Exploring the Understanding and Common Use of Scientific and Everyday Knowledge and Students' Agency in a Kenyan High School

摘要

The understanding and applications of scientific and everyday knowledge by high school students was documented among 52 secondary students in Kenya. The study utilized a socio-cultural framework, a pre- and post-data-collecting strategy, and theme building in data analysis. Posttest data showed an increase of claims that referred to the conduct of scientific inquiry or systematic “finding out.” It appears that the content of the lecture prompted students' to consider using scientific knowledge to solve problems in everyday life. The implications of the study point to a reconsideration of the practices of science education in Kenya and similar contexts.