Title: Bridging the Epistemic Divide: A Critical Examination of the Perceived Schism Between History and Science in Ugandan Education
Authors: Musiimenta Nancy, Ahumuza Audrey
Volume: 9
Issue: 10
Pages: 182-190
Publication Date: 2025/10/28
Abstract:
Background: Contemporary education systems increasingly recognize the importance of interdisciplinary thinking for addressing complex societal challenges, yet many educational contexts maintain rigid boundaries between knowledge domains. In Uganda, history and science have traditionally been taught as separate, non-communicating disciplines, potentially constraining students' capacity for holistic understanding and critical thinking. Main Objective: This study critically examined the perceived schism between history and science in Ugandan education, assessed its causes and consequences, and proposed strategies for fostering epistemic integration and complementarity between these knowledge domains. Methods: A sequential explanatory mixed-methods design was employed involving 420 participants Univariate analyses included descriptive statistics and reliability testing (Cronbach's ? > 0.70); bivariate analyses comprised independent samples t-tests, one-way ANOVA with Tukey HSD post-hoc tests, and Pearson correlation analyses; multivariate analyses included hierarchical multiple regression and structural equation modeling (SEM) with comprehensive assumption testing (linearity, independence, homoscedasticity, normality, multicollinearity). Key Results: The epistemic divide showed strong negative correlations with critical thinking (r = -0.58, p < 0.001) and holistic understanding (r = -0.64, p < 0.001), while correlating positively with institutional barriers (r = 0.72, p < 0.001) and policy rigidity (r = 0.68, p < 0.001). Structural equation modeling demonstrated excellent fit (?²/df = 2.47; CFI = 0.946; RMSEA = 0.059) and confirmed that perceived epistemic divide substantially impaired critical thinking (? = -0.412, p < 0.001) and holistic understanding (? = -0.538, p < 0.001), with teacher attitudes influencing the divide indirectly through pedagogical integration practices (? = 0.685, p < 0.001). Conclusion: The study established that a significant epistemic divide between history and science existed in Ugandan education, driven primarily by policy rigidity, institutional barriers, and cultural factors, with pronounced regional and rural-urban disparities. This divide had substantial detrimental effects on student critical thinking and holistic understanding, constraining cognitive development essential for addressing complex contemporary challenges. Recommendations: Restructure national curriculum frameworks and examination systems to incorporate mandatory interdisciplinary content connecting history and science.