Abstract
Although the Curriculum and Assessment Policy Statement (CAPS) document stipulates that it embraces local indigenous knowledge (IK), however, it does not specify how this should be done in the classrooms. As a result, little or no integration of IK is enacted in many of our science classrooms. It is against this background that in this study, the researcher sought to investigate how teachers integrated indigenous knowledge when teaching biodiversity of plants and related concepts in grade 11 Life Sciences classrooms.
This study used a qualitative research approach. It is underpinned by the interpretive paradigm. Within the interpretive paradigm, a case study approach was employed. The study was carried out with five grade 11 Life Sciences teachers in the Nkangala District in the Mpumalanga Province of South Africa.
To generate data, a variety of data generation techniques were employed, namely pre-lesson observation interviews, lesson observations, post-lesson observation interviews and document analysis. Vygotsky’s social constructivism was adopted as the theoretical framework, while Mavhunga’s and Rollnick’s model of Topic Specific Pedagogical Content Knowledge was adopted as the conceptual framework for the study. The data was analyzed using the constant comparative method.
In answering the first research question which sought to explore grade 11 Life Sciences teachers’ understandings of the integration of indigenous knowledge when teaching biodiversity of plants to grade 11 learners, the findings of the study revealed that teachers understood integration of indigenous knowledge as an effort to mainstream indigenous knowledge so that it can be given the same recognition as the Western knowledge. Teachers viewed integration of indigenous knowledge as an addition to western scientific knowledge and also as a way of fostering empowerment and justice. In answering the second research question which examined how Life Sciences teachers integrate indigenous knowledge when teaching biodiversity of plants and related concepts to grade 11 learners, the findings of the study revealed that teachers drew from their own life experiences. Teachers also used learners’ prior knowledge to make links between forms of knowledge. They contextualized their teaching by using local and relevant teaching
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and learning materials. Lastly, teachers used code-switching to mediate meaning and make the content more understandable and relatable to the learners. In answering the third research question which sought to establish suitable teaching strategies and activities teachers use in integrating indigenous knowledge when teaching biodiversity of plants to grade 11 learners, the findings of the study revealed that teachers utilized problem-based learning activities, utilized authentic learning activities, utilized group discussion as a teaching approach and also used holders of indigenous knowledge to foster meaningful and authentic learning.
This study thus recommends that education policies should be explicit on how teachers should integrate IK in their lessons. Teachers need to teach and see science as subjective and dynamic which needs varied practices and ideas that can be utilized as teaching resources in the classrooms. Teachers should use field trips, laboratory exercises, free hand experiments that involve everyday or locally available materials, discussion groups, demonstrations, storytelling to bridge the cultural gap between school science and IK. The design of textbooks and other learning materials should integrate the indigenous people’s practices and activities. Lastly, to fully integrate IK, the Elders who are the bulk repositories of IK in their communities should be involved in curriculum development and the design of teaching and learning materials.
Key words: Biodiversity of plants; grade 11 teachers; indigenous knowledge
integration; Life Sciences; teachers’ understandings