Research Article
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Year 2012, , 143 - 154, 15.04.2012
https://doi.org/10.12973/eu-jer.1.2.143

Abstract

References

  • Aikenhead, G.S.(1996).Science education: Border crossing into the subculture of science Studies in Science Education, 27, 1-52.
  • Anamuah-Mensah, J. (1998). Native science beliefs among Ghanaian students. International Journal of Science Education. Vol. 20 No.1, 115-124.
  • .Ausubel, D.P., Novak, J.D, &Henesian, H. (1978). Educational psychology: A cognitive View New York, NY: Holt, Rinehart and Winston.
  • Baker, D.A. & Taylor, P.C.S.(1995). ‘The Effect of Culture on the Learning of Science in Non-Western Countries: The Results of an Integrated Research Review: International Journal of Science Education 17, 695-704
  • Bar, V. & Galili, I. (1994). Stages of Children’s Views about Evaporation. International Journal of Science Education, 16, 157-169.
  • Bar, V. & Travis, A.S. (1991). Children’s views about phase change. Journal of Research in Science Teaching, 28 (4) 363-382.
  • Barba, R.H. (1993). ‘A study of Culturally Syntonic Variables in the Bilingual/ Bicultural Science Classroom’, Journal of Research in Science Teaching 30 1053-1071.
  • Biescheuvel, S. (1992). The ability of African children to assimilate the teaching of science, in P.G.S. Gilbert and M.N. Lovegrove (eds.), Science Education in Africa (Heinemann Educational Books Ltd, London).
  • Black, P.J. (1984). Science education and religious values. A Christian statement, Muslim Educational Quarterly, Spring Issue, vol.1 No.3
  • Caramazza, A., McCloskey, M. & Green, B.(11981). Naïve beliefs in sophisticated subjects: misconceptions about trajectories of objects. Cognation.9 (2), 117-123.
  • Champagne, A.B., Klopper, L.E. & Anderson, J.H. (1980). Factors influencing the learning of classical mechanics. American Journal of Physics, 48, 1074-1079.
  • Champagne, A.B., Gunstone, R.F. & Klopper, L.E. (1983). Naïve knowledge and science learning, Research in Science and Technological Education, vols. 1 and 2, pp.173-183.
  • Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50, 66-71.
  • Driver, R. (1989). Changing conceptions. In Adey, P. et al. Eds. Adolescent Development and School Science. (pp.79-99). London. The Falmer Press.
  • Erickson, G. (1979). Children’s conceptions of heat and temperature. Science Education, 63, 221-230.
  • Erickson, G. (1980). Children’s conceptions of heat. Science Education, 64,323-338
  • Furnham, A. (1992). ‘Lay Understanding of Science’, Studies in Science Education 20, 29-64.
  • Geertz, C. (1973). The Interpretations of Culture, Basic Books, New York.
  • Halloun, I.A. & Hestenes, D. (1985). The initial state of college physics students. American Journal of Physics, 53, 1043-1055.
  • Hammond-Tooke, W.D. (1981). Prolling the Herms; Cosmology and Pollution Concepts in Southern Africa. Unpublished Dissertation, University of Witwatersrand, Johannesburg.
  • Lakoff, C. & Johnson, R. (1981). Traditional African culture and science learning. Studies in Science Education, 12 (18), 48-61
  • Lewis, E. L. & Linn, M. C. (2003). Heat Energy and Temperature Concepts of Adolescents Adults and Experts: Implications for Curriculum Improvements. Journal of Research in Science Teaching. Vol.40, Supplement, pp. 5155-5175.
  • Lynch, P.P. (1995). Students’ alternative frameworks: Towards a linguistic and cultural interpretation. International Journal of Science Education. 17 (1), 107-118
  • Odhiambo, T. R. (1972): Understanding of Science. The Impact of the African view of Nature. In P.G.S. Gilbert & M.N.Lovegrove (eds.), Science Education in Africa, (pp.39-46). London: Heinemann Educational Books Ltd.
  • Ogawa, M. (1986). Towards a new rationale of science education in non-Western Society. European Journal of Science Education, 8, 113-119.
  • Ogunniyi M.B. (1979). Meanings associated with science concepts and generalizations of science by scientists and students, African Journal of Educational Research, 2(2), 175-185.
  • Ogunniyi,M.B. (1984). Are the gods dead? Testing for the relative influence of supernatural forces among Yoruba youths, Working Paper No. 2, submitted to International Development Research Centre (IDRC) Ottawa, Canada.
  • Ogunniyi, M. B. (1985). Problems of science education relative to the nature of scientific Concepts and generalizations in developing countries. In F.M.A.Ukoli (Ed.). What is Science? The Problems of Teaching and Research in Science in Nigeria (Heinemann Educational Books Ltd and Ibadan University Press, Nigeria).
  • Ogunniyi, M.B.(1986 a). Teaching Science in Africa (Salem Media Ltd, Ibadan).
  • Okere, M.I.O. (1996).Physics Education: A textbook of methods for physics teachers. Egerton University Education Materials Centre and Lectern Publications.
  • Osborne, R.J.& Wittrock, M.C. (1983).Learning Science – a generative process. Science Education, 67, 489-508.
  • Osborne, R.J. & Wittrock, M.C. (1985). The generative learning model. Studies in Science Education, 12, 59-8.
  • Pfundt, H. & Duit, R. (1994). Bibliography of Students’ Alternative Frameworks in Science Education (3rd ed). Kiel, Germany: University of Kiel.
  • Scriber, S. & Cole, M.A. (1973). Cognitive consequences of formal and informal education. Science, vol. 182, pp.553-559.
  • Shapera, I. (1979). Kgatla notions of ritual impurity. African Studies, 38,3-15.
  • Spinder, G. (1987). Education and cultural process: Anthropological approaches (2nd ed.). Prospect Heights, IL: Waveland.
  • Urevbu, A.O. (1984). School science curriculum and innovation: An African perspective. European Journal of Science Education, vol. 6, pp.217-225.
  • Verryn, T. (1981). ‘Coolness’ and ‘heat’ among the Sotho peoples. Religion in South Africa, 2, 1-38.
  • Wolcott, H.H. (1991). Propriospect and the acquisition of culture. Anthropology and Education Quarterly, 22, 251-273.
  • Zietsman, A. & Naidoo, S. (1997). Girls’ Understanding of Concepts of Thermal Properties of Matter. Abridged research. Rep. 32.Nairobi: Academy of science.

