Browsing by Author "Kelonye, Festus."

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Health implications of heavy metals in soil, scalp hair and selected food crops within Eldoret Municipality, Kenya
(Journal of environmental science, toxicology and food technology, 2013) Ngure, Veronia.; Sitati, Noah.; Shisia, Silvanus.; Simiyu, Gelas.; Kinuthia, Geoffrey.; Kelonye, Festus.
Heavy metals were analyzed in soils, food crops and male scalp hair samples collected from two age group subjects; adults (18 - 45 years) and old age (46 - 55 years) males from polluted and relatively less polluted areas in Eldoret Municipality environs, Kenya. The samples used were collected from same sites as the individuals who had stayed in the sampled regions for more than five years. The samples were digested using acids and analyzed using Atomic Absorbtion Spectrometry (AAS). The results revealed that the consumption of food crops grown on contaminated soils have significantly increased the concentrations of selected metals in the human hair. Pd and Cd concentrations in soils and food crops showed elevated levels above the WHO recommended limits. Pb, Cd, Cr, Cu, and Zn concentrations were significantly higher (p < 0.05) in male scalp hair samples collected from polluted area as compared to control area. In conclusion, consumers in the study area are exposed to high health risks associated with bioaccumulation of heavy metals through ingestion of heavy metals resulting from contamination of food crops grown in the study area and should be sensitized on the dangers of heavy metals on their health.
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.