Can Open Science Offer Solutions to Science Education in Africa?

2021 ◽  
pp. 149-174
Author(s):  
Karen Ferreira-Meyers ◽  
Amit Dhakulkar
Keyword(s):  
Science Education ◽  
Open Science ◽  
Education In Africa

scholarly journals Open for whom? The need to define open science for science education

2021 ◽  
Author(s):  
Aaron Kessler ◽  
Rasheda Likely ◽  
Joshua M. Rosenberg
Keyword(s):  
Science Education ◽  
Open Science

Earth Science Education in Africa: an overview

1999 ◽  
Vol 28 (4) ◽  
pp. 773-776 ◽  
Author(s):  
Hugh Rollinson ◽  
Pascal Affaton ◽  
Sam Ayonghe ◽  
Marian Tredoux ◽  
Kevin Walsh
Keyword(s):  
Science Education ◽  
Earth Science ◽  
Earth Science Education ◽  
Education In Africa

scholarly journals The Homework of Response-Ability in Science Education

2020 ◽  
pp. 53-78
Author(s):  
Marc Higgins
Keyword(s):  
Science Education ◽  
Constitutive Relation ◽  
Traditional Ecological Knowledge ◽  
Open Science ◽  
Ecological Knowledge ◽  
Indigenous Science

AbstractThe purpose of this chapter is to introduce response-ability as a concept and practice to (re)open science education’s understanding and enactments of responsibility towards Indigenous ways-of-living-with-nature (IWLN) and traditional ecological knowledge (TEK). This is significant as even well-intentioned forms of responsibility are often and inadvertently over-coded by the (neo-)colonial logics that it sets out to refuse and resist: responsibility and the ability to respond are often not one and the same. Within this chapter, I revisit a significant personal pedagogical encounter in which this distinction made itself felt and known. Thinking with the work of Sami scholar Rauna Kuokkanen, this narrative provides a platform to explore practices of epistemic ignorance and its (co-)constitutive relation to knowledge, as well as what she refers to as “the homework of response-ability” required to (re)open the norms of responsiveness towards the possibility of heeding the call of Indigenous science from within the structure of science education. Concluding thoughts underscore the promise of deconstruction (rather than destruction) as a theoretical, methodological, and ethical tool to resist the (fore)closure of responsibility towards hospitably receiving Indigenous science on its own terms.

Sustainability Science Education in Africa: Negotiating indigenous ways of living with nature in the third space

2009 ◽  
Vol 32 (1) ◽  
pp. 125-141 ◽  
Author(s):  
George E. Glasson ◽  
Ndalapa Mhango ◽  
Absalom Phiri ◽  
Marilyn Lanier
Keyword(s):  
Science Education ◽  
Sustainability Science ◽  
Third Space ◽  
The Third ◽  
Education In Africa

scholarly journals 実証的研究の事前登録の現状と実践 —OSF事前登録チュートリアル—

2021 ◽  
Author(s):  
Ryuju Hasegawa ◽  
Kanae Tada ◽  
Fumiya Yonemitsu ◽  
Ayumi Ikeda ◽  
Yuki Yamada ◽  
...  
Keyword(s):  
Science Education ◽  
Practical Experience ◽  
Psychological Research ◽  
Open Science ◽  
Psychological Science ◽  
Supplementary Material ◽  
Crisis In Psychology ◽  
Science Framework

In the midst of the current reproducibility crisis in psychology, pre-registration is considered a remedy to increase the reliability of psychological research. However, as pre-registration is an unconventional practice for most psychological researchers, they find it difficult to introduce pre-registration into their studies. In order to promote pre-registration, this article provides a detailed and practical step-by-step tutorial for beginners on pre-registration with the Open Science Framework. Furthermore, a typical example of the practical experience of beginners and its revisions are provided as supplementary material. Finally, we discuss various issues related to pre-registration, such as transparent research, registered reports, preprints, and open science education. We hope that this article will contribute to the improvement of reproducible psychological science in Japan.

Two decades of science education in africa

1986 ◽  
Vol 70 (2) ◽  
pp. 111-122 ◽  
Author(s):  
M. B. Ogunniyi
Keyword(s):  
Science Education ◽  
Education In Africa

scholarly journals The Challenges and Prospects of Science Education Development in Africa

2021 ◽  
Vol 12 (4) ◽  
pp. 120
Author(s):  
Margaret Foluso Ayeni
Keyword(s):  
Sustainable Development ◽  
Science Education ◽  
Teacher Quality ◽  
Teaching Method ◽  
Instructional Materials ◽  
African Countries ◽  
Education Development ◽  
Laboratory Equipment ◽  
Education In Africa

In spite of the numerous groundbreaking innovations and inventions that science education can achieve in Africa, its growth in the continent is stunted. This retardation in development is as a result of fundamental problems which are discussed in the paper under the following headings: Insecurity, corruption, Unavailability of Laboratory Equipment and Instructional materials, Inadequate Funds, Inadequate Teacher Quality and Teaching Method, Difficult concepts in science. The paper highlights the challenges crippling the development of science education and the prospects its growth will have in the growth of Africa as a continent. Also, this paper focuses on the challenges plaguing science education in African Countries. It intends to reveal how science education is being prevented from becoming prominent in the national and sustainable development of African countries. It also discusses the prospects science education will have in the development of the continent if it was not plagued with difficulties. Some recommendations were made on the steps to take to improve the development of science education in Africa.   Received: 2 May 2021 / Accepted: 15 June 2021 / Published: 8 July 2021

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