Village elders' and secondary school students' explanations of natural phenomena in Papua New Guinea

Article

Pauka, Soikava, Treagust, David F. and Waldrip, Bruce. 2005. "Village elders' and secondary school students' explanations of natural phenomena in Papua New Guinea." International Journal of Science and Mathematics Education. 3 (2), pp. 213-238. https://doi.org/10.1007/s10763-004-6529-2
Article Title

Village elders' and secondary school students' explanations of natural phenomena in Papua New Guinea

ERA Journal ID20614
Article CategoryArticle
AuthorsPauka, Soikava (Author), Treagust, David F. (Author) and Waldrip, Bruce (Author)
Journal TitleInternational Journal of Science and Mathematics Education
Journal Citation3 (2), pp. 213-238
Number of Pages30
Year2005
Place of PublicationDordrecht, Netherlands
ISSN1571-0068
1573-1774
Digital Object Identifier (DOI)https://doi.org/10.1007/s10763-004-6529-2
Web Address (URL)http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s10763-004-6529-2
Abstract

This research investigated the sources of explanations and understanding of natural
phenomena in terms of the students' cultural and school science experiences. The first
phase involved interviews with eight village elders that probed their explanations and
understanding of natural phenomena. The second phase involved the design,
development and administration of two questionnaires on natural phenomena to 179
students in a rural boarding high school in Papua New Guinea (PNG). Most village
elders gave explanations of many of the phenomena in terms of spirits, spells, magic;
religion; and personal experiences. Most school-aged students choose scientific
explanations of natural phenomena in terms of what they had learned in school or from
personal experiences. However, many choose explanations of the same phenomena
about spirits, spells and magic that came from the village, family or home. The study
revealed that students' ideas about natural phenomena are strongly governed and
controlled by their school science knowledge in the school setting. It is likely that their
own traditional knowledge cannot be identified in a school setting but that
questionnaires in the students' local language be given to students in their villages (as
opposed to school). In addition, so as not to diminish the value of this traditional
knowledge, science education programs are needed that are able to consider and
harmonise traditional knowledge with school science

Keywordsscientific explanations, traditional knowledge, learning science, schooling, Papua New Guinea
ANZSRC Field of Research 2020390113. Science, technology and engineering curriculum and pedagogy
440107. Social and cultural anthropology
Public Notes

Springer 2005 : Reproduced in accordance with the copyright policy of the publisher.

Byline AffiliationsCurriculum Reform Implementation Project, Papua New Guinea
Curtin University of Technology
Faculty of Education
Permalink -

https://research.usq.edu.au/item/9x987/village-elders-and-secondary-school-students-explanations-of-natural-phenomena-in-papua-new-guinea

Log in to edit

Download files

  • 2019
    total views
  • 892
    total downloads
  • 3
    views this month
  • 0
    downloads this month

