Learner-centered science education / / Cliff Malcom, Rubby Dhunpath.

• Superior document: Cultural perspectives in science education. Distinguished contributors ; Volume 1
• VerfasserIn: Malcolm, C. K. 1943-; Dhunpath, Rubby,
• TeilnehmendeR: Dhunpath, Rubby,
• Place / Publishing House: Rotterdam ;, Taipei : : Sense Publishers,, [2008]; ©2008
• Year of Publication: 2008
• Language: English
• Series: Cultural perspectives in science education. Distinguished contributors ; Volume 1.
• Physical Description: 1 online resource.
• Other title: Preliminary Material /; Transformational outcomes-based education? /; The fish and the fly /; Learner-centred education /; Outcomes and outcomes /; The matriculation camp /; Begin at the middle /; Ask Greg and Joanne /; Pauline Hansen and the Devil’s bargain /; Listening to the children /; The technology of schooling /; That’s not assessment, that’s teaching /; Parallel lines that meet /; Choosing the content of ‘Science’ /; Teachers as professionals /; The world as a machine /; May you grow to be strong /; Microcosm of a bigger world? /; Humans began here /; People make it happen /; The personal nature of teaching and learning /; Challenge, continuity and learning /; One god, one true love, one right answer /; In and out of the mainstream /; Authority, power and learner-centred education /; Shopping for a culture? /; How much freedom do we give? /; Does curry dissolve? /; HIV/AIDS, the pandemic /; Good tests are hard to write! /; Which knowledge is persuasive? /; Learning from children, little princes and frogs /; Travelling to Brazil: the IOSTE Conference /; Values, knowledge and science /; Eclipsed /; Science, science education and war /; Science and beliefs in medicine /; Science literacy in a diverse world? /; Generosity, energy and power /; My father is always right /; Learning through work /; Context, relevance and interest /; More than tests can show /; Creativity as essential learning? /; Successful science is not in the genes /; How I like to learn /; Teachers’ motivations /; When beliefs and knowledge are not enough /; Unplugged /; Problems with identity /; Coming home /
• Bibliography: Includes bibliographical references.
• ISBN: 9087906633
• Hierarchical level: Monograph
• Statement of Responsibility: Cliff Malcom, Rubby Dhunpath.

This book arises from the author’s experience of the South African science curriculum development and teaching since 1994, exploring definitions of science and approaches to science education appropriate to a newly liberated developing country. Each of the 50 chapters is borne out of Cliff Malcolm’s close relationships with communities in SA where he obtained deep insights into their attitudes to science teaching and learning, providing him with an empirical basis to challenge tertiary institutions to transform their curriculum offerings to embrace the culture and world views of African students. The author makes a compelling case for the evolution of relevant science teaching and learning that provide ‘capital’ for indigenous knowledges. The book has relevance also to first world countries, because the social and educational problems facing South Africa, though starker here, are present in all countries. The book addresses, among others, the nature of scientific knowledge and knowledge production; how scientific knowledge can be accessed and represented; what counts as legitimate scientific knowledge in the South African context of colonization, liberation, inequity and African belief systems. The book extends the debates on “African” Science, and offers ways of talking and writing about science that reframe it, acknowledging problematics and pluralism, offering ways of bringing Western and African thought together. Using a richly descriptive novelistic style, the author sketches vivid portraits of his research sites, participants and experiences. His vignettes are embedded in deep theoretical insights, lending gravity to the development discourse in science education, providing a coherent language for the transformational agendas of science educators committed to the project of social justice through a relevant science.