Pakistan Journal of Social Sciences
ISSN: Online 1993-6052ISSN: Print 1683-8831
Abstract
The study recognized the existence of cognitive conflict between students` worldview and the school view. It employed an interpretative-ethnographic technique with the use of Focus Group Discussions (FGD) to unveil and resolve the disconnectedness in the students` worldview and the school view. Twenty science teachers and 58 SS. III science students from rural environment of Lagos State participated in the study, which was carried out in 3 stages. The first stage enabled the researcher determined the extent to which values and cultural beliefs conflict with their conception of science. The second stage provided opportunity to bring side by side the conflicting schemata. The third stage inquired into the resolution along 2 domains. The discussions were recorded and transcribed. Findings revealed a compartmentalization of thought by students into 2 domains: School view and the worldview as contributing to one science.
How to cite this article:
Tunde Owolabi and F.A. Olatunde . Cultural Beliefs and Conceptual Understanding of Science:A Resolution of Cognitive Dissonance in Science Classroom.
DOI: https://doi.org/10.36478/pjssci.2008.253.257
URL: https://www.makhillpublications.co/view-article/1683-8831/pjssci.2008.253.257