The Influence of Local Worldview Presuppositions on Learners' Conceptions of Selected Mechanics Topics

Autor/in	Fakudze, Cynthia
Titel	The Influence of Local Worldview Presuppositions on Learners' Conceptions of Selected Mechanics Topics
Quelle	In: South African Journal of Education, 41 (2021) 2, Artikel 1885 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Fakudze, Cynthia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	World Views; Secondary School Students; Grade 11; Beliefs; Indigenous Knowledge; Social Environment; Cultural Influences; Science Education; Scientific Concepts; Concept Formation; Mechanics (Physics); African Culture; Achievement Tests; Rural Schools; Foreign Countries; Swaziland; Eswatini + Suchen Sie Ihr Suchwort? World view; Weltanschauung; Sekundarschüler; School year 11; 11. Schuljahr; Schuljahr 11; Belief; Glaube; Soziales Umfeld; Cultural influence; Kultureinfluss; Naturwissenschaftliche Bildung; Concept learning; Begriffsbildung; Mechanik; Africa; Culture; Afrika; Kultur; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland
Abstract	The study is situated within a worldview theory as espoused by socio-cultural constructivists. Science classrooms in secondary schools in Swaziland are culturally largely homogeneous where learners and their teachers have a strong grounding in traditional Swazi culture. The aim of this study was to investigate whether the conceptions held by Grade 11 learners of selected mechanics topics were influenced by the worldview presuppositions prevalent in their socio-cultural environment. The learners were exposed to a socio-culturally-based teaching/learning strategy that integrated selected indigenous knowledge presuppositions into school science. The learners were given a pre-and post-physics achievement test (PAT). At the end of the intervention, a focus group interview was conducted with some of the learners. Data on selected PAT questions were analysed quantitatively and qualitatively. The learners' responses to the focus group interview and the PAT's open-ended questions were analysed at a later stage using the Ogunniyi's Contiguity Argumentation Theory (CAT). The findings of the study show that the learners' post-conceptions on selected mechanics topics were influenced by their local worldview presuppositions and could be analysed according to the CAT worldview categories. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01