Data

de-identified transcripts for The Impact of Culture on Teaching and Learning Science in Rural Fijian Schools: A Case Study of a Secondary School

Central Queensland University
Muni Shivangini (Aggregated by)
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ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=info:doi10.25946/32904863.v1&rft.title=de-identified transcripts for The Impact of Culture on Teaching and Learning Science in Rural Fijian Schools: A Case Study of a Secondary School&rft.identifier=10.25946/32904863.v1&rft.publisher=Central Queensland University&rft.description=Secondary science instruction is crucial for the growth of students’ scientific literacy, critical thinking, and problem-solving skills in school (Darling-Hammond et al., 2020). In rural Fiji, where the majority of students are Indigenous, it is important to understand how cultural influences affect science teaching and learning, particularly in terms of biological concepts such as evolution and reproduction. This study is based on the understanding that, as a country made up of more than 300 islands with a varied population, Fiji provides a special educational environment where culture and indigenous knowledge have a substantial impact on science education (Fiji Bureau of Statistics, 2016).The aim is to understand and analyze current teaching practices, explore how cultural values shape teaching methods, and examine the complex relationship between cultural factors and science education. The project also aims to explore science teachers' perceptions, the integration of cultural values in their teaching, and the challenges they face. Additionally, it will investigate students' perspectives on how cultural values affect their engagement, interest, and comprehension of science education, with a focus on the inclusion of cultural values in science teaching and learning and its impact on their attitudes toward learning science.The final thesis will provide valuable insights that have the potential to affect debates on successful pedagogical practices, cultural responsiveness, and the adaptation of teaching approaches in science education. within the unique context of rural Fijian secondary schools.Reference:Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97 - 140. https://doi.org/10.1080/10888691.2018.1537791Fiji Bureau of Statistics. (2016). Population and Demography. https://www.statsfiji.gov.fj/index.php/statistics/social-statistics/population-and-demographic-indicators&rft.creator=Muni Shivangini&rft.date=2026&rft_rights= https://creativecommons.org/licenses/by/4.0/&rft_subject=Science, technology and engineering curriculum and pedagogy&rft_subject=Comparative and cross-cultural education&rft_subject=Pacific Peoples curriculum and pedagogy&rft_subject=Fiji&rft_subject=rural&rft_subject=Indigenous&rft_subject=culture&rft_subject=science education&rft_subject=STEM education&rft_subject=cultural border crossing&rft_subject=culturally relevant pedagogies&rft_subject=perception of teaching science&rft_subject=student attitudes&rft_subject=Cross cultural education&rft_subject=rural school&rft_subject=cultural influence&rft_subject=teacher experience&rft_subject=student experience&rft_subject=secondary schools&rft.type=dataset&rft.language=English Access the data
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Secondary science instruction is crucial for the growth of students’ scientific literacy, critical thinking, and problem-solving skills in school (Darling-Hammond et al., 2020). In rural Fiji, where the majority of students are Indigenous, it is important to understand how cultural influences affect science teaching and learning, particularly in terms of biological concepts such as evolution and reproduction. This study is based on the understanding that, as a country made up of more than 300 islands with a varied population, Fiji provides a special educational environment where culture and indigenous knowledge have a substantial impact on science education (Fiji Bureau of Statistics, 2016).

The aim is to understand and analyze current teaching practices, explore how cultural values shape teaching methods, and examine the complex relationship between cultural factors and science education. The project also aims to explore science teachers' perceptions, the integration of cultural values in their teaching, and the challenges they face. Additionally, it will investigate students' perspectives on how cultural values affect their engagement, interest, and comprehension of science education, with a focus on the inclusion of cultural values in science teaching and learning and its impact on their attitudes toward learning science.

The final thesis will provide valuable insights that have the potential to affect debates on successful pedagogical practices, cultural responsiveness, and the adaptation of teaching approaches in science education. within the unique context of rural Fijian secondary schools.

Reference:

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97 - 140. https://doi.org/10.1080/10888691.2018.1537791

Fiji Bureau of Statistics. (2016). Population and Demography. https://www.statsfiji.gov.fj/index.php/statistics/social-statistics/population-and-demographic-indicators

Data time period: 2023-07-07 to 2026-07-07

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Subjects
Comparative and cross-cultural education | Cross cultural education | Fiji | Indigenous | Pacific Peoples curriculum and pedagogy | STEM education | Science, technology and engineering curriculum and pedagogy | cultural border crossing | cultural influence | culturally relevant pedagogies | culture | perception of teaching science | rural | rural school | science education | secondary schools | student attitudes | student experience | teacher experience |

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Identifiers
ACN 633 798 857