000			05883cam a22004814i 4500
001			BRILL9789460917028
003			nllekb
005			20260610105657.0
007			cr un uuuua
008			120627s2012 ne b 000 0 eng d
010			_a 2014398400
020			_a9789460917028 _q(electronic book)
020			_z9789460917011 _q(print)
024	7		_a10.1007/978-94-6091-702-8 _2DOI
035			_a(OCoLC)796999413 _z(OCoLC)798055855
035			_a(OCoLC)ocn796999413
040			_aNL-LeKB _cNL-LeKB _erda
043			_af------
050		4	_aQ183.4.A34 _bC67 2012
072		7	_aJN _2bicssc
072		7	_aEDU _x000000 _2bisacsh
245	0	0	_aContemporary issues in African sciences and science education / _cedited by Akwasi Asabere-Ameyaw, George J. Sefa Dei, Kolawole Raheem ; foreword by Jophus Anamuah-Mensah.
264		1	_aRotterdam ; _aBoston: _bSense.
264		4	_cc2012.
300			_a1 online resource.
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_aonline resource _2rdacarrier
490	0		_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001
504			_aIncludes bibliographical references.
505	0	0	_tPreliminary Material / _rAkwasi Asabere-Ameyaw , George J. Sefa Dei , Kolawole Raheem and Jophus Anamuah-Mensah -- _tIntroduction / _rAkwasi Asabere-Ameyaw , George J. Sefa Dei and Kolawole Raheem -- _tThe question of Indigenous science and science education / _rAkwasi Asabere-Ameyaw , George J. Sefa Dei and Kolawole Raheem -- _tEngaging scientific activities to build endogenous science and lay foundation for the improvement of living conditions in africa / _rWanja Gitari -- _tLanguage proficiency and science learning / _rA. Asabere-Ameyaw and S. J. Ayelsoma -- _tChildren’s Indigenous ideas and the learning of conventional science / _rR.K. Akpanglo-Nartey , A. Asabere-Ameyaw , George. J. Sefa Dei and K.D. Taale -- _tScience student teachers’ attitude towards improvisation / _rJohn K. Eminah , Kojo Taale and Kolawole Raheem -- _tBeliefs about the nature of science held by African teachers in the Caribbean diaspora / _rDorian A. Barrow -- _tGazing mathematics and science education in Ghana / _rF. Ahia and E. Fredua-Kwarteng -- _tCulture, identity and science in African education / _rGeorge J. Sefa. Dei -- _tEthiopia survives / _rSolomon Belay -- _tIndigenous conceptions of civic education / _rWangui Mburu -- _tAchieving the culture of limited aggression / _rAsabere-Ameyaw and V. Adzahlie-Mensah -- _tEnvironmental hazard communication / _rMawuadem Koku Amedeker and Thomas Tachie Young -- _tConclusion: Re-visioning science and Indigenous education in Africa / _rAkwasi Asabere-Ameyaw , George J. Sefa. Dei and Kolawole Raheem -- _tContributors / _rAkwasi Asabere-Ameyaw , George J. Sefa Dei , Kolawole Raheem and Jophus Anamuah-Mensah.
520			_aIn this careful articulation of science, the editors provide an intellectual marriage of Indigenous science and science education in the African context as a way of revising schooling and education. They define science broadly to include both the science of the natural/physical/biological and the ‘science of the social’. It is noted that the current policy direction of African education continues to be a subject of intense intellectual discussion. Science education is very much at the heart of much current debates about reforming African schooling. Among the ways to counter-vision contemporary African education this book points to how we promote Indigenous science education to improve upon African science and technology development in general. The book also notes a long-standing push to re-examine local cultural resource knowings in order to appreciate and understand the nature, content and context of Indigenous knowledge science as a starting foundation for promoting African science and technology studies in general. It is argued that these interests and concerns are not mutually exclusive of each other but as a matter of fact interwoven and interdependent. The breadth of coverage of the collection reflect papers in science, Indigeneity, identity and knowledge production and the possibilities of creating a truly African-centred education. It is argued that such extensive coverage will engage and excite readers on the path of what has been termed ‘African educational recovery’. While the book is careful in avoiding stale debates about the ‘Eurocentricity of Western scientific knowledge’ and the positing of ‘Eurocentric science’ as the only science worthy of engagement, it nonetheless caution against constructing a binary between Indigenous/local science and knowledges and Western ‘scientific’ knowledge. After all, Western scientific knowledge is itself a form of local knowledge, born out of a particular social and historical context. Engaging science in a more global context will bring to the fore critical questions of how we create spaces for the study of Indigenous science knowledge in our schools. How is Indigenous science to be read, understood and theorized? And, how do educators gather/collect and interpret Indigenous science knowledges for the purposes of teaching young learners. These are critical questions for contemporary African education?
650		0	_aScience _xStudy and teaching _zAfrica.
650		0	_aScience _zAfrica.
650		0	_aEducation _zAfrica.
700	1		_aAsabere-Ameyaw, Akwasi.
700	1		_aDei, George J. Sefa _q(George Jerry Sefa), _d1954-
700	1		_aRaheem, Kolawole.
776	0	8	_iPrint version: _tContemporary Issues in African Sciences and Science Education _dLeiden ; Boston : Brill | Sense, [2012], _z9789460917011
830		0	_aEducational Research E-Books Online, Collection 2005-2017, ISBN: 9789004394001.
856	4		_zDOI: _uhttp://dx.doi.org/10.1007/978-94-6091-702-8
999			_c44099 _d44099