n South African Journal of Education - Learning of science concepts within a traditional socio-cultural environment

Volume 24, Issue 4
  • ISSN : 0256-0100
  • E-ISSN: 2076-3433



The learning of science concepts within a traditional socio-cultural environment were investigated by looking at: 1) the nature of "cognitiveborder crossing" exhibited by the students from the traditional to the scientific worldview, and 2) whether or not three learningtheories / hypotheses: border crossing, collaterality, and contiguity were applicable to their science conceptions. At the end of the instructionalintervention, the discussions of two groups, each consisting of ten subjects from the experimental and control groups, were video recordedto test whether or not their views had changed from alternative to scientifically valid conceptions of selected concepts. The findings of thestudy showed that the students exhibited different forms of cognitive border crossing thus corroborating the three learningtheories / hypotheses. However, the study revealed that each of the three theoretical models did not seem to fully capture the phenomenonof border crossing, and hence the positing of the 'Cognitive Border Crossing Learning Model' (CBCLM), which combined the three modelsto show how, when and in what contexts the various types of border crossings took place in the mind of a learner. The study raised issuesfor further research.

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