Research Article
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Pre-Service Science Teachers’ Views on the Use of Indigenous Chemistry Knowledge in Chemistry Metacognition

Year 2022, Volume: 6 Issue: 12, 224 - 234, 11.11.2022
https://doi.org/10.31458/iejes.1189609

Abstract

This study focused on the views of pre-service science teachers on the use of indigenous chemistry knowledge in chemistry metacognition. A descriptive qualitative case study design using the interpretive paradigm was employed. The social constructivist theory guided the study as cognitive functions are dependent on social interactions with other individuals and the environment. Purposively sampled 29 pre-service science teachers were the respondents who had no previous tertiary chemistry education experience. Data was collected using focus group interviews, observation and document analysis. Constant comparison analysis was used for data analysis. The study shows that; (a) pre-service science teachers know and practice indigenous chemistry knowledge in agriculture, food preservation, food processing, health-care and environmental conservation. (b) Indigenous chemistry knowledge can be effectively used in chemistry metacognition when there is an awareness of chemistry concepts/ideas in indigenous chemistry knowledge. (c) There is a positive attitude towards the use of indigenous chemistry knowledge in chemistry metacognition. The recommendation is that chemistry curriculum developers at teachers’ colleges must harness the multicultural indigenous chemistry knowledge from pre-service science teachers for establishment of a course in indigenous chemistry knowledge at the tertiary institutions.

References

  • Aikenhead, G.S. & Jegede, O.J. (1999). Cross-cultural science education: a cognitive explanation of a cultural phenomenon. Special Issue: Science Education in Developing Countries, 36(3), 269-287. https://doi.org/10.1.1.489.9123
  • Alshammari, M.K. (2015). The effect of using metacognitive strategies for achievement and the trend toward social studies for intermediate schools students in Saudi Arabia (Electronic version). International Journal of Education, Learning and Development, 3(7), 47-54.
  • Austin, J. & Hickey, A. (2011). Incorporating indigenous knowledge into the curriculum: responses of science teacher educators. The International Journal of Science in Society, 2(4). https://doi.org//10.18848/1836-6236/CGP/v02i04/51284
  • Baker, D.& 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, 17(6), 695-704.
  • Flick, U. (2013). The sage handbook of qualitative data analysis. Los Angeles: Sage Publications.
  • Louca, E. (2003). The concept and instruction of metacognition. Teacher Development, 7, 9-28.
  • Mapara, J. (2009). Indigenous knowledge systems in Zimbabwe: Juxtaposing postcolonial theory. The Journal of Pan African Studies, 3(1), 139-155.
  • Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossy-Bass.
  • Miles, M.B., Huberman, A.M. & Saldana, J. (2014). Qualitative data analysis (3rd edition). Los Angeles: Sage Publications.
  • Mohajan, H. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development and People, 7(1), 23-48.
  • Rahmawati, Y. & Ridwan, A. (2017). Empowering students’ chemistry learning: the integration of ethnochemistry in culturally responsive teaching. Chemistry: Bulgarian Journal of Science Education, 26(6), 813-830.
  • Semali, L.M., Grim, B.J., & Maretzki, A. N. (2006). Barrier to the inclusion of indigenous knowledge concepts in teaching, research and outreach. Journal of Higher Education Outreach and Engagement, 11(2), 73-87.
  • Senanayake, S.G.J.N. (2006). Indigenous knowledge is a key to sustainable development. The Journal of Agricultural Sciences, 2(1). https://doi.org/10.4038/jas.v2i1.8117 .
  • Shah, S.R. & Al-Bargi, A. (2013). Research paradigms: researchers’ worldviews, theoretical frameworks and study design (Electronic version). Arab World English Journal (AWEJ), 4(4), 252-264.
  • Shizha, E. (2007). Critical analysis of problems encountered in incorporating indigenous knowledge in science teaching by primary school teachers in Zimbabwe. The Alberta Journal of Educational Research, 53(3), 302-319.
  • Shumba, O. (2014). Implications of socio-cultural research findings for science education reformin non-western developing countries. Zimbabwe Journal of Educational Research, 26(2), 217-246.
  • Singh, I.S., & Chibuye, B.(2016). Effects of ethnochemistry practices on secondary school students’ attitudes towards chemistry. Journal of Education and Practice, 7(17), 44-56.
  • Somerville, M.P. (2017). Metacognition. Cambridge. Cambridge Assessment International Education.
  • Taylor, S. (1999). Better learning through better thinking: developing student’s metacognitive abilities (Electronic version). Journal of College Reading and Learning, 30, 34-45. https://doi.org/10.1080/10790195.1999.10850084
  • Ugboma, M.U. (2014). Availability and use of indigenous knowledge amongst rural women in Nigeria. Chinese Librarianship: An International Electronic Journal, 38. Retrievedfrom https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=3028&context=libphilprac
  • Ugwu, A.N. & Diovu, C.I. (2016). Integration of indigenous knowledge and practices into Chemistry teaching and students’ academic achievement. International Journal of Academic Research and Reflection, 4(4), 22-30.
  • Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes.Cambridge, MA: Harvard University Press.

