Abstract
This response builds upon some of the issues raised in the article Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali by Jomo W. Mutegi of Indiana University Purdue, U.S.A, and Lazarus O. Momanyi of Moi University. In particular, the need for an operational science education curriculum structure and a relevant educational system aimed at the development of social, personal and cognitive competence of the learner and the impact on society. Too much too little: Educating just in case? Questions the sense in having curriculum overloads with very minimal output while highlighting on current reforms to the Kenyan education system.
Résumé
Cette réponse s’appuie sur certaines des questions soulevées dans l’article Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali par Jomo W. Mutegi de l’Université d’Indiana–Purdue, États-Unis, et Lazarus O. Momanyi de l’Université Moi, Kenya. En particulier, la nécessité d’une structure opérationnelle du programme d’enseignement scientifique et d’un système éducatif pertinent visant à développer des relations sociales, personnelles et cognitives ainsi que la compétence de l’apprenant et son impact sur la société. Too much too little: Educating just in case? Remet en question le fait d’avoir des surcharges dans le programme scolaire avec un rendement très minime soulignant les réformes en cours dans le système éducatif kenyan.
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This review essay addresses issues raised in Jomo W. Mutegi and Lazarus O. Momanyi’s paper entitled, Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali. https://doi.org/10.1007/s11422-019-09967-2.
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Achieng, S.A. Too much too little: educating just in case?. Cult Stud of Sci Educ 15, 875–884 (2020). https://doi.org/10.1007/s11422-020-09991-7
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DOI: https://doi.org/10.1007/s11422-020-09991-7