Export as

Related outputs

Student teachers' perceptions of science learning
Knight, Bruce Allen and Waldrip, Bruce G.. 2009. "Student teachers' perceptions of science learning ." Acta Ciencia Indica: Mathematics. 10 (1), pp. 5-9.
Students' perceptions of assessment process: questionnaire
Waldrip, Bruce G., Fisher, Darrell L. and Dorman, Jeffrey P.. 2008. "Students' perceptions of assessment process: questionnaire." Fisher, Darrell, Koul, Rekha and Wanpen, Supatra (ed.) 5th International Conference on Science, Mathematics and Technology Education 2008: Science Mathematics and Technology Education: Beyond Cultural Boundaries. Udon Thani, Thailand 16 - 19 Jan 2008 Perth, Australia.
Classroom environment, students' perceptions of assessment, academic efficacy and attitude to science: a LISREL analysis
Dorman, Jeff, Fisher, Darrell L. and Waldrip, Bruce. 2006. "Classroom environment, students' perceptions of assessment, academic efficacy and attitude to science: a LISREL analysis." Fisher, Darrell L. and Khine, Myint Swe (ed.) Contemporary approaches to research on learning environments: worldviews. Hackensack, NJ, United States. World Scientific Publishing. pp. 1-28
Students' dilemmas in reaction stoichiometry problem solving: deducing the limiting reagent in chemical reactions
Chandrasegaran, A. L., Treagust, David F., Waldrip, Bruce G. and Chandrasegaran, Antonia. 2009. "Students' dilemmas in reaction stoichiometry problem solving: deducing the limiting reagent in chemical reactions ." Chemistry Education Research and Practice. 10 (1), pp. 14-23. https://doi.org/10.1039/B901456J
Classroom environment, students' perceptions of assessment, academic efficacy and attitude to science: a LISREL analysis
Dorman, Jeff, Waldrip, Bruce and Fisher, Darrell L.. 2006. "Classroom environment, students' perceptions of assessment, academic efficacy and attitude to science: a LISREL analysis." NARST 2006 Annual Meeting: Learning Science in Formal and Informal Contexts. San Francisco, United States 03 - 06 Apr 2006 Reston, VA, USA.
Primary teachers' interpersonal behaviour and cultural elements of the classroom environment
Fisher, Darrell L., Waldrip, Bruce and den Brok, Perry. 2006. "Primary teachers' interpersonal behaviour and cultural elements of the classroom environment." Fisher, Darrell L., Zandvliet, David, Gaynor, Ian and Koul, Rekha (ed.) 4th International Conference on Science, Mathematics and Technology Education: Sustainable Communities and Sustainable Environments: Envisioning a Role for Science, Mathematics and Technology Education. Victoria, Canada 25 - 28 Aug 2005 Perth, WA.
Changing representations to learn primary science concepts
Waldrip, Bruce and Prain, Vaughan. 2006. "Changing representations to learn primary science concepts." Teaching Science: The Journal of the Australian Science Teachers Association. 52 (4), pp. 17-21.
Representation and learning in science
Prain, Vaughan and Waldrip, Bruce. 2009. "Representation and learning in science." Ritchie, Stephen M. (ed.) World of science education: handbook of research in Australasia. Rotterdam, Netherlands. Sense Publishers. pp. 69-84
Using the Student Perceptions of Assessment Questionnaire (SPAQ) to develop an assessment typology for science classes
Dorman, Jeffrey P., Waldrip, Bruce G. and Fisher, Darrell L.. 2008. "Using the Student Perceptions of Assessment Questionnaire (SPAQ) to develop an assessment typology for science classes." Journal of Science Education. 1 (9), pp. 13-17.
Using representations for teaching and learning in science
Carolan, Jim, Prain, Vaughan and Waldrip, Bruce. 2008. "Using representations for teaching and learning in science ." Teaching Science: The Journal of the Australian Science Teachers Association. 54 (1), pp. 18-23.
Student perceptions of teacher-student interpersonal behaviour and cultural factors of learning environment in metropolitan and country schools
Waldrip, Bruce, Fisher, Darrell L. and Dorman, Jeff. 2007. "Student perceptions of teacher-student interpersonal behaviour and cultural factors of learning environment in metropolitan and country schools ." Education in Rural Australia. 17 (2), pp. 37-54.
Identifying exemplary science teachers through students' perceptions of their learning environment
Waldrip, Bruce, Fisher, Darrell L. and Dorman, Jeff. 2009. "Identifying exemplary science teachers through students' perceptions of their learning environment." Learning Environments Research. 12 (1), pp. 1-13. https://doi.org/10.1007/s10984-008-9049-0
Changing primary students' perceptions of teacher interpersonal behaviours in science
