NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1248267
Record Type: Journal
Publication Date: 2020-Mar
Pages: 29
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1871-1502
EISSN: N/A
The Co-Existence of Cultural and School Science Models in Indigenous Mexican Teachers: The Mixing Colors Case
Gallegos-Cázares, Leticia; Flores-Camacho, Fernando; Calderón-Canales, Elena
Cultural Studies of Science Education, v15 n1 p211-239 Mar 2020
This paper presents the development and structure of indigenous Nahua teachers' ideas about mixing colors, as well their ideas about colors derived from their traditions. For the scientific school knowledge, teachers answered two questionnaires and an interview regarding knowledge from their culture; they were interviewed outside school. This represents two different types of knowledge that were analyzed with a distinct methodology. Ideas referring to scientific knowledge were analyzed using the partial possible model, which states that the inferences and explanations used to describe a subject consist of constricting ideas, rules of correspondence and a set of phenomenological inferences about processes. With those components, we developed models to describe conceptions about mixing colors. The cultural analysis involves how colors are related to a Nahua cultural environment through stories and tales that add properties to colors depending on their effects on people. For the analysis, we used a model based on non-sequential functional mechanisms. In the school context, the results showed that teachers change from a conception that focuses on colors as entities that do not change and as properties of the object to the idea that color represents a quality of substances or objects that can be modified by mixing them. The cultural context analysis showed almost no influence from community cultural aspects over the teachers' conceptions about colors. We conclude that teachers generate independent constructions between school and cultural knowledge.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mexico
Grant or Contract Numbers: N/A