Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive

Lwazi Nsindiso Mkhwebane

doi:10.29333/ejmste/14859

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Lwazi Nsindiso Mkhwebane ¹ ^*

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¹ University of Johannesburg, Johannesburg, SOUTH AFRICA^* Corresponding Author

Abstract

This article presents findings from a qualitative study exploring factors influencing life sciences teachers’ integration of indigenous knowledge (IK) across various topics in grades 10-12, as mandated by the curriculum and assessment policy statement in South Africa. Despite this mandate aiming to enhance accessibility and comprehension, many teachers struggle to integrate IK meaningfully. Through in-depth interviews and lesson observations with five teachers in Gauteng Province, the study reveals challenges such as inadequate training, limited support structures, and negative attitudes towards IK. Observations highlight deficiencies in pedagogical content knowledge related to IK integration. The study suggests intensified teacher training and future research focusing on textbook content and leveraging information and communication technologies to digitize IK and make its integration more meaningful and interesting. This will enhance educational experiences for both the teachers and learners in life sciences classrooms.

Keywords

pedagogical content knowledge
indigenous knowledge
life sciences teachers
social constructivism

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2483

https://doi.org/10.29333/ejmste/14859

Publication date: 01 Aug 2024

Online publication date: 23 Jul 2024

Article Views: 815

Article Downloads: 548

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How to cite this article

APA

Mkhwebane, L. N. (2024). Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2483. https://doi.org/10.29333/ejmste/14859

Vancouver

Mkhwebane LN. Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive. EURASIA J Math Sci Tech Ed. 2024;20(8):em2483. https://doi.org/10.29333/ejmste/14859

AMA

Mkhwebane LN. Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive. EURASIA J Math Sci Tech Ed. 2024;20(8), em2483. https://doi.org/10.29333/ejmste/14859

Chicago

Mkhwebane, Lwazi Nsindiso. "Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 8 (2024): em2483. https://doi.org/10.29333/ejmste/14859

Harvard

Mkhwebane, L. N. (2024). Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive. Eurasia Journal of Mathematics, Science and Technology Education, 20(8), em2483. https://doi.org/10.29333/ejmste/14859

MLA

Mkhwebane, Lwazi Nsindiso "Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 8, 2024, em2483. https://doi.org/10.29333/ejmste/14859