Teaching life sciences while integrating teachers’ and learners’ cultural belief systems

Lydia Mavuru

doi:10.29333/ejmste/13929

Full Text (PDF)

Lydia Mavuru ¹ ^*

More Detail

¹ University of Johannesburg, Gauteng, SOUTH AFRICA^* Corresponding Author

Abstract

The paper reports a study, which explored teachers’ perceptions and experiences on integration of cultural belief systems when teaching life sciences. Beliefs have been found to influence teachers’ pedagogical practices and ultimately impact on learning and understanding of concepts. These beliefs can be classified as originating from one’s religion or one’s culture. Life sciences is a subject that deals with real life issues hence has topics that challenge or impact on one’s belief systems. In a qualitative case study research design, 20 experienced life sciences (biology) teachers were purposively selected for the study. Each teacher was interviewed, and data was subjected to content analysis. Findings showed that though teachers strive to suppress their own belief systems in the classrooms, both teachers’ and learners’ beliefs need to be integrated when teaching certain topics. The practice enhances development of critical thinking skills and ultimately learner understanding. These findings allude to the need for teachers’ development in employing contextually relevant pedagogical strategies.

Keywords

cultural belief systems
contextual knowledge
life sciences
teachers’ understandings

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 1, January 2024, Article No: em2379

