The Development and Use of an Instrument to Investigate Science Teachers’ Views on Indigenous Knowledge

Cronje, Annelize; Beer, Josef de; Ankiewicz, Piet

doi:10.1080/10288457.2015.1108567

Cited by 51 publications

(28 citation statements)

References 21 publications

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“…Zinyeka, Onwu & Braun (2016) show that there are aspects about which both systems agree. Cronje et al (2015) concur, and show that IK shares several similar tenets with the natural sciences. Among others, both IK and the natural sciences are characterized by their empirical, tentative and inferential nature.…”

Section: Introductionmentioning

confidence: 71%

“…Although the Curriculum and Assessment Policy Statement (CAPS) advocates for the inclusion of indigenous knowledge, it does not provide teachers with much guidance (or the necessary subject content) on how to facilitate such epistemological bordercrossing in the science classroom. Most teachers were not trained in how to infuse indigenous knowledge into CAPS themes, as several researchers have pointed out (Mothwa, 2011;Jautse, Thambe & De Beer, 2016;Cronje, De Beer & Ankiewicz, 2015;De Beer & Petersen, 2016). The short-learning programme (SLP) dealt with how to incorporate indigenous knowledge (IK) in the science classroom and how it can be aligned to the tenets of science.…”

Section: Introductionmentioning

confidence: 99%

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The Affordances of Project-Based Learning and Classroom Action Research in the Teaching and Learning of Natural Sciences

Beer

2019

PiE

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In this paper I reflect on the experiences of Life-and Natural Sciences teachers in the Northern Cape who engaged in classroom action research (CAR). The context was a short-learning programme (SLP) facilitated by the NorthWest University on epistemological border-crossing between indigenous knowledge and the school science curriculum. After the SLP teachers had to submit evidencebased portfolios; and the CAR was part of this portfolio. The activity that was the focus of the teachers' action research (reported on in the portfolios) was learners' engagement in project-based learning such as, among others, ethnobotanical surveys. During the SLP in June 2017, teachers were shown how learners could engage in ethnobotanical surveys. In the portfolios, teachers had to reflect on their own and learners' experiences of engaging in such ethnobotanical surveys. These portfolios were analysed, and several emerging themes were identified from the data. Individual interviews were also conducted with a sample of teachers. Three of these themes are presented in this paper. The findings indicate that project-based learning holds affordances such as the realization of affective outcomes in science education. It also assists science teachers to become more critical and reflective, and enhances selfdirected learning. One of the recommendations in this paper is that CAR should be promoted in both pre-service and in-service teacher education programmes.

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Section: Introductionmentioning

confidence: 71%

Section: Introductionmentioning

confidence: 99%

The Affordances of Project-Based Learning and Classroom Action Research in the Teaching and Learning of Natural Sciences

Beer

2019

PiE

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“…This research used descriptive method with descriptive analysis techniques and comparison of average scores for all items and indicators. Descriptive analysis techniques can provide a variety of information related to the ability of respondents in detail and more accurately (Bigirwa et al, 2020;Brown et al, 2019;Cronje et al, 2015). Presentation of data in detail will help to measure each detail of the respondent's abilities more clearly.…”

Section: Methodsmentioning

confidence: 99%

HOTSEP: Revised Anderson’s Taxonomy in Environmental Learning of COVID-19

Ichsan¹,

Rahmayanti²

2020

EUROPEAN J ED RES

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Environmental learning in the 21st century requires a high level of thinking ability, especially to solve environmental problems when COVID-19 pandemic. This was to develop a new level of thinking, namely Higher Order Thinking Skills of Environmental Problem (HOTSEP) which is a revision of Anderson's Taxonomy. The purpose of this study was to measure students HOTSEP in the context of environmental problems related to COVID-19. The research method used in this research was descriptive. The sample used 277 university students from several cities in Indonesia. The instrument used HOTSEP which has 3 categories of thinking level start from develop innovation about environment (C6), solve environmental problem (C5), criticize environmental problem (C4). The results showed that students HOTSEP were still in the very low category (33.64). This study concludes that the HOTSEP of students was still low and needs to be improved to the understanding of COVID-19 concept in environmental learning. Suggestion for further research was HOTSEP need to implement in school or university for several environmental learning topics in many subjects/courses start from Natural Science, Social Science, Engineering, and others relevant subject. HOTSEP can be measured not only in school or university, HOTSEP can be implement in community and public.

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“…We wanted to adopt an approach where we explore the shared tenets of science and indigenous knowledge, e.g. both have an empirical, tentative and inferential nature (Cronje, De Beer and Ankiewicz, 2015). Teachers engaged in learner-centered activities, and we especially emphasized problem-based and cooperative learning activities in the SLP.…”

Section: Background and Problem Statementmentioning

confidence: 99%

The Affordances of Change Laboratories for Improved Sustainability and Impact of in-Service Teacher Professional Development Programmes

Mentz¹,

Beer²

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

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The leitmotif underpinning this paper is the affordances of third-generation and nascent fourth-generation Cultural-Historical Activity Theory (CHAT) as a research lens, when analyzing complex systems such as teacher professional development. The context is a design-based research study on short learning programmes (SLP's) for science teachers. The SLP's focus on teacher professional development to contextualize science curriculum themes through the infusion of indigenous knowledge. In the SLP's inquiry learning, cooperative learning and self-directed learning are emphasized. The data showed that, although the teachers benefited from the SLP's, and were both more capable and enthusiastic to engage in transformed teaching practices after the intervention, transfer of the newly acquired knowledge and skills to the classroom did not take place in many cases. This lead to the formulation of the research question underpinning this paper: how can the impact and sustainability of well-designed SLP's be ensured? Third-generation CHAT provided insights into the tensions that negatively impacted on the realization of the activity system's 'object'. The 'contradiction of control'-a phrase referring to the fact that different stakeholders had different views and impact on the object-prompted the authors to start planning the implementation of Change Laboratories, and the utilization of fourth-generation Cultural-Historical Activity Theory. For example, many teachers indicated that the expectations of principals and parents that they should 'teach to the test' incited them to fall back on transmission-mode approaches, at the expense of the more learner-centered approaches that they were introduced to during the SLP's. Change Laboratories provide a space where all stakeholders engage in expansive learning, and attempt to come to a shared understanding of the object. By shifting the gaze to fourth generation CHAT, where all stakeholders are seen as different activity systems, researchers might gain insight in how tensions that corrode the realization of the object could be reduced. The paper concludes by providing a number of design principles for such Change Laboratories, such as that the elements of cooperative learning should be guiding the discourse.

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The Development and Use of an Instrument to Investigate Science Teachers’ Views on Indigenous Knowledge

Cited by 51 publications

References 21 publications

The Affordances of Project-Based Learning and Classroom Action Research in the Teaching and Learning of Natural Sciences

The Affordances of Project-Based Learning and Classroom Action Research in the Teaching and Learning of Natural Sciences

HOTSEP: Revised Anderson’s Taxonomy in Environmental Learning of COVID-19

The Affordances of Change Laboratories for Improved Sustainability and Impact of in-Service Teacher Professional Development Programmes

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