The fusion of modern and indigenous science and technology: how should it be done?

Several African intellectuals, especially educators, have realized the need for the overhauling of Africa's educational systems to enable these intellectuals address the needs of Africans. In this paper, we have reechoed the need for this overhauling process, and have argued for an integration of indigenous knowledge systems with the formal school curriculum. In this paper, the benefits of integrating community science and technology with school science and technology and the constraints to the integration have been outlined. It also reports on the attempt at integration by the Centre for School and Community Science and Technology Studies (SACOST), at the University of Education, Winneba in Ghana. SACOST is a centre of excellence established by the African Forum for Children's Literary in Science (AFCLIST), a non-governmental organization. The paper identifies the community as having four major operating areas (the school, indigenous, informal and formal), each of which constitutes a group with shared interests, values and modes of operation. The model proposed for the integration focuses on the school as the central component that should utilize all the existing knowledge in the community in the human resource development. African Journal of Educational Studies in Mathematics and Sciences Vol. 2(1) 2004: 49-5

The Contexts for Learning and Instruction Influencing Ghanaian JSS2 Students\' Dismal Performance in TIMSS-2003

In 2003, Ghana for the first time participated in TIMSS in order to find out how the performance of her eighth graders (JSS2) in science and mathematics compared with those of other countries. This involved a total of 5,114 JSS2 students in 150 schools sampled across the country. The Ghanaian JSS2 students' overall attainment in the TIMSS-2003 in mathematics and science was poor. This dismal performance placed Ghana at the 45th position on the overall mathematics achievement results table in the two subjects. This paper discusses some of the contexts for learning and instruction within and outside the school that had influenced such an abysmal performance. The analysis indicated that science and mathematics, which are key curriculum areas that are fundamental to the development of technologically literate societies, are subjects that are highly valued by Ghanaian students. The analysis also revealed that higher students' achievement in science and mathematics was associated with higher levels of parents' education. Also many of the students who had high expectations for university education were from parent who had university education. The analysis further revealed that homes where students had their own study table, had access to books and had the opportunity to speak English positively affected achievement in science and mathematics. Finally, it revealed that teachers emphasized methods that focus on knowledge and understanding of basic facts and principles and used instructional strategies that gave students little opportunity to design experiments (or investigations) in science and decide procedures for solving problems in mathematics. African Journal of Educational Studies in Mathematics and Sciences Vol. 4 2006: pp.15-3

Aspects of the reproductive biology of the red Pandora Pagellus bellottie (Pisces: Sparidae) in Ghana

The reproductive biology of Pagellus bellottii (Stenidachner, 1882) occurring in Ghana is reported in this paper. Data was collected on monthly samples taken from November 1993 to October 1995. Specimens longer than 18.9 cm TL were predominantly males, but the ratio of males to females was not significantly different in small fishes. Overall, the males were numerically dominant. The smallest mature male and female fish measured 13.6 cm TL, and 13.5cm TL, respectively. These sizes correspond to maturity age of 0.65 yr. The length at which 50% of the fish are matured was estimated at 21.0 and 20.0cm TL which corresponded to 1.5 and 1.3 yr, respectively, for males and females. Changes in the gonadosomatic index (GSI) suggested a minor spawning activity in January and February, and a major spawning from June to September. Spawning in the species, therefore, occurred during the upwelling seasons in Ghanaian waters. The occurrence of two distinct groups of ova representing mature and immature stocks indicated possible discontinuous breeding in the species. JOURNAL OF THE GHANA SCIENCE ASSOCIATION Volume 2 No. 1 (2000) pp. 23-3

Observations on the reproductive biology and recruitment of the bigeye grunt, Brachydeuterus auritus (Pisces: Haemulidae), in Ghana

Aspects of the reproductive biology and recruitment pattern of the bigeye grunt, Brachydeuterus auritus (Valenciennes, 1831), are presented in this paper. Data were collected on monthly samples obtained from the artisanal commercial fishery occurring off Cape Coast, Ghana, between November 1993 and October 1995. Both male and female B. auritus appeared to be in better condition just before the minor upwelling (January/February) in Ghanaian coastal waters. In the samples collected, the females outnumbered the males. The length at first maturity was observed as 10.1 cm for both sexes, a size that corresponded to an age of 4 months. The length at massive maturation (L50%) was, however, estimated at 14.8 (= 9.1 months) and 15.1 cm (= 9.5 months), for the males and females, respectively. The oocyte diameter distributions suggested restricted spawning in the species. The occurrence of ripe fish in all the samples, however, is an indication of protracted spawning. Although individuals were ready for spawning throughout the year they probably spawned during the upwelling seasons. In the species, recruitment occurred throughout the year, but with two pulses of unequal strength, with the major recruitment occurring just before the upwelling periods. (Journal of the Ghana Science Association: 2001 3(3): 14-21

