ERIC Number: ED476700
Record Type: RIE
Publication Date: 2002-Mar
Collateral Learning in Science: One Student's Response to a Cross-Cultural Unit of Work. A Case Study.
The purpose of this study was to investigate the nature of students' responses to an innovative curriculum unit in which I attempted to help students build bridges between traditional practices and beliefs about aspects of health and conventional western science concepts. This paper reports on the responses of one articulate student, who has given the pseudonym Lystra. Lystra was a member of a class of forty students whose ages range between 12 and 17 years and who attended a secondary school that was situated in a rural community. The class was exposed to a unit of five lessons that was designed to help students to access conventional western science concepts by comparing the traditional and western science ways of knowing. Lystra's responses obtained from classroom discussions and activities and pre- and post tests on the unit were analyzed qualitatively in order to discern themes and patterns. Further post-hoc analysis of the responses within Jegede's (1995) collateral learning model revealed that Lystra had engaged in parallel, dependent, and secured collateral learning. The implications for further research into science teaching and into the assessment of science learning are discussed. (Contains 23 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the International Conference on Problems and Prospects of Education in Developing Countries (Barbados, March, 25-28, 2002).