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| Autor/in | George, June |
|---|---|
| Titel | World View Analyses of Knowledge in a Rural Village: Implications for Science Education. |
| Quelle | In: Science education, 83 (1999) 1, S. 76-95Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Erziehung; Kultur; Wissen; Empirische Untersuchung; Sitte; Beziehung; Einstellung (Psy); Brauch; Dorf; Erziehung; Indien; Kind; Ländlicher Raum; Meer; Mensch; Naturwissenschaften; Schule; Struktur; Tradition; Umwelt; Weisheit; Weltanschauung; Wissen; Wissenschaft; Zeit; Glaube; Kultur; Haltung; Beziehung; Land; Prinzip; Überzeugung; Sitte; Kind; Schule; Meer; Mensch; Dorf; Land; Ländlicher Raum; Naturwissenschaften; Weisheit; Weltanschauung; Überzeugung; Glaube; Haltung; Umwelt; Fischereiwirtschaft; Wissenschaft; Zeit; Brauch; Ortschaft; Prinzip; Rahmenbedingung; Struktur; Tradition; Verbindlichkeit; Weltsicht; Verbindlichkeit; Indien |
| Abstract | This article describes an empirical qualitative analyses of some of the traditional practises and beliefs, with respect to health regimes and marine-related activities, wich operate in the daily lives of people in the village of "Seablast", Trinidad and Tobago. The purpose of the investigation was to gain an understanding of these practises and beliefs and the interpretive framework that underpins them, and to explore how these might impinge of the learning and teaching of school science in such a context. Kearny's world view theory was employed as the framework for the analysis. The investigation reveals that the traditional wisdom in Seablast is a pervasive system, consisting of several concepts and principles, some of which are similar to those of conventional science, whereas others differ significantly. There are also some similarities between the world view of the villagers and that of science. However, the procedures used by the villagers to effect these tenets are often quite different from those used in science. The article argues that science students and teachers who are exposed to the traditional wisdom and who have some level of commitment to it are likely to find that, to some extent, they are required to function in two worlds - the traditional world and the world of science. Current research suggests that the "boundary crossing" between these worlds may be difficult or even hazardous for some people. The recommendation is made that school science curricula for contexts such as Seablast must be fashioned from a cultural perspective, with an emphasis on providing aids for students to effect the boundary crossing sucessfully. This would put students in a better position to evaluate both thier tratitional practices and beliefs and conventional science so that they could make appropriate choises for the conduct of their lives. |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2001_(CD) |
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