Indigenous knowledge systems and science and technology education: A dialogue

Onwu, Gilbert O.M.; Mosimege, Mogege

doi:10.1080/10288457.2004.10740556

Cited by 57 publications

(26 citation statements)

References 3 publications

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“…Alhoewel moderne wetenskap en inheemse kennis dikwels 'n gemeenskaplike kennisdomein het, verskil hulle baie in terme van metodologie en epistemologie (Onwu & Mosimege 2004). Dit laat vanselfsprekend die vraag ontstaan of dit hoegenaamd moontlik is om inheemse kennis op 'n geïntegreerde manier deel van die natuurwetenskapkurrikulum te maak.…”

Section: Inleiding Inheemse Kennis In Die Wetenskapklaskamerunclassified

“…Daar is breedweg twee kampe van opinies betreffende die rol van inheemse kennis in die natuurwetenskapklaskamer. Sommige navorsers is van mening dat dit 'n fout sou wees om inheemse kennis aan dieselfde verifikasieprosedures te onderwerp as wat die geval is met moderne wetenskap (Onwu & Mosimege 2004), terwyl navorsers soos De Beer en Van Wyk (2012) 'n saak daarvoor uitmaak dat skoolleerders juis blootgestel moet word aan die wetenskaplike prosesse van hipoteseformulering, eksperimentering en die maak van noukeurige waarnemings, soos wat dit toepassing vind in inheemse kennis (veral op die gebied van etnobotanie). In hierdie artikel word die fokus verskuif vanaf redes vir die insluiting van inheemse kennis vanuit die epistemologie en aard van die natuurwetenskappe, en wil ek vanuit die leerpsigologie redes verskaf vir die insluiting van inheemse kennis in die natuurwetenskappe op skool.…”

Section: Inleiding Inheemse Kennis In Die Wetenskapklaskamerunclassified

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The inclusion of indigenous knowledge in the science classroom: A substantiation from cultural-historical activity theory

Beer

Josef²

2015

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

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This article provides a theoretical argument for the inclusion of indigenous knowledge in the science classroom by using Engeström’s thirdgeneration cultural-historical activity theory (CHAT) as lens. The basic premise is that the learner enters the classroom with indigenous knowledge. By being sensitive to this embodied and situated cognition of the learner, the teacher may use indigenous knowledge as an effective entry point to make the abstract science curriculum more accessible and relevant to the learner. Through CHAT as a lens, various factors are identified that prevent the promotion of indigenous knowledge in the school curriculum.

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Section: Inleiding Inheemse Kennis In Die Wetenskapklaskamerunclassified

The inclusion of indigenous knowledge in the science classroom: A substantiation from cultural-historical activity theory

Beer

Josef²

2015

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

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“…Die kennis word van een generasie na die volgende oorgedra en voortdurend aangepas om veranderende omgewingstoestande te akkommodeer (Odora-Hoppers 2004). Sedert die Nasionale Navorsingsraad 'n fokusarea vir inheemse kennissisteme onderskryf (Nasionale Navorsingsraad [NNR] 2015), is daar die afgelope ongeveer 15 jaar hernude akademiese belangstelling getoon in die bydrae wat inheemse kennissisteme (IKS) kan lewer tot volhoubare wetenskaplike en ekonomiese vooruitgang (OdoraHoppers 2004;Onwu & Mosimege 2004).…”

Section: Inleidingunclassified

Employing cultural and indigenous sources of knowledge in the context of semiruralschools

