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Cited by 10Science Education and PedagogyEducational Methods and OutcomesAfrican cultural and philosophical studies

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

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Gumbo, Mishack T., Nnadi, Fidelis O., Anamezie, Rose C.·2021·Journal of Baltic Science Education
DOI 10.33225/jbse/21.20.729
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Abstract

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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Research works printed but not linked: 5

  1. Anthony, L. B. (2017). The integration of Ethno Physics into school curriculum for skill acquisition among secondary school students in Nigeria. International Journal of Innovative Research and Advanced Studies (IJIRAS), 4(8), 62-65.
  2. Eryilmaz, H. (2004). The effect of peers on high school students' achievement and attitudes towards Physics. Unpublished PhD Thesis. Ankara: Middle East Technical University.
  3. National Business and Technical Examinations Board (2017). The Chief Examiners' Report (May/June NBC/NTC Examinations). NABTEB Press.
  4. Oladejo, M. A., Olusunde, G. R., Ojebisi, A. O., & Isiola, O. M. (2011). Instructional materials and students' academic achievement in physics: Some policy implications. European Journal of Humanities and Social Sciences, 2(1), 113-126.
  5. Tobin, K., & Tippins, D. (1993). Constructivism: A paradigm for the practice of science education. In K. Tobin (Ed.), The practice of constructivism in Science Education (pp. 3-21). Lawrence Erlbaum Associates. https://www.taylorfrancis.com/books/edit/10.4324/9780203053409/practice-constructivism-science-education-kenneth-tobin · DOI

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Metadata

Authors
Gumbo, M. T., Nnadi, F. O., & Anamezie, R. C.
Affiliations
Enugu State University of Science and Technology (NG)
ORCID
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
DOI
10.33225/jbse/21.20.729
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
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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