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    Village Elders' and Secondary School Students' Explanations of Natural Phenomena in Papua New Guinea

    Access Status
    Fulltext not available
    Authors
    Pauka, S.
    Treagust, David
    Waldrip, Bruce
    Date
    2005
    Type
    Journal Article
    
    Metadata
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    Citation
    Pauka, S. and Treagust, D. and Waldrip, B. 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.
    Source Title
    International Journal of Science and Mathematics Education
    DOI
    10.1007/s10763-004-6529-2
    ISSN
    15710068
    School
    Science and Mathematics Education Centre (Research Institute)
    URI
    http://hdl.handle.net/20.500.11937/16744
    Collection
    • Curtin Research Publications
    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.

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