Cultural Pedagogy and Effective Science Teaching
DOI:
https://doi.org/10.11575/jet.v42i2.52470Abstract
An examination of how science instructions are impacted by the sociological nature of the learner and the cultural astuteness of the teacher. When students bring their history into the classroom, what impact does this have on their scientific reasoning abilities? Equally, when teachers permeate their history into the teaching and learning process, what impact does this have on the cultural sensitivity or insensitivity of the teacher? Addressing the history gaps between teachers and students will help to formulate the model paradigm for effective science instructions.
Downloads
Published
2018-05-17
Issue
Section
Articles
License
The Journal of Educational Thought retains first publication rights for all articles. The Journal grants reproduction rights for noncommercial educational purposes with the provision that full acknowledgement of the work’s source be noted on each copy. The Journal will redirect to the appropriate authors any inquiries for further commercial publication of individual articles. All authors wishing to publish in JET will be asked to fill in and sign a Consent to Publish and Transfer of Copyright agreement.
Authors must affirm that any submission to JET has not been and will not be published or submitted elsewhere while under considration by JET.
