Argumentation-Teaching as a Method to Introduce Indigenous Knowledge into Science Classrooms: Opportunities and Challenges

Autor/inn/en	Hewson, Mariana G.; Ogunniyi, Meshach B.
Titel	Argumentation-Teaching as a Method to Introduce Indigenous Knowledge into Science Classrooms: Opportunities and Challenges
Quelle	In: Cultural Studies of Science Education, 6 (2011) 3, S.679-692 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-010-9303-5
Schlagwörter	Indigenous Knowledge; Persuasive Discourse; Focus Groups; Foreign Countries; Science Instruction; Teaching Methods; Science Curriculum; Educational Innovation; African Culture; Critical Incidents Method; South Africa + Suchen Sie Ihr Suchwort? Persuasion; Persuasive Kommunikation; Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Instructional innovation; Bildungsinnovation; Africa; Culture; Afrika; Kultur; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	An innovative school science curriculum in South Africa requires the inclusion of African societal/cultural knowledge, such as indigenous knowledge (IK). The main project involves introducing argumentation to accomplish this requirement. We used a focus group plus critical incident technique to ascertain nine teachers' understandings of argumentation and IK, their perceptions of how argumentation helps in teaching IK, examples of how argumentation-teaching had (or had not) worked in their classrooms, and their suggestions. Our results show that the teachers accepted argumentation as a viable approach to teach science and introduce IK into their classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10