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128 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421. Staley, K. W. (1999). Logic, liberty, and anarchy: Mill and Feyerabend on scientific method. The Social Science Journal, 36(4), 603-614. Sweeney, A. E. (2003). An overview of science education in the Caribbean: Research, policy and practice. CASTME Journal, 23(1&2), 2-18. Tsou, J. Y. (2003). Reconsidering Feyerabend’s ‘anarchism.’ Perspectives on Science, 11(2), 208-235. Zais, R. S. (1976). Curriculum: Principles and foundations. New York: Harper & Row. WEBSITES http://users.aristotle.net/~asta/science.htm www.project2061.org/publications/sfaa/online/chap1.m http://www.indiana.edu/~ensiweb/lessons.unt.ns.r.html http://www.msu.edu/~dugganha/NOS.htm YEAR: 1 SEMESTER: 1 COURSE CODE: EDSC 6001 COURSE TITLE: SCIENCE EDUCATION AND CULTURE NUMBER OF CREDITS: 4 COURSE DESCRIPTIONS: Rationale Science as taught in the formal education system, from primary to tertiary levels, is projected as an objective, universal body of knowledge that is value-free. This is the view of science to which Caribbean teachers are exposed as students and as student teachers. It is not surprising, therefore, that this is the image of science that they present to their students. This view of science has been challenged, and the counter claim has been made that science as taught in schools is a product of western thought and thus may be viewed as a sub-culture of western culture (Aikenhead, 2001). Furthermore, over the years, scientific activity has occurred in non-western contexts such as Africa, India, and China, but such activity is hardly ever recognized in school science. Caribbean people and people from other non-western settings can lay claim to a non-western cultural heritage, in addition to those aspects of western culture that they have adopted. Consequently, the norms, values, attitudes and beliefs existing in these settings are likely to have also been influenced by non-western cultural traditions. In the Caribbean, it has been found that the principles which underpin traditional beliefs and practices that govern how people conduct their daily lives sometimes overlap with those of western science, but sometimes they are at odds with the tenets of western science (George & Glasgow, 1988, 1999). In the formal education system, this tension is often not addressed, nor is the fact that there is sometimes some overlap between the two ways of knowing. This omission from the school science curriculum can lead to the marginalization of indigenous literacies and/or the rejection of school science by some students. This course seeks to expose participants to a more holistic view of science, and to provide participants with the tools necessary to deal with the interface between the cultural background of the Caribbean learner and school science. It seeks to equip participants to utilize to the fullest those aspects of the cultural background of the learner that can be built upon in science classes, and also to use appropriate classroom strategies to engage students in a critical examination of those differences between school science and the traditional practices and beliefs to which they adhere. OBJECTIVES At the end of the course, participants will be able to: • evaluate the contribution of non-western countries to the development of science • describe the contribution of world view theory to an understanding of the interplay between science and culture • analyse Caribbean traditional practices and beliefs that deal with content areas which are also covered in school science • assess the relationship between western science and traditional Caribbean knowledge • devise and use strategies for teaching and learning science in Caribbean classrooms that present science in a holistic fashion, and that take into account the cultural background of the learner. CONTENT • World view theory • History and philosophy of western science • History and philosophy of selected examples of non- Western science • Cognitive learning theory • Caribbean traditional practices and beliefs • The evolution of science curricula in Caribbean schools • Science curricula for inclusion and access • Caribbean scientists: ‘The western path and the road less travelled’ • Science and language MAJOR COMPETENCIES TO BE DEVELOPED • Critical and creative thinking • Enhanced skills in science curriculum design, evaluation, and enactment, with a focus on cultural issues ASSESSMENT • Written examination (3 hours) 60% • Project – 40% • Development of a database on Caribbean indigenous practices and beliefs that can impact on the teaching/ learning of science • Categorising these practices and beliefs to show their relationship to conventional science • Outline of sample science lessons with a Caribbean cultural studies focus
