The effects of ecocultural factors in operational thought among some Nigerian adolescents

Abstract

…the formation of operations always requires a favourable environment for “cooperation,” that is to say the operations carried out in common (e.g., the role of discussion, mutual criticism or support, problems raised as the result of exchange of information, heightened curiosity due to the cultural influence of a social group, etc. [Piaget, 1972].

The influence of preferred learning styles on cooperative learning in science

“…As viewed by Maddock (1985), it is the ecological demands or environmental influences on man's habitual behavior patterns, knowledge, and attitudes that are shared and transmitted by the members of a particular society. The basic tenet in the concept of eco-culture is that the interaction of individuals with their habitats (ecology) and the group shared behavioral patterns (culture) influences learning and the rate of intellectual development (Ehindero, 1982). Eco-culture emphasizes the primacy of society and the contributions of cultural factors to learning modes.…”

Eco‐cultural influences upon students' concept attainment in science

“…Ecoculture as a concept recognizes that modifications in the behavior pattern of an individual can be brought about as a result of social (family, peer group), economic, and other environmental variables (Okebukola, 1986). In the view of Ehindero (1982) and as alluded to by Erickson (1984), the microscopic but significant differences in the ways of thinking, feeling, and acting (i.e., culture) of a group of people may be ascribable to such fine-tuned ecological differences as microclimate, physical features, family size, family idiosyncracies, and housing patterns. It is possible, therefore, that such modifications can account for variations in the learning of concepts by students and so account for the aforementioned differences in learning across and even within cultures (see Cobern, 1988;Mitchener & Dickerson, 1988;Ogunniyi, 1988;Jegede & Okebukola, 1988).…”

Sociocultural influences on physics students' use of proportional reasoning in a non-Western country

“…In Nigeria, shopping, for example, is done mainly by bargain and haggle, while successful cooking is done by mental calculations, tasting, and experience. It has been found that the interaction of individuals with their habitats and the group-shared behavioral patterns that are adapted to the group's habitat are associated not only with their rate of intellectual development, but also with the overall stage the adult individuals of that environment reach in their thinking process (Ehindero, 1982). If proportional reasoning is required for students' success in the learning of Western science, yet is not commonly used in the daily lives of non-Western students, then the question one is tempted to ask is whether Western science equals Nigerian science.…”

“…Nigeria attained its independence from British colonial rule in October 1960 and later replaced the old British 6-5-2-4 (i.e., 6-year primary, 5-year secondary, 2-year sixth form and 4-year university) system with the 6-3-3-4 (i.e., 6-year primary, 3-year junior secondary, 3-year senior secondary, and 4-year tertiary) system of education. Subsequently, science curriculum developmental efforts in Nigeria have been and are still are influenced by major curricula such as ESS, SAPA, IPS, BSCS, CBA, and PSSC developed in the United States (Ehindero, 1982). There are three types of secondary schools in Nigeria: federal government colleges, state schools, and private schools.…”