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Table 5 Phase I techniques carried in activities that establish articulations between local and scientific knowledge

From: Local and scientific knowledge in the school context: characterization and content of published works

#Methodological techniquesWorksN° of occurrences
1Teacher trainingArmour et al. (2016) [125]
Baptista (2015) [126]
Baptista and Carvalho (2015) [127]
Beer (2016) [128]
Belay et al. (2005) [129]
Chinn et al. (2014) [130]
Govender (2011) [82]
Johnson et al. (2014) [131]
Mclaughlin and Whatman (2015) [132]
Menezes et al. (2015) [133]
Mhakure and Mushaikwa (2014) [134]
Moss (2008) [135]
Ogunniyi (2007a) [98]
Ogunniyi (2007b) [99]
Ogunniyi (2011) [100]
Parmin et al. (2016) [136]
Stevenson (2015) [109]
Veintie (2013) [137]
Verrangia and Silva (2010) [138]
19
2Guided/field visit with studentsBandeira and Morey (2010) [139]
Bang and Marin (2015) [140]
Carrin (2015) [141]
Dopico and Garcia-Vazquez (2011) [79]
Glasson et al. (2010) [85]
Harris and Barter (2015) [91]
Johnson et al. (2014) [131]
Keane (2015) [142]
Pardo et al. (2015) [143]
Valderrama-Pérez et al. (2015) [45] Jagger (2016) [60]
11
3Lessons/conversations/community interviews with local expertsAikenhead and Elliott (2010) [144]
Baquete et al. (2016) [145]
Guido et al. (2013) [146]
Odochao et al. (2006) [32]
Pardo et al. (2015) [143]
Rioux et al. (2017) [103]
Roa (2015) [147]
Ruddell et al. (2016) [148]
Singh (2010) [149]
Valderrama-Pérez et al. (2015) [45]
10
4Student interviews with experts, parents and grandparentsBandeira and Morey (2010) [139]
Chambers and Radbourne (2015) [150]
Dopico and Garcia-Vazquez (2011) [79]
Esa and Jiwa (2015) [151]
Harris and Barter (2015) [91]
Madiba and Mphahlele (2003) [152]
Roa (2015) [147]
Singh and Singh (2013) [8]
Sousa et al. (2017) [44]
09
5Gymkhana/game/contest/science fairAnohah and Suhonen (2016) [153]
Dublin et al. (2014) [37]
Magnussen and Elming (2017) [154]
Nkopodi and Mosimege (2009) [155]
Owusu-mensah and Baffour (2015) [83]
Pardo et al. (2015) [143]
Singh (2010) [149]
Singh and Singh (2013) [8]
09
6Didactic sequence applied by teachersArmour et al. (2016) [125]
Lee et al. (2012) [156]
Matang and Owens (2014) [157]
Naidoo and Vithal (2014) [158]
Rahmawati and Ridwan (2017) [117]
Rahmawati et al. (2017) [116]
Valderrama-Pérez et al. (2015) [45]
07
7Student workshopsAnohah and Suhonen (2016) [153]
Arenas and Cairo (2009) [159]
Gomes (2014) [160]
Keane (2015) [142]
Pardo et al. (2015) [143]
Sousa et al. (2017) [44]
06
8Production of didactic material with teachersAikenhead and Elliott (2010) [144]
Johnson et al. (2014) [131]
Letsekha et al.(2014) [161]
Meyiwa et al. (2013) [162]
Rubio (2016) [163]
Scaramuzzi (2010) [42]
06
9Application of didactic materialBaptista and El-Hani (2009) [7]
Dolphen (2014) [164]
Marques et al. (2017) [165]
Rubio (2016) [163]
04
10Classroom observationsBang et al. (2013) [166]
Geldenhuys (2009) [167]
Linares (2017) [168]
Rioux et al. (2017) [103]
04
11Photographs taken by studentsColes-Ritchie, Monson and Moses (2015) [63]
Keane (2015) [142]
Roa (2015) [147]
03
12SongsCroft (2002) [169]
Dolphen (2014) [164]
Pardo et al. (2015) [143]
03
13Use of the Internet or social media by studentsRincón and Olarte (2016) [39]
Sousa et al. (2017) [44]
Harris and Barter (2015) [91]
03
14DanceMadusise and Mwakapenda (2014) [90]
Pardo et al. (2015) [143]
02
15ExperimentsGrasser et al. (2016) [170]
Pardo et al. (2015) [143]
02
16Parent/expert interviews by teachersWood and Mcateer (2017) [171]
Glasson et al. (2010) [85]
02
17Student narrativesColes-Ritchie, Monson and Moses (2015) [63]
Bandeira and Morey (2010) [139]
02
18Student testsDupuis and Abrams (2017) [172]
Matang and Owens (2014) [157]
02
19Text analysisOgunniyi (2000) [173]
Ogunniyi (2011) [100]
02
20Text production by studentsSousa et al. (2017) [44]
Keane (2015) [142]
02
21Video production by studentsGrasser et al (2016) [170]
Rovera (2017) [174]
02
22Community participation in school administration and managementDuku and Salami (2017) [175]01
23Creation of didactic garden by studentsEsa and Jiwa (2015) [151]01
24Develop a double-entry table (local/scientific knowledge)Julio and Velarde (2016) [51]01
25Develop cartoon drawing with studentsEssé et al. (2017) [36]01
26Development of a cyberatlas with the communityCaquard et al. (2009) [176]01
27Development of an atlas with students and the communityTaylor et al. (2014) [3]01
28Development of software to explore the mathematical aspects of local symbolsBabbitt et al. (2015) [102]01
29Development of specific curriculum, with teachers and school communityKraipeerapun and Thongthew (2007) [177]01
30Free list made by studentsArenas and Cairo (2009) [159]01
31Glossary building by studentsMadiba and Mphahlele (2003) [152]01
32Group discussionMsimanga and Lelliott (2014) [178]01
33Interview with teachersDorner and Gorman (2011) [179]01
34Local tradition lessons with expertKlein (2011) [180]01
35Making drawings for studentsBabaian and Twigg (2011) [181]01
36Movie exhibitionBabaian and Twigg (2011) [181]01
37Native science field centerAugare et al. (2017) [104]01
38Personal meaning mapsGondwe and Longnecker (2015) [77]01
39Platform usageMaema et al. (2013) [182]01
40Practice in the community by making a sundialOliveira and Ferreira (2017) [16]01
41Project of raising chickens in the communityKeane et al. (2017) [183]01
42Seminar with studentsGrasser et al. (2016) [170]01
43Student internships with local expert mentorsCarr et al. (2017) [65]01
44Training course with students and teachersAjayi (2014) [184]01
45Workshop using software with teachers and studentsEglash et al. (2006) [185]01
46Workshop with mothersEwing (2014) [124]01
  1. Source: Database searches of Web of Science, Scopus, Science Direct, and Scielo