The influence of indigenous knowledge on chemistry metacognition

Author:

Tawanda TavongaORCID,Mudau Awelani V.

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.

Publisher

F1000 Research Ltd

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

同舟云学术

1.学者识别学者识别

2.学术分析学术分析

3.人才评估人才评估

"同舟云学术"是以全球学者为主线,采集、加工和组织学术论文而形成的新型学术文献查询和分析系统,可以对全球学者进行文献检索和人才价值评估。用户可以通过关注某些学科领域的顶尖人物而持续追踪该领域的学科进展和研究前沿。经过近期的数据扩容,当前同舟云学术共收录了国内外主流学术期刊6万余种,收集的期刊论文及会议论文总量共计约1.5亿篇,并以每天添加12000余篇中外论文的速度递增。我们也可以为用户提供个性化、定制化的学者数据。欢迎来电咨询!咨询电话:010-8811{复制后删除}0370

www.globalauthorid.com

TOP

Copyright © 2019-2024 北京同舟云网络信息技术有限公司
京公网安备11010802033243号  京ICP备18003416号-3