The influence of indigenous knowledge on chemistry metacognition.
African philosophical orientation
academic performance
chemistry metacognition
contextualisation
indigenous chemistry knowledge.
Journal
F1000Research
ISSN: 2046-1402
Titre abrégé: F1000Res
Pays: England
ID NLM: 101594320
Informations de publication
Date de publication:
2023
2023
Historique:
accepted:
22
02
2024
medline:
23
5
2024
pubmed:
23
5
2024
entrez:
23
5
2024
Statut:
epublish
Résumé
Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers' colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition. An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition. The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.
Sections du résumé
Background
UNASSIGNED
Chemistry is viewed as a difficult and challenging subject by many learners and teachers which leads to poor academic performance in the subject. The majority of the pre-service science teachers in Zimbabwean teachers' colleges also find Chemistry to be a challenging subject. The focus of this study was to simplify and contextualize the teaching and learning of Chemistry concepts for life-long survival and problem-solving skills through exploring the influence of indigenous Chemistry knowledge on Chemistry metacognition.
Methods
UNASSIGNED
An embedded mixed methods case study was underpinned by the social constructivist theory, which is used to collect and analyse the data. Twenty-nine respondents were purposively sampled. Their metacognition awareness was determined through focus group interviews which are triangulated with a paper and pen test. The indigenous Chemistry knowledge possessed by the pre-service science teachers was collected using focus group interviews, which was then used in the intervention stage for Chemistry metacognition.
Results
UNASSIGNED
The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way.
Conclusions
UNASSIGNED
Further research is required on the relationship between indigenous Chemistry knowledge and Chemistry metacognition. It is recommended that Chemistry educators should be capacitated with skills for identifying and applying indigenous Chemistry knowledge that is relevant to Chemistry metacognition.
Identifiants
pubmed: 38778813
doi: 10.12688/f1000research.131685.4
pmc: PMC11109572
doi:
Banques de données
figshare
['10.6084/m9.figshare.22666102.v1']
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
589Informations de copyright
Copyright: © 2024 Tawanda T and Mudau AV.
Déclaration de conflit d'intérêts
No competing interests were disclosed.