Integrating Western and Indigenous Knowledge Systems: The Basis for Effective Science Education in South Africa?     

Lesley Le Grange 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,3(3):577-591

This article responds to a call for rethinking the science that we teach to school learners in South Africa. Much of the debate on the nature of science and science learning is reflected in a body of literature which analyses the tensions between disparate perspectives on science education. Post-colonialists, feminists, multiculturalists, sociologists of scientific knowledge and those who refer to themselves as indigenous researchers argue that science is not universal but locally and culturally produced. Universalists on the other hand, argue that modern Western science is superior to indigenous perspectives on the natural world because of the former’s advanced predictive and explanatory powers. The fact that indigenous knowledge has been included in South Africa’s recently developed National Curriculum Statements invites a fresh look at the kind of science that is taught to South African school learners. In this article the author argues for a (dis)position that moves the debate beyond the binary of Western science/indigenous knowledge. Ways in which Western science and indigenous knowledge might be integrated are explored.  相似文献   

‘Kasi curriculum’: what young men learn and teach about sex in a South African township     

Rebecca Hodes  Lesley Gittings 《Sex education》2019,19(4):436-454

ABSTRACT

Sex education within the formal bounds of school curricula or clinic consultation is traditionally conceived as age-appropriate and accurate information, delivered by a sanctioned adult such as a nurse or teacher. This article explores another kind of curriculum – taught and learned among young men themselves in the kasi (township) in which they live. Findings are based on primary data gathered during interviews and research workshops with boys and young men (aged 14–22), including focus group discussions and participatory research exercises. In exploring young men’s sexual ideas, practices, hopes and fears, it focuses on three themes: (i) consent and coercion; (ii) pleasure and risk; and (iii) advice and authority. We examine diverse perspectives on these themes, and trace the tensions and ambiguities that surface within young men’s accounts. We focus in particular on contradictions between what is learned about sex through formal curricula, and what is learned through peers and older men, including within ulwaluko (a rite of passage of traditional initiation and circumcision for Xhosa men).  相似文献   

Designing your web site for instructional effectiveness and completeness: First steps     

Ingram  Albert L.  Hathorn  Lesley G. 《TechTrends》2003,47(2):50-56

TechTrends - Developing and publishing Web sites is becoming almost trivially easy today, and there are many sites on the Web nowadays that purport to be instructional in one way or another. In...  相似文献   

Bifurcated commitment,priorities, and social contagion: the dynamics and correlates of volunteering within a university student population     

Lesley Hustinx  Tim Vanhove  Anja Declercq  Koen Hermans  Frans Lammertyn 《British Journal of Sociology of Education》2005,26(4):523-538

In spite of a progressive institutionalisation of community‐based learning into higher education, relatively little is known about the actual dynamics and correlates of volunteering by students. The study presented seeks a more in‐depth understanding of the spontaneous, extracurricular involvement within a university student population. Data are drawn from a postal survey of a representative sample of third‐year university students enrolled at a Flemish university (n = 744). In a first step, an exploration of the course and nature of students’ volunteer involvement is provided. In a second step, an explanatory model is constructed to predict the likelihood of belonging to the categories of volunteers, former volunteers or non‐volunteers. Firstly, it appears that a large group of students drop out of volunteering in transition to university, and that volunteering is rarely given priority in students’ agenda. Furthermore, a bifurcated pattern of involvement with a different pace inside and outside university is identified. Finally, extensive embedding in a volunteer environment as well as the discipline of study are major predictors of volunteering by students. Gender, church practice, being encouraged to volunteer and subjective study pressure produce subsidiary effects.  相似文献   

Child-methods in secondary mathematics     

Lesley R. Booth 《Educational Studies in Mathematics》1981,12(1):29-41

An earlier research project, the Concepts in Secondary Mathematics and Science (Mathematics) project, identified both a hierarchy of levels of understanding in different areas of secondary mathematics, and a number of particular errors which were made by significant proportions of the children tested. Preliminary consideration of these errors and the strategies which appear to have given rise to them suggests that the use of informal naive methods which are limited in their applicability is widespread even at fourth-year level. The suggestion is made that there may be two systems of mathematics coexisting in the secondary school classroom: the formal taught system, and a system of child-methods which are based upon a counting, adding-on or building-up approach, and by which children attempt to solve mathematical problems within a human-sense framework. The difficulties which some children appear to experience in mathematics is suggested to be due in part to these children's non-initiation into the formal taught system. The implication of such a view for teaching and research are indicated.  相似文献   

Students' understanding of concepts related to evaporation     

Ms Lesley Levins 《Research in Science Education》1992,22(1):263-272

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Biomechanics teachers can be animals     

