Epistemic Motivation for Conceptual Change In Integrated Science Classrooms In Non-Western Cultures

Abstract

An analysis of phenomenology as epistemology, and existentialist epistemology was carried out in this paper.  The central focus of the two is a view of the world that aims at describing things as they appear to our private consciousness and emphasis on the affective, rather than the rational dimension of man.  The problem of developing knowledge is mainly that of human feeling.  Knowledge, from this perspective, is developed by feeling rather than by reason.  Using this as a substratum, this paper argues for epistemic motivation of integrated science students by the teacher while applying conceptual change pedagogy.  This will help to reposition integrated science classrooms for developing human resources for nation building.

Keywords: Epistemic motivation; conceptual change pedagogy; integrated science classrooms.