Browsing by Author "Anderson, D."

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African knowledge on Endod (phytolaccadodecandra) and its potential for medicinal uses in Kenya
(University of British Columbia, Vancouver, BC, Canada, 2014) Ooko, SA.; Nashon, S.; Anderson, D.; Okeyo, JB.; Beru, F.; Okemwa, P.
The majority of people in Africa use plant based traditional medicines for their care. Demand for medicinal plants is increasing in Africa as the population grows. The threat posed by over-exploitation of medicinal plants has serious implications on the survival of several plant species, many of which are faced with extinction. The pharmaceutical potentials of African medicinal plants are immense. But constraints and challenges exist at all levels. This paper discusses these constraints and challenges in relation to conservation, science and technology, use of medicinal plants at the local level, the domestic drug production sector, marketing, safety and efficacy requirements. Measures and strategies for enhancing the development of a medicinal and aromatic plants industry in Africa are suggested.
Effective group learning: A case of perspectives from Kenyan high school students
(Eldoret Polytechnic, Kenya, 2013) Nashon, SM.; Anderson, D.; Ooko, S.; Beru, FK.; Okemwa, P.; Ombogo, P.
In this study we examined whether and how youth learned life skills through their involvement on a high school soccer team. We collected data from fieldwork and interviews with 12 male student-athletes and the head coach from one team. Results showed that the coach's philosophy involved building relationships and involving student-athletes in decision making. Issues relating to three life skills (initiative, re spect, and teamwork/leadership) were identified. Although we observed little direct teaching of these life skills, we saw that players generally were producers of their own experiences that supported the development of these skills.
Effective group learning: A case of perspectives from Kenyan high school students
(Eldoret Polytechnic, Kenya, 2013) Nashon, SM.; Anderson, D.; Ooko, S.; Beru, FK.; Okemwa, P.; Ombogo, P.
In this study we examined whether and how youth learned life skills through their involvement on a high school soccer team. We collected data from fieldwork and interviews with 12 male student-athletes and the head coach from one team. Results showed that the coach's philosophy involved building relationships and involving student-athletes in decision making. Issues relating to three life skills (initiative, re spect, and teamwork/leadership) were identified. Although we observed little direct teaching of these life skills, we saw that players generally were producers of their own experiences that supported the development of these skill.
Exploratory study on the impact of woodfuel use and planning strategies for its sustainability in Western Kenya
(University of British Columbia, Vancouver, BC, Canada, 2014) Beru, F.; Nashon, S.; Anderson, D.; Opata, P.; Ooko, S.; Okemwa, P.; Wafula, SS.
The impact of woodfuel collection on forests has been controversial and its role in rural livelihoods and deforestation is the subject of considerable debate. This study reviews the main dimensions of this discourse and the resulting responses form the forestry sector. It assesses new information that has come to light over the past decade, looking at national and global trends on woodfuel production and use and the evolution of patterns of urban and rural demand and supply. It examines livelihood and environmental dimensions of relevance to forestry and outlines some of the main issues that warrant additional attention. It is thus intended more as a foundation for further discussion, rather than being a set of prescriptions for action by forestry, though where these are evident they are identified. "The available evidence does not substantiate earlier concerns that woodfuel demand has been outpacing sustainable supply on a scale that makes it a major cause of deforestation. It appears the balance between the two seldom an issue requiring forestry intervention on a national scale. However, the rapid rise in charcoal production and its concentration, to supply large urban markets, certainly warrants further investigation. Overall, the woodfuels situation is an important consideration for particular areas within a country and for particular groups of users and suppliers. Globally, fuelwood consumption appears to have peaked (although charcoal consumption is continuing to rise) and in some developing countries, it now appears to be in decline. However, the total quantities of woodfuels being used, and the number of people using them, are still huge. In poor households almost everywhere, woodfuels are among the main forest related inputs, although the level of attention they receive does not currently reflect this, despite the growing focus on giving forestry a stronger livelihood orientation. Forestry initiatives need to be compatible with the energy sector’s objective of helping poor users move up the energy ladder to greater fuel efficiency and alternative fuels. The main task though, is likely to be facilitating access to supplies for those who continue to depend on biomass fuels, for their own use or as an important source of income. Forestry measures will need to integrate meeting this demand into wider forestry objectives, rather than, as in the past, developing responses focusing on the fuelwood issue alone."
Kenyan students’ resonance with contextualized science: Critical reflections on traditional science curriculum and instruction
(Eldoret Polytechnic, 2013) Nashon, SM.; Anderson, D.; Beru, FK.; Ooko, S.
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.
Student learning impact on science teachers’ teaching: The case of a form 3 science case in Kenya .
(201) Nashon, SM.; Anderson, D.; Okemwa, P.; Kelonye, Festus.; Ooko, Selline.; Ombogo, Peterson.
This paper reports on the study that investigated the following question: How do Kenyan science teachers perceive the impact of students’ contextualized science learning on their pedagogy, roles and Views about previously modeled pedagogy in an integrated classroom-local Jua Kali curriculum unit? A case study approach in which narrative and teacher change were respectively employed as methodological and analytical frameworks revealed that the teachers: 1) gained an increased awareness of and understood better their students’ science learning abilities that allowed them to take increased responsibility for own learning, 2) developed and accepted new understanding of their teaching roles, and 3) became more critical of how science pedagogy was modeled for them as students and continuing practitioners.
Transformations in Kenyan science teachers’ locus of control: the influence of contextualized science and emancipated student learning
(Routledge, 2017-02-21) Anderson, D.; Nashon, N.; Namazzi, E.; Okemwa, P.; Ombogo, P.; Ooko, S.; Beru, Festus K.
This study investigated Kenyan science teachers’ pedagogical transformations, which manifested as they enacted and experienced a reformed contextualized science curriculum in which students’ learning experiences were critical catalysts of teacher change. Twelve high school teachers voluntarily participated in the study and were interviewed about their pedagogical transformations following their enactment of a reformed contextualized science curriculum. The outcomes demonstrated that students’ emancipated behaviours, learning and performance, qualitatively influenced teacher change and pedagogical reform. Specifically, changes in students, as a result of the ways the science curriculum was implemented, resulted in epiphanies and dilemmas for teachers who subsequently resolved to surrender their tightly held pedagogical control (locus of control) for the betterment of the learning environment and their sense of professional satisfaction.