Abstract
The Curriculum and Assessment Policy Statement (CAPS) document for Life Sciences in South Africa advocates for the integration of Indigenous Knowledge (IK) into teaching and learning and yet current implementation is lacking or limited, with many teachers not integrating IK. This apathy is attributed to the notion that when IK is integrated, traditional methods are often employed, diminishing learner engagement and interest. Amid the dynamic educational landscape shaped by technological advancements, integrating Information and Communication Technologies (ICTs) such as Interactive whiteboards (IWBs) stand as a beacon of innovation. Integrating IK into Life Sciences education through IWBs could potentially boost learners' interest in the subject and encourage them to pursue careers in science, which are crucial for fostering innovation and tackling global sustainability challenges. Therefore, the study sought to determine Life sciences teachers’ practices when using interactive whiteboards to integrate indigenous knowledge in the teaching of respiration in grade 11 Life Sciences classrooms. It further addresses the lack of IK integration in teaching, often linked to traditional teaching methods that fail to engage students. By using IWBs, the study explores innovative ways to increase learner interest in science and promote careers in STEM fields.
The study was guided by two theoretical frameworks: Cognitive Justice, which advocates for the inclusion of diverse knowledge systems, and the Cognitive Theory of Multimedia Learning (CTML), which focuses on how multimedia can enhance learning by engaging multiple cognitive channels. The study adopted a mixed-methods approach following an explanatory sequential mixed methods research design. A total of 153 Life Sciences teachers from Gauteng Provincial schools participated in the quantitative phase of data collection by responding to a questionnaire which sought their perceptions of using IWBs to integrate IK when teaching cellular respiration in grade 11 classrooms. The collected quantitative data was analysed using SPSS to compute both descriptive and inferential statistics. This paved way for the selection of 10 teachers who participated in the qualitative phase of data collection. Each of the 10 teachers was interviewed using semi-structured interviews to further explore their perceptions about using interactive whiteboards to integrate Indigenous knowledge when teaching cellular respiration in Grade 11 classrooms. Each teacher was then observed whilst teaching two lessons on cellular respiration in Grade 11 classrooms. Data from these interviews and lesson
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observations were analysed to identify common themes related to the affordances and challenges of using IWBs for IK integration.
The findings indicate that while teachers see the value in using IWBs to integrate IK, they face challenges such as inadequate professional development, lack of appropriate IK resources, and technical issues related to IWB functionality. These barriers limit the effectiveness of IK integration. The findings from the lesson observations reveal that teachers use IWBs primarily to display static images and videos to show indigenous practices alongside scientific concepts. This indicates that teachers do not leverage the benefits offered by IWBs to actively and interestingly integrate IK. Furthermore, teachers' use of IWBs to integrate IK did not fully exploit the interactive capabilities, such as learner participation in constructing knowledge through touch-based activities.
The study recommends providing continuous professional development, developing IK-specific resources compatible with IWBs, and improving technological infrastructure in schools to facilitate the meaningful integration of IK. The study’s implications suggest systemic changes in pre-service and in-service Life Sciences teacher development and resource provision to foster a more inclusive and culturally relevant Life Sciences teaching that utilises technology to integrate IK meaningfully. Additionally, the findings of the study suggest that future research should include other provinces for a broader understanding of IWB and IK integration nationwide. It should also explore how IK integration using IWBs affects learner engagement and academic performance.
Keywords: Cellular respiration; Cognitive Justice; Grade 11 Life Sciences; Indigenous knowledge; Interactive whiteboards; Teachers’ perceptions; Teachers’ practices