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Children's Indigenous Ideas and the Learning of Conventional Science

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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


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