The study compares the approaches to problem solving of two groups of children with contrasting cognitions based in their respective cultural environment –rural non-western (Yoruba) and urban western-style cultures. A qualitative research design was used to test the hypothesis that cognitive dissonance operates to influence how children from non-western Yoruba culture explain the phenomenon of the Rainbow. The conflict in cognition inherent in the prevailing cultural environment prevented the children from providing a scientific explanation of the Rainbow task. Prevailing operative values, and dogmas are suggested to undermine the quality of scientific explanation of children from non-western cultures. The educational and counseling implications of the results of the study are discussed.
|Keywords:||Cognitive Dissonance, Deutero-learning, Strategies, Cultural Carry Over|
Lecturer, Department of Educational Foundation and Counselling, Obafemi Awolowo University, Ile-Ife, Ile-ife Osun State, Nigeria
Lecturer, Department of Special Education and Curriculum Studies, Faculty of Education., Obafemi Awolowo University, Ile-Ife, Ile-ife Osun State, Nigeria
There are currently no reviews of this product.Write a Review