Pre-Service Science Teachers’ Views on the Use of Indigenous Chemistry Knowledge in Chemistry Metacognition

Year 2022, Volume: 6 Issue: 12, 224 - 234, 11.11.2022
https://doi.org/10.31458/iejes.1189609

Abstract

This study focused on the views of pre-service science teachers on the use of indigenous chemistry knowledge in chemistry metacognition. A descriptive qualitative case study design using the interpretive paradigm was employed. The social constructivist theory guided the study as cognitive functions are dependent on social interactions with other individuals and the environment. Purposively sampled 29 pre-service science teachers were the respondents who had no previous tertiary chemistry education experience. Data was collected using focus group interviews, observation and document analysis. Constant comparison analysis was used for data analysis. The study shows that; (a) pre-service science teachers know and practice indigenous chemistry knowledge in agriculture, food preservation, food processing, health-care and environmental conservation. (b) Indigenous chemistry knowledge can be effectively used in chemistry metacognition when there is an awareness of chemistry concepts / ideas in indigenous chemistry knowledge. (c) There is a positive attitude towards the use of indigenous chemistry knowledge in chemistry metacognition. The recommendation is that chemistry curriculum developers at teachers’ colleges must harness the multicultural indigenous chemistry knowledge from pre-service science teachers for establishment of a course in indigenous chemistry knowledge at the tertiary institutions.

References

  • Aikenhead, G.S. & Jegede, O.J. (1999). Cross-cultural science education: a cognitive explanation of a cultural phenomenon. Special Issue: Science Education in Developing Countries, 36(3), 269-287. https://doi.org/10.1.1.489.9123
  • Alshammari, M.K. (2015). The effect of using metacognitive strategies for achievement and the trend toward social studies for intermediate schools students in Saudi Arabia (Electronic version). International Journal of Education, Learning and Development, 3(7), 47-54.
  • Austin, J. & Hickey, A. (2011). Incorporating indigenous knowledge into the curriculum: responses of science teacher educators. The International Journal of Science in Society, 2(4). https://doi.org//10.18848/1836-6236/CGP/v02i04/51284
  • Baker, D.& 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, 17(6), 695-704.
  • Flick, U. (2013). The sage handbook of qualitative data analysis. Los Angeles: Sage Publications.
  • Louca, E. (2003). The concept and instruction of metacognition. Teacher Development, 7, 9-28.
  • Mapara, J. (2009). Indigenous knowledge systems in Zimbabwe: Juxtaposing postcolonial theory. The Journal of Pan African Studies, 3(1), 139-155.
  • Merriam, S.B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossy-Bass.
  • Miles, M.B., Huberman, A.M. & Saldana, J. (2014). Qualitative data analysis (3rd edition). Los Angeles: Sage Publications.
  • Mohajan, H. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development and People, 7(1), 23-48.
  • Rahmawati, Y. & Ridwan, A. (2017). Empowering students’ chemistry learning: the integration of ethnochemistry in culturally responsive teaching. Chemistry: Bulgarian Journal of Science Education, 26(6), 813-830.
  • Semali, L.M., Grim, B.J., & Maretzki, A. N. (2006). Barrier to the inclusion of indigenous knowledge concepts in teaching, research and outreach. Journal of Higher Education Outreach and Engagement, 11(2), 73-87.
  • Senanayake, S.G.J.N. (2006). Indigenous knowledge is a key to sustainable development. The Journal of Agricultural Sciences, 2(1). https://doi.org/10.4038/jas.v2i1.8117 .
  • Shah, S.R. & Al-Bargi, A. (2013). Research paradigms: researchers’ worldviews, theoretical frameworks and study design (Electronic version). Arab World English Journal (AWEJ), 4(4), 252-264.
  • Shizha, E. (2007). Critical analysis of problems encountered in incorporating indigenous knowledge in science teaching by primary school teachers in Zimbabwe. The Alberta Journal of Educational Research, 53(3), 302-319.
  • Shumba, O. (2014). Implications of socio-cultural research findings for science education reformin non-western developing countries. Zimbabwe Journal of Educational Research, 26(2), 217-246.
  • Singh, I.S., & Chibuye, B.(2016). Effects of ethnochemistry practices on secondary school students’ attitudes towards chemistry. Journal of Education and Practice, 7(17), 44-56.
  • Somerville, M.P. (2017). Metacognition. Cambridge. Cambridge Assessment International Education.
  • Taylor, S. (1999). Better learning through better thinking: developing student’s metacognitive abilities (Electronic version). Journal of College Reading and Learning, 30, 34-45. https://doi.org/10.1080/10790195.1999.10850084
  • Ugboma, M.U. (2014). Availability and use of indigenous knowledge amongst rural women in Nigeria. Chinese Librarianship: An International Electronic Journal, 38. Retrievedfrom https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=3028&context=libphilprac
  • Ugwu, A.N. & Diovu, C.I. (2016). Integration of indigenous knowledge and practices into Chemistry teaching and students’ academic achievement. International Journal of Academic Research and Reflection, 4(4), 22-30.
  • Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes.Cambridge, MA: Harvard University Press.
There are 22 citations in total.

Details

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

Awelani V Mudau 0000-0002-0827-5688

Tavonga Tawanda 0000-0002-8686-7216

Early Pub Date October 31, 2022
Publication Date November 11, 2022
Submission Date October 15, 2022
Published in Issue Year 2022 Volume: 6 Issue: 12

Cite

APA Mudau, A. V., & Tawanda, T. (2022). Pre-Service Science Teachers’ Views on the Use of Indigenous Chemistry Knowledge in Chemistry Metacognition. International E-Journal of Educational Studies, 6(12), 224-234. https://doi.org/10.31458/iejes.1189609

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