https://doi.org/10.29333/ejmste/13929

Publication date: 01 Jan 2024

Online publication date: 26 Nov 2023

Article Views: 1411

Article Downloads: 979

Open Access References How to cite this article

References

Annuah-Mensah, J. (1998). Native science beliefs among Ghanaian students. International Journal of Science Education, 20(1), 115-124. https://doi.org/10.1080/0950069980200108
Atran, S., & Norenzayan, A. (2004). Religion’s evolutionary landscape: Counterintuition, commitment, compassion, communion. Behavioral and Brain Sciences, 27, 713-770. https://doi.org/10.1017/S0140525X04000172
Baxter, P. E., & Jack, S. M. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. Qualitative Report, 13(4), 544-559. https://doi.org/10.46743/2160-3715/2008.1573
Bensley, D. A., Lilienfeld, S. O., & Powell, L. A. (2014). A new measure of psychological misconceptions: Relations with academic background, critical thinking, and acceptance of paranormal and pseudoscientific claims. Learning and Individual Differences, 36, 9-18. https://doi.org/10.1016/j.lindif.2014.07.009
Bering, J. (2011). The belief instinct: The psychology of souls, destiny, and the meaning of life. W. W. Norton.
Cobern, W. W. (1994). Worldview theory and conceptual change in science education [Paper presentation]. The National Association for Research in Science Teaching.
Cochran-Smith, M. (1997). Knowledge, skills and experiences for teaching culturally diverse learners: A perspective for practicing teachers. In J. J. Irvine (Ed.), Critical knowledge for diverse teachers and learners (pp. 27-87). American Association of Colleges for Teacher Education.
Creswell, J. (2014). Research design: Qualitative, quantitative, mixed methods approach (4th Edn.). Sage Publications.
David, M. (2017). Principles of learning that works. College of Public Affairs and Development, University of the Philippines, Los Baños.
Ebbenshade, D. (1993). Student perceptions about science and religion. The American Biology Teacher, 55(6), 334-338. https://doi.org/10.2307/4449677
Eniayeju, P. (2010). Where is the STEM? Reflection on the missing content in science, technology, engineering, and mathematics instruction. In Proceedings of 51^st Annual Conference of Science Teachers’ Association of Nigeria (pp. 3-7). HEBN Publishers.
Hansson, S. O. (1996). Defining pseudoscience. Philosophia Naturalis, 33, 169-176.
Hansson, S. O. (2017). Science denial as a form of pseudoscience. Studies in History and Philosophy of Science, 63, 39-47. https://doi.org/10.1016/j.shpsa.2017.05.002
Hodson, D. (2009). Teaching and learning about science: Language, theories, methods, history, traditions and values. Sense Publishers. https://doi.org/10.1163/9789460910531
Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277-1288. https://doi.org/10.1177/1049732305276687
Keraro, F. N., & Okere, M. I. O. (2008). Cultural influences on the learning of science: An African perspective. In J. E. Larson (Ed.), Educational psychology (pp. 1-37). Nova Science Publishers, Inc.
Koltko-Rivera, M. E. (2006). Rediscovering the later version of Maslow’s hierarchy of needs: Self-transcendence and opportunities for theory, research, and unification. Review of General Psychology, 10(4), 302-317. https://doi.org/10.1037/1089-2680.10.4.302
Lambie, J. (2014). Open-mindedness, science, and religion. In J. Lambie (Ed.), How to be critically open-minded: A psychological and historical analysis (pp 198-206). Springer. https://doi.org/10.1057/9781137301055_13
Lemke, J. L. (2001). Articulating communities: Socio-cultural perspectives on science education. Journal of Research in Science Teaching, 38(3), 296-316. https://doi.org/10.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-R
Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE. https://doi.org/10.1016/0147-1767(85)90062-8
Mansour, N. (2013). Science teachers’ cultural beliefs and diversities: A socio-cultural perspective to science education. In N. Mansour, & R. Wegerif (Eds.), Science education for diversity: Theory and practice, cultural studies of science education. Springer. https://doi.org/10.1007/978-94-007-4563-6_10
Martin-Hansen, L. M. (2008). First-year college students’ conflict with religion and science. Science Education, 17, 317-357. https://doi.org/10.1007/s11191-006-9039-5
Mattila, M., & Aaltio, I. (2006). From tools to social construction of organizational reality: Studying value dissemination in three case companies. Electronic Journal of Business Ethics and Organization Studies, 11, 15-23.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation. Jossey-Bass.
Nisbett, R. E. (2003). The geography of thought: How Asians and Westerners think differently ... and why. The Free Press.
Northover, S. B., & Cohen, A. B. (2017). Understanding Religion from cultural and biological perspectives. In J. M. Causadias, E. H. Telzer, & N. A. Gonzales (Eds.), The handbook of culture and biology (pp. 55-76). John Wiley. https://doi.org/10.1002/9781119181361
Odhiambo, T. R. (1972): Understanding of science: The impact of the African view of the nature of science. In P. G. S. Gilbert, & M. N. Lovegrove (Eds.), Science education in Africa. Heinemann Educational Books Ltd.
Ogunniyi, M. B. (1988). Adapting western science to traditional African culture. International Journal of Science Education, 10(1), 1-9. https://doi.org/10.1080/0950069880100101
Ogunniyi, M. B. (1998). Effects of science and technology on traditional beliefs and cultures. In M. B. Ogunniyi (Ed), Promoting public understanding of science and technology in Southern Africa. SSME, University of the Western Cape.
Okafor, N. (2011). Cultural influence on science education: The dilemma of basic science students in Nigeria. MSTA Journal MSTA-MICH.ORG, 9-18.
Packer, M. (1999). Interpretive research. http://www.mathcs.duq.edu/~packer/IR/IRlogic.html
Patton, M. Q. (2002). Qualitative research and evaluation methods. SAGE.
Ponterotto, J. G. (2005) Qualitative research in counselling psychology: A primer on research paradigms and philosophy of science. Journal of Counselling Psychology, 52, 126-136. https://doi.org/10.1037/0022-0167.52.2.126
Pyysiainen, I. (2009). Supernatural agents: Why we believe in souls, gods, and buddhas. Oxford University Press. ttps://doi.org/10.1093/acprof:oso/9780195380026.001.0001
Reiss, M. J. (2009). Imagining the world: The significance of religious worldviews for science education. Science & Education, 18, 783-796. https://doi.org/10.1007/s11191-007-9091-9
Reiss, M. J. (2013). Religion in science education. In N. Mansour, & R. Wegerif (Eds.), Science education for diversity: Cultural studies of science education. Springer. https://doi.org/10.1007/978-94-007-4563-6_15
Ridgeway, C. L. (2001). Small-group interaction and gender. International Encyclopedia of the Social & Behavioral Sciences, 2001, 14185-14189. https://doi.org/10.1016/B0-08-043076-7/03999-1
Roth, W. M., & Alexander, T. (1997). The integration of students’ scientific and religious discourses: Two case studies. International Journal of Science Education, 19, 125-146. https://doi.org/10.1080/0950069970190201
Saroglou, V. (2011). Believing, bonding, behaving, and belonging: The big four religious dimensions and cultural variation. Journal of Cross-Cultural Psychology, 42, 1320-1340. https://doi.org/10.1177/0022022111412267
Shumba, O. (1995). Science teachers’ assessment of the interaction of indigenous African culture with science education in Zimbabwe. Zimbabwe Journal of Educational Research, 7(3), 258-299.
Taber, K. S. (2013). Conceptual frameworks, metaphysical commitments and worldviews: The challenge of reflecting the relationships between science and religion in science education. In N. Mansour, & R. Wegerif (Eds.), Science education for diversity: Cultural studies of science education. Springer. https://doi.org/10.1007/978-94-007-4563-6_8
Vygotsky, L. (1963). Thought and language. MIT Press. https://doi.org/10.1037/11193-000
Wilson, J. A. (2018). Reducing pseudoscientific and paranormal beliefs in university students through a course in science and critical thinking. Science & Education, 27, 183-210. https://doi.org/10.1007/s11191-018-9956-0
Zietsman, A., & Naidoo, S. (1997&. Girls’ understanding of concepts of thermal properties of matter. Nairobi Academy Press.

How to cite this article

APA

Mavuru, L. (2024). Teaching life sciences while integrating teachers’ and learners’ cultural belief systems. Eurasia Journal of Mathematics, Science and Technology Education, 20(1), em2379. https://doi.org/10.29333/ejmste/13929

Vancouver

Mavuru L. Teaching life sciences while integrating teachers’ and learners’ cultural belief systems. EURASIA J Math Sci Tech Ed. 2024;20(1):em2379. https://doi.org/10.29333/ejmste/13929

AMA

Mavuru L. Teaching life sciences while integrating teachers’ and learners’ cultural belief systems. EURASIA J Math Sci Tech Ed. 2024;20(1), em2379. https://doi.org/10.29333/ejmste/13929

Chicago

Mavuru, Lydia. "Teaching life sciences while integrating teachers’ and learners’ cultural belief systems". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 1 (2024): em2379. https://doi.org/10.29333/ejmste/13929

Harvard

Mavuru, L. (2024). Teaching life sciences while integrating teachers’ and learners’ cultural belief systems. Eurasia Journal of Mathematics, Science and Technology Education, 20(1), em2379. https://doi.org/10.29333/ejmste/13929

MLA

Mavuru, Lydia "Teaching life sciences while integrating teachers’ and learners’ cultural belief systems". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 1, 2024, em2379. https://doi.org/10.29333/ejmste/13929