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.
Chemistry metacognition cultural relevance ideal chemistry education indigenous chemistry knowledge pre-service science teachers
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.
Chemistry metacognition cultural relevance ideal chemistry education indigenous chemistry knowledge pre-service science teachers
Birincil Dil | İngilizce |
---|---|
Konular | Eğitim Üzerine Çalışmalar |
Bölüm | Araştırma Makalesi |
Yazarlar | |
Erken Görünüm Tarihi | 31 Ekim 2022 |
Yayımlanma Tarihi | 11 Kasım 2022 |
Gönderilme Tarihi | 15 Ekim 2022 |
Yayımlandığı Sayı | Yıl 2022 Cilt: 6 Sayı: 12 |
We would like to share important news with you. International e-journal of Educational Studies indexed in EBSCO Education Full Text Database Coverage List H.W. Wilson Index since January 7th, 2020.
https://www.ebsco.com/m/ee/Marketing/titleLists/eft-coverage.pdf
IEJES has been indexed in the Education Source Ultimate database, which is the upper version of the Education Full Text (H.W. Wilson) and Education Full Text (H.W. Wilson) database, from 2020 to the present. https://www.ebsco.com/m/ee/Marketing/titleLists/esu-coverage.htm
This work is licensed under a Creative Commons Attribution 4.0 International License.