Teachers' stances and practical arguments regarding a science-indigenous knowledge curriculum: Part 1

International Journal of Science Education

Volumn 29, Issue 8, 2007, Pages 963-986

  Ogunniyi, M B ^a  

^a UNIVERSITY OF THE WESTERN CAPE   (South Africa)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34249898336     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500690600931020     Document Type: Article

References (82)

1. Abd-El-Khalick, F. (2004) History and nature of science: Active transport might work but osmosis does not!
2. Abd-El-Khalick, F. (2005) Developing deeper understanding of the nature of science: The impact of a philosophy of science course on pre-service teachers' views of instructional planning. International Journal of Science Education, 27:1, pp. 15-42.
3. Abd-El-Khalick, F. and Lederman, N. G. (2000) Improving science teachers' conceptions of nature of science: A critical review of literature. International Journal of Science Education, 22:7, pp. 665-701.
4. Aikenhead, G. S. (1996) Science education: Border crossing into the subculture of science. Studies in Science Education, 27, pp. 1-52.
5. Aikenhead, G. S. (1997) Towards a first nations cross-cultural science and technology curriculum. Science Education, 81, pp. 217-238.
6. Aikenhead, G. S. and Jegede, O. J. (1999) Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36:3, pp. 269-287.
7. Akerson, V. L. and Abd-El-Khalick, F. (2003) Teaching elements of nature of science: A yearlong case study of a fourth grade teacher. Journal of Research in Science Teaching, 40:10, pp. 1025-1049.
8. Augoustinos, M. and Walker, I. (1995) Social cognition: An introduction, Sage Publication, London
9. Barad, K. (2000) Reconceiving scientific literacy as agential literacy. Doing science + culture, pp. 221-258. Routledge, New York
10. Bishop, A. J. (1990) Western mathematics: The secret weapon of cultural imperialism. Race and Class, 32:2, pp. 51-63.
11. Cline, B. L. (1965) The questioners: Physicists and the quantum theory, Thomas Y. Crowell Company, New York
12. Cobern, W. W. and Loving, C. C. (2001) Defining "science" in a multicultural world: Implications for science education. Science Education, 85:1, pp. 50-67.
13. Cole, M. and Scribner, S. (1974) Culture and thought: A psychological introduction, John Wiley & Sons, Inc., New York
14. (1999) States of mind, p. 3. John Wiley & Sons, Inc., New York
15. Corsiglia, J. and Snively, G. (2001) Rejoinder: Infusing indigenous science into western modern science for a sustainable future. Science Education, 85:1, pp. 82-86.
16. Davis, S. H. and Ebbe, K. (1993) Traditional knowledge and sustainable development. Environmentally Sustainable Proceedings Series No. 4, The World Bank, Washington, DC
17. Dekkers, P., Ogunniyi, M. B., Mosimege, M. and Kadjeo-Marenga, H. (2005) Teachers' understanding of NOS-design of, and preliminary data based on a contextualized instrument. Proceedings of the 13th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education, pp. 164-171. SAARMSTE, South Africa
18. Department of Education, Republic of South Africa (2002) Revised national curriculum statement for grades R-9 (schools)-natural sciences. Government Gazette, 443, Department of Education, Republic of South Africa, Pretoria
19. Driver, R., Leach, J., Millar, R. and Scott, P. (1996) Young people's images of science, Open University Press, Buckingham, UK
20. Driver, R., Newton, P. and Osborne, J. (2000) Establishing the norms of argumentation in classrooms. Science Education, 84:3, pp. 287-312.
21. Ebenezer, J. V. (1996) Christian preservice teachers' practical arguments in a science curriculum and instructional course. Science Education, 80:4, pp. 437-456.
22. Erduran, S. (2006) Fuming with reason: Toward research-based professional development to support the teaching and learning of argumentation in science. Proceedings of the 14th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, pp. 14-33. SAARMSTE, South Africa
23. Erduran, S., Simon, S. and Osborne, J. (2004) TAPping into argumentation: Development in the use of Toulmin's argumentation pattern in studying science discourse. Science Education, 88:6, pp. 915-953.
24. Fakudze, C. G. (2004) Learning of science concepts within a traditional socio-cultural environment. South African Journal of Education, 24:4, pp. 270-277.
25. Fraser, G., Lillestol, E. and Sellevag, I. (1994) The search for infinity, Mitchell Beazley, London
