A Two-Eyed Seeing Context-Based Approach for Incorporating Indigenous Knowledge into School Science Teaching

Autor/inn/en	Onwu, Gilbert O. M.; Mufundirwa, Charles
Titel	A Two-Eyed Seeing Context-Based Approach for Incorporating Indigenous Knowledge into School Science Teaching
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 24 (2020) 2, S.229-240 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Onwu, Gilbert O. M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2020.1816700
Schlagwörter	Foreign Countries; Indigenous Knowledge; Science Instruction; High School Students; High Schools; Teaching Methods; Culturally Relevant Education; Program Effectiveness; Science Achievement; Knowledge Level; Science Process Skills; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Wissensbasis; Simbabwe
Abstract	This paper is about using a 'Two-Eyed Seeing' approach as the process of co-learning for incorporating elements of indigenous knowledge into school science teaching. Two groups of 150 Form 3 integrated science learners drawn from six high schools in Mutare, Zimbabwe, comprised the study sample. One group of learners, the control group, was taught the concepts of forces in structures in the traditional way. The other, the experimental group, was prepared using a context-based Two-Eyed Seeing framework. A mixed-method but primarily quantitative research approach involving a pre-test-post-test control group quasi-experimental design was used to investigate the achievement differences between the two groups of learners. A content knowledge test (CKT) and a paper-and-pencil theory of practical skills test (PST) were administered to the two groups prior to and following instruction. The analysis showed that the experimental group produced significantly better results than the group following the traditional approach (CKT, F = 131.593, p < 0.0001; PST, F = 116.350, p < 0.0001). Focus group interviews indicated that achievement differences were strongly linked to the pairing of indigenous knowledge and technology as relevant pedagogical contexts with the school science content knowledge, which resulted in intrinsic motivation for meaningful learning. The qualitative data complemented the quantitative data. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01