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International Journal of Science Education Volume 17, 1995 - Issue 6
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Original Articles

The effect of culture on the learning of science in non‐western countries: the results of an integrated research review

David Baker Su'u Secondary School, Dorio District, Malaita Province, Solomon Islands
&
Peter C. S. Taylor National Key Centre for School Science and Mathematics, Curtin University of Technology, Perth, Western Australia
Pages 695-704 | Published online: 24 Feb 2007

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Kirby Whittington, Sherry A. Southerland & Miray Tekkumru-Kisa. (2022) Examining relevance in pre-service science teachers’ lesson plans. International Journal of Science Education 44:1, pages 48-70.
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Nasser Mansour. (2020) The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom. International Journal of Science Education 42:2, pages 190-217.
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Ian Abrahams, Matt Homer, Rachael Sharpe & Mengyuan Zhou. (2015) A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students. Research in Science & Technological Education 33:1, pages 111-130.
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Ayo Harriet Akatugba & John Wallace. (2009) An Integrative Perspective on Students’ Proportional Reasoning in High School Physics in a West African Context. International Journal of Science Education 31:11, pages 1473-1493.
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Elaosi Vhurumuku & Maebeebe Mokeleche. (2009) The nature of science and indigenous knowledge systems in South Africa, 2000–2007: A critical review of the research in science education. African Journal of Research in Mathematics, Science and Technology Education 13:sup1, pages 96-114.
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Yilmaz Cakici. (2005) Exploring Turkish upper primary level pupils' understanding of digestion. International Journal of Science Education 27:1, pages 79-100.
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AbdullateefH. Haidar. (2002) Emirates secondary school science teachers' perspectives on the nexus between modern science and arab culture. International Journal of Science Education 24:6, pages 611-626.
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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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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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H.U. Emereole, T.N. Munyadzwe, C.M. Ntingana & T.B. Mosimakoko-Mosalakgoko. (2001) Rationalisation And Science Instructional Implications Of Some Superstitious Beliefs About Natural Phenomena In Botswana. Journal of the Southern African Association for Research in Mathematics, Science and Technology Education 5:1, pages 65-84.
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LeonieJ. Rennie. (1998) Capacity Building in Science: Support the Vision, Renounce the Tabula Rasa . Studies in Science Education 31:1, pages 119-129.
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AbdullateefH. Haidar. (1997) Arab prospective science teachers’ world view: presuppositions towards nature. International Journal of Science Education 19:9, pages 1093-1109.
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GlenS. Aikenhead. (1996) Science Education: Border Crossing into the Subculture of Science. Studies in Science Education 27:1, pages 1-52.
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Marina R. Zheltukhina, Natalia N. Kislitsyna, Olga V. Sergeeva, Svetlana A. Knyazeva, Ivan P. Polovikov & Leysan R. Tukhvatullina. (2023) Trends of cultural studies in science education: A systematic review from 1973 to 2023. Eurasia Journal of Mathematics, Science and Technology Education 19:12, pages em2364.
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Awelani V MUDAU & Tavonga TAWANDA. (2022) Pre-Service Science Teachers’ Views on the Use of Indigenous Chemistry Knowledge in Chemistry MetacognitionPre-Service Science Teachers’ Views on the Use of Indigenous Chemistry Knowledge in Chemistry Metacognition. International e-Journal of Educational Studies 6:12, pages 224-234.
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Fatima Baji & Carole Haeusler. (2021) Introducing Iranian Primary Children to Atoms and Molecules. Research in Science Education 52:4, pages 1387-1418.
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Femi E. Babalola & Folasade B. Ojobola. (2022) Improving Learning of Practical Physics in Sub-Saharan Africa—System Issues. Canadian Journal of Science, Mathematics and Technology Education 22:2, pages 278-300.
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Meta Van Sickle & Julie Swanson. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 177 204 .
N Tresnawati, I Saleh, Sudarmin & S Wardani. (2021) Science Batik Ciwaringin: The Implementation of Ethno-STEM PjBL Model in learning Biotechnology at PGSD Students. Journal of Physics: Conference Series 1842:1, pages 012063.
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Meta Van Sickle & Julie Swanson. 2020. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 1 29 .
David F. Treagust, Sheila S. Qureshi, Venkat Rao Vishnumolakala, Joseph Ojeil, Mauro Mocerino & Daniel C. Southam. (2018) Process-Oriented Guided Inquiry Learning (POGIL) as a Culturally Relevant Pedagogy (CRP) in Qatar: a Perspective from Grade 10 Chemistry Classes. Research in Science Education 50:3, pages 813-831.
