Developing Information Literacy through Primary School Libraries in Nigeria

Dike, Virginia W.; Ngwuchukwu, Margaret N.; Onyebuchi, Grace U.

doi:10.1515/9783110232219.108

Cited by 1 publication

(4 citation statements)

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“…In general, oral tradition still permeates the lives of Africans and, therefore, African students in a science classroom come with a rich appreciation of stories, proverbs, and anecdotes which can be harnessed to engage them in the learning of science concepts. The home and school culture do not have work against each other, on the contrary, they can be a form of mediation between the culture at home and school (Dike, ) or could be used to mediate or scaffold learning as is argued in this article.…”

Section: The Study Contextmentioning

confidence: 98%

“…The real stories were about something that actually happened. For example, one would narrate about an epidemic, diseases, and catastrophes that culminated into famine and the way it impacted people's lives, or floods and the havoc it caused (Dike, ). The main function of stories and anecdotes was to educate and entertain.…”

Section: The Study Contextmentioning

confidence: 99%

“…This article contributes to the literature that argues for recognition of the role of culture in the learning of science and more importantly how stories, proverbs, and anecdotes, which are part and parcel of African culture, can be used in teaching science. For example in many oral cultures, Uganda inclusive, narratives are often coupled with songs and dramatization which provide young people with a creative imagination (Dike, ; Silver, ). These arguments are used in this article to suggest that science teachers can use stories to help students enter into the world of science because they not only capture their attention, the stories lead the student to meaningful learning.…”

Section: The Study Contextmentioning

confidence: 99%

“…The narration of how the girl is treated at school and at home provides space for the reader to understand the emotional experiences people living with HIV have to go through. The appeal to those who HIV free not to mistreat those with the disease appeals to how one should act; a powerful relationship to storytelling techniques in many African stories where relations were often emphasized (Dike, ).…”

Section: Research Findingsmentioning

confidence: 99%

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Stories, proverbs, and anecdotes as scaffolds for learning science concepts

Mutonyi

2015

J Res Sci Teach

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Few research studies in science education have looked at how stories, proverbs, and anecdotes can be used as scaffolds for learning. Stories, proverbs, and anecdotes are cultural tools used in indigenous communities to teach children about their environment. The study draws on Bruner's work and the theory of border crossing to argue that stories, proverbs, and anecdotes can be useful tools in the teaching of science concepts. The study uses a qualitative approach to understand how students in a secondary school in Uganda were appropriating stories, proverbs, and anecdotes to explain their understanding on health and HIV‐related issues. The data collection methods included interviews, focus group discussions, journaling, and document collection. The major finding is that use of stories, proverbs, and anecdotes drawn from the students' cultural context helps them understand science concepts. The main argument of the article is that cultural tools (stories, proverbs, anecdotes) can be used to scaffold students' learning of scientific concepts. The implications are that stories, proverbs, and anecdotes can be used to help students may not be inclined to science, to enter into the world of science by linking their everyday world to the culture of science. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 943–971, 2016

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Section: The Study Contextmentioning

confidence: 98%

Section: The Study Contextmentioning

confidence: 99%

Section: The Study Contextmentioning

confidence: 99%

Section: Research Findingsmentioning

confidence: 99%

See 2 more Smart Citations