Abstract
The purpose of this study was to explore the views of natural sciences (NS) senior-phase teachers on the nature of indigenous knowledge and their practices when integrating it into their teaching. An attempt to identify a relationship between NS teachers’ views and their teaching practices is a long-standing focus and point of interest for science education research because it is believed that what the teachers know influences their teaching practices. The study assumed that teachers’ views about the nature of indigenous knowledge (NOIK) determine how they integrate indigenous knowledge (IK) in their NS classrooms. The overarching research question was: how do natural sciences senior-phase teachers’ views about the nature of indigenous knowledge influence their teaching practices? The study employed social constructivism as a theoretical framework. Using an explanatory sequential mixed method research design, a sample of 80 teachers was randomly selected from 78 township primary schools. From the 80 teachers, six were selected for interviews using a purposive sampling method. Data collection included administration of the Views of the Nature of Indigenous Knowledge (VNOIK) questionnaire to 80 NS teachers and interviewing six selected teachers using a semi-structured interview schedule...
M.A. (Science and Technology Education)