The influence of local worldview presuppositions on learners’ conceptions of Selected Mechanics topics

Cynthia Fakudze

doi:10.15700/saje.v41n2a1885

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.

Highlights

Introduction and BackgroundNumerous empirical studies have noted the influence of the worldviews held by educators and learners on the teaching and learning of science (Chan & Wong, 2014; Jegede & Okebukola, 1991)
The authors argue that nonwestern learners exposed to western school science experience a conflict between the worldviews obtained from their socio-cultural life experiences and those taught in science classes (Fakudze, 2004; Le Grange, 2007)
These studies argue that the held worldviews may impede the acquisition of scientific concepts within a science classroom, resulting in alternative conceptions that could lead to poor academic performance and dropping out of school, which in turn could end up in learners’ long-term indifference towards formal science education (Semali & Mehta, 2012)

Summary

Introduction

Introduction and BackgroundNumerous empirical studies have noted the influence of the worldviews held by educators and learners on the teaching and learning of science (Chan & Wong, 2014; Jegede & Okebukola, 1991). The authors argue that nonwestern learners exposed to western school science experience a conflict between the worldviews obtained from their socio-cultural life experiences and those taught in science classes (Fakudze, 2004; Le Grange, 2007) These studies argue that the held worldviews may impede the acquisition of scientific concepts within a science classroom, resulting in alternative conceptions that could lead to poor academic performance and dropping out of school, which in turn could end up in learners’ long-term indifference towards formal science education (Semali & Mehta, 2012). In this article we adopted the definition of worldview used by Ronald (2015) who describes it as mental frameworks that define how people understand their relationship to their socio-cultural environment She argues that worldviews are formulated by the spiritual ways that have been incorporated in people’s behaviour patterns, their traditions and everyday practices. The worldviews will be used interchangeably with indigenous knowledge systems (IKS)

Objectives

Methods

Results

Conclusion