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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

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Methodological techniques

Works

N° of occurrences

1

Teacher training

Armour 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

2

Guided/field visit with students

Bandeira 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

3

Lessons/conversations/community interviews with local experts

Aikenhead 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

4

Student interviews with experts, parents and grandparents

Bandeira 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

5

Gymkhana/game/contest/science fair

Anohah 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

6

Didactic sequence applied by teachers

Armour 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

7

Student workshops

Anohah 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

8

Production of didactic material with teachers

Aikenhead 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

9

Application of didactic material

Baptista and El-Hani (2009) [7]

Dolphen (2014) [164]

Marques et al. (2017) [165]

Rubio (2016) [163]

04

10

Classroom observations

Bang et al. (2013) [166]

Geldenhuys (2009) [167]

Linares (2017) [168]

Rioux et al. (2017) [103]

04

11

Photographs taken by students

Coles-Ritchie, Monson and Moses (2015) [63]

Keane (2015) [142]

Roa (2015) [147]

03

12

Songs

Croft (2002) [169]

Dolphen (2014) [164]

Pardo et al. (2015) [143]

03

13

Use of the Internet or social media by students

Rincón and Olarte (2016) [39]

Sousa et al. (2017) [44]

Harris and Barter (2015) [91]

03

14

Dance

Madusise and Mwakapenda (2014) [90]

Pardo et al. (2015) [143]

02

15

Experiments

Grasser et al. (2016) [170]

Pardo et al. (2015) [143]

02

16

Parent/expert interviews by teachers

Wood and Mcateer (2017) [171]

Glasson et al. (2010) [85]

02

17

Student narratives

Coles-Ritchie, Monson and Moses (2015) [63]

Bandeira and Morey (2010) [139]

02

18

Student tests

Dupuis and Abrams (2017) [172]

Matang and Owens (2014) [157]

02

19

Text analysis

Ogunniyi (2000) [173]

Ogunniyi (2011) [100]

02

20

Text production by students

Sousa et al. (2017) [44]

Keane (2015) [142]

02

21

Video production by students

Grasser et al (2016) [170]

Rovera (2017) [174]

02

22

Community participation in school administration and management

Duku and Salami (2017) [175]

01

23

Creation of didactic garden by students

Esa and Jiwa (2015) [151]

01

24

Develop a double-entry table (local/scientific knowledge)

Julio and Velarde (2016) [51]

01

25

Develop cartoon drawing with students

Essé et al. (2017) [36]

01

26

Development of a cyberatlas with the community

Caquard et al. (2009) [176]

01

27

Development of an atlas with students and the community

Taylor et al. (2014) [3]

01

28

Development of software to explore the mathematical aspects of local symbols

Babbitt et al. (2015) [102]

01

29

Development of specific curriculum, with teachers and school community

Kraipeerapun and Thongthew (2007) [177]

01

30

Free list made by students

Arenas and Cairo (2009) [159]

01

31

Glossary building by students

Madiba and Mphahlele (2003) [152]

01

32

Group discussion

Msimanga and Lelliott (2014) [178]

01

33

Interview with teachers

Dorner and Gorman (2011) [179]

01

34

Local tradition lessons with expert

Klein (2011) [180]

01

35

Making drawings for students

Babaian and Twigg (2011) [181]

01

36

Movie exhibition

Babaian and Twigg (2011) [181]

01

37

Native science field center

Augare et al. (2017) [104]

01

38

Personal meaning maps

Gondwe and Longnecker (2015) [77]

01

39

Platform usage

Maema et al. (2013) [182]

01

40

Practice in the community by making a sundial

Oliveira and Ferreira (2017) [16]

01

41

Project of raising chickens in the community

Keane et al. (2017) [183]

01

42

Seminar with students

Grasser et al. (2016) [170]

01

43

Student internships with local expert mentors

Carr et al. (2017) [65]

01

44

Training course with students and teachers

Ajayi (2014) [184]

01

45

Workshop using software with teachers and students

Eglash et al. (2006) [185]

01

46

Workshop with mothers

Ewing (2014) [124]

01

  1. Source: Database searches of Web of Science, Scopus, Science Direct, and Scielo