Pupils’ Beliefs in Cultural Interpretations of ’Heat’ associated with Anger: A Comparative Study of Ten Ethnic Communities in Kenya

Year 2012, , 143 - 154, 15.04.2012
https://doi.org/10.12973/eu-jer.1.2.143

Abstract

Emerging evidence indicates that culture influences pupils learning of science. However, the influence of culture on science learning is usually not considered when developing science curricular for both primary and secondary schools. This study investigated the extent to which primary and secondary school pupils believe in cultural interpretations of the physical phenomenon of ‘heat’ associated with anger and the influence of education level, ethnic communities and gender on cultural beliefs. Cross-sectional survey research design was used. The target population was Standard Seven, Form one and Form Three pupils in ten districts selected from Nyanza, Rift Valley, Central, Eastern and Coast Provinces in Kenya. The ten districts were selected purposively to represent 10 different ethnic communities from the five provinces. A total of 2837 secondary and 625 primary school pupils participated. The pupils were drawn from 15 primary and 31 secondary schools .A questionnaire was used to gather information from pupils. Both qualitative and quantitative techniques were used in analyzing data. Hypotheses were tested using the chi square ( X 2) statistic at α = 0.05 level of significance. Some of the results obtained give statistically significant relationship between pupils’ beliefs in cultural interpretations of scientific phenomenon of heat associated with anger and the communities where they come from. This implies that such beliefs are confined to specific communities studied. There appears to be no significant association between pupils’ beliefs in cultural interpretations of the scientific phenomenon of heat and level of education in some of the communities. The implication is that education reduces beliefs in cultural interpretations in such communities but does not eradicate such beliefs. There was also no statistically significant association between pupils’ beliefs in cultural interpretations of the scientific phenomenon of heat and gender, implying that both boys and girls equally believe in cultural interpretations. The findings from this study inform curriculum developers of some of the cultural beliefs that are likely to influence the learning of science. It is recommended that teachers discuss cultural interpretations of scientific concepts before introducing them in their lessons.

