A Case for Ethnoscience Based Science Classrooms

Abstract- It was previously believed that useful knowledge was only generated in laboratories or research institutions for subsequent transmission to the ignorant peasants. Available evidence has revealed that these peasants are not actually ignorant but endowed with complex knowledge system that could transform the world if appropriately harnessed, hybridized and incubated in a more organized science classroom. This paper presents appropriate background, rationale and procedures for integration of indigenous knowledge systems into formal science classrooms processes and instructional modules. Key words- Constructivism, ethnobiology, ethnochemistry, ethnomathematics, ethnomedicine, ethnoscience, and ethnophysics

Assessing strategies for enhancing the integration of cultural practices in teaching and learning of chemistry in secondary schools

The purpose of the study was to assess strategies for enhancing the integration of cultural practices into the teaching and learning of chemistry in secondary schools. The study adopted a descriptive survey research design and the population of the study comprised 19,920 respondents. Two research questions and two hypotheses guided the study. The instrument used for data collection was “Strategies Enhancing Integrating Cultural Practices Questionnaire (SEICPQ)” developed by the researchers. Mean and standard deviation were used to answer the research questions and t-test statistic was used to test the null hypotheses at 0.05 significance. The result revealed that incorporation of cultural practices into the chemistry curriculum content and adequate training of teachers on the integration of cultural practices in teaching chemistry and among others were identified as strategies that could enhance the integration of cultural practices. Non-incorporation of cultural practices into the chemistry curriculum content among others were identified as factors affecting the integration of cultural practices. The results also revealed that teachers and students do not significantly differ on their responses on strategies enhancing as well as the factors militating against the integration of cultural knowledge and practices into teaching of chemistry. Necessary conclusions were made