ERIC Number: EJ1177939
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
The Context of Training Teachers to Implement a Socially Relevant Science Education in Africa
Ogunniyi, Meshach B.
African Journal of Research in Mathematics, Science and Technology Education, v15 n3 p98-121 2011
The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its teachers. However, a sort of Mathew's principle of the "haves" having more and the "have-nots" losing even what they do have tends to hold. Hence, learners of well-trained teachers tend to outperform those of poorly trained teachers on most tasks. A vivid example here in South Africa is the usual wide chasm between the matriculation results of learners from the former well-resourced Model C schools and those (with few exceptions due to massive support) from the previously disadvantaged schools. In pursuit of relevance many African political leaders and policy makers have called on teacher training institutions to produce teachers who are capable of making school science relevant to learners' home environment. This paper reports an attempt that has been made to equip teachers in such a way that makes science accessible, interesting and complementary to learners' indigenous knowledge and life worlds in general.
Descriptors: Social Problems, Relevance (Education), Cultural Context, Science Instruction, Teaching Methods, Course Content, Educational Quality, Teacher Effectiveness, Disadvantaged Schools, Teacher Education, Science Education, Culturally Relevant Education, Indigenous Knowledge, Scientific Principles, Interdisciplinary Approach, Educational Change, Case Studies, Western Civilization, Teacher Attitudes, African Culture, Foreign Countries
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A