http://41.74.91.244:8080/handle/123456789/89 2026-04-06T08:42:14Z http://41.74.91.244:8080/handle/123456789/592 Conclusion Re-Visioning Science and Indigenous Education in Africa: Meeting future challeges Asabere-Ameyaw A.; Dei G.J.S.; Raheem K. This chapter draws upon the broader philosophical and theoretical implications of our understanding Indigenous science and science education in African schools. Today, we are having to contend with the crisis of ideas and imagination as we search for genuine educational options for young learners. African subjects have always played a central role in the conception, generation, design and implementation of knowledge. As already noted, it is through the mutual interrogation of ideas, concepts, principles, symbols, cultural and social values that the foundation of knowledge can be established. Tensions of the intellectual identity and the clarification of what is science are not new. � 2012 Sense Publishers. All Rights Reserved. Asabere-Ameyaw, A., University of Education, Winneba, Ghana; Dei, G.J.S., Sociology and Equity Studies, Ontario Institute for Studies in Education, University of Toronto (OISE/UT), Canada; Raheem, K., University of Jyv�skyl�, University of Education, Winneba, Ghana, Center for School and Community Science and Technology Studies (SACOST), University of Education, Winneba, Ghana 2012-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/591 Introduction: Introduction to contemporary issues in african science education Asabere-Ameyaw A.; Dei G.J.S.; Raheem K. The purpose of this book is to contextualize Indigenous science and science education in the African context as a way of reconsidering/revising schooling and education. We define science broadly to include both the science of the natural/physical/biological and the 'science of the social'. By 'science of the social' we mean science defined broadly to include the nexus of the physical, social, natural and biological terrains of knowledge which can be taken up equally as methodological tools and ways of knowing providing a more comprehensive understanding of our worlds. Perhaps African education continues to be a subject of intense intellectual discussion. � 2012 Sense Publishers. All Rights Reserved. Asabere-Ameyaw, A., University of Education, Winneba, Ghana; Dei, G.J.S., Sociology and Equity Studies, Ontario Institute for Studies in Education, University of Toronto (OISE/UT), Canada; Raheem, K., University of Jyv�skyl�, University of Education, Winneba, Ghana, Center for School and Community Science and Technology Studies (SACOST), University of Education, Winneba, Ghana 2012-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/590 Science Student Teachers' Attitude Towards Improvisation Eminah J.K.; Taale K.; Raheem K. The result of various researches and practical experience teach that at the preuniversity level, science teaching should not involve only theoretical principles and verbal activities. Since majority of learners at this level are not cognitively mature, science teaching and learning should involve a judicious blend of practical activities and some theory (if necessary). To be beneficial to the learners, preuniversity science should be meaningful and also focused on phenomena in the environment in order to promote understanding of nature. � 2012 Sense Publishers. All Rights Reserved. Eminah, J.K., Department of Science Education, Winneba, Ghana, Umaru Musa yar'Adua University, Nigeria; Taale, K.; Raheem, K., University of Jyv�skyl�, University of Education, Winneba, Ghana, Center for School and Community Science and Technology Studies (SACOST), University of Education, Winneba, Ghana 2012-01-01T00:00:00Z http://41.74.91.244:8080/handle/123456789/555 Indigenist African development and related issues: Towards a transdisciplinary perspective Asabere-Ameyaw A.; Anamuah-Mensah J.; Dei G.J.S.; Raheem K. There is no term so heavily contested in social science literature/nomenclature than 'Development'. This book brings Indigenous perspectives to African development. It is argued that contrary to development as we know it not working, a greater part of the problem is that conventional development approaches that work have in fact not truly been followed to the letter and hence the quagmire. All this is ironic since everything we do about our world is development. So, how come there is "difficult knowledge" when it comes to learning from what we know, i.e., what local peoples do and have done for centuries as a starting point to reconstructing and reframing 'development'? In getting our heads around this paradox, we are tempted to ask more questions. How do we as African scholars and researchers begin to develop "home-grown solutions" to our problems? How do we pioneer new analytical systems for understanding our communities and offer a pathway to genuine African development, i.e., Indigenist African development? (see also Yankah, 2004). How do we speak of Indigenist development mindful of global developments and entanglements around us? Can we afford to pursue development still mired in a "catch up" scenario? Are we in a race with the development world and where do we see this race ending or where do we define as the 'finishing line'? A Publication of the Centre for School and Community Science and Technology Studies [SACOST], University of Education, Winneba, Ghana. � 2014 Sense Publishers. All Rights Reserved. Asabere-Ameyaw, A., University of Education (UEW) Winneba, Ghana; Anamuah-Mensah, J., University of Education (UEW) Winneba, Ghana; Dei, G.J.S., Department of Humanities, Social Sciences and Social Justice Education, Ontario Institute for Studies in Education (OISE), University of Toronto (UT), Canada; Raheem, K., Centre for School and Community Science and Technology Studies (SACOST), University of Education, Winneba, Ghana 2014-01-01T00:00:00Z