Children's Indigenous Ideas and the Learning of Conventional Science

Show simple item record

dc.contributor.author Akpanglo-Nartey, R.K
dc.contributor.author Asabere-Ameyaw, A.
dc.contributor.author Dei, G.J.S.
dc.contributor.author Taale, K.D.
dc.date.accessioned 2019-12-02T10:47:10Z
dc.date.available 2019-12-02T10:47:10Z
dc.date.issued 2012
dc.identifier.other 10.1007/978-94-6091-702-8_5
dc.identifier.uri http://ir.uew.edu.gh/xmlui/handle/123456789/452
dc.description Published at Contemporary Issues in African Sciences and Science Education en_US
dc.description.abstract Science tends to be a Euro-American/Western cultural icon of prestige, power and progress; its subculture permeates the culture of those who engage it (Hodson, 1993; MacIvor, 1995; Ogawa, 1995). Science as a cultural product of Western society carries with it other cultural connotations, values, ideals and norms. en_US
dc.language.iso en en_US
dc.publisher Sense Publishers en_US
dc.title Children's Indigenous Ideas and the Learning of Conventional Science en_US
dc.type Article en_US

Files in this item

Files Size Format View

There are no files associated with this item.

This item appears in the following Collection(s)

Show simple item record

Search UEWScholar


My Account