Nature and quality of teacher – pupil interactions in primary science lessons: a constructivist perspective

Keraro, Fred N.; Okere, Mark I. O.; Mondoh, Helen Omondi

doi:10.4314/joten.v9i1.35655

Cited by 3 publications

(7 citation statements)

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“…Whilst some participants found value in integrating learners' belief systems in the teaching process, others viewed belief systems as nothing but diverting and even blocking learners' chances of acquiring the scientific concepts as they saw beliefs as nothing but hubs of misconceptions. These differences are also portrayed in previous studies (e.g., Annuah-Mensa, 1998;Keraro & Okere, 2008;Shumba, 1995) who found cultural or religious beliefs affecting proper learning of science concepts.…”

Section: Discussionsupporting

confidence: 72%

“…In the African context, there are researchers who have explored how cultural beliefs influence the learning of science by the African child. For instance, Keraro and Okere (2008) averred that in many developing countries in Africa learners' sociocultural background tends to militate against learners' meaningful learning and understanding of science more than other factors normally blamed for (Annuah-Mensa, 1998;Keraro & Okere, 2008;Shumba, 1995). The authors argued that cultural beliefs tend to limit learners' critical or analytical thinking skills yet science on the other hand promotes inquisitive minds in learners.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The authors argued that cultural beliefs tend to limit learners' critical or analytical thinking skills yet science on the other hand promotes inquisitive minds in learners. A point to note is that by the time learners go to school, they have acquired a repertoire of cultural beliefs, myths, and explanations for the various natural phenomena, which in most instances, may be at loggerheads with the scientific principles (Keraro & Okere, 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Teaching life sciences while integrating teachers’ and learners’ cultural belief systems

Mavuru

2024

EURASIA J Math Sci Tech Ed

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The paper reports a study, which explored teachers’ perceptions and experiences on integration of cultural belief systems when teaching life sciences. Beliefs have been found to influence teachers’ pedagogical practices and ultimately impact on learning and understanding of concepts. These beliefs can be classified as originating from one’s religion or one’s culture. Life sciences is a subject that deals with real life issues hence has topics that challenge or impact on one’s belief systems. In a qualitative case study research design, 20 experienced life sciences (biology) teachers were purposively selected for the study. Each teacher was interviewed, and data was subjected to content analysis. Findings showed that though teachers strive to suppress their own belief systems in the classrooms, both teachers’ and learners’ beliefs need to be integrated when teaching certain topics. The practice enhances development of critical thinking skills and ultimately learner understanding. These findings allude to the need for teachers’ development in employing contextually relevant pedagogical strategies.

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Section: Discussionsupporting

confidence: 72%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Teaching life sciences while integrating teachers’ and learners’ cultural belief systems

Mavuru

2024

EURASIA J Math Sci Tech Ed

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“…Reddy's (2006) findings on the impact of ICT on continuous changing teaching‐learning programmes in Ethiopia, reveal that technology students do not have awareness of information technology on their learning practice. In a study conducted in Kenya, Keraro et al. (2004) affirm that teachers do not support their students enough to develop meaningful interactions that can allow them to actively acquire science according to the constructivist framework.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Reddy's (2006) findings on the impact of ICT on continuous changing teaching-learning programmes in Ethiopia, reveal that technology students do not have awareness of information technology on their learning practice. In a study conducted in Kenya, Keraro et al (2004) affirm that teachers do not support their students enough to develop meaningful interactions that can allow them to actively acquire science according to the constructivist framework. In their studies in Rwanda, Mukama and Andersson (2008) point out that some newly qualified teachers who had demonstrated ability of creativity with ICT in their everyday activities were not encouraged to integrate the new technology in changing their traditional classroom practice.…”

Section: Technology Integration In Teacher Educationmentioning

confidence: 99%

The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice

Mukama

2009

Computer Assisted Learning

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The paper describes a study conducted in Rwanda involving 12 participants selected from a larger cohort of 24 final-year university students who were part of a group-based training programme. The programme was about how to search, retrieve, and use web-based literature. Empirical data were collected through interviews and focus group discussions. The purpose was to explore ways of using information and communication technology (ICT) in student teachers' everyday learning practice. The study draws from a sociocultural perspective and emphasis is put on a literature review involving ICT in teacher education. The findings reveal that utilization of ICT pertains to three major types of variation among student teachers who use ICT: passive, reluctant, and active users. The active ICT users demonstrated a capacity to cross group boundaries and play a central role as agents of change in learning practice. The point is that more experienced student teachers can assist their colleagues in the zone of proximal development and, therefore, enhance the integration of the new technology in teacher education. This implies that having access to ICT together with some instruction is not sufficient to prompt students to start using this technology as a pedagogical tool. Moreover, confrontation of different experiences regarding the use of ICT can spearhead change in student teachers' learning practice through critical reflection.

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Science teachers’ perceptions of the cultural factors influencing students’ science learning: comparative analysis of Saudi Arabia, Egypt, and Yemen

Alanazi,

Ali Khalaf,

Saleh Alzamil

et al. 2023

tused

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This study investigates the perceptions of a sample of Arab science teachers pertaining to the cultural factors affecting pupils learning processes in three Arab countries. A randomly sampled group of 169 science teachers from the three countries comprised the participants, Egypt (N=37), Yemen (N=53), and Saudi Arabia (N=79). A questionnaire consisting of 48 items measuring six cultural factors was used to collect data. Descriptive statistics and one-way ANOVA were used to analyse data. Results indicated that teachers in the three countries have a consensus that science is not exclusively an aspect of Western culture. Saudi Teachers' awareness of the influences of the cultural factors on science education was clearer than that of the Egyptian and the Yemeni teachers. There were significant differences in the nature of science subscale, common everyday scientific knowledge subscale, and classroom science teaching and learning subscale, while there were no significant differences in science, culture and community subscale, science learning subscale, and science and real-life subscale. Scheffe post hoc test indicated that Saudi teachers scored higher than their Yemeni peers in their perceptions of nature of science subscale and common everyday scientific knowledge subscale while Egyptian teachers were more likely than Yemeni teachers to perceive cultural factors affecting classroom science teaching and learning. We concluded that cultural factors could facilitate or debilitate science education in schools. It is vital to increase science teachers' awareness of the role that cultural factors play in facilitating science instruction and learning.

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Nature and quality of teacher – pupil interactions in primary science lessons: a constructivist perspective

Cited by 3 publications

References 0 publications

Teaching life sciences while integrating teachers’ and learners’ cultural belief systems

Teaching life sciences while integrating teachers’ and learners’ cultural belief systems

The interplay between learning and the use of ICT in Rwandan student teachers' everyday practice

Science teachers’ perceptions of the cultural factors influencing students’ science learning: comparative analysis of Saudi Arabia, Egypt, and Yemen

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