Instrument for Assessing Disposition for Contextual Learning of Science of Students in East Africa

Abstract

Attempts to make classroom science relevant to the real worlds of students can be enhanced by understanding their ways of learning and knowing. This study, which investigated East African (EA) students’ ways of knowing in science discourses, discusses the development, validation, and application of an instrument to assess EA students’ disposition for contextual learning of science. The Instrument for Assessing Disposition for Contextual Learning of Science (I-ADCLOS) is intended to assist teachers and students to assess their degree of disposition for contextual teaching and learning of science. Exploratory factor analysis of student responses to a 36-item questionnaire developed from theory yielded a validated 31-item I-ADCLOS comprising three dimensions and six subdimensions: Personal Awareness of Influences on Learning Science and Limitations of Traditional Knowledge (PA_ILS_LTK); Attitudes Towards Science Learning in Local Contexts and Nature of Traditional Knowing (AT_SLiLC_NoTK); and Orientation Towards Collateral and Personal Learning Strategies (OTC_PLS). These dimensions were further explored and determined to each bear two subdimensions—PA_ILS_LTK: (a) independence of science learning from cultural influences and (b) metacognitive learning; AT_SLiLC_NoTK (a) instrumentalist–culturalist perspectives and (b) exam-centered, textbook/teacher reliant learning; and OTC_PLS (a) personal awareness of successful learning strategies and other ways of knowing and (b) privileging science and learning by rote.

Contextual Enablers and Hindrances of Girl Child Participation in STEM Education in a Kenyan County: A Case Study

“…As has been demonstrated in case studies elsewhere (e,g, Nashon & Anderson, 2013;Nashon & Madera, 2013;Nashon et.al.,2021) contextualizing teaching and learning consistent with Hurl's (1993) theory of learning discussed earlier in this paper, can be an enabling approach to achieving girl child participation and success in STEM education in Kenya.…”

“…However, in the study discussed in this paper, we employed Hull's (1993) contextual learning theory to investigate the girl child participation in STEM Education activities in a Western Kenyan County. According to Hull (1993) and as conveyed in Anderson and Nashon (2013) as well as Nashon and Madera (2013), contextual learning involves the mind in seeking meaning in a context as well as relationships that make sense and resonate with one's sociocultural background. Thus, as Nashon and Madera (2013) elaborate, contextual teaching and learning of science and for that matter STEM-based disciplines, "means using local contexts to explain scientific[/STEM-based] concepts or phenomena by showing how the concepts can be applied in solving local everyday problems" (p.2).…”

“…According to Hull (1993) and as conveyed in Anderson and Nashon (2013) as well as Nashon and Madera (2013), contextual learning involves the mind in seeking meaning in a context as well as relationships that make sense and resonate with one's sociocultural background. Thus, as Nashon and Madera (2013) elaborate, contextual teaching and learning of science and for that matter STEM-based disciplines, "means using local contexts to explain scientific[/STEM-based] concepts or phenomena by showing how the concepts can be applied in solving local everyday problems" (p.2). In this way, students engage in active learning since understanding is linked to the local environment, which they know and can connect what they know with new knowledge from the learning process (Hudson & Whisler;.…”

“…CTL has been associated with student engagement with and performance in STEM education (Spencer, Sunm & Ivry;2006). However, many school curricula in Kenya still follow the traditional colonial examination-driven formats where contextualizing teaching and learning activities is unappreciated (Anderson & Nashon, 2013;Nashon & Anderson, 2013;Nashon & Madera, 2013). Moreover, it is well documented this exam-driven instruction, which encourages memorization as a dominant way of learning, has not been useful to the girl child.…”

Enhancing Science Process Skills through Conceptual Teaching and Learning Related to Water-Savings and Natural Events Concept

“…Science learning is focus by using real contexts to deepen students' understanding of science material that is relevant to the surrounding environment. Contextual knowledge is a science learning that uses real context to explain scientific concepts or phenomena by showing how ideas applied in solving everyday problems (Nashon, Madera, 2013). Zulirfan et al (2018) say in science learning students must learn contextually related observations of scientific phenomena experienced by students in their environment.…”