Abstract
Background 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 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 The findings suggest that indigenous knowledge influences chemistry metacognition in a positive way. Conclusions 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.
Reference67 articles.
1. Assessing strategies for enhancing the integration of cultural practices in teaching and learning of chemistry in secondary schools.;L Achimugu;Chem. Teach. Int.,2023
2. Factors contributing to teachers’ conceptual difficulties in teaching high school organic chemistry.;K Adu-Gyamfi;Eur. J. Sci. Math. Educ.,2023
3. Cross-cultural science education: a cognitive explanation of a cultural phenomenon.;G Aikenhead;Special Issue: Science Education in Developing Countries.,1999
4. Relation between metacognitive awareness and participation to class discussion of university students (Electronic version).;O Akman;Univ. J. Educ. Res.,2018
5. The effect of using metacognitive strategies for achievement and the trend toward social studies for intermediate schools students in Saudi Arabia.;M Alshammari;Int. J. Educ. Learn. Dev.,2015