Hattingh

2015

Suid-Afrikaanse Tydskr Natuurwetenskap Tegnol

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Relevante onderrig van fisiese wetenskappe: Benutting van kulturele en inheemse kennisbronne in semilandelike skoolkonteksteRead online:Scan this QR code with your smart phone or mobile device to read online.'n Studie is geloods om insig te verkry in die onderrigbenaderings en -praktyke van onderwysers in die fisiese wetenskappe wat kulturele en inheemse kennisbronne op een of ander wyse benut wanneer hulle die vak in semilandelike skole onderrig. Die skole is geleë in omgewings met 'n lae sosio-ekonomiese indeks, en geen laboratoriums en toerusting is beskikbaar vir die onderrig van fisiese wetenskappe nie. Die teoretiese raamwerk steun op konstrukte soos beskryf in kulturele oorgrense-migrasie en kultuurrelevante pedagogiek. Vier gevalle is geïdentifiseer en die narratiewe data geanaliseer deur gebruik te maak van die Banks se Topologie wat vier vlakke van inheemse kennisintegrasie klassifiseer. Die gekategoriseerde gevalle het die implikasie dat hulle gekritiseer kan word tydens professionele ontwikkeling en voordiensopvoeding ter voorbereiding van die onderrig van fisiese wetenskap aan multikulturele leerders.Employing cultural and indigenous sources of knowledge in the context of semirural schools. The study was conducted to gain insight into the pegagogical approaches and practices of physical science teachers who used cultural and indigenous knowledge in some way in semirural schools. All the schools were situated in environments with a low socioeconomic index and none of the schools had a science laboratory or equipment available for teaching physical science. The theoretical frame emanates from constructs as described in cultural border-crossing and culturally relevant pedagogy. Four cases were identified and the narrative data analysed, using the Banks Topology which describes four levels of indigenous knowledge integration. The implication of the four categorised cases is that they may be critically unpacked during the professional development and preservice preparation of teachers who have to teach physical science to multicultural learners. InleidingInheemse kennis is 'n integrale deel van kulturele identiteit. Dit word gedefinieer as die somtotaal van kennis en vaardighede van mense in 'n spesifieke geografiese area wat hulle daartoe in staat stel om in hul omgewing te oorleef en te floreer (Grenier 1998 2013). Die inleiding tot die spesiale uitgawe meld dat kultuur as konstruk reeds die afgelope 20 jaar as relevant geag word in wetenskapkurrikula, maar dat dit na 'n volgende vlak geneem behoort te word waar IKS as 'n meganisme kan dien wat 'n sosiaalverantwoordbare leerervaring vir alle leerders in wetenskap bied (Maulucci 2013).Die doel van die studie was om insig te verkry in die onderrigbenaderings en onderrigpraktyke van onderwysers in die fisiese wetenskappe wat kulturele en inheemse kennisbronne op een of ander wyse benut wanneer hulle onderwys gee in minderbevooregte skole in semilandelike gebiede.

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“…Within the scientific and science education community there is a general agreement that the processes of science and its useful methods, values and ways of knowing and the ontological characteristics of the resultant scientific knowledge are robust and stable enough to clearly demarcate science from other ways of knowing such as IKS (Lederman, Lederman, & Antink, 2013;Webb, 2011). Without those characteristic features of science which is about the demand for truth and adequate justification (Horsthemke, 2004) other ways of knowing may have no place in the science curriculum as scientific knowledge, but may have a position as an area perhaps for debate (Onwu & Mosimege, 2004;Vhurumuku & Mokeleche, 2009) and/or as complementary knowledge (Onwu & Mosimege, 2004;Taylor & Cameron 2016). The question then arises: What criteria must other ways of knowing meet in order to be considered within the purview of science and its curricula?…”

Section: Framework For Integrationmentioning

confidence: 99%

“…There is no one definition of IK that could be construed as all embracing. In this study IK is broadly viewed as knowledge gained by systematically observing nature and by trial and error experiments as defined by Onwu and Mosimege (2004). IK is manifested in practices and is transmitted orally, and at times through imitation, demonstration, paintings, writing, and other artefacts (Kibirige & Van Rooyen, 2007).…”

Section: Epistemological Differences Between Ik and Sciencementioning

confidence: 99%

A Truth-Based Epistemological Framework for Supporting Teachers in Integrating Indigenous Knowledge into Science Teaching

Zinyeka

Onwu

Braun

2016

African Journal of Research in Mathematics, Science and Technol

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Integrating indigenous knowledge (IK) into school science teaching is one way of maximising the sociocultural relevance of science education for enhanced learners' performance. The epistemological differences however between the nature of science (NOS) and nature of indigenous knowledge (NOIK) constitute a major challenge for an inclusive IK-science curriculum integration. This article is about the application of a truth-based epistemological framework designed to support teachers to make decisions on how specific pieces of indigenous knowledge (local traditional practices and technologies) may be included in science lessons. First, an attempt was made to develop a truth-based epistemological framework for identifying epistemology(ies) of indigenous knowledge and practices. Second a group of science teachers used the truth-based epistemological framework to examine ways in which some specified IK practices that comprised a coherent set of knowledge themes on health, agriculture and technology could be integrated into the school science curriculum in a valid and legitimate way. The IK practices used in the study were systematically identified and documented by means of personal observations and interviews of key informants in a rural community in Zimbabwe. The main findings of the study showed that the truth-based epistemological framework was useful in providing an epistemological basis for including some IK practices in science teaching and learning. As a tool for pedagogy the framework enabled the science teachers to reconsider and change their valuing of Indigenous knowledge Systems (IKS), more specifically in ways in which local knowledge can validly be incorporated into school science teaching.

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Indigenous knowledge systems and science and technology education: A dialogue

Cited by 57 publications

References 3 publications

The inclusion of indigenous knowledge in the science classroom: A substantiation from cultural-historical activity theory

The inclusion of indigenous knowledge in the science classroom: A substantiation from cultural-historical activity theory

Employing cultural and indigenous sources of knowledge in the context of semiruralschools

A Truth-Based Epistemological Framework for Supporting Teachers in Integrating Indigenous Knowledge into Science Teaching

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