Citations (112)
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Maria Varelas, Amanda R. Diaz, Rebecca Kotler, Rebecca Woodard, Ronan Rock, Zachary Sabitt, Nathan Phillips, Rachelle Tsachor, Marcie Gutierrez, Hannah Natividad, Derek Threewitt & Jaegen Ellison. (2024) Embodied, dramatizing performances in science class: multimodal spaces and places of knowledge and identity construction. Research in Science & Technological Education 42:1, pages 157-179.
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Luecha Ladachart & Ladapa Ladachart. (2021) Preservice biology teachers’ decision-making and informal reasoning about culture-based socioscientific issues. International Journal of Science Education 43:5, pages 641-671.
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Kathryn Green & Cesar Delgado. (2021) Crossing cultural borders: results of an intervention on community college biology students’ understanding and acceptance of evolution. International Journal of Science Education 43:4, pages 469-496.
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Daniel Morales-Doyle & Alejandra Frausto. (2021) Youth participatory science: a grassroots science curriculum framework. Educational Action Research 29:1, pages 60-78.
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Susumu Nozoe & Tetsuo Isozaki. (2020) What affects Japanese science teachers’ pedagogical perspectives in lower secondary schools? A case study of international comparison between Hiroshima (Japan) and Leeds (England). International Journal of Science Education 42:13, pages 2246-2265.
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Lesley le Grange. (2019) Rethinking Learner-Centred Education: Bridging Knowledge Cultures. Africa Education Review 16:6, pages 229-245.
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Anthony Ash & Greg Wiggan. (2018) Race, multiculturalisms and the role of science in teaching diversity: towards a critical post-modern science pedagogy. Multicultural Education Review 10:2, pages 94-120.
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Elizabeth M. Walsh & Blakely K. Tsurusaki. (2018) “Thank You for Being Republican”: Negotiating Science and Political Identities in Climate Change Learning. Journal of the Learning Sciences 27:1, pages 8-48.
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Asheena Singh-Pillay, Busisiwe P. Alant & Godson Nwokocha. (2017) Tapping into Basic 7–9 Science and Technology Teachers’ Conceptions of Indigenous Knowledge in Imo State, Nigeria. African Journal of Research in Mathematics, Science and Technology Education 21:2, pages 125-135.
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Lydia Mavuru & Umesh Ramnarain. (2017) Teachers’ Knowledge and Views on the Use of Learners’ Socio-cultural Background in Teaching Natural Sciences in Grade 9 Township Classes. African Journal of Research in Mathematics, Science and Technology Education 21:2, pages 176-186.
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Bretton T. Alvaré. (2017) ‘Do they think we live in huts?’ – Cultural essentialism and the challenges of facilitating professional development in cross-cultural settings. Ethnography and Education 12:1, pages 33-48.
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C. Venuleo, P. Mossi & S. Salvatore. (2016) Educational subculture and dropping out in higher education: a longitudinal case study. Studies in Higher Education 41:2, pages 321-342.
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Annelize Cronje, Josef de Beer & Piet Ankiewicz. (2015) The Development and Use of an Instrument to Investigate Science Teachers’ Views on Indigenous Knowledge. African Journal of Research in Mathematics, Science and Technology Education 19:3, pages 319-332.
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Jesse Bazzul. (2015) Towards a Politicized Notion of Citizenship for Science Education: Engaging the Social Through Dissensus. Canadian Journal of Science, Mathematics and Technology Education 15:3, pages 221-233.
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Jean Kayira. (2015) (Re)creating spaces for uMunthu: postcolonial theory and environmental education in southern Africa. Environmental Education Research 21:1, pages 106-128.
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Pam Hanley, Judith Bennett & Mary Ratcliffe. (2014) The Inter-relationship of Science and Religion: A typology of engagement. International Journal of Science Education 36:7, pages 1210-1229.
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Louis
Royce Botha. (2012) Using expansive learning to include indigenous knowledge. International Journal of Inclusive Education 16:1, pages 57-70.
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Nadaraj Govender. (2011) South African primary school teachers' scientific and indigenous conceptions of the Earth-Moon-Sun system. African Journal of Research in Mathematics, Science and Technology Education 15:2, pages 154-167.
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KeithS. Taber & Alejandra García-Franco. (2010) Learning Processes in Chemistry: Drawing Upon Cognitive Resources to Learn About the Particulate Structure of Matter. Journal of the Learning Sciences 19:1, pages 99-142.
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Marianne E. Krasny & KeithG. Tidball. (2009) Applying a resilience systems framework to urban environmental education. Environmental Education Research 15:4, pages 465-482.
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Nadaraj Govender. (2009) Rural Basotho preservice students’ cultural and indigenous experiences of astronomy (ethnoastronomy) and implications for science education. Education as Change 13:1, pages 117-134.
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Mariana G. Hewson, Mirranda T. Javu & Lorna B. Holtman. (2009) The Indigenous Knowledge of African Traditional Health Practitioners and the South African Science Curriculum. African Journal of Research in Mathematics, Science and Technology Education 13:1, pages 5-18.
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Dionne Cross, Gita Taasoobshirazi, Sean Hendricks & DanielT. Hickey. (2008) Argumentation: A strategy for improving achievement and revealing scientific identities. International Journal of Science Education 30:6, pages 837-861.
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Gilbert Méndez. (2006) Using Students' Cultural Heritage to Improve Academic Achievement in Writing. Multicultural Perspectives 8:4, pages 29-38.
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Lyn Carter. (2006) Postcolonial Interventions Within Science Education: Using postcolonial ideas to reconsider cultural diversity scholarship. Educational Philosophy and Theory 38:5, pages 677-691.
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Choshi Kasanda, Fred Lubben, Noah Gaoseb, Utji Kandjeo‐Marenga, Hileni Kapenda & Bob Campbell. (2005) The Role of Everyday Contexts in Learner‐centred Teaching: The practice in Namibian secondary schools. International Journal of Science Education 27:15, pages 1805-1823.
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Michalinos Zembylas. (2002) The global, the local, and the science curriculum: A struggle for balance in Cyprus. International Journal of Science Education 24:5, pages 499-519.
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GlenS. Aikenhead. (2002) Cross‐cultural science teaching: Rekindling traditions for aboriginal students. Canadian Journal of Science, Mathematics and Technology Education 2:3, pages 287-304.
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Chin-Chung Tsai. (2001) Ideas about earthquakes after experiencing a natural disaster in Taiwan: An analysis of students' worldviews. International Journal of Science Education 23:10, pages 1007-1016.
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N. M. Mbajiorgu & E. C. Iloputaife. (2001) Combating Stereotypes of the Scientist Among Pre-service Science Teachers in Nigeria. Research in Science & Technological Education 19:1, pages 55-67.
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Derek Hodson. (2001) Inclusion without assimilation: Science education from an anthropological and metacognitive perspective. Canadian Journal of Science, Mathematics and Technology Education 1:2, pages 161-182.
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Glen S. Aikenhead & Hisashi Otsuji. (2000) Japanese and Canadian Science Teachers' Views on Science and Culture. Journal of Science Teacher Education 11:4, pages 277-299.
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Sibusiso Manzini. (2000) Learners' Attitudes Towards the Teaching of Indigenous African Science as Part of the School Science Curriculum. Journal of the Southern African Association for Research in Mathematics, Science and Technology Education 4:1, pages 19-32.
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