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Relationship between secondary science teachers' orientation to traditional culture and beliefs concerning science instructional ideology
Author(s) -
Shumba Overson
Publication year - 1999
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/(sici)1098-2736(199903)36:3<333::aid-tea7>3.0.co;2-z
Subject(s) - ideology , bachelor , science education , preference , psychology , nature of science , indigenous , sociology , mathematics education , pedagogy , social psychology , social science , politics , political science , ecology , law , economics , biology , microeconomics
This study sought to measure secondary science teachers' level of commitment to traditional culture in Zimbabwe and how this orientation is related to their beliefs concerning science instructional ideology. The study involved 63 in‐service science teachers studying for the bachelor of education degree at the University of Zimbabwe. The science teachers in this study maintain a fairly traditional posture with regard to aspects of traditional authority, religion, view of nature, and social change. They show a much stronger shift away from tradition with regard to sex roles, causality, and problem solving. Their scores of commitment to indigenous culture were positively and significantly correlated to traditional noninquiry ideology preference scores but not to inquiry instructional ideology preference scores. Implications of the findings are discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 333–355, 1999