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

Abstract

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.

Elaborating Indigenous Knowledge in the Science Curriculum for the Cultural Sustainability

“…In the context of education, the most efficient way of strengthening indigenous knowledge is integrating the knowledge into school science (Aikenhead, 2006;Meyer & Crawford, 2011;Regmi & Fleming, 2012;Zinyeka, 2013;Zinyeka, Onwu, & Braun, 2016). It is a challenge for educators and researchers to promote lessons and curricula to stay in synergy with the demands of the times without having to abandon local values.…”

The Affordances of Project-Based Learning and Classroom Action Research in the Teaching and Learning of Natural Sciences

“…The third perspective is that IK and science should be seen as intersecting domains. Zinyeka, Onwu & Braun (2016) show that there are aspects about which both systems agree. Cronje et al (2015) concur, and show that IK shares several similar tenets with the natural sciences.…”

Local and scientific knowledge in the school context: characterization and content of published works

“…By the very nature of the search, works were recovered in the field of ethnoscience (e.g., "Are identities oral? understanding ethnobotanical knowledge after Irish independence (1937-1939)" [29] and "A comparison of traditional plant knowledge between students and herders in northern Kenya" [30]); as well as education (e.g., "Advancing educational diversity: antifragility, standardization, democracy, and a multitude of education options" [31] and "An education rooted in two worlds: The Karen of northern Thailand" [32]); or both areas (e.g., "A truth-based epistemological framework for supporting teachers in integrating indigenous knowledge into science teaching" [33]).…”

“…Theoretical bases of the works The introductory texts of the recovered works presented the theoretical assumptions that guided them, but not all were explicit in this aspect. In some cases, works only provided information on the use of local knowledge in the school context (for example [8,33,37,42,65]), while others on the role of schools in the transmission of knowledge (e.g., [42,66,67]) or on schooling and loss of knowledge (e.g., [41,68,69]).…”