Investigating indigenous knowledge awareness among South African science teachers for developing a guideline

Abstract

This research article explores the development of preliminary guidelines for the integration of Indigenous Knowledge Systems (IKS) into science classrooms. The study addresses the need for such guidelines to enhance learning outcomes in STEM. Grounded in Vygotsky’s sociocultural theory, the research investigates science teachers’ familiarity with IKS, their beliefs about its relevance, and their proposed strategies for its effective incorporation into science education. The study employed an interpretive qualitative research approach, conducting two independent case studies with a total of five teachers from primary and secondary schools in Hazyview, Mpumalanga. Through surveys and interviews, teachers’ perspectives were explored. A combination of inductive and deductive thematic analysis was used. The findings reveal varied levels of familiarity among teachers, differing perceptions of IKS relevance, and few proposed strategies for IKS integration. Additionally, preliminary guidelines were developed to bridge a gap between cultural knowledge and scientific understanding. These guidelines aim to empower teachers to transition from the familiar (IKS) to the unfamiliar (Western science), fostering a more culturally responsive science education environment. The study acknowledges the limitations of a small sample size, emphasizing the depth of qualitative awareness over generalizability. The proposed guidelines offer a foundation for further research and practical implementation, contributing to the advancement of inclusive and culturally relevant science education.