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Cultural Studies of Science Education
Published in: Cultural Studies of Science Education 4/2015

06-10-2015 | Original Paper

Integrating Ubunifu, informal science, and community innovations in science classrooms in East Africa

Authors: Ladislaus M. Semali, Adelina Hristova, Sylvia A. Owiny

Published in: Cultural Studies of Science Education | Issue 4/2015

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Abstract

This study examines the relationship between informal science and indigenous innovations in local communities in which students matured. The discussion considers methods for bridging the gap that exists between parents’ understanding of informal science (Ubunifu) and what students learn in secondary schools in Kenya, Tanzania, and Uganda. In an effort to reconcile the difference between students’ lived experiences and Science, Technology, Engineering, and Mathematics (STEM) taught in classrooms, this study presents an experiential iSPACES instructional model as an example of curriculum integration in science classrooms. The culmination is presentation of lessons learned from history, including Africa’s unique contributions to science, theory, and indigenous innovations, in the hope that these lessons can spur the development of new instructional practices, standards, curriculum materials, professional and community development, and dialogue among nations.
next article A new lens for supporting and studying science teacher reflections: situating the self in the [activity] system

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Metadata
Title
Integrating Ubunifu, informal science, and community innovations in science classrooms in East Africa
Authors
Ladislaus M. Semali
Adelina Hristova
Sylvia A. Owiny
Publication date
06-10-2015
Publisher
Springer Netherlands
Published in
Cultural Studies of Science Education / Issue 4/2015
Print ISSN: 1871-1502
Electronic ISSN: 1871-1510
DOI
https://doi.org/10.1007/s11422-014-9640-x

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