Comparative analysis of performance of eighth graders from six African countries

School science and mathematics play a critical role in the development of scientists, engineers and technologists required for development. Although many African countries recognize this, the teaching and learning of science and mathematics have not received the necessary support and attention as foundational subjects in the school curriculum. In 2003, six African countries - Ghana Egypt, Tunisia, Morocco, Botswana and South Africa - participated in an international assessment programme in science and mathematics, called the Trends in International Mathematics and Science Study (TIMSS-2003). The study examined the performance of eighth graders in mathematics and science as well as the contextual factors that could have influenced the performance. This paper draws on the results of the TIMSS-2003 which indicated that the African countries performed poorly. The paper presents a comparative analysis of the performance of the eighth graders from the six African countries and discusses the contexts for learning science and mathematics that might have influenced the performance. Recommendations are made for African governments to pay attention to the teaching of science and mathematics in the primary and secondary schools.Keywords: international assessment, TIMSS, contexts for learning, school science and mathematic

Growth and mortality parameters of Pagellus bellottii (sparidae) in the Cape Coast area of Ghan

Estimates of the growth and mortality parameters of the red pandora, Pagellus bellottii,in the Cape Coast area were obtained from length-frequency data compiled over two years (November 1993 to October 1995) using the ELEFAN computer programmes. The asymptotic length (Loo) was estimated at 34.2 cm total length, and the growth constant (K) as 0.53yr-1; the total mortality (Z), natural mortality (M) and fishing mortality (F) were determined as 3.74yr-1, 1.12yr-1 and 2.61yr-1, respectively. Over exploitation of the stock is suggested by the calculated exploitation ratio (E) of 0.7. JOURNAL OF THE GHANA SCIENCE ASSOCIATION Volume 1 Number 2, January (1999) pp. 53-6

Aspects of the dynamics of the inshore and offshore populations of Brachydeuterus auritus (Family: Haemulidae) in Ghana

Growth and mortality parameters of the bigeye grunt populations in Ghana were estimated from length-frequency data collected between November 1993 and October 1995. The von Bertalanffy growth parameters, L4, K and to, were estimated as 23.0 cm TL, 1.20 yr-1 and - 0.14 yr, respectively, for the inshore population, and 22.7 cm TL, 1.16 yr-1 and -0.15 yr, respectively, for the offshore population. The growth performance index was calculated as 2.80 for the inshore population and 2.78 for the offshore population. Estimates of the mortality coefficients were: Z = 6.40 yr-1, M = 2.14 yr-1 and F = 4.26 yr-1 for the inshore population, and Z = 6.40 yr-1, M = 2.10 yr-1 and F = 4.30 yr-1 for the offshore population. Similar estimates of the exploitation rate (E = 0.67) were obtained for the two populations. This value exceeds the optimum (Eopt) of 0.46 and 0.57 derived by the yield-per-recruit analysis for the inshore and offshore populations, respectively. These observations suggest the over-exploitation of the B. auritus populations. JOURNAL OF THE GHANA SCIENCE ASSOCIATION Volume 2 No. 3 (2000) pp. 113-12

Teaching the teachers:Re-educating Australian teachers in indigenous education

Recent Australian education reform has resulted in qualified teachers recognising that they are inadequately prepared to teach content within the area of Indigenous education. The knowledge and theoretical understanding imparted in teacher education programs over the past decades did not prepare educators to embed Indigenous content across all years and areas of the curriculum. Today, pre-teachers in Australian universities are assessed on their ability to deliver content that is relevant to Aboriginal and Torres Strait Islander students and peoples in our contemporary world, to varying degrees. This chapter aims to discuss some of the challenges facing the embedding of meaningful Indigenous content in schools today. These include, but are not limited to: lack of teacher preparedness, a lack of Indigenous content historically in Australian schooling, a lack of Indigenous teachers, the experiences of racism and discrimination faced by Indigenous staff and students in schools as well as a lack of Indigenous content in university teacher preparation courses. This chapter is informed by my learnings as an Aboriginal educator, and is a sharing of experiences aimed at informing the reader of the challenges. I will also consider what a culturally inclusive Australian schooling system might look like in the foreseeable future