26. (1986) Ethics and social responsibility in science education, Pergamon Press, Oxford, England
27. Garroutte, E. M. (1999) American Indian science education: The second test. American Indian Culture and Research Journal, 23, pp. 91-114.
28. Gunstone, R. and White, R. (2000) Goals, methods and achievements of research in science Education. Improving science education: The contribution of research, Open University Press, Buckingham, England
29. Hempel, C. G. (1966) Philosophy of natural science, Prentice-Hall Inc., Englewood Cliffs, NJ
30. Hyman, S. (1999) Susceptibility and 'second hits.'. States of mind, John Wiley & Sons, Inc., New York 1999
31. Jansen, J. and Christie, P. (1999) Changing the curriculum: Studies based on outcomes-based education in South Africa, Juta & Co Ltd., Kenwyn, South Africa
32. Jegede, O. J. (1995) Colateral learning and the eco-cultural paradigm in science and mathematics education in Africa. Studies in Science Education, 25, pp. 97-137.
33. Jimenez-Aleixandre, M., Rodriguez, A. and Duschl, R. (2000) "Doing the lesson" or "doing science": Argument in high school genetics. Science Education, 84:6, pp. 757-792.
34. Kelly, G. J. and Bazerman, C. (2003) How students argue scientific claims: A rhetorical-semantic analysis. Applied Linguistics, 24:1, pp. 28-55.
35. Kelly, G. J. and Takoa, A. (2002) Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing. Science Education, 86, pp. 314-342.
36. Kuhn, T. S. (1970) The structure of scientific revolutions, The University of Chicago, Chicago
37. Lawson, A. E. (2004) The nature and development of scientific reasoning: A synthetic view. International Journal of Science and Mathematics Education, 2:3, pp. 307-338.
38. Lederman, N. G. (1992) Students' and teachers' conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29:4, pp. 331-359.
39. Lederman, N. G., Wade, P. and Bell, R. L. (2000) Assessing understanding of the nature of science: A historical perspective. The nature of science in science education: Rationales and strategies, pp. 331-350. Kluwer Academic Publishers, Dordrecht, The Netherlands
40. LeDoux, J. (1999) The power of emotions. States of mind, John Wiley & Sons, Inc., New York
41. Lincoln, Y. S. and Guba, E. G. (1988) Naturalistic inquiry, Sage, Newbury Park, CA
42. Linneman, S. R., Lynch, P., Kurup, R., Webb, P. and Bantwini, B. (2003) South African science teachers' perceptions of the nature of science. African Journal of Research in Mathemtics, Science and Technology Education, 7, pp. 35-50.
43. Mahoney, D. J. (1999) Foreword. States of mind, p. 3. John Wiley & Sons, Inc., New York
44. McComas, W. F. (2000) The nature of science in science education: rationales and strategies, Kluwer Academic Publishers, Dordrecht, The Netherlands
45. Michie, M. and Linkson, M. (2005) Interfacing Western science and indigenous knowledge: A Northern territory perspective
46. (1982) The American heritage dictionary of the English language, Houghton Mifflin Company, Boston, MA
47. Nduka, O. (1974) African traditional systems of thought and their implications for Nigerian education. West African Journal of Education, 25:2, p. 54.
48. Niaz, M., Agueilera, D., Maza, A. and Liendo, G. (2002) Arguments, contradictions, resistances, and conceptual change in students' understanding of atomic structure. Science Education, 86, pp. 505-525.
49. Nichol, R. and Robinson, J. (2000) Pedagogical challenges in making mathematics relevant for indigenous Australians. International Journal of Mathematics Education in Science & Technology, 31:4, pp. 495-505.
50. Norris, S. P. (1992) Practical reasoning in the production of scientific knowledge. Philosophy of science, cognitive psychology and educational theory and practice, State University of New York Press, New York
51. (2002) Indigenous knowledge and the integration of knowledge systems: Towards a philosophy of articulation, New Africa Books (Pty) Ltd., Cape Town, South Africa
52. Ogawa, M. (1986) Toward a new rationale for science education in a non-Western society. European Journal of Science Education, 8, pp. 113-119.
53. Ogawa, M. (1995) Science education in a multiscience perspectives. Science Education, 79:5, pp. 583-593.
54. Ogunniyi, M. B. (1988) Adapting western science to traditional African culture. International Journal of Science Education, 10:1, pp. 1-9.
55. Ogunniyi, M. B. (1997) Science education in a multi-cultural South Africa Science education and traditional cosmology: Report of an international research programme (Joint Research) on the effects of traditional culture on science education, pp. 84-95. University Press, Mito, Japan
