The Context of Training Teachers to Implement A Socially Relevant Science Education in Africa

References

• Abd-El-Khalick, F. (2005). Developing deeper understanding of the nature of science: the impact Of a philosophy of science course on pre-service Teachers' views of instructional planning. International Journal of Science Education, 27 (1), 15–42.
   Web of Science ®Google Scholar
• Abraham, W. E. (1967). The mind of Africa. London: Weidenfield & Cholson.
   Google Scholar
• Aikenhead, G. S. 1996. Science education: Border crossing into the subculture of science. Studies in Science Education, 27, 1–52.
   Google Scholar
• Aikenhead, G. S. & Jegede, O. J. (1999). Cross-cultural science education: A cognitive explanation of a cultural phenomenon. Journal of Research in Science Teaching, 36, 269–287.
   Web of Science ®Google Scholar
• Bascom, W. (1965). Folklore and literature. In R.A. Lystad (Ed.), African worlds: A survey of social research. London: Pall Mass Press.
   Google Scholar
• Bishop, A. J. (1990). Western mathematics: the secret weapon of cultural imperialism. Race & Class, 32 (2), 51–63.
   Web of Science ®Google Scholar
• Bodunrin, P. O. (1978). Which kind of philosophy for Africa. Symposium on philosophy in present situation in Africa, 8–22.
   Google Scholar
• Curry, L. (1992). Deliberative curriculum inquiry and its application in the education of health service administrators. Journal of Health Administration Education. 510 (3), 519–526.
   Google Scholar
• Dei, G. (2000). Rethinking the role of indigenous knowledge in the academy. International Journal of Inclusive Education, 4 (2), 111–132.
   Google Scholar
• Diamond, J. (1997). Guns, germ and steel: The fate of human societies. NY: W. W. Norton.
   Google Scholar
• Erduran, S., Simon, S., & Osborne, J. (2004). TAPping into argumentation: Development in the use of Toulmin's argumentation pattern in studying science discourse. Science Education, 88, 915–953.
   Web of Science ®Google Scholar
• Finley, F. (2009). Indigenous environmental knowledge: A source for science curriculum from Thailand (pp. 51–53). Second SIKSP International Conference, Cape Town, South Africa.
   Google Scholar
• Garroutte, E. (1999). American Indian science education: The second step. American Indian Culture and Research Journal, 23 (4), 91–114.
   Web of Science ®Google Scholar
• Gata, N. (1995). Traditional knowledge and agricultural sustainability. In S. H. Davis and K. Ebbe (Eds.), Traditional knowledge and sustainable development. Proceedings of a conference held at the World Bank, Washington, D.C. September 27–28, 1993.
   Google Scholar
• Gunstone, R. & White, R. (2000). Goals, methods and achievements of research in science education. In R. Millar, J. Leach & J. Osborne, Improving science education: The contribution of research. Buckingham: Open University Press.
   Google Scholar
• Habermas, J. (1999). The inclusion of the other. Cambridge, Massachusetts: MIT Press.
   Google Scholar
• Iwu, M. 1995. African medicinal knowledge. In S. H. Davis and K. Ebbe (Eds.), Traditional knowledge and sustainable development. Proceedings of a conference held at the World Bank, Washington, D.C. September 27–28, 1993.
   Google Scholar
• Jansen, J., & Christie, P. (1999). Changing the curriculum: Studies based on outcomes-based education in South Africa. Kenwyn: Juta.
   Google Scholar
• Jegede, O. J. (1995). Collateral learning and the eco-cultural paradigm in science and mathematics education in Africa. Studies in Science Education, 25, 97–137.
   Google Scholar
• Kwofie, S. (2009). Implementing a dialogical argumentation instructional model: A South African experience. Second SIKSP International Conference, Cape Town, South Africa.
   Google Scholar
• Lederman, N. G., Wade, P., and Bell, R. L. (2000). Assessing understanding of the nature of science: A historical perspective. In W. F. McComas, (Ed.) The nature of science in science education: Rationales and strategies (pp. 331–350). Dordrecht: Kluwer.
   Google Scholar
• Lewis (1977). The abolition of man. New York. Macmillan.
