% boys) and five science teachers. The method involved an initial exploration of students' knowledge about HOS through an open-ended survey, followed by classroom-based observations and semi-structured interviews with the participants. Results showed a disconnection between remembering scientists and knowing about their work and background, hinting at an emphasis on illustrative and decontextualised approaches towards HOS. Additionally, there was a lack of diversity in these students' answers in terms of gender and ethnicity when talking about scientists and countries in science. These findings were further analysed in relation to their implications for school science and for the fields of HOS, science education and public perception of science.

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“…According to Jegede and Aikenhead (2002), different students' cultural backgrounds became a problem for students to understand western science. In line with this, Suparman (1993) also found that there was a socio-cultural linkage to students' learning.…”

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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Transcending Cultural Borders: implications for science teaching

Cited by 162 publications

References 55 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

Different People in Different Places

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

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