Browsing by Author "Nashon, SM."

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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.
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.