# | 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] | 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 |