SITUATED COGNITION AND THE CULTURE OF LEARNING SCIENCE IN A SABAH RURAL RELIGIOUS SCHOOL
Keywords:
Culture of Learning Science, Situated Cognition, Cognitive Apprenticeship, Rural Schools in SabahAbstract
Located on the outskirts of Sabah's fast-paced development - Kinarut - Papar is an Islamic Religious Secondary School that teaches science as a compulsory subject. The students of this school have difficulty in learning science as a subject. The conclusion of a discussion on cognitive apprenticeship of science drawn from Abdullah and Ishak (2018) article entitled "Situated Cognition and the Culture of Learning Science in a Sabah Rural Religious School" supports John Seely Brown’s, Allan Collins’, and Paul Duguid’s theory of situated cognition. There is a disconnect between the learning of science in the classroom and in the science laboratory. Through Haraway's theory of situated knowledge, a review of the discussion suggests the learning of sciences among students of different culture is dependent on their location. The need to understand and remediate the nature of the problem of students choosing to study science as a choice requires facilities to be remedied. However, consideration should be focused on what is next after facilities are improved. This article offers insight into students’ motives to learning science, and that cognitive apprenticeship in the scientist community might be assumed successful however it is the students’ motive to learning science and the students’ cultural background that could influence students’ decisive choice of science as a career.
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