The nature of science and indigenous knowledge systems in South Africa, 2000–2007: A critical review of the research in science education

Abstract

In this paper we describe and analyze the research in science education on the nature of science (NOS) and indigenous knowledge systems (IKS) done in South Africa, and published in local and international refereed journals between the years 2000 and 2007. Through an examination of the current state of NOS and IKS research internationally, we explore and locate the research done in South Africa within what we call the international "research programmes". Our discussion shows that the research being done in South Africa is attuned with contemporary international research agendas, theoretical paradigms and methodological tastes. We tease out and explore the patterns of the research, highlighting its major strands. Our description and analysis also identifies some of the major drivers of the research. Within that effort we point out that the major impetus behind the research has been the deliberate effort to inform the implementation of South Africa's new science curricula. An interesting observation coming out of our analysis is the fact that for both NOS and IKS research, the primary and secondary school levels are clearly under researched. Recommendations for future research are given.

Current Situation of Traditional Architecture Located inside Cultural Mayan Heritage Spaces in Remote Villages of Guatemala: Case of the Black Salt Kitchens

“…A specific aspect of disaster management is related to culture heritage [7,8]. It is understood that climate change can affect culture, both the tangible [9] and intangible [10,11] expressions that a group of people consider culture. A response to counteract this issue is the implementation of new approaches with a diverse set of tools, be it interdisciplinary, multidisciplinary, or transdisciplinary [12].…”

Assessment of Natural Disasters Impact on Cultural Mayan Heritage Spaces in Remotes Villages of Guatemala: Case of Black Salt

“…Research regarding culture heritage being threatened by climate change has been extensive since 2003 [7,8], and many advancements have been made so far. Specifically, it is understood that climate change can affect culture both in its tangible [9] and intangible forms [10,11]. One response to counteract this issue has been the different approaches to climate change and cultural heritage by implementing a diverse set of tools, using interdisciplinary, multidisciplinary, or transdisciplinary approaches [12].…”

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

“…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?…”