   Google Scholar
• McComas, W. F. (2000). The nature of science in science education: Rationales and strategies. Dordrecht: Kluwer.
   Google Scholar
• Mbiti, J. S. (1990). African religions and philosophy. (2nd Ed.). Oxford: Heinemann.
   Google Scholar
• Nichol, R., & Robinson, J. (2000). Pedagogical challenges in making mathematics relevant for indigenous Australians. International Journal of Mathematics Education in Science & Technology, 31 (4), 495–505.
   Google Scholar
• Nola, R., & Irzik, G. (2005). Philosophy, science, education and culture. Dordrecht: Springer.
   Google Scholar
• Obasanjo, O. (1987). African perspective: Myths and reality. NY: Council on Foreign Relations.
   Google Scholar
• Odora-Hoppers, C. A. (Ed.). (2002). Indigenous knowledge and the integration of knowledge systems: Towards a philosophy of articulation. Claremont, SA: New Africa Books.
   Google Scholar
• Ogunniyi, M. B. (1986). Two decades of science education in Africa. Science Education, 70, 111–122.
   Web of Science ®Google Scholar
• Ogunniyi, M. B. (1988). Adapting western science to traditional African culture. International Journal of Science Education, 10, 1–9.
   Web of Science ®Google Scholar
• Ogunniyi, M. B. (2004). The challenge of preparing and equipping science teachers in higher education to integrate scientific and indigenous knowledge systems for their learners. South African Journal of Higher Education, 18 (3): 289–304.
   Google Scholar
• Ogunniyi, M. B. (2007a). Teachers' stances and practical arguments regarding a science-indigenous knowledge curriculum: Part 1. International Journal of Science Education, 29, 963–985.
   Web of Science ®Google Scholar
• Ogunniyi, M. B. (2007b). Teachers' stances and practical arguments regarding a science-indigenous knowledge curriculum: Part 2. International Journal of Science Education, 29, 1189–1207.
   Web of Science ®Google Scholar
• Ogunniyi, M. B., Jegede O. J., Ogawa, M., & Oladele, F. K. (1995). Nature of worldview presuppositions among science teachers in Botswana, Indonesia, Japan, Nigeria, & the Philippines, Journal of Research in Science Teaching, 32(8): 817–831.
   Google Scholar
• Ogunniyi, M. B., & Hewson, M. G. (2008). Effect of an argumentation-based course on Teachers' disposition towards a science-indigenous knowledge curriculum. International Journal of Environmental & Science Education, 3 (4), 143–153.
   Google Scholar
• Ogunniyi, M.B., & Kwofie, S. (Eds.) (2011). Proceedings of the Third International Conference on the Integration of Science and Indigenous Knowledge Systems, October 25–28.
   Google Scholar
• Ogunniyi, M. B., & Ogawa, M. (2008). The prospects and challenges of training South African and Japanese educators to enact an indigenized science curriculum. The South African Journal of Higher Education, 22 (1), 175–190.
   Google Scholar
• Oruka, H. O. (1978). Four trends in current African philosophy. Symposium on philosophy in present situation in Africa, 1–7.
   Google Scholar
• Popper, K. (2001). The world of Parmenides. London: Routledge.
   Google Scholar
• Sapolsky, R. M. (1994). Why zebras don't get ulcers. New York: W. H.Freeman.
   Google Scholar
• Skirbekk, G., & Gilje, N. (2001). A history of western thought. London: Routledge.
   Google Scholar
• Snively, G., & Corsiglia, J. (2001). Discovering indigenous science: Implications for science education. Science Education, 85, 6–34.
   Web of Science ®Google Scholar
• Stocking, G. W. (1968). Race, culture and evolution. NY: The Free Press.
   Google Scholar
• Toulmin, S. (1958). The uses of argument. Cambridge: Cambridge University Press.
   Google Scholar
• Stone, R. (2009). The effect of an argumentation-based instruction and storytelling on educators' indigenous-scientific conceptions of the Moon (pp. 69–73). Second SIKSP International Conference, Cape Town, South Africa.
   Google Scholar
• Van Eemeren, F. H., Grootendorst, R. & Kruiger, T. (Eds.). (1987). Handbook of argumentation theory. Dordrecht: Foris.
   Google Scholar