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Alikoto: Mathematics instruction and cultural games in Ghana
Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South
Empowering rural society through non-formal environmental education: An empirical study of environment and forest development community projects in Ethiopia
Alikoto: Mathematics instruction and cultural games in Ghana
by Patrick Owusu
Meaningful learning occurs when individuals connect their existing knowledge with their current understanding. Unfortunately, many teaching practices neglect the learners' subconscious knowledge, also known as their ”funds of knowledge.” The result is a disconnect between school and home knowledge, social injustice towards students whose parents lack formal education, and frustration among learners.In this paper, we argue that mathematical concepts found in cultural games can teach children in grades 4-6 mathematics in Ghana. By describing math-rich games from Ghanaian culture and showing where they fit into the curriculum, we aim to provide teachers with examples of incorporating cultural games into their instruction. Our project emphasizes the importance of using games to enhance teacher pedagogy by blending established teaching methods with innovative strategies incorporating artistic games. © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South
by Okolie, Ugochukwu Chinonso
This study shows how HE teachers (particularly, business management and vocational studies) experience the teaching of critical thinking to foster student development of critical thinking skills (CTS) while working across diverse international contexts. Using a qualitative online survey and interview methodologies, we obtained rich information from 55 participants from 26 countries in the Global South including HE teachers who incorporate CTS into their teaching practices and those who had studied and briefly taught in developed countries’ universities where CT is embedded into the HE learning with an understanding of the subject under study. Focusing on three dominant themes from the thematic analysis, we analyze three key approaches that HE teachers can adopt to enhance students’ development of CTS which include: teaching strategies, active learning, setting problem or inquiry. Also, we discuss the perceived challenges that HE teachers may experience in the course of promoting teaching for CTS. © 2021 HERDSA.
Empowering rural society through non-formal environmental education: An empirical study of environment and forest development community projects in Ethiopia
by Zikargae, Mekonnen Hailemariam
This study examined non-formal Environmental Education (EE) is employed in interventions aimed at empow-ering rural society in Ethiopia. The study focused on a relatively less explored area of how non-formal EE in the form of project-based learning and how it was used to equip the community with skills and knowledge. Using qualitative data collection methods and thematic analysis was employed as an analytical strategy, the study produced evidence of the importance of community programs to out-of-school youths and adults in the acquisition of fundamental skills and knowledge. Greening campaigns were found to be essential in sustaining the lives of the rural communities. As demonstrated in the study, community projects aimed at enhancing learning are in sync with theory of project-based learning. Assisted by relevant conceptualization, the organization which motivated this study, develops insights for knowledge management for further implementation strategies. Its major focus is on empowering poor communities and their institutions by ensuring environmental security and livelihoods. As crucial stakeholders, communities received knowledge and technical skills through experience sharing, training, and workshops. Findings further indicated that most of the project community members were illiterate prior to their engagement in the project activities, which demonstrated that they needed to acquire basic knowledge and skills enact agency. Many community members became part of the project because of the mobilization and awareness creation campaign by the local development organization. However, there have been several road-blocks to the implementation of the community projects. But most importantly the study shows, skills and knowledge imparted through EE were important to implement community projects, helping to enhance com-munity participation in raising environmental quality, thereby improving environmental performance, farming methods, and livelihood situations. We suggest project-based learning be used as a tool for community empowerment initiatives aimed at responding to environmental problems.
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