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Perceptual influence of Ugandan biology students' understanding of HIV/AIDS

Journal Article


Abstract


  • In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media campaigns based on Uganda's cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda pre-conceptions of the disease, based on these media messages influence students' development of conceptual understanding of the disease, its transmission and prevention.Of significant importance is the impact the conceptions students have developed from the indirect media messages, on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual change in science learning.

    An interpretive case study to determine the impact of Ugandan students' conceptions or perceptions on classroom instruction about HIV/AIDS, involving 160 students aged 15-17, was conducted in four different Ugandan high schools: girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology lessons and informal interviews, students' pre-conceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned. These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews. Results of data analysis suggest that students' prior knowledge is persistent even after biology instructions. This has implications for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what is happening now, insensitivity to misconceptions about the disease s needed.

UOW Authors


  •   Mutonyi, Harriet (external author)
  •   Nashon, Samson (external author)
  •   Nielsen, Wendy

Publication Date


  • 2010

Citation


  • Mutonyi, H., Nashon, S. & Nielsen, W. S. (2010). Perceptual influence of Ugandan biology students'' understanding of HIV/AIDS. Research in Science Education, 40 (4), 573-588.

Scopus Eid


  • 2-s2.0-77954425554

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1157

Has Global Citation Frequency


Number Of Pages


  • 15

Start Page


  • 573

End Page


  • 588

Volume


  • 40

Issue


  • 4

Abstract


  • In Uganda, curbing the spread of HIV/AIDS has largely depended on public and private media messages about the disease. Media campaigns based on Uganda's cultural norms of communication are metaphorical, analogical and simile-like. The topic of HIV/AIDS has been introduced into the Senior Three (Grade 11) biology curriculum in Uganda pre-conceptions of the disease, based on these media messages influence students' development of conceptual understanding of the disease, its transmission and prevention.Of significant importance is the impact the conceptions students have developed from the indirect media messages, on classroom instruction on HIV/AIDS. The study is based in a theoretical framework of conceptual change in science learning.

    An interpretive case study to determine the impact of Ugandan students' conceptions or perceptions on classroom instruction about HIV/AIDS, involving 160 students aged 15-17, was conducted in four different Ugandan high schools: girls boarding, boys boarding, mixed boarding, and mixed day. Using questionnaires, focus group discussions, recorded biology lessons and informal interviews, students' pre-conceptions of HIV/AIDS and how these impact lessons on HIV/AIDS were discerned. These preconceptions fall into four main categories: religious, political, conspiracy and traditional African worldviews. Results of data analysis suggest that students' prior knowledge is persistent even after biology instructions. This has implications for current teaching approaches, which are mostly teacher-centred in Ugandan schools. A rethinking of the curriculum with the intent of offering science education programs that promote understanding of the science of HIV/AIDS as opposed to what is happening now, insensitivity to misconceptions about the disease s needed.

UOW Authors


  •   Mutonyi, Harriet (external author)
  •   Nashon, Samson (external author)
  •   Nielsen, Wendy

Publication Date


  • 2010

Citation


  • Mutonyi, H., Nashon, S. & Nielsen, W. S. (2010). Perceptual influence of Ugandan biology students'' understanding of HIV/AIDS. Research in Science Education, 40 (4), 573-588.

Scopus Eid


  • 2-s2.0-77954425554

Ro Metadata Url


  • http://ro.uow.edu.au/edupapers/1157

Has Global Citation Frequency


Number Of Pages


  • 15

Start Page


  • 573

End Page


  • 588

Volume


  • 40

Issue


  • 4