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Derginin Adı:
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International Journal of Environmental and Science Education
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Cilt:
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2008/3
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Sayı:
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4
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Makale Başlık:
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Effect of an Argumentation-Based Course on Teachers’ Disposition towards a Science-Indigenous Knowledge Curriculum
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Makale Alternatif Dilde Başlık:
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Alternatif dilde başlık bulunmamaktadır. There is no article title in another language.)
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Makale Eklenme Tarihi:
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10.02.2015
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Okunma Sayısı:
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2
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Makale Özeti:
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With the increased global awareness of the negative impact of scientific, technological
and industrial activities on the environment and copious examples of sustainable practices
existing in many an indigenous community, the new South African science curriculum
statement has called on science teachers to integrate school science with the
Indigenous Knowledge Systems (IKS). In response to this call, this study used an Argumentation-Based
course (A-B course) to enhance teachers’ understanding of the
Nature of Science (NOS) and IKS and their ability to integrate science and IKS in their
classrooms. Nine teachers participated in the course over a six-month period. Using
questionnaires and interviews, the teachers’ conceptions of, and awareness about the
NOS and IKS were assessed before and after the course. Altogether, five of the teachers
were interviewed and three of them completed a delayed questionnaire nearly two
years after the course. After participating in the course, the teachers were: 1) more
willing to accept IKS as a potentially legitimate aspect of a science curriculum; 2)
more able to distinguish between science and IKS; and 3) more aware of the appropriate
context to use the scientific or IKS worldview than was the case before the course.
Although the teachers were enthusiastic about the value of the course as part of their
training at the tertiary level, they were less optimistic about its success at the primary
or secondary school level.
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Alternatif Dilde Özet:
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Alternatif dilde abstract bulunmamaktadır. (There is no abstract in another language.)
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