Perceptual Influence of Ugandan Biology Students’ Understanding of HIV/AIDS

Interpreting Student Views of Learning Experiences in a Contextualized Science Discourse in Kenya

“…This study was grounded in socio‐cultural theories of knowledge construction (Kozulin, ; Rogoff, ; Vygotsky, ) to interpret Kenyan students' views of contextualized science learning experiences. Consistent with these theories, learning can be envisioned as occurring holistically and not in isolated contexts (Ausubel, ; Bodner, ; Novak & Gowin, ) and as a dynamic process developed through experiences that are interpreted in the light of the learners' prior knowledge (Driver, Leach, Millar, & Scott, ; Hodson, ; Mutonyi, Nashon, & Nielsen, ; Nashon & Anderson, ), attitudes, and personal background (Guerts, ; King, Chipman, & Cruz‐Janzen, ; Lave & Wenger, ). By learning we mean the processes of recognition, evaluation, and revision of personal conceptual frameworks by the learner, which develop continuously within and across a multiplicity of socially situated settings (Beghetto & Baxter, ; Driver, ; Gergen, ; Lave, ; Mintzes, Wandersee, & Novak, , ).…”

“…Therefore in this study, learning is understood to include transforming student views or perceptions, which develop continuously within and across a multiplicity of socially situated settings (Driver, ; Gergen, ; Mintzes et al, , ). Moreover, what is especially central to this study is our understanding that students' perceptions or views rarely develop instantaneously, but rather through catalytic events that connect classroom science to the real world which have the potential to gradually affect their views or perceptions over a period of time (Anderson, Lucas, Ginns, & Dierking, ; Dexter, Anderson, & Becker, ; Maskiewicz & Winters, ; Mutonyi et al, ). The Dexter et al study showed that teachers' use of technology influenced their perception of the impact of computers on their classroom practice.…”

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

“…Elgon Secondary School located in Eastern Uganda. The school was one of the schools that participated in an earlier study with biology students in Senior Three (Grade 10) which aimed at establishing the preconceptions students had about HIV prior to classroom teaching (Mutonyi, ). The school was chosen because it was non‐residential and this meant the students had the ability to access information from many sources—an interest of the larger study and the sub study from which this article is developed.…”

Teaching Menstrual Health and Hygiene to Young Women in Eastern Uganda With Reusable Menstrual Pads

“…Sexual health education traditionally has been considered a private matter that takes place between a girl and her aunt on her wedding night (Burns, 2002;Muyinda, Kengeya, Pool, & Whitworth, 2001;Sommer, 2010). It is considered taboo for parents to educate their children about sex (Mutonyi, Nashon, & Nielsen, 2010;Rujumba & Kwiringira, 2010). Likewise, it is prohibited for individuals to teach with explicit sexual messages, so teachers are often compelled to over-simplify language and encourage children to simply stop thinking about sex and stay away from the opposite gender (Burns, 2002;Mutonyi et al, 2010;Muyinda et al, 2001).…”

“…It is considered taboo for parents to educate their children about sex (Mutonyi, Nashon, & Nielsen, 2010;Rujumba & Kwiringira, 2010). Likewise, it is prohibited for individuals to teach with explicit sexual messages, so teachers are often compelled to over-simplify language and encourage children to simply stop thinking about sex and stay away from the opposite gender (Burns, 2002;Mutonyi et al, 2010;Muyinda et al, 2001). Since adolescents have a great interest in their own sexuality, they feel embarrassed to talk to adults and instead turn to their peers for knowledge (Bankole et al, 2007;Burns, 2002;Kinsman et al, 2000;Muyinda et al, 2001).…”