The iSPACES Framework for Rethinking a Culturally Responsive Secondary Science Curriculum in Tanzania

Semali, Ladislaus M.

doi:10.20355/c54g6n

Cited by 8 publications

(6 citation statements)

References 21 publications

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“…First, research is needed to develop curriculum design processes that build upon and relate back to the indigenous and informal knowledge of communities, including the knowledge applied in paid and unpaid sustainable work. The development of the iSPACES curriculum framework in Northern Tanzania, informed by theories of culturally responsive pedagogy, is an example of such a curriculum design initiative (Semali 2013). The second priority arises from the need for STEM professionals and those engaged in STEM related voluntary work and creative expression to be able to communicate scientific knowledge to diverse audiences in Africa.…”

Section: Resultsmentioning

confidence: 99%

Making secondary education relevant for all: reflections on science education in an expanding sub-sector

Barrett

2017

Compare: A Journal of Comparative and International Education

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This think piece focuses on relevance in secondary science education to propose a research agenda for contexts in sub-Saharan Africa where enrolments are expanding from a low base. The notion of sustainable work is used to consider what kind of science education is relevant for students, who will continue to become science specialists and those, who will apply their science knowledge in non-specialist paid and unpaid roles. Drawing on insights from the literature on science and indigenous knowledge, on education for sustainable development and sociolinguistic analysis of science classrooms, it is argued that making connections between informal and formal knowledge is essentially the work of secondary education. Understanding secondary education in these terms does highlight its vital contribution to addressing sustainable development, which at its heart recognises the interconnectedness of human and natural systems.

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Section: Resultsmentioning

confidence: 99%

Making secondary education relevant for all: reflections on science education in an expanding sub-sector

Barrett

2017

Compare: A Journal of Comparative and International Education

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“…Model pembelajaran CRTT terintegrasi etnokimia memfasilitasi kesadaran budaya dan sosial siswa. Menurut Semali (2013), kelas menerapkan CRTT, pengajaran dan pembelajaran yang efektif terjadi dalam konteks yang berpusat pada budaya yang menjadi potensi keberhasilan belajar siswa. Hampir setiap aspek pada model pembelajaran CRTT dapat mendukung terbentuknya kesadaran sosial budaya yang mencakup empati komunikasi, bertanggung jawab, disiplin, dan kepedulian sosial.…”

Section: Kesadaran Budaya Dan Sosial (Social and Cultural Awareness)unclassified

Pengembangan Soft Skills Siswa Melalui Penerapan Culturally Responsive Transformative Teaching (CRTT) dalam Pembelajaran Kimia

Rahmawati

Ridwan

Faustine

et al. 2020

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aimed is to develop students' soft skills through the implementation of the Culturally Responsive Transformative Teaching (CRTT) in chemistry learning. Indonesia's ethnic and cultural diversity is a challenge for teachers to design the chemistry lessons which is relevant with students' characteristics. The research methodology applied is qualitative and applied on chemistry learning in the topics of acid and base, electrolyte and non electrolyte solution in five stages: self identification, cultural understanding, collaboration, critical reflections, and transformative construction. This research was conducted in two schools in DKI Jakarta and West Java in 2018. The data was collected by interview, reflective journal, and observations. The results showed that the chemistry learning through CRTT model can develop students' soft skills such as collaboration skills, critical thinking skills, nationality, social and cultural awareness, leadership, environmental caring, and curiosity. The teachers' interview and reflections showed that the challenges in applying this approach were creativity in integrating cultural concepts in chemistry learning, students' understanding, time constraints, and the paradigm of students and teachers. Integration of ethnochemistry in CRTT can be developed in other chemical concepts with the principle of students' character development.

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“…Tanzanian science worldviews into curricula (Semali, 2014). In this regard, I concur with Shumba (1999) who argues that western science needs to be carefully interrogated before it is introduced into schools in developing nations.…”

Section: Biology Education and Tanzanian Social Needsmentioning

confidence: 64%

“…show that the current Tanzania science curriculum does not address this issue of integration of indigenous science into school curriculum (Semali, 2014). If blended approaches to western and indigenous science are to be incorporated into the curriculum, this idea first needs to be addressed by the government at the national policy level.…”

Section: Biology Curriculummentioning

confidence: 99%

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Exploring the development of biological literacy in Tanzanian junior secondary school students

Juma¹

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<p>Internationally, scientific literacy is a major goal of science education in the twenty first century. In Tanzania, where there is a widespread lack of public understanding about major health issues, biological literacy is needed so that people can make decisions about the socio-scientific issues that confront them. To that end, the Tanzanian school curriculum aims to connect students’ understandings of Biology to their everyday lives but few studies have been conducted that show whether these aims have been achieved, especially in junior secondary school. This ethnographic case study investigates the ways in which the junior secondary school Biology curriculum in Tanzania supports or constrains the development of biological literacy and how institutional context, particularly as it relates to urban and rural schools, influences the delivery of the Biology curriculum. Teachers’ and Year Four students’ of secondary schools views about school Biology were sought in the course of this study and the issues that emerged were analysed using social constructivist and social constructionist theoretical frameworks. Data were collected through student questionnaires, student focus group interviews, teacher interviews, and classroom observations. The research sites included rural and urban schools, and government and private schools. The findings suggest that the Biology curriculum and the ways it is delivered do not adequately address the students’ needs and therefore is unlikely to enable them to become biologically literate. Rural schools are less well equipped than urban schools to deliver the curriculum and teachers and students face bigger challenges. A key finding was that Tanzanian young people have a strong desire to learn more about reproductive Biology and health issues but these are not prioritised in the current curriculum. In light of these findings, curriculum changes are recommended to provide learning opportunities for students to gain biological knowledge and skills that are relevant to their daily lives.</p>

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The iSPACES Framework for Rethinking a Culturally Responsive Secondary Science Curriculum in Tanzania

Cited by 8 publications

References 21 publications

Making secondary education relevant for all: reflections on science education in an expanding sub-sector

Making secondary education relevant for all: reflections on science education in an expanding sub-sector

Pengembangan Soft Skills Siswa Melalui Penerapan Culturally Responsive Transformative Teaching (CRTT) dalam Pembelajaran Kimia

Exploring the development of biological literacy in Tanzanian junior secondary school students

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