A Cultural Perspective of Conceptual Change: Re-examining the Goal of Science        Education

Zhou, George

doi:10.7202/1011669ar

Cited by 12 publications

(5 citation statements)

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“…Students who learn in the CCM can achieve a higher conceptual understanding and characters than those who learn in the DIM. The results of this study are in accordance with previous research findings [15,10,7,8,4,12].…”

Section: Discussionsupporting

confidence: 83%

“…According to the constructivism, learning is the process of integrating new knowledge into the knowledge they have through a process of assimilation and accommodation [9,10,11,12). To speed up the process of integrating the new knowledge to existing knowledge, students need to be assisted with a true model of learning based on the constructivism, as it has been developed before [6], namely conceptual change model (CCM).…”

Section: Introductionmentioning

confidence: 99%

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The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics

2018

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Abstract. Learning physics for senior high school (SMA) students is often coloured by misconceptions that hinder students in achieving deep understanding. So a relevant learning model is needed. This study aims to examine the effect of conceptual change model (CCM) compared with direct instruction model (DIM) on the students' conceptual understanding and character in the subject area of motion and force. This quasiexperimental research using a non-equivalence pre-test post-test control groups design. The population is 20 classes (738 students) of grade X consisted of 8 classes (272 students) of SMA 1 Amlapura, 8 classes (256 students) of SMA 2 Amlapura, and 6 classes (210 students) of SMA 1 Manggis in Karangasem regency in Bali. The random assignment technique is used to assign 6 classes (202 students, or 26.5% of the population). In each school there are set 2 classes each as a CCM group and DIM groups. The data of students' conceptual understanding is collected by tests, while the characters by questionnaires. To analyse the data a one way MANCOVA statistics was used. The result of the analysis showed that there was a significant difference of effect between CCM group and DIM group on the students' conceptual understanding and character. The effect of the CCM group is higher than the DIM group on the students' conceptual understanding and character in learning subject area of motion and force.

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Section: Discussionsupporting

confidence: 83%

Section: Introductionmentioning

confidence: 99%

The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics

2018

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“…In the early 2000s, the concept of pure science or also known as Indigenous Science became the education agenda for the indigenous people like the Maoris in Australia and New Zealand, the Inuits in Canada and other former colonial countries such as Kenya (Jones, & Hunter, 2003;Absalom Dumsell Phiri, 2008). The scholars then come into conclusion that modern science was in fact a colonial science, i.e a strategy to control the mindset of the people of its former colonies (George Zhou, 2012;Nindi Kitonga, 2011). Hence, indigenous science was introduced to retain the traditions of the indigenous people from being eradicated by modern scientific theories that would only accept a fact as true when it could be proved scientifically.…”

Section: The Development Of Socioculture Research In Science Educationmentioning

confidence: 99%

Reviewing Science Education Research in Socioculture Perspective

Rashid¹,

Iksan²,

Razak³

et al. 2022

BIJE

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In order to ensure that our country is able to provide enough human capital in the future, Malaysia is striving hard to improve the quality of its science education system. Various strategies have been regulated but still, the percentage of students taking science stream keeps dropping each year. Thus, science education scholars need to focus their attention by examining the impact of socioculture factor on students' interest in science. This article reviews a few socioculture point of views which affect science education progress. It discusses the pros and contras that arise when modern science that originates from the west clashes with the culture, traditions and beliefs of non-western students. This study is important to ensure that the human capital produced by our education system is capable of competing at the global stage without sacrificing our identity, beliefs and cultural heritage.

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“…When we focus in this chapter on relating these discourses from French-speaking Africa to a wider debate, this biased framework easily becomes a hindrance. A normative Western approach in the sciences alienates a person from their own background (Zhou 2012) and therefore diminishes the possibilities of a worldwide and open dialogue. This of course prevents a real exchange of ideas and knowledge.…”

Section: Science and Religion From A Catholic Perspectivementioning

confidence: 99%

Context and Catholicity in the Science and Religion Debate

Bom¹,

Toren²

2020

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Science and Religion from a Catholic Perspective 173Preface 'The debate on science and religion' and 'French-speaking Africa' make an unusual combination of fields of study. For years the fact that this debate was not related to cultural diversity was considered only a minor issue. The majority of participants in these discussions were from the North Atlantic world. Not even the effect of the cultural diversity within this North-Atlantic world was made explicit or studied. However, lately, and for several reasons, the 'Western' dominance in the debate, is considered to be too restricted, and there is concern that it does not allow for new understandings of what science and religion might mean. This book testifies to the growing interest in the different cultural embeddings of science and religion and proposes a theoretical framework that makes an intercultural debate possible.In our study we focused on the discourses of Christian students and academics from three cities: Abidjan, Kinshasa, and Yaoundé. This implied a thorough study of what could be called 'lived theology' and therefore an interdisciplinary approach was necessary. Although the Science and Religion interface requires some form of interdisciplinarity anyway, the current blossoming of interdisciplinary approaches in theology makes a proper theological perspective on the debate on Science and Religion even more necessary. Our aim is to relate the outcomes of the field research to a worldwide perspective of doing theology, and to connect with a broader scope of scholarly discussions. This study therefore makes a contribution to at least five areas of study. In the first place, it is a contribution to the study of world Christianity. This case study particularly presents a detailed analysis of how different cultural influences interact to form new cultural realities. This study secondly contributes to the broader field of cultural studies that is interested in the shaping of multiple modernities. In the third place, this study contributes to historical and anthropological studies that relate the broader science and religion debate to particular cultural and social contexts in which the debate develops. Fourthly, this study is also intended as an intercultural contribution to the global science and religion debate. And finally, this project intends to contribute to the development of the discipline of intercultural theology by exploring how local interactions of the Christian faith in complex cultural environments can contribute to a Christian theological conversation worldwide.This monograph is the result of a close and creative collaboration between the two authors, with Benno van den Toren as project leader and Klaas Bom as co-leader and principle investigator. Benno wrote chapter 1 and the first part of chapter 2 and made a robust contribution to the section 'Christianity in Africa'

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A Cultural Perspective of Conceptual Change: Re-examining the Goal of Science Education

Cited by 12 publications

References 65 publications

The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics

The Effect of Conceptual Change Model in the Senior High School Students’ Understanding and Character in Learning Physics

Reviewing Science Education Research in Socioculture Perspective

Context and Catholicity in the Science and Religion Debate

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