Conclusion

Asabere-Ameyaw, A.; Dei, George J. Sefa; Raheem, Kolawole

doi:10.1007/978-94-6091-702-8_14

Cited by 1 publication

(5 citation statements)

References 2 publications

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“…This view is in line with the responses in the initial survey (Table 1. ), which indicated that this is the main obstacle to the implementation of practical activities in class (66.7%) and are in line with other studies [2,7,9,76]. This reinforces the importance of including materials that allow implementation of the hands-on inquiry activities proposed by the activity book.…”

Section: R Peer Reviewsupporting

confidence: 89%

“…As teachers stated: From the teachers' perspectives, the activities from the activity book explore, in a scientific way, the real problems of the students to mobilise knowledge to solve community problems and contribute to community well-being. This opinion confirms one of the KEAS assumptions and several author suggestions regarding science education in developing countries [2,3,5,6,8,34,73].…”

Section: R Peer Reviewsupporting

confidence: 84%

“…The KEAS is based in the following principles: The KEAS can be used without access to electricity. It contains activities that explore the interdependencies between science, culture, society and local environment; this means to take into consideration the values associated with environmental education and to look for low cost, effective solutions to local problems [2].…”

Section: Keas Conceptmentioning

confidence: 99%

“…To face these challenges, science education is one of the key issues. Science education can contribute to unlocking the potential of African countries, promoting cultural, social, economic and political development [2]. One way to popularise science is to disseminate a science education that allows the introduction to scientific culture and new forms of thought.…”

Section: Introductionmentioning

confidence: 99%

“…The local/indigenous knowledge is passed/learned to the next generation through oral tradition-e.g., stories, songs, prayers, dances, paintings, artefacts, writing and participation in rituals and spiritual ceremonies [34]. This knowledge allowed communities to maintain the environments preserved over time [2]. In science education, local views should not be a barrier to knowledge but a challenge and an opportunity to learn more and better science, increasing student's motivation and interest [4,26,32,35].…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Kit “Energy, Environment and Sustainability”: An Educational Strategy for a Sustainable Future. A Case Study for Guinea-Bissau

2021

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Increasing the scientific knowledge of the population through education is a development strategy towards a sustainable future. However, there is no equity in the access to science education and scientific knowledge. The aim of this paper is to present and analyse a science kit named “Energy, Environment and Sustainability” (KEAS). Based on research conducted in Guinea-Bissau, it explores strategies to promote science education for a sustainable future. The strengths and limitations of the KEAS were studied using different data collection methods, including interviews, observation, survey, focus groups and document analysis. The participants were teacher trainers from the Guinea-Bissau School of Education. It is concluded that the KEAS is a feasible and suitable teaching strategy appropriate to the context, having the potential to contribute to learning about the environment and sustainability. Further, it addresses real problems for which students should acquire knowledge and skills in order to be able to make informed choices.

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Section: R Peer Reviewsupporting

confidence: 89%