Browsing by Author "Ooko, Selline."

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    Contextualized science teaching and student performance: The case of a kenyan girls science class
    (Instituto de relaciones internacionales daza de valdes, 2017) Ooko, Selline.; Beru, Festus K.; Nashon, Samson M.; Anderson, David.; Namazzi, Elizabeth.
    This paper is about a case study that investigated the impact of contextualized science teaching and learning onperformance of a Form three (Grade 11) class in one of Kenya’s girls high schools. The class experienced nine weeks ofcontextualized science learning. This involved a full day visit toJua Kaliwhere they interacted with artisans. ‘‘Jua Kali’’ is asmall-scale manufacturing and technology-based service sector where artisans manufacture equipment and otherhousehold items that are ubiquitous in everyday Kenyan culture. The visit was followed by organized classroom-basedgroup discussions about what they had learnt and considered most relevant and meaningful. Following this highlyengaging student learning discourse, their creativity and innovative abilities in science improved tremendously as reflectedin the quality of class presentations and participation in the National Science Congress. Moreover, the school’sperformance in the Kenya Certificate of Secondary Education (KCSE): a final national exam at the end of Form 4(Grade 12) improved from a mean of 9.3 in the previous year to 10.4 in the intervention year (p = 0.022). This was furtherattributable to significant improvement in all science subjects: biology, chemistry, physics and mathematics. Besides thecritical insights about theJua Kali’srichness in scientific phenomena, there is also great potential for contextualized scienceexperience to enhance students’ deeper understanding of science.
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    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.