The DOI matches its Crossref record; 19 of the 19 references it cites were found in a registry or an index.
AMALGAMATING WESTERN SCIENCE AND AFRICAN INDIGENOUS KNOWLEDGE SYSTEMS IN THE MEASUREMENT OF GRAVITATIONAL ACCELERATION
Open accessAbstract
There is the need to liberate the school science teaching process to suit the culturally bound day-to-day experiences of learners. The clarion call becomes expedient in the light of pedagogical failure in science education, which precipitates poor science achievement, especially in non-Western cultures. Non-Western knowledge systems, specifically African indigenous knowledge systems (AIKs), have been excluded from science teaching, which accounts for the poor achievement of learners. This research therefore measured the effect of the type of teaching materials, gender and the interaction between gender and type of teaching materials on the measurement of gravitational acceleration. The analysis of covariance (p≤ .05) was used to analyse data which were collected from 264 sampled learners. The results from the research indicated that amalgamating Western science and culturally bound AIKs teaching materials in a non-Western culture enhanced the determination of gravitational acceleration and bridged the gender divide in Physics achievement. The amalgam of Western science and non-Western culturally bound science can transform science teaching, make science more relevant to everyday experiences of learners and enhance their understanding of science and ultimately their achievement. Keywords: African Indigenous Knowledge Systems, amalgamating, gravitational acceleration and experimental
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“The findings shows that the use of locally sourced Indigenous materials in science teaching can dispel the notion of science as an abstract subject, making it more relatable to students’ everyday experiences, improving their understanding and contributing to their academic success”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Gumbo et al., 2021
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Incorporating indigenous knowledge perspectives in integrated STEM education: a systematic review
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“Another study highlighted how the use of locally sourced Indigenous materials and everyday tools that are connected to the students ’ socio-cultural environment is used to integrate Indigenous knowledge systems into science teaching (Gumbo et al., 2021).”
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Navigating Knowledge Systems in Intercultural Science Education
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Metadata
- Authors
- Gumbo, M. T., Nnadi, F. O., & Anamezie, R. C.
- Affiliations
- Enugu State University of Science and Technology (NG)
- Venue
- Journal of Baltic Science Education
- Publisher
- Scientia Socialis Ltd
- Published
- 2021-10-10
- Volume
- 20
- Issue
- 5
- Pages
- 729-739
- ISSN
- 1648-3898 (ISSN-L)
- 2538-7138
- OpenAlex
- W3202577499
- Cited by
- 10
- References
- 19
- Citations by year
- 2026: 2 · 2025: 2 · 2024: 4 · 2023: 1 · 2022: 1
- FWCI
- 2.64
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- cc-by-nc
- Locations
- Journal of Baltic Science Education (publishedVersion, cc-by-nc)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Education › Educational Methods and Outcomes
- Social Sciences › Arts and Humanities › Philosophy › African cultural and philosophical studies
- Keywords
- African indigenous knowledge systems, gravitational acceleration, physics achievement, gender differences in science achievement, teaching materials, school science teaching, culturally relevant pedagogy
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