eng Science and Education Publishing American Journal of Educational Research 2327-6150 2021-05-30 9 5 313 319 10.12691/education-9-5-9 EDUCATION2021959 article Nduduzo Phuthi nduduzo.phuthi@nust.ac.zw 1 Irene Mpofu 2 Institutional Research and Quality Management, National University of Science and Technology, Bulawayo, Zimbabwe Department of Science, Mathematics and Technology Education, National University of Science and Technology, Bulawayo, Zimbabwe Critical reflection enables humans to come to an awareness of how ideologies shape beliefs and practices that justify and maintain global economic and political inequity, explaining how subjugated people get convinced to embrace dominant ideologies as always being in their own best interests. Cultural change and adjustment is imminent in Africa as the waves of globalization sweep through, and science teachers need to develop correct frames of thinking to make sense of science teaching and learning. Serving and prospective teachers need to construct methods and purposes which reflect their own lived experiences and rationales for professionalism. This paper reports on a research study that sought to demystify western science through critical reflection, encouraging developing country cultures to use the science as their own tool for cultural progressiveness. It discusses the value of engagement by science educators and learners from non-western backgrounds in serious intellectual dialogues concerning their classroom practice on one hand, and their own feelings and thoughts about this practice gained from previous learnings and experiences, on the other. The paper draws from a qualitative case study carried out in a high school biology class in Zimbabwe. Insights from this study underscore the gains to science teachers and learners who engage themselves in self-initiated personal and methodological reflection on their pedagogical encounters. The microcosm of learnings from such reflection should promote transferrable learning to address short and long term life goals including personal welfare, ambition, heritage, and destinies of future generations. http://pubs.sciepub.com/education/9/5/9/education-9-5-9.pdf critical reflection western science student negotiation personal relevance transferable learning