References

  • Aikenhead, G.S.(1996).Science education: Border crossing into the subculture of science Studies in Science Education, 27, 1-52.
  • Anamuah-Mensah, J. (1998). Native science beliefs among Ghanaian students. International Journal of Science Education. Vol. 20 No.1, 115-124.
  • .Ausubel, D.P., Novak, J.D, &Henesian, H. (1978). Educational psychology: A cognitive View New York, NY: Holt, Rinehart and Winston.
  • Baker, D.A. & Taylor, P.C.S.(1995). ‘The Effect of Culture on the Learning of Science in Non-Western Countries: The Results of an Integrated Research Review: International Journal of Science Education 17, 695-704
  • Bar, V. & Galili, I. (1994). Stages of Children’s Views about Evaporation. International Journal of Science Education, 16, 157-169.
  • Bar, V. & Travis, A.S. (1991). Children’s views about phase change. Journal of Research in Science Teaching, 28 (4) 363-382.
  • Barba, R.H. (1993). ‘A study of Culturally Syntonic Variables in the Bilingual/ Bicultural Science Classroom’, Journal of Research in Science Teaching 30 1053-1071.
  • Biescheuvel, S. (1992). The ability of African children to assimilate the teaching of science, in P.G.S. Gilbert and M.N. Lovegrove (eds.), Science Education in Africa (Heinemann Educational Books Ltd, London).
  • Black, P.J. (1984). Science education and religious values. A Christian statement, Muslim Educational Quarterly, Spring Issue, vol.1 No.3
  • Caramazza, A., McCloskey, M. & Green, B.(11981). Naïve beliefs in sophisticated subjects: misconceptions about trajectories of objects. Cognation.9 (2), 117-123.
  • Champagne, A.B., Klopper, L.E. & Anderson, J.H. (1980). Factors influencing the learning of classical mechanics. American Journal of Physics, 48, 1074-1079.
  • Champagne, A.B., Gunstone, R.F. & Klopper, L.E. (1983). Naïve knowledge and science learning, Research in Science and Technological Education, vols. 1 and 2, pp.173-183.
  • Clement, J. (1982). Students’ preconceptions in introductory mechanics. American Journal of Physics, 50, 66-71.
  • Driver, R. (1989). Changing conceptions. In Adey, P. et al. Eds. Adolescent Development and School Science. (pp.79-99). London. The Falmer Press.
  • Erickson, G. (1979). Children’s conceptions of heat and temperature. Science Education, 63, 221-230.
  • Erickson, G. (1980). Children’s conceptions of heat. Science Education, 64,323-338
  • Furnham, A. (1992). ‘Lay Understanding of Science’, Studies in Science Education 20, 29-64.
  • Geertz, C. (1973). The Interpretations of Culture, Basic Books, New York.
  • Halloun, I.A. & Hestenes, D. (1985). The initial state of college physics students. American Journal of Physics, 53, 1043-1055.
  • Hammond-Tooke, W.D. (1981). Prolling the Herms; Cosmology and Pollution Concepts in Southern Africa. Unpublished Dissertation, University of Witwatersrand, Johannesburg.
  • Lakoff, C. & Johnson, R. (1981). Traditional African culture and science learning. Studies in Science Education, 12 (18), 48-61
  • Lewis, E. L. & Linn, M. C. (2003). Heat Energy and Temperature Concepts of Adolescents Adults and Experts: Implications for Curriculum Improvements. Journal of Research in Science Teaching. Vol.40, Supplement, pp. 5155-5175.
  • Lynch, P.P. (1995). Students’ alternative frameworks: Towards a linguistic and cultural interpretation. International Journal of Science Education. 17 (1), 107-118
  • Odhiambo, T. R. (1972): Understanding of Science. The Impact of the African view of Nature. In P.G.S. Gilbert & M.N.Lovegrove (eds.), Science Education in Africa, (pp.39-46). London: Heinemann Educational Books Ltd.
  • Ogawa, M. (1986). Towards a new rationale of science education in non-Western Society. European Journal of Science Education, 8, 113-119.
  • Ogunniyi M.B. (1979). Meanings associated with science concepts and generalizations of science by scientists and students, African Journal of Educational Research, 2(2), 175-185.
  • Ogunniyi,M.B. (1984). Are the gods dead? Testing for the relative influence of supernatural forces among Yoruba youths, Working Paper No. 2, submitted to International Development Research Centre (IDRC) Ottawa, Canada.
  • Ogunniyi, M. B. (1985). Problems of science education relative to the nature of scientific Concepts and generalizations in developing countries. In F.M.A.Ukoli (Ed.). What is Science? The Problems of Teaching and Research in Science in Nigeria (Heinemann Educational Books Ltd and Ibadan University Press, Nigeria).
  • Ogunniyi, M.B.(1986 a). Teaching Science in Africa (Salem Media Ltd, Ibadan).
  • Okere, M.I.O. (1996).Physics Education: A textbook of methods for physics teachers. Egerton University Education Materials Centre and Lectern Publications.
  • Osborne, R.J.& Wittrock, M.C. (1983).Learning Science – a generative process. Science Education, 67, 489-508.
  • Osborne, R.J. & Wittrock, M.C. (1985). The generative learning model. Studies in Science Education, 12, 59-8.
  • Pfundt, H. & Duit, R. (1994). Bibliography of Students’ Alternative Frameworks in Science Education (3rd ed). Kiel, Germany: University of Kiel.
  • Scriber, S. & Cole, M.A. (1973). Cognitive consequences of formal and informal education. Science, vol. 182, pp.553-559.
  • Shapera, I. (1979). Kgatla notions of ritual impurity. African Studies, 38,3-15.
  • Spinder, G. (1987). Education and cultural process: Anthropological approaches (2nd ed.). Prospect Heights, IL: Waveland.
  • Urevbu, A.O. (1984). School science curriculum and innovation: An African perspective. European Journal of Science Education, vol. 6, pp.217-225.
  • Verryn, T. (1981). ‘Coolness’ and ‘heat’ among the Sotho peoples. Religion in South Africa, 2, 1-38.
  • Wolcott, H.H. (1991). Propriospect and the acquisition of culture. Anthropology and Education Quarterly, 22, 251-273.
  • Zietsman, A. & Naidoo, S. (1997). Girls’ Understanding of Concepts of Thermal Properties of Matter. Abridged research. Rep. 32.Nairobi: Academy of science.
There are 40 citations in total.

