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"The survey clearly demonstrates that people in the area believe

that the sky is, indeed, falling.(THE SURVEY USED IN THE STUDY

APPEARS INAPPROPRIATE; YOU MIGHT TRY "CANNONS SKY SURVEY" INSTEAD AS IT

SEEMS TO BETTER MEASURE SKY FALLING). Richardson's (1923) (THIS RESEARCH

SEEMS DATED -- ARE THERE MORE CURRENT REFERENCES?) findings are congruent

with this research."

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MS 999

Science in Non-Western Classrooms: Towards a Theory of Collateral Learning

Abstract

To date, the teaching of science in non-Western classrooms, especially in

Africa has tended to indicate that the mechanistic world view is the only

legitimate way of viewing natural phenomena. Consequently, very little is

known about non-Western learners' indigenous knowledge base, the way they

learn, and the cognitive processes and their interactions which occur when

learning science concepts. This paper is concerned with the effect of

traditional worldview (indigenous knowledge) on the learning of science

through Western worldview and how it affects cognitive processes within a

situated context. It is suggested that the culture of a student's immediate

environment plays a very significant role in learning, determining how

concepts are learned and how they are stored in the long term memory as

schemata. Collateral learning theory has been suggested to explain how non-

Western learners attempt to cope with science learning within a classroom

environment which is often hostile to their indigenous knowledge. Four

types of collateral learning have been identified as occupying a continuum

and also that a student could be helped to progress through them for

meaningful learning to occur. It is pointed out that although collaterality

occurs in every society of the world, the interactions of the two or more

world views in which the non-Western students learn complicate the learning

process. The implications of understanding collateral learning for

curriculum and instructional design, research, and professional expert

advice to governments and Non-Governmental Organisations (NGOs) of Africa

have also been highlighted.

Etc. Remainder of manuscript here.

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_____ Manuscript focuses on issues related to science/science teacher

education.

_____ Manuscript is timely?

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_____ Manuscript is accurate in terms of content?

_____ Manuscript is appropriate in length?

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