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| Title: | Science teachers' assessment of the interaction of indigenous African culture with science education in Zimbabwe |
| Author: | Shumba, Overson |
| Year: | 1995 |
| Periodical: | Zimbabwe Journal of Educational Research (ISSN 1013-3445) |
| Volume: | 7 |
| Issue: | 3 |
| Period: | November |
| Pages: | 259-300 |
| Language: | English |
| Notes: | biblio. refs. |
| Geographic terms: | Zimbabwe Southern Africa |
| Subjects: | African culture Ndebele (Zimbabwe) Shona science education education Traditional culture teachers |
| Abstract: | This paper examines science teachers' perceptions and awareness of the serious differences and contradictions between the world view in their own sociocultural (Shona and Ndebele) environment and the world view to be developed in science education. The two approaches used to collect data for the paper were open responses to a written question and a structured focus group interview. The study used a sample of 63 secondary science teachers enrolled in Part II of the inservice Bachelor of Education degree programme at the University of Zimbabwe in 1994, and 14 of them were selected to make up a focus group. The following issues concerning indigenous culture and traditional world views were raised by the teachers: gender issues, sexuality and sex education; reverence for authority; problemsolving, decisionmaking and logic of explanation; causality and causal attribution; views of the natural environment; the use of the English language in teaching; and the 'cooperative goal structure' of traditional culture. Teachers identified multiple dimensions of traditional culture which interact with science education in a way which inhibits the adoption of science and its values and its application to problem situations. App., bibliogr., note, sum. |