ERIC Number: EJ895005
Record Type: Journal
Publication Date: 2009-Sep
Abstractor: As Provided
Reference Count: 57
Defining Science from Multicultural and Universal Perspectives: A Review of Research and Its Implications for Science Education in Africa
Ogunleye, Ayodele O.
Journal of College Teaching & Learning, v6 n5 p57-72 Sep 2009
The current move toward "science for all" in all parts of the globe necessitates that consideration be given to how pupils move between their everyday life and the world of school science, how pupils deal with cognitive conflicts between those two worlds, and what this means for effective teaching of science. In recent times, multiculturalism's proper place in science education has been the subject of considerable controversy in science education literature. The key issue has been whether a multicultural approach to science education is compatible with a universalistic conception of science. The purpose of this paper is to examine the scope of multicultural education and to review the definition of science put forward from multicultural perspectives in contrast to a universalistic perspective on science; i.e. the standard account and the various propositions put forward for both universal and indigenous science. The paper then offers suggestions as to the implications for teaching science in the African context by encouraging science teachers to incorporate examples of African science into their lessons and also teach children to have equal respect for the accomplishments of all cultures, such that they realize that science is a part of every culture worldwide.
Descriptors: Teacher Effectiveness, Multicultural Education, Cultural Pluralism, Foreign Countries, Science Teachers, Science Instruction, Science Education, Indigenous Knowledge, Teaching Methods, Learning Theories
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Africa