School science curriculum and innovation: An African perspective

Urevbu, Andrew O.

doi:10.1080/0140528840060303

Cited by 20 publications

(13 citation statements)

References 3 publications

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“…It raises issues such as whether the recipient society must adapt to the technology or whether the technology needs to be redesigned to accommodate the characteristics of the new host culture. There are similarities here to the export of science and technology curriculum materials and the trend to indigenous development of appropriate curricula (Wilson 1981, Knamiller 1984, Urevbu 1984.…”

Section: Constitutive and Contextual Values Of Technologymentioning

confidence: 96%

Revaluing the T in STS

Layton

1988

International Journal of Science Education

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Section: Constitutive and Contextual Values Of Technologymentioning

confidence: 96%

Revaluing the T in STS

Layton

1988

International Journal of Science Education

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“…Science education can be conceived as "a cultural and human enterprise, involving the transmission of cultural heritage of a people" (Jedege, 1994, p. 123, citing Gallagher and Dawson, 1984and Maddock, 1981. The beginning of science, as Urevbu (1984) has aptly remarked, should focus on socially relevant issues that hinge on human activity and action.…”

Section: Culture Science and Educationmentioning

confidence: 99%

“…The eventual success of such practices depends also on how the long-standing problem of science education in Africa is addressed at local, regional and national levels. For example, governments and local communities must address the problems of poor laboratory facilities, the dearth of qualified science and technology personnel, poorly trained teachers, the poor quality of research, and the low enrolment in science classes (see Urevbu, 1984;Thisen, 1993, p. 11-19).…”

Section: Culture Science and Educationmentioning

confidence: 99%

Education for Development: Relevance and Implications for the African Context

Dei

1998

Canadian Journal of Development Studies / Revue canadienne d'ét

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This theoretical paper discusses the challenges of promoting genuine educational reforms and options in Africa. The author presents a discursive critique of the conventional processes for the delivery of education in calling for a re-examination of the fundamental ways in which the structures for teaching, learning and administration of education can serve the needs of local people and communities. Part of the problem of African development is the failure of so-called development initiatives to speak to African realities and conditionalities. Educational change in Africa must connect academic and research scholarship with practical local engagement for a genuinely African-centred development. Specifically, an African-centred development would require that formal and informal educational systems interrogate and use the positive (solution-oriented) aspects of the local cultural resource base of African people fo their contributions to the development process. The task of educational transformation 1s not only to reform existing curriculum and school pedagogical practices, but also to address the internal problems of gender discrimination, as well as ethnic, regional and class prejudice and alienation that aflict schooling and education in many African communities. Cet article fait lhnalyse critique des me'thodes traditionnelles d'kducation a saveur plus europtenne qu'afiicaine, et des dkfis queprksente la promotion de rkformes et d'orientations iducationnelles authentiquement africaines. Une partie du probleme reside dans /'impuissance des soit-disant initiatives de dkveloppement a tenir compte des rkalites et des contraintes de I'Afiique. Un dtveloppement authentiquement africain exigerait que les systimes d'kducation formelle et informelle mette ct contribution I'inventivitk innke aux cultures des peuplades africaines locales. Le dkveloppement kducationnel dkpasse laGeorge J. Sefa Dei is associate professor at Canadian simple rkforme des programmes scolaires et des mkthodes ptdagogiques. I1 s'intkresse aux problimes internes de discrimination fondke sur le sexe, l'origine ethnique ou rkgionale, la classe sociale, sans oublier la marginalisation, malheureusement associks h la frtquentation scolaire et h l'instruction dans bien des communautks afiicaines.

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“…Science educators and curriculum developers are now paying more attention to cultural environment that may possibly affect students' view of science (Biescheuvel, 1992;Urevbu, 1984;Scribner & Cole, 1973;Champagne, Gunstone, & Klopper, 1983;Okere, Keraro, & Andiit, 2013). In developing countries, science is usually perceived as a foreign culture derived from Western countries and it is difficult to connect with students' individual culture (Aikenhead, 1997;Jegede, 1995;Maddock, 1981;Aikenhead & Jegede, 1999).…”

mentioning

confidence: 99%