http://41.74.91.244:8080/handle/123456789/87 Mon, 06 Apr 2026 08:38:51 GMT 2026-04-06T08:38:51Z http://41.74.91.244:8080/handle/123456789/4637 Insects observed on cowpea flowers in three Districts in the Central Region of Ghana. Hordzi, W. Globally, it has been estimated that more than 100,000 species of wild plants depend on insects for pollination and reproduction. In Africa, and for that matter Ghana, not much is known about crop pollinators, especially legumes such as cowpea. In Ghana, little is known about even insects that visit the cowpea flowers. However, if the insects that visit the cowpea flowers are known it would serve as a platform to investigate insects that can possibly cause pollination in cowpea. Hence, this study was undertaken to verify the types of insects that visit cowpea flowers in three districts in the Central Region of Ghana. As a result, insects that visited cowpea flowers on surveyed, and the researcher’s own established farms were observed on the petals, tip of the stigma and inside the flowers. Samples of insects collected were identified. Also, percentage frequency of occurrence of the insects on the various parts of the flowers was determined. Differences between total frequencies were determined using chi square (÷²) analysis. The main insects observed on the cowpea flowers were bees such as Apis mellifera, Ceratina sp, Megachile sp, Xylocopa calens, Xylocopa imitator, Braussepis sp., .Lipotriches sp., Melecta sp and Amegilla sp. and other insects, such as thrips, flies, butterflies / moths, beetles, and Dysdercus sp. Thrips were the insects most often observed on the cowpea flowers in the surveyed farms, followed by flies or dipterans, Lasioglossium sp and butterflies/moths. From the researcher’s own established farm, during the minor rainy season, the most active insect observed on the tip of stigmas of the flowers was Megachile sp whilst thrips, butterflies / moths, Lasioglossum sp. and flies were active on the petals of the flowers. The differences between the total frequencies were highly significant (÷² = 154.61; P = 0.001). Indications are that Ceratina is most likely to be cowpea flower pest rather than a pollinator. However, further research into the role of Ceratina on cowpea flowers is recommended. Sun, 01 May 2011 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/4637 2011-05-01T00:00:00Z 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 Sun, 01 Jan 2012 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/592 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 Sun, 01 Jan 2012 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/591 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 Sun, 01 Jan 2012 00:00:00 GMT http://41.74.91.244:8080/handle/123456789/590 2012-01-01T00:00:00Z