dc.contributor.author | Nashon, SM. | |
dc.contributor.author | Anderson, D. | |
dc.contributor.author | Beru, FK. | |
dc.contributor.author | Ooko, S. | |
dc.date.accessioned | 2019-06-06T13:52:22Z | |
dc.date.available | 2019-06-06T13:52:22Z | |
dc.date.issued | 2013 | |
dc.identifier.issn | 10.1002/tea.21078 | |
dc.identifier.uri | http://erepository.kibu.ac.ke/handle/123456789/1166 | |
dc.description.abstract | Despite the centrality of the informal manufacturing sector (Jua Kali) to the Kenyan
society and its richness in scientific phenomena, there is no strong link between activities in the Jua Kali
and school science. And, although there has been an ongoing public discourse in Kenya to industrialize,
this hope is unlikely without connecting classroom science to the real world of the Jua Kali. In view of
this concern, an interpretive case study was framed to investigate Kenyan high school students’ views of
contextualized science learning in culturally relevant real-world science curriculum. This article reports
the analysis of Kenyan students’ views of contextualized science learning and school science curriculum
and instruction elicited through an interpretive case study approach employing interview methods.
The analysis of interview data reveals that the participating students interviewed expressed views that:
(1) acknowledged the richness of Jua Kali in scientific phenomena and embedded science; (2) indicated
existence of a lack of meaningfulness and relevance in existing science curriculum and instruction
model; (3) revealed experience of resonance of group and real life learning strategies modeled in the
curriculum unit with their preferred learning modes; and (4) revealed their metacognitive assessment of
the traditionally used and the new contextualized science modeled learning strategies. Thus, this article
offers insight about the Kenyan students on their journey through the experience. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Eldoret Polytechnic | en_US |
dc.rights | Attribution-NonCommercial-ShareAlike 3.0 United States | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-sa/3.0/us/ | * |
dc.subject | Contextualized science | en_US |
dc.subject | Learning experiences | en_US |
dc.subject | Student views | en_US |
dc.title | Kenyan students’ resonance with contextualized science: Critical reflections on traditional science curriculum and instruction | en_US |
dc.type | Article | en_US |