چکیده (انگلیسی):

The current move toward "science for all" in all parts of the globe necessitates that consideration
be given to how pupils move between their everyday life and the world of school science, how
pupils deal with cognitive conflicts between those two worlds, and what this means for effective
teaching of science. In recent times, multiculturalism’s proper place in science education has been
the subject of considerable controversy in science education literature. The key issue has been
whether a multicultural approach to science education is compatible with a universalistic
conception of science. The purpose of this paper is to examine the scope of multicultural
education and to review the definition of science put forward from multicultural perspectives in
contrast to a universalistic perspective on science; i.e. the standard account and the various
propositions put forward for both universal and indigenous science. The paper then offers
suggestions as to the implications for teaching science in the African context by encouraging
science teachers to incorporate examples of African science into their lessons and also teach
children to have equal respect for the accomplishments of all cultures, such that they realize that
science is a part of every culture worldwide..