56. Ogunniyi, M. B. (2000) Teachers' and pupils' scientific and indigenous knowledge of natural phenomena. Journal of the Southern African Association for Research in Mathematics, Science & Technology Education, 4:1, pp. 70-77.
57. Ogunniyi, M. B. (2004) The challenge of preparing and equipping science teachers in higher education to integrate scientific and indigenous knowledge systems for their learners. South African Journal of Higher Education, 18:3, pp. 289-304.
58. Ogunniyi, M. B. (2006) Using a practical arguments-discursive science education course to enhance teachers' ability to implement a science-indigenous knowledge curriculum. Proceedings of the Southern African Association for Research in Mathematics, Science and Technology Education, pp. 117-127. SAARMSTE, South Africa
59. Ogunniyi, M. B. (2006) Effects of a discursive course on two science teachers' perceptions of the nature of science. African Journal of Research in Science, Mathematics and Technology Education, 10:1, pp. 93-102.
60. Ogunniyi, M. B. (2007) Teachers' stances and practical arguments regarding a science-indigenous knowledge curriculum: Part 2. International Journal of Science Education
61. Ogunniyi, M. B., Jegede, O. J., Ogawa, M., Yandila, C. D. and Oladele, F. K. (1995) Nature of worldview presuppositions among science teachers in Botswana, Indonesia, Japan, Nigeria, & the Philippines. Journal of Research in Science Teaching, 32:8, pp. 817-831.
62. Onwu, G. and Mogege, M. (2004) Indigenous knowledge systems and science and technology: A dialogue. African Journal of Research in Science, Mathematics and Technology Education, 8:1, pp. 1-12.
63. Onwu, G., Holtman, L., Vurhumuku, E., Ogunniyi, M. B., Fakudze, C. and Langenhoven, K. R. (2006) Teachers' knowledge of science and indigenous knowledge and views on the proposed integration of the two knowledge systems in the classroom. Proceedings of the 14th Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology Education, pp. 128-134. SAARMSTE, South Africa
64. Osborne, J., Erduran, S. and Simon, S. (2004) Enhancing the quality of argument in school science. Journal of Research in Science Teaching, 4:10, pp. 994-1020.
65. Popper, K. (1968) The logic of scientific discovery, Harper & Row Publishers, Inc., New York
66. Popper, K. (2001) The world of Parmenides, Routledge, London
67. Popper, K. (2001) All life is problem solving, Routledge, London
68. Rosenberg, A. (2000) Philosophy of science, Routledge, London
69. Sapolsky, R. M. (1994) Why zebras don't get ulcers, W.H.Freeman & Company, New York
70. Simon, S., Erduran, S. and Osborne, J. (2005) Learning to teach argumentation: Research and Development in the science classroom. International Journal of Science Education, 27:14, pp. 137-162.
71. Simon, S., Erduran, S. and Osborne, J. (2006) Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28:2, pp. 235-260.
72. Sutherland, D. and Dennick, R. (2002) Exploring culture, language and the perception of nature of science. International Journal of Science Education, 24:1, pp. 1-25.
73. Szasz, T. (1996) The meaning of mind, p. 5. Praeger Publishers, Westport, CT
74. Skirbekk, G. and Gilje, N. (2001) A history of western thought, Routledge, London
75. Toulmin, S. (1958) The uses of argument, Cambridge University Press, Cambridge, UK
76. (1987) Handbook of argumentation theory, Foris Publications, Dordrecht, The Netherlands
77. Van Wyk, J. (2002) Indigenous knowledge systems: Implications for natural science and Technology teaching and learning. South Africa Journal of Education, 22:4, pp. 305-313.
78. Webb, L. and Webb, P. (2004) Eastern Cape teachers' beliefs regarding the nature of mathematics. Proceedings of the 12th Annual Conference of SAARMSTE, pp. 1025-1029. Durban, South Africa
79. Webb, P., Cross, D., Linneman, S. and Malone, M. (2005) Teachers' perceptions of HIV/AIDS in relation to understandings of the nature of science. African Journal of Research in Mathematics, Science and Technology Education, 9:2, pp. 159-166.
80. Zeidler, D. L., Walker, K. A., Ackett, W. A. and Simmons, M. L. (2002) Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas. Science Education, 86, pp. 353-363.
81. Ziman, J. (2000) Real science, Cambridge University Press, Cambridge
82. Zohar, A. and Nemet, F. (2002) Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39:1, pp. 35-62.