Ross Sanders  Lesley Sanders 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):245-268

The aim of this study was to determine whether a constructivist approach, in particular a visit to a zoo, could be effective in consolidating mechanical concepts and applying those concepts to coaching and teaching. Ten students in their final year of their Bachelor of Physical Education at the University of Edinburgh participated in a visit to Edinburgh Zoo. During the visit students completed a worksheet of questions and engaged interactively in discussing how various animals are adapted mechanically to survive in their environments. Immediately after the visit they completed a questionnaire with four sections. The first section assessed whether they could apply the mechanical concepts discussed during the visit to human sports performance. The second canvassed their opinions on whether the visit was effective in reinforcing mechanical concepts, in developing ‘lateral thinking’ about mechanical concepts, and in improving their ability to apply mechanical concepts to coaching and teaching. The third canvassed their opinions on whether the visit would be effective for senior high school Physical Education and Sports Science students for developing mechanical concepts and applying them to coaching. The fourth section canvassed their opinions on when the visit should be conducted for Physical Education and Sports Science students in universities and in senior high schools. The results indicated that the visit was effective in reinforcing mechanical concepts and in applying them laterally to improve understanding of human sports performance. Participants believed that the visit would also be effective for senior high school students. All participants believed that the visit would be most beneficial after at least one course in biomechanics that covers the basic biomechanical principles.  相似文献   

Daps,Dykes and Five Mile Hikes: Physical Education in Pupils' Folklore     

Lesley Pugsley  Amanda Coffey  Sara Delamont 《Sport, Education and Society》2013,18(2):133-146

abstract

This paper explores the relationship between the school and the body. It does so by considering the transfer from primary to secondary school. Analysing children's and young adult's stories about transfer reveals that physical education (PE), and more generally the body, are central to pupils’ anticipations and anxieties about the move to secondary school. The paper argues that the fears pupils express about the dangers associated with secondary school PE should be placed within the context of the transition to adulthood. Secondary school PE is an integral part of the status passage to adulthood, during which the recognition of the body as physical, social and sexual is central.

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Sport development and physical activity promotion: An integrated model to enhance collaboration and understanding     

Katie Rowe  David Shilbury  Lesley Ferkins  Erica Hinckson 《Sport Management Review》2013,16(3):364-377

As inactivity and obesity levels continue to rise, calls are being made for sport development action to be further directed towards capitalising on the value of community participation for health and social benefits. This paper seeks to highlight a current disconnect between physical activity and sport management research, and identify opportunities for collaboration. To date, the sport management literature has predominantly focused on sport as a form of entertainment with spectatorship outcomes, where professional codes are a commonly used setting of research inquiry. There has been less focus on organisational issues related to participation in sport and recreation. This is identified as a gap, given the current push towards increasing focus on sport and recreation promotion for community wellbeing. The present paper sought to examine physical activity and sport management research, to identify commonalities and potential for integration and co-operation. The outcome of this review is a conceptual framework, integrating socio-ecological models, taken from physical activity research, and sport development concepts derived from sport management theory. The proposed conceptual framework seeks to provide sport management researchers with direction in their efforts to promote participation in sport, recreation and physically active leisure domains, particularly for community wellbeing purposes. Furthermore, such direction may also enhance the capacity of researchers to capitalise on opportunities for collaboration and integration across domains of inquiry.  相似文献   

Eating Right: Linking Food‐Related Decision‐Making Concepts From Neuroscience,Psychology, and Education     

Matthias Doucerain  Lesley K. Fellows 《Mind, Brain, and Education》2012,6(4):206-219

This literature review uses four dimensions to classify and compare how food‐related decision‐making is conceptualized and experimentally assessed in neuroscience and other disciplines: (1) food‐related decision‐making other than the decision of what to eat that is part of each eating episode, (2) decision complexes other than the eating episode itself, (3) the evolution of food‐related decision‐making over time, and (4) the nature of food related decisions. In neuroscience in particular, food‐related decision‐making research has been dominated by studies exploring the influence of a wide range of factors on the final outcome, the type and amount of foods eaten. In comparison, the steps that are leading up to this outcome have only rarely been discussed. Neuroscientists should broaden their historically narrow conceptualization of food‐related decision‐making. Then neuroscience research could help group the numerous hypothesized influences for each of the decision complexes into meaningful clusters that rely on the same or similar brain mechanisms and that thus function in similar ways. This strategy could help researchers improve existing broad models of human food‐related decision‐making from other disciplines. The integration of neuroscientific and behavioral science approaches can lead to a better model of food‐related decision‐making grounded in the brain and relevant to the design of more effective school and nonschool lifestyle interventions to prevent and treat obesity in children, adolescents, and adults.  相似文献