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Bart I. Roman. (2019) Essay: Avoiding unfounded health claims on small molecules in scientific literature. Bioorganic Chemistry 86, pages 273-276.
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Yovita Yuliana Gunawan, Sarwanto & Fahru Nurosyid. The analysis of students’ critical thinking skill through ethnoscience instruction integrated on the topic of magnetic field. The analysis of students’ critical thinking skill through ethnoscience instruction integrated on the topic of magnetic field.
Qi Lu, Hongshia Zhang & Bing Wei. (2018) Exploration of the variety of teachers’ VNOS in China: Is the “step-over development” approach effective?. Asia-Pacific Science Education 4:1.
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Indah Slamet Budiarti, A. Suparmi, Sarwanto & Harjana. Heat transfer concept on Bakar Batu Papua’s culture. Heat transfer concept on Bakar Batu Papua’s culture.
Sarah Aretz, Andreas Borowski & Sascha Schmeling. (2016) A fairytale creation or the beginning of everything: Students’ pre-instructional conceptions about the Big Bang theory. Perspectives in Science 10, pages 46-58.
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Kongju Mun, Hyunju Lee, Sung-Won Kim, Kyunghee Choi, Sung-Youn Choi & Joseph S. Krajcik. (2013) CROSS-CULTURAL COMPARISON OF PERCEPTIONS ON THE GLOBAL SCIENTIFIC LITERACY WITH AUSTRALIAN, CHINESE, AND KOREAN MIDDLE SCHOOL STUDENTS. International Journal of Science and Mathematics Education 13:S2, pages 437-465.
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Jin-Kyung Kim & Dong-Hee Shin. (2014) Exploring Possibilities of Science Field Experience in Jongmyo Shrine. Elementary Science Education 33:2, pages 286-305.
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Mark I.Fred N.Zephania Anditi. (2012) Pupils’ Beliefs in Cultural Interpretations of ’Heat’ associated with Anger: A Comparative Study of Ten Ethnic Communities in Kenya. European Journal of Educational Research 1:2, pages 143-154.
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Ibtesam Azaiza, Varda Bar, Yaser Awad & Mahmood Khalil. (2012) Pupils’ Explanations of Natural Phenomena and Their Relationship to Electricity. Creative Education 03:08, pages 1354-1365.
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Lena Hansson & Britt Lindahl. (2010) “I have chosen another way of thinking”. Science & Education 19:9, pages 895-918.
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Hans Lossman & Hyo-Jeong So. (2010) Toward pervasive knowledge building discourse: analyzing online and offline discourses of primary science learning in Singapore. Asia Pacific Education Review 11:2, pages 121-129.
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William Medina-Jerez. (2007) Between Local Culture and School Science: The Case of Provincial and Urban Students from Eastern Colombia. Research in Science Education 38:2, pages 189-212.
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William Medina-Jerez. (2016) Conceptualizations of Nature From Science Students in Northeastern Colombia. Bulletin of Science, Technology & Society 27:5, pages 377-385.
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N. M. Mbajiorgu, N. G. Ezechi & E. C. Idoko. (2007) Addressing nonscientific presuppositions in genetics using a conceptual change strategy. Science Education 91:3, pages 419-438.
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Michael P. Mueller & Michael L. Bentley. (2006) Beyond the “decorated landscapes” of educational reform: Toward landscapes of pluralism in science education. Science Education 91:2, pages 321-338.
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Ibtisam Azaiza, Varda Bar & Igal Galili. (2006) Learning Electricity in Elementary School. International Journal of Science and Mathematics Education 4:1, pages 45-71.
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Wanja Gitari. (2005) Everyday objects of learning about health and healing and implications for science education. Journal of Research in Science Teaching 43:2, pages 172-193.
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Soikava Pauka, David F. Treagust & Bruce Waldrip. (2005) Village Elders’ and Secondary School Students’ Explanations of Natural Phenomena in Papua New Guinea. International Journal of Science and Mathematics Education 3:2, pages 213-238.
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Patricia Kelly. (2002) In occupied territory: future.con. Futures 34:6, pages 561-570.
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G. S. Aikenhead. 2001. Science Communication in Theory and Practice. Science Communication in Theory and Practice 23 45 .
Bruce G. Waldrip & Peter Charles Taylor. (1999) Permeability of students' worldviews to their school views in a non-Western developing country. Journal of Research in Science Teaching 36:3, pages 289-303.
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Glen S. Aikenhead & Olugbemiro J. Jegede. (1999) Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching 36:3, pages 269-287.
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William W. Cobern & Glen S. Aikenhead. 1998. International Handbook of Science Education. International Handbook of Science Education 39 52 .
Peter W. Hewson, Michael E. Beeth & N. Richard Thorley. 1998. International Handbook of Science Education. International Handbook of Science Education 199 218 .
Peter Charles Taylor. (1996) Mythmaking and mythbreaking in the mathematics classroom. Educational Studies in Mathematics 31:1-2, pages 151-173.
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