The DOI matches its Crossref record; 30 of the 31 references it cites were found in a registry or an index.
Students’ engagement in learning by indigenous knowledge-chemistry lesson
Open accessAbstract
This study was aimed at assessing students’ engagement in an integrated indigenous knowledge-chemistry lesson (IIK-CL) designed using the processes involved in cassava dough production. The paper focuses on the behavioural, emotional and cognitive engagement and their impact on students’ construction of knowledge of the factors affecting rate of chemical reactions. The study was conducted in Swedru senior high school in the Agona East municipality of the Central Region of Ghana. A purposively sampled intact class of 26 students aged between 14 and 18 years formed the study. The control group for this study encompassed also 26 students randomly sampled from the remaining chemistry classes in the same grade as the study group. The IIK-CL, which employed the use of field trip and other interactive learning activities, was used to engage students in the learning concept. A quantitative research approach was used. Data before and after students’ engagement in the IIK-CL were collected using questionnaires and an observational schedule. The IIK-CL recorded a significant level of behavioural, emotional and cognitive student engagement. This implies that students are most likely to be engaged in lessons that are relevant to their everyday lives thereby helping them in constructing understanding of scientific concept in their personal context.
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“The findings of the reviewed studies further show that teachers organised field trips and visits to local sites and communities for students to witness how some activities are been carried out, deepening students’ understanding of Indigenous knowledge and cognitive levels of engagement during the teaching and learning process”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Anor et al., 2022
Experimental — accuracy not yet measuredThe source backs part of the claim, not all of it — or backs it for a different population, condition or comparison.
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“This approach includes assigning tasks that require students to carry out project work, group discussions or report writing, or investigate specific Indigenous knowledge or practices with their families and communities by collaborating with holders of Indigenous knowledge including community elders, herbalists and traditional healers”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Anor et al., 2022
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Cites
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Cited by
Sorted by citations
Ogegbo, A. A., & Ramnarain, U. (2024) · African Journal of Research in Mathematics, Science and Technology Education · doi:10.1080/18117295.2024.2374133 · Cited by 54
“…project work, group discussions or report writing, or investigate speci fi c Indigenous knowledge or practices with their families and communities by collaborating with holders of Indigenous knowledge including community elders, herbalists and traditional healers (Anor et al., 2022; Seehawer, 2018).”
Indigenous Knowledge Systems integration into STEM education: A Zimbabwean perspective
Sunzuma, G., Zezekwa, N., Mudzamiri, E., & Chikuvadze, P. (2025) · doi:10.70593/978-93-49910-68-3 · Cited by 7
Anor, C. E. (2024) · African Journal of Research in Mathematics Science and Technology Education · doi:10.1080/18117295.2024.2402143 · Cited by 7
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Anor, C. E. (2025) · AlterNative An International Journal of Indigenous Peoples · doi:10.1177/11771801241310371 · Cited by 1
Self-citationAchieving culturally responsive chemistry education through systems thinking
Anor, C. E. (2026) · Chemistry Teacher International · doi:10.1515/cti-2026-0031 · Cited by 1
Self-citationEzzeldin, S. M. Y. (2022) · مجلة البحث العلمى فى التربية · doi:10.21608/jsre.2023.197055.1543
SOCIAL NETWORKING USE, DIGITAL LITERACY AND ENGAGEMENT OF SENIOR HIGH SCHOOL STUDENTS
Barber, L. T. M. (2024) · EPRA International Journal of Environmental Economics Commerce and Educational Management · doi:10.36713/epra19408 · Cited by 2
Hanson, R., & Anor, C. E. (2025) · Physical Sciences Reviews · doi:10.1515/psr-2023-0053
Self-citationZidny, R., Assaat, L. D., & Salcha, R. T. (2026) · Education Sciences · doi:10.3390/educsci16081343
The significance of Indigenous chemistry knowledge in Western chemistry education
Tawanda, T., & Mudau, A. V. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1844328
Metadata
- Authors
- Anor, C. E., Lundell, J., Hanson, R., & Oppong, E.
- Affiliations
- University of Education, Winneba (GH)
- University of Jyväskylä (FI)
- Venue
- LUMAT: International Journal on Math, Science and Technology Education
- Publisher
- LUMA Centre Finland
- Published
- 2022-11-30
- Volume
- 10
- Issue
- 1
- ISSN
- 2323-7112 (ISSN-L)
- OpenAlex
- W4310382757
- Cited by
- 11
- References
- 31
- Citations by year
- 2026: 4 · 2025: 3 · 2024: 3 · 2022: 1
- FWCI
- 3.78
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- LUMAT International Journal on Math Science and Technology Education (publishedVersion, cc-by)
- Jyväskylä University Digital Archive (University of Jyväskylä) (submittedVersion, cc-by)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Funders
- European Commission
- Erasmus+
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Chemistry Education and Research
- Social Sciences › Education › Various Chemistry Research Topics
- Keywords
- student engagement, indigenous knowledge, chemistry education, reaction rate, behavioral engagement, emotional engagement, cognitive engagement, field trips, high school students, contextual learning
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