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION REQUIRED READING Bevilacqua, F., Giannetto, E., & Matthews, M. (Eds.). (2001). Science education and culture: The role of history and philosophy of science. Dordrecht, The Netherlands: Kluwer. Stephens, S. (2000). Handbook for culturally responsive science curriculum. Fairbanks, AK: Alaska Native Knowledge Network. [Online] Available: http://www.ankn.uaf.edu/ Publications/Handbook/handbook.pdf RECOMMENDED READING Aikenhead, G. S. (2001). Integrating western and Aboriginal sciences: Cross-cultural science teaching. Research in Science Education, 31(3), 337-355. 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(3), 269-287. Asante, M. K. (1992). Afrocentricity. Trenton, N. J.: Africa World Press. Cobern, W. (1991). World view theory and science education research. (NARST Monograph No. 3). Kansas: National Association for Research in Science Teaching. Finch, C. S. (1992). Africa and the birth of science and technology: A brief overview. Decatur, GA: Khenti. Gaskell, J. (2003). Engaging science education within diverse cultures. Curriculum Inquiry, 33(3), 235-249. George, J. (1991). Teachers as innovators: Towards a model for the incorporation of Caribbean indigenous resources in science education. In E. P. Brandon, & P. N. Nissen (comps.), Proceedings of the 1990 Cross-Campus Conference on Education (pp. 151-160). Mona, Jamaica: Faculty of Education, UWI. George, J. (1995). An analysis of traditional practices and beliefs in a Trinidadian village to assess the implications for science education. Unpublished doctoral dissertation, The University of the West Indies, St. Augustine, Trinidad. George, J., & Glasgow, J. (1988). Street science and conventional science in the West Indies. Studies in Science Education, 15, 109-118. George, J., & Glasgow, J. (1999). The boundaries between Caribbean beliefs and practices and conventional science: Implications for science education in the Caribbean. Kingston: UNESCO. Herbert, S. M. M. (2003). Exploring a bridge-building strategy of comparing conventional science and traditional ways of knowing at the lower secondary science level. Unpublished doctoral dissertation, The University of the West Indies, St. Augustine, Trinidad. Jegede, O. (1995). Collateral learning and the eco-cultural paradigm in science and mathematics education in Africa. Studies in Science Education, 25, 97-137. Jegede, O. J., & Aikenhead, G. S. (1999). Transcending cultural borders: Implications for science teaching. Research in Science & Technological Education, 17(1), 45-66. Knain, E. (1999). Sense and sensibility in science education: Developing rational beliefs through cultural approaches. Studies in Science Education, 33, 1-29. Kamalu, C. (1990). Foundations of African thought. London: Karnak. Krugly-Smolska, E. (1996). Scientific culture, multiculturalism and the science classroom. Science & Education, 5, 21-29. Mudimbe, V. Y. (1988). The invention of Africa: Gnosis, philosophy, and the order of knowledge. Bloomington: Indiana University Press. Ogawa, M. (1995). Science education in a multi-science perspective. Science Education, 79(5), 583-593. Seaforth, C.E. (1982). The East Indian influence on Caribbean usage of medicinal plants. Paper presented at the 3rd conference on East Indians in the Caribbean, University of the West Indies, St. Augustine, August 8 – September 5, 1982. Solomon, J. (1987). Social influences on the construction of pupils’ understanding of science. Studies in Science Education, 14, 63-82. Sutherland, D., & Dennick, R. (2002). Exploring culture, language and the perception of the nature of science. International Journal of Science Education, 24(1), 1-25. Tobin, K. (1996). Cultural perspectives on the teaching and learning of science. In M. Ogawa (Ed.), Traditional culture, science & technology, and development: Toward a new literacy for science & technology (pp. 75-99). Tokyo: Research Project STS, Tokyo Institute of Technology. Van Sertima, I. (Ed.). (1983). Blacks in science: Ancient and modern. New Brunswick, NJ: Transaction. YEAR: 1 SEMESTER: 2 COURSE CODE: EDSC 6002 COURSE TITLE: SCIENCE AND SOCIETY NUMBER OF CREDITS: 4 COURSE DESCRIPTION: Rationale Science is a constantly evolving area of human endeavour that impacts significantly on the individual, the community, and the society at large. Citizens of the Caribbean in all walks of life experience the impact of scientific developments on a daily basis in varying degrees. Citizens must have a good understanding of these scientific developments if human living is to be enhanced significantly by them. This course has been designed to permit participants to assess critically this growing impact of science on society. Participants will explore the benefits and risks associated with some of the advances in science, some of the ethical issues that arise, as well as issues related to personal and social responsibility as ordinary citizens and practising scientists in a developing society. The course will also provide participants with the opportunity to examine how aspects of the societal impact of science, as well as issues related to values and ethical conflict, could be appropriately treated in the school science curriculum. 129
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