Teaching and learning high school physics through analogies, case study of Kenyan classrooms

grantor: University of TorontoAnalogy is a widely used instructional tool in science. Because of the in physics education. Analogies differ in character depending on who constructs them, the context in which they are used and the grade level being taught. This study describes the analogies that physics teachers use in teaching form two (grade 10) physics in Kenya. The study extended over 14 weeks of classroom observation in three form two physics classes, supplemented by teacher and student interviews. A total of 20 analogies were identified and analysed in terms of Nashon's (2000) Working With Analogies (WWA) model. Findings showed that the analogies were largely 'environmental ' (cultural), 'anthropomorphic' and spontaneously generated. There was no evidence to indicate teachers' use of a theoretical model, such as Zeitoun's (1984) General Model for Analogical Teaching (GMAT), Glynn's (1991) Teaching With Analogies (TWA) or Nashon's (2000) Working With Analogies (WWA) model. It was found that alternative frameworks for some concepts still existed among the students despite the analogical teaching. Some of the frameworks appeared to persist even in the presence of correct information, while others were a consequence of literal interpretation of scientific terms or phrases. The few analogies that students generated for themselves reflected their understanding of analogically taught concepts (Pittman, 1999) and could therefore, to some extent be judged successful. However, some misconceptions were still noticeable. Findings of this study may have an impact on the way teachers teach science, and, more so, physics--in particular, on the analogies they use, the concepts they teach and the methods they chose to use in teaching the concepts (in general), all of which depend on the context.Ed.D

Instrument for Assessing Disposition for Contextual Learning of Science of Students in East Africa

Attempts to make classroom science relevant to the real worlds of students can be enhanced by understanding their ways of learning and knowing. This study, which investigated East African (EA) students’ ways of knowing in science discourses, discusses the development, validation, and application of an instrument to assess EA students’ disposition for contextual learning of science. The Instrument for Assessing Disposition for Contextual Learning of Science (I-ADCLOS) is intended to assist teachers and students to assess their degree of disposition for contextual teaching and learning of science. Exploratory factor analysis of student responses to a 36-item questionnaire developed from theory yielded a validated 31-item I-ADCLOS comprising three dimensions and six subdimensions: Personal Awareness of Influences on Learning Science and Limitations of Traditional Knowledge (PA_ILS_LTK); Attitudes Towards Science Learning in Local Contexts and Nature of Traditional Knowing (AT_SLiLC_NoTK); and Orientation Towards Collateral and Personal Learning Strategies (OTC_PLS). These dimensions were further explored and determined to each bear two subdimensions—PA_ILS_LTK: (a) independence of science learning from cultural influences and (b) metacognitive learning; AT_SLiLC_NoTK (a) instrumentalist–culturalist perspectives and (b) exam-centered, textbook/teacher reliant learning; and OTC_PLS (a) personal awareness of successful learning strategies and other ways of knowing and (b) privileging science and learning by rote