Interaction of traditional socio-cultural variables with instructional ideology and knowledge of the nature of science: a review of the literature with implications for Zimbabwe

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Periodical article

Title:	Interaction of traditional socio-cultural variables with instructional ideology and knowledge of the nature of science: a review of the literature with implications for Zimbabwe
Author:	Shumba, Overson
Year:	1995
Periodical:	Zimbabwe Journal of Educational Research (ISSN 1013-3445)
Volume:	7
Issue:	1
Period:	March
Pages:	23-56
Language:	English
Notes:	biblio. refs.
Geographic terms:	Zimbabwe Southern Africa
Subjects:	science education education Traditional culture
Abstract:	This article is a review of the literature dealing with scientific and technological literacy as it relates to teacher knowledge and beliefs regarding the nature of science and scientific knowledge, science and technology-related societal issues, science instructional ideology, and traditional culture. The article demonstrates the relevance of sociocultural contexts and variables by reviewing aspects of the traditional culture of Zimbabwe. It postulates an inverse relationship between teacher orientation or commitment to traditional world views and sociocultural backgrounds and their perception concerning the nature of science, science and technology-related societal issues, and science instructional ideology. The postulated relationship has implications for the effective adoption and integration of a scientific world view into the cognitive and affective repertoire of Zimbabwean students so that it may be spontaneously utilized in problem situations, something which is currently lacking. Bibliogr., sum.