Chapter 9 Contextualizing Science Education as an Engagement Strategy for the African (Kenyan) Learner

In: Critical Theorizations of Education
Authors:
Samson Madera Nashon
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David Anderson
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Festus Kelonye Beru
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Selline Ooko
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Abstract

In this chapter, Samson Nashon and his coauthors focus on Contextualizing science learning and teaching for African learners so it could accord them meaningfulness and relevance which could have the greatest potential on sustaining long-term engagement with science education. They write that with Individuals exercising their agency to change their context via their historically and culturally developed resources, it becomes possible for them to affect their immediate settings. This is elucidated by contextual learning theories, which show learning as occurring only when learners process new information in ways that make it meaningful in their frame of reference. That approach, they note, assumes that the mind naturally seeks meaning in a context by searching for relationships that make sense. In addition, there appears to be some remarkable unity in the literature regarding the positive effect teaching in meaningful contexts has on student learning and teachers’ teaching. Needless to add that decontextualizing science is meaningless for the students since it lacks relevance outside of the school. With this understanding and developments, the chapter extends these related arguments with the critique of the situation of the African learner who, through the legacy of colonialism and other interventions, is often denied the opportunity to engage their local context for meaningful science learning.

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Chapter 1 Critical Theorizations of Education
Chapter 2 Towards a (New) Political Economy of Education 2.0
Chapter 3 Cosmo-uBuntu
Chapter 4 Critical Adult Education at the Margins
Chapter 5 Reconstructing Shallow Environmental Pedagogies into Critical, Transformative Environmental Learning Spaces for Praxis
Chapter 6 The Emerging Area of Education and Security
Chapter 7 Disability Studies and Socially Just Teacher Preparation
Chapter 8 Education Inequality under China’s Market Economy
Chapter 9 Contextualizing Science Education as an Engagement Strategy for the African (Kenyan) Learner
Chapter 10 Black Teachers, Black Students and Understanding “The Game of Mainstream”
Chapter 11 Stereotyping High School Immigrant African Male Students in Pursuit of Postsecondary Education
Chapter 12 Disrupting the Capitalist Narrative of De/Credentialization
Chapter 13 Revisiting Research
Chapter 14 Theorizing and Understanding the Evolving Gender Disparity in Educational Opportunity in Africa
Chapter 15 An Islamic Pedagogic Instance in the Canadian Context
Chapter 16 Txeemsim Bends the Box to Bring New Light to Working with Indigenous Methodologies

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