Educational Research on Indigenous Knowledge in Science Teaching

Abstract

In this chapter I return to thinking about teaching science. A failed university course in Lesotho suggested a reexamination of basic principles of teaching science in Africa. I offer a model of teaching and learning, and discuss the criteria for a functional educational curriculum. My recent investigations of the indigenous knowledge of traditional healers concerning the education of children in both South Africa and Lesotho indicate agreement amongst the traditional healers. They also suggest a way forward in trans-cultural teaching.

Superposition of vectors and electric fields: a study using structured inquiry tutorial lessons with upper secondary level students

“…The post-test results indicate this teaching approach was effective, as essentially all students gave the correct answers to the final conceptual vector question, with most of the students referencing the horizontal and vertical component summation in their answers. The increase in students explaining vector addition in terms of vector components and reduction of students applying scalar addition, as seen in figure 6, suggests the students engaged in conceptual exchange [14] over the course of this tutorial. The increase in correct student responses and reasoning is indicative of moderate conceptual change having occurred.…”

“…By promoting conceptual change in the learner's models, these misconceptions can be challenged and overcome. Hewson [14] suggests three mechanisms in which conceptual change can occur. Conceptual extinction when an idea is replaced to the point where it is forgotten.…”