Decolonizing secondary school science education through contextualized instruction: An exploration of the nature of science, adaptive expertise, instructional implications and pedagogical frameworks for knowledge integration
- DOI
- 10.1016/j.ssaho.2025.101614
- Published
- 2025
- Container
- Social Sciences and Humanities Open
- Publisher
- Not recorded
- Open access
- yes
Credibility signals
uncertain Score 53/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.
Show all credibility signals
- cautionDOI registered: No matching Crossref record was present in this response.
- cautionDOI resolves: No matching Crossref record was present in this response.
- supportingDirectory of Open Access Journals: A matching record was returned by DOAJ.
- not scoredMEDLINE indexed: Not checked or no result supplied; no credibility inference made.
- not scoredOpenAlex core source: Not checked or no result supplied; no credibility inference made.
- not scoredKnown publisher allow-list: Not checked or no result supplied; no credibility inference made.
- not scoredROR affiliation: Not checked or no result supplied; no credibility inference made.
- not scoredRetraction Watch retraction: No retraction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch expression of concern: No expression of concern notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch correction: No correction notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- not scoredRetraction Watch reinstatement: No reinstatement notice matched this DOI in the deployed snapshot. No matching event found; coverage may be incomplete.
- supportingOpen access status: Normalized open-access status: open.
- not scoredPublication license: Not checked or no result supplied; no credibility inference made.
- not scoredPublication version: A publication version was supplied but is not scored.
- cautionMetadata completeness: 4 of 6 scored descriptive metadata groups are present; missing fields increase uncertainty.
Cite this work
BibTeX
@article{allodium:10.1016/j.ssaho.2025.101614,
title = {Decolonizing secondary school science education through contextualized instruction: An exploration of the nature of science, adaptive expertise, instructional implications and pedagogical frameworks for knowledge integration},
author = {Uchenna Kingsley Okeke and Sam Ramaila},
year = {2025},
journal = {Social Sciences and Humanities Open},
doi = {10.1016/j.ssaho.2025.101614},
url = {https://doi.org/10.1016/j.ssaho.2025.101614}
}RIS
TY - JOUR TI - Decolonizing secondary school science education through contextualized instruction: An exploration of the nature of science, adaptive expertise, instructional implications and pedagogical frameworks for knowledge integration AU - Uchenna Kingsley Okeke AU - Sam Ramaila PY - 2025 JO - Social Sciences and Humanities Open DO - 10.1016/j.ssaho.2025.101614 UR - https://doi.org/10.1016/j.ssaho.2025.101614 ER -
APA
Okeke, U. K., & Ramaila, S. (2025). Decolonizing secondary school science education through contextualized instruction: An exploration of the nature of science, adaptive expertise, instructional implications and pedagogical frameworks for knowledge integration. Social Sciences and Humanities Open. https://doi.org/10.1016/j.ssaho.2025.101614
Source records
- doaj · retrieved 2026-09-27T09:29:58.105Z