UNITWIN/UNESCO Chairs Program and capacity building in science and technology in Southern Africa

Ogunniyi, M. B.

doi:10.1002/(sici)1098-237x(200005)84:3<401::aid-sce5>3.0.co;2-i

Cited by 4 publications

(5 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although cause and effect is hard to establish in this instance, it is not unreasonable to conclude that the two initiatives described above probably had a major impact on the output of graduate degrees in science education over the last few years. Other initiatives such as the UNITWIN/UNESCO Chairs scheme in science and mathematics education (Ogunniyi, 2000) undoubtedly also contributed to this output.…”

Section: Discussionmentioning

confidence: 99%

“…Mouton, personal communication, 11 April 2002). At the same time it became clear to the FRD that research on science education-related issues needed to be urgently conducted and that capacity to conduct research in science and mathematics education needed to be developed in South Africa (P. van Eldik, personal communication, 17 April 2002; but see also Ogunniyi, 2000). In order to facilitate both research and capacity building, as well as to overcome what was believed to be inadequate funding of science and mathematics research in general (P. van Eldik, personal communication, 17 April 2002), the FRD established in 1993 a program designed specifically to fund research in science, engineering, and technology education.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Analysis of South African graduate degrees in science education: 1930-2000

Laugksch

2005

Sci. Ed.

View full text Add to dashboard Cite

This analysis of research conducted by graduate students at South African universities over the last 70 years is an attempt to identify the foci of South African science education research. Appropriate graduate degrees were systematically identified by interrogating electronic databases and verifying details. Title and abstract were then used to assign keywords. Overall 23% and 77% of the 469 graduate degrees identified are doctoral and master's degrees, respectively. The activity of graduate work suggests that science education as a discipline was comparatively well established in South Africa by the 1980s, although 59% of all degrees were conferred between 1991 and 2000. Following the methodology of White [2001, in V. Richardson (Ed.), Handbook of research on teaching (4th ed., pp. 457 -471)]. Washington, DC: American Educational Research Association), trends in the relative frequency of keywords indicate that South African science education is broadly in line with worldwide trends in the discipline but that some differences exist. However, South African science education research appears to focus relatively more on attitudes, classrooms, curriculum issues, STS-related issues, and laboratories, and relatively less on assessment, reflection, teachers' or students' conceptions, and informal learning. Research on identified national priorities is being conducted, albeit with variable prevalence. Future

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Analysis of South African graduate degrees in science education: 1930-2000

Laugksch

2005

Sci. Ed.

View full text Add to dashboard Cite

show abstract

“…An example in the Zimbabwean context is the belief that handling bones or anything to do with nocturnal animals such as mice, owls, etc., is associated with witchcraft and its taboo (Shumba, 1995). Related to these beliefs are the protection of beliefs or theories that fail to agree with observations made and the strong belief in natural forces controlled by spirits (Ogunniyi, 1998).…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching life sciences while integrating teachers’ and learners’ cultural belief systems

Mavuru

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

The paper reports a study, which explored teachers’ perceptions and experiences on integration of cultural belief systems when teaching life sciences. Beliefs have been found to influence teachers’ pedagogical practices and ultimately impact on learning and understanding of concepts. These beliefs can be classified as originating from one’s religion or one’s culture. Life sciences is a subject that deals with real life issues hence has topics that challenge or impact on one’s belief systems. In a qualitative case study research design, 20 experienced life sciences (biology) teachers were purposively selected for the study. Each teacher was interviewed, and data was subjected to content analysis. Findings showed that though teachers strive to suppress their own belief systems in the classrooms, both teachers’ and learners’ beliefs need to be integrated when teaching certain topics. The practice enhances development of critical thinking skills and ultimately learner understanding. These findings allude to the need for teachers’ development in employing contextually relevant pedagogical strategies.

show abstract

“…This section will address these crucial questions. According to Ogunniyi (2000), the significant contribution made by various international organizations towards the development of science and technology in developing countries in the last three decades has resulted in both success and failure. A small amount of success has been achieved in African nations in the development of skilled science and technology personnel, an increase in student enrollment in school science and technology courses, development of new curricula and instructional materials, formulation of new policies, expansion of teaching and learning facilities, and the in-service training for teachers.…”

Section: The Path To the Future Past And Current Barriers/problemsmentioning

confidence: 99%

“…Lafort, (as cited in Ogunniyi, 2000), observed that between 50,000 and 100,000 top scientists and researchers, engineers, technicians, and doctors have migrated from the developing countries every year to the industrialized countries. This adversely affects the developing countries in terms of economic and personnel development.…”

Section: The Path To the Future Past And Current Barriers/problemsmentioning

confidence: 99%

Technology Education and Economic Competitiveness in Developing Countries: The Sri Lankan Experience

Ezeife

Arivalagan²

2006

cie-eci

View full text Add to dashboard Cite

This paper examines the status of technology education in developing countries generally, and Sri Lanka in particular. A review of current literature reveals that science and technology are critically important for every country's socio-economic development. The conceptual framework and major features of technology education that should be emphasised in developing countries are discussed. The paper also highlights some severe barriers and limitations that inhibit technology education in developing countries. It is concluded that the Sri Lankan economy requires an effective implementation of appropriate technology education, and that this implementation must begin with scientific and technological literacy at the school level. This holds true for other developing countries currently battling the myriad problems arising from technological deprivation and backwardness. The paper contends that technological education could play the role of enhancing the right kind of technological development and advancement that could over time transform the economic fortunes of, and living conditions in developing countries. Cet article examine la situation de l'enseignement de la technologie dans les pays en voie de développement en général et en Sri Lanka en particulier. Un compte-rendu de la littérature contemporaine révèle que les sciences et la technologie ont une importance indispensable pour le développement socio-économique de tout pays. On y discute le cadre conceptuel et les principales caractéristiques de l'enseignement de la technologie sur lesquels devront insister les pays en voie de développement. L'article met également en relief les barrières et les limitations qui entrave l'enseignement de la technologie dans ces pays. De là, l'article conclut que l'économie du Sri Lanka exige l'exécution efficace d'une formation technologique appropriée et que cet exécution devra commencer par une connaissance scientifique et technologique au niveau scolaire. Cela est aussi vrai pour les autres pays en voie de développement qui sont en train de lutter contre une myriade de problèmes qui proviennent de la privation et du retard technologiques. L'article soutient que la formation technologique pourrait jouer le rôle d'améliorer la forme correcte du développement et du progrès technologiques, qui pourrait dans un certain temps, transformer les fortunes économiques et les conditions de vie dans ces pays en voie de développement.

show abstract

UNITWIN/UNESCO Chairs Program and capacity building in science and technology in Southern Africa

Cited by 4 publications

References 2 publications

Analysis of South African graduate degrees in science education: 1930-2000

Analysis of South African graduate degrees in science education: 1930-2000

Teaching life sciences while integrating teachers’ and learners’ cultural belief systems

Technology Education and Economic Competitiveness in Developing Countries: The Sri Lankan Experience

Contact Info

Product

Resources

About