Waldrip, B., Reene, Paula, Fisher, Darrell and Dorman, Jeff. 2008. "Changing primary students' perceptions of teacher interpersonal behaviours in science." Research in Science Education. 38 (2), pp. 213-235. https://doi.org/10.1007/s11165-007-9045-x
A study of teachers' perspectives about using multimodal representations of concepts to enhance science learning
Prain, Vaughan and Waldrip, Bruce. 2008. "A study of teachers' perspectives about using multimodal representations of concepts to enhance science learning ." Canadian Journal of Science, Mathematics and Technology Education. 8 (1), pp. 5-24. https://doi.org/10.1080/14926150802152152
Learning junior secondary science through multi-modal representation
Waldrip, Bruce, Prain, Vaughan and Carolan, Jim. 2006. "Learning junior secondary science through multi-modal representation." Electronic Journal of Science Education. 11 (1), pp. 86-105.
Pedagogical principles in negotiating cultural conflict: a Melanesian example
Waldrip, Bruce, Timothy, Joe and Wilikai, Wilson. 2007. "Pedagogical principles in negotiating cultural conflict: a Melanesian example." International Journal of Science Education. 29 (1), pp. 101-122. https://doi.org/10.1080/09500690600718195
Upper secondary Bruneian science students’ perceptions of assessment
Dhindsa, Harkirat S., Omar, Khalid and Waldrip, Bruce. 2007. "Upper secondary Bruneian science students’ perceptions of assessment." International Journal of Science Education. 29 (10), pp. 1261-1280. https://doi.org/10.1080/09500690600991149
An exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science
Prain, Vaughan and Waldrip, Bruce. 2006. "An exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science." International Journal of Science Education. 28 (15), pp. 1843-1866. https://doi.org/10.1080/09500690600718294
Windows into practice: constructing effective science teaching and learning in a school change initiative
Tytler, Russell, Waldrip, Bruce and Griffiths, Michelle. 2004. "Windows into practice: constructing effective science teaching and learning in a school change initiative." International Journal of Science Education. 26 (2), pp. 171-194. https://doi.org/10.1080/0950069032000097370
Identifying exemplary science teachers through their classroom interactions with students
Waldrip, Bruce and Fisher, Darrell L.. 2003. "Identifying exemplary science teachers through their classroom interactions with students." Learning Environments Research. 6 (2), pp. 157-174. https://doi.org/10.1023/A:1024991019271
Students' perceptions of primary teachers' interpersonal behaviour and of cultural dimensions in the classroom environment
Fisher, Darrell L., Waldrip, Bruce and den Brok, Perry. 2005. "Students' perceptions of primary teachers' interpersonal behaviour and of cultural dimensions in the classroom environment." International Journal of Educational Research. 43 (1-2), pp. 25-38. https://doi.org/10.1016/j.ijer.2006.03.004
Students' perceptions of classroom interactions and their understanding of primary science concepts
Waldrip, Bruce, Fisher, Darrell L. and Dorman, Jeff. 2005. "Students' perceptions of classroom interactions and their understanding of primary science concepts." Pinto, Roser and Couso, Digna (ed.) ESERA 2005. Barcelona, Spain 28 Aug - 01 Sep 2005 Barcelona, Spain.
Student perceptions of assessment: questionnaire development and validation
Waldrip, Bruce, Fisher, Darrell L. and Dorman, Jeff. 2005. "Student perceptions of assessment: questionnaire development and validation." Shymansky, Jim, Tillotson, John, Staver, John and Richmond, Gail (ed.) NARST 2005 Annual Meeting. Dallas, United States 04 - 07 Apr 2005 Dallas, USA.
Cultural learning environments, attitudes, teacher-student interactions, and students' understanding of primary science concepts
Waldrip, Bruce, Fisher, Darrell L. and Dorman, Jeff. 2005. "Cultural learning environments, attitudes, teacher-student interactions, and students' understanding of primary science concepts." Shymansky, Jim, Tillotson, John, Staver, John and Richmond, Gail (ed.) NARST 2005 Annual Meeting. Dallas, United States 04 - 07 Apr 2005 Dallas, USA.
Teachers' perspectives on using multi-modal and multiple representations of concepts to enhance student learning in science
Prain, Vaughan and Waldrip, Bruce. 2005. "Teachers' perspectives on using multi-modal and multiple representations of concepts to enhance student learning in science." Pinto, Roser and Couso, Digna (ed.) ESERA 2005. Barcelona, Spain 28 Aug - 01 Sep 2005 Barcelona, Spain.