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

Autor/inn/en	Zinyeka, Gracious; Onwu, Gilbert O.M.; Braun, Max
Titel	A Truth-Based Epistemological Framework for Supporting Teachers in Integrating Indigenous Knowledge into Science Teaching
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 20 (2016) 3, S.256-266 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2016.1239963
Schlagwörter	Foreign Countries; Secondary School Teachers; High Schools; Epistemology; Science Teachers; Science Instruction; Indigenous Knowledge; Inclusion; Rural Schools; Scientific Principles; Educational Practices; Health; Agriculture; Technology; Teaching Methods; Observation; Interviews; Focus Groups; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; High school; Oberschule; Erkenntnistheorie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Inklusion; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungspraxis; Gesundheit; Landwirtschaft; Technologie; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Interviewing; Interviewtechnik; Simbabwe
Abstract	Integrating indigenous knowledge (IK) into school science teaching is one way of maximising the socio-cultural 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01