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New PDF release: African Indigenous Knowledge and the Sciences: Journeys into

By Gloria Emeagwali, Edward Shizha

ISBN-10: 9463005153

ISBN-13: 9789463005159

This publication is an highbrow trip into epistemology, pedagogy, physics, structure, medication and metallurgy. the point of interest is on a variety of dimensions of African Indigenous wisdom (AIK) with an emphasis at the sciences, a space that has been missed in AIK discourse. The authors supply varied perspectives and views on African indigenous medical and technological wisdom which could profit a large spectrum of lecturers, students, scholars, improvement brokers, and coverage makers, in either governmental and non-governmental agencies, and permit serious and replacement analyses and percentages for realizing technological know-how and know-how in an African historic and modern context.

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PHYSICAL SCIENCE SUBJECTS TAUGHT IN SCHOOL Physical science comprises of natural science disciplines concerned with the study of inanimate natural objects, for example, physics, chemistry and astronomy taught in secondary schools. Unlike the study of life sciences that focus on the study of living things and life processes that are more practical in nature, physical sciences are more challenging for many students because they involve theoretical concepts that are not tangible. Physics and chemistry, for example, embody a problem-solving character that uses mathematical knowledge as a tool to explain how non-living phenomena work, and students need to have strong mathematical skills in order to be successful in these subjects.

Eggleston (1992, p. 64) cites the Final Report of “The Design and Technology Working Group” that states: Cultural diversity has always been a feature of British life…[providing] a richer learning environment for all…the teaching of design and technology will require perceptiveness and sensitivity from teachers’ [to take account of] different beliefs and practices, especially when food, materials and environmental designs are involved…there are rich opportunities here to demonstrate that no one culture has the monopoly of achievements in design and technology.

Let Africa lead. Sunninghill: Vezubuntu. Kimbell, R. (2008). Indigenous knowledge, know-how, and design & technology. Design and Technology Education: An International Journal, 10(3), 8–10. 30 PEDAGOGICAL PRINCIPLES IN TECHNOLOGY EDUCATION Kumar, K. L. (2002). Impact of new technology on teaching and learning in technology education. Design and Technology Association International Research Conference. Ladson-Billings, G. (1994). The dream-keepers: Successful teachers of African American children.

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African Indigenous Knowledge and the Sciences: Journeys into the Past and Present by Gloria Emeagwali, Edward Shizha

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