Analysis of Teachers’ Perspectives Towards the Use of IKS to Improve STEM Education for Sustainable Development

IF 0.7 Q4 EDUCATION, SCIENTIFIC DISCIPLINES

African Journal of Research in Mathematics Science and Technology Education Pub Date : 2024-06-05 DOI:10.1080/18117295.2024.2352980

Meshach Ogunniyi, Paul N Iwuanyanwu

引用次数: 0

Abstract

This study focuses on science, technology, engineering and mathematics (STEM) education teachers’ perspectives on integrating indigenous knowledge systems (IKS) into a multidisciplinary STEM framew...

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分析教师对利用 IKS 改善 STEM 教育促进可持续发展的看法

本研究侧重于科学、技术、工程和数学（STEM）教育教师对将本土知识体系（IKS）纳入多学科 STEM 框架的看法。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

African Journal of Research in Mathematics Science and Technology Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

2.00

自引率

11.10%

发文量

期刊介绍： The editorial policy of'' the African Journal of Research in Mathematics, Science and Technology Education (AJRMSTE) is to disseminate, as widely as possible, high quality research findings and well written articles on Curriculum Studies; Teacher Education; Education for Development; Mathematics Education; Science Education; Design & Technology Education and Computer Education. Articles that promote the understanding of curricular policy and diverse socio-cultural issues and those which stimulate epistemological and methodological debates are welcome. The editorial board welcomes articles that will contribute to the overall development of science, mathematics, technology and environmental education in Africa.

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