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GLOCALISATION OF THE TEACHING OF SCIENCE: A CROWDSOURCING CALL
TABLE OF CONTENTS
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This paper presents a call for crowdsourcing efforts to promote the glocalisation of science education. With the increasing interconnectedness of our world, it is essential to foster a global perspective in the teaching of science while acknowledging and respecting local contexts. Glocalisation refers to the process of adapting global concepts and knowledge to meet the specific needs and conditions of local communities.
Science education plays a crucial role in equipping individuals with the knowledge and skills needed to understand and address complex global challenges such as climate change, pandemics, and technological advancements. However, traditional approaches to science education often neglect the cultural, social, and contextual aspects of learning, leading to a lack of relevance and engagement among students.
Crowdsourcing, as a collective intelligence approach, can provide a platform for diverse stakeholders, including educators, scientists, students, and community members, to collaboratively develop contextually relevant science teaching resources. By leveraging the collective expertise and experiences of a global community, crowdsourcing can contribute to the glocalisation of science education.
The glocalisation of science teaching involves incorporating local knowledge, practices, and examples into science curricula, instructional materials, and pedagogical approaches. By doing so, students can better relate to scientific concepts, understand their implications in their local environments, and develop a sense of ownership and responsibility towards addressing local and global challenges.
This paper proposes a crowdsourcing initiative to collect and curate a repository of glocalised science teaching resources. The initiative will invite contributions from educators and experts worldwide, encouraging them to share their successful practices, innovative approaches, and locally relevant examples of teaching science. The collected resources will be made accessible to educators globally, fostering cross-cultural understanding and enhancing the quality of science education on a global scale.
The anticipated outcomes of this crowdsourcing initiative include the development of a robust collection of glocalised science teaching resources, increased collaboration and knowledge sharing among educators, and improved student engagement and learning outcomes. By embracing glocalisation in science education, we can empower students to become scientifically literate global citizens who are capable of understanding and addressing the challenges of the 21st century.
Keywords: glocalisation, science education, crowdsourcing, global perspective, local context, teaching resources, student engagement, global challenges, collective intelligence.
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