Details

Primary Language English
Subjects Studies on Education
Other ID JA59HM77KG
Journal Section Research Article
Authors

Mark İ. O. Okere This is me

Fred N. Keraro This is me

Zephania Anditi This is me

Publication Date April 15, 2012
Published in Issue Year 2012

Cite

APA Okere, M. İ. O., Keraro, F. N., & Anditi, Z. (2012). Pupils’ Beliefs in Cultural Interpretations of ’Heat’ associated with Anger: A Comparative Study of Ten Ethnic Communities in Kenya. European Journal of Educational Research, 1(2), 143-154. https://doi.org/10.12973/eu-jer.1.2.143
AMA Okere MİO, Keraro FN, Anditi Z. Pupils’ Beliefs in Cultural Interpretations of ’Heat’ associated with Anger: A Comparative Study of Ten Ethnic Communities in Kenya. eujer. April 2012;1(2):143-154. doi:10.12973/eu-jer.1.2.143
Chicago Okere, Mark İ. O., Fred N. Keraro, and Zephania Anditi. “Pupils’ Beliefs in Cultural Interpretations of ’Heat’ Associated With Anger: A Comparative Study of Ten Ethnic Communities in Kenya”. European Journal of Educational Research 1, no. 2 (April 2012): 143-54. https://doi.org/10.12973/eu-jer.1.2.143.
EndNote Okere MİO, Keraro FN, Anditi Z (April 1, 2012) Pupils’ Beliefs in Cultural Interpretations of ’Heat’ associated with Anger: A Comparative Study of Ten Ethnic Communities in Kenya. European Journal of Educational Research 1 2 143–154.
IEEE M. İ. O. Okere, F. N. Keraro, and Z. Anditi, “Pupils’ Beliefs in Cultural Interpretations of ’Heat’ associated with Anger: A Comparative Study of Ten Ethnic Communities in Kenya”, eujer, vol. 1, no. 2, pp. 143–154, 2012, doi: 10.12973/eu-jer.1.2.143.
ISNAD Okere, Mark İ. O. et al. “Pupils’ Beliefs in Cultural Interpretations of ’Heat’ Associated With Anger: A Comparative Study of Ten Ethnic Communities in Kenya”. European Journal of Educational Research 1/2 (April 2012), 143-154. https://doi.org/10.12973/eu-jer.1.2.143.
JAMA Okere MİO, Keraro FN, Anditi Z. Pupils’ Beliefs in Cultural Interpretations of ’Heat’ associated with Anger: A Comparative Study of Ten Ethnic Communities in Kenya. eujer. 2012;1:143–154.
MLA Okere, Mark İ. O. et al. “Pupils’ Beliefs in Cultural Interpretations of ’Heat’ Associated With Anger: A Comparative Study of Ten Ethnic Communities in Kenya”. European Journal of Educational Research, vol. 1, no. 2, 2012, pp. 143-54, doi:10.12973/eu-jer.1.2.143.
Vancouver Okere MİO, Keraro FN, Anditi Z. Pupils’ Beliefs in Cultural Interpretations of ’Heat’ associated with Anger: A Comparative Study of Ten Ethnic Communities in Kenya. eujer. 2012;1(2):143-54.