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Perceptions and knowledge regarding indigenous knowledge and environmental education in the Natural Science curriculum

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dc.contributor.advisor Dreyer, J.M. (Dr.) en
dc.contributor.advisor Loubser, C.P. (Prof.) en
dc.contributor.author Samuels, Kinsa Gita en
dc.date.accessioned 2009-08-25T10:56:43Z
dc.date.available 2009-08-25T10:56:43Z
dc.date.issued 2009-08-25T10:56:43Z
dc.date.submitted 2003-12-31 en
dc.identifier.citation Samuels, Kinsa Gita (2009) Perceptions and knowledge regarding indigenous knowledge and environmental education in the Natural Science curriculum, University of South Africa, Pretoria, <http://hdl.handle.net/10500/1792> en
dc.identifier.uri http://hdl.handle.net/10500/1792
dc.description.abstract Human activities that involve interactions amongst three players i.e. nature, humans and technology, continue to impact negatively on the Earth's biosphere. The impact is tremendous: consumption of resources at an unsustainable level leading to rapid loss of natural resources and biodiversity. The plea to reverse this negative trend is as valid now as it were many years ago. While some progress has been made to develop strategies to wisely manage and protect the Earth's resources, the state of the environment is still fragile. Strategies are far from satisfactory: hence the grounds for a new commitment in a manner best suited to a country's needs and resources. In recent years, research in indigenous knowledge systems has been pursued in an attempt to develop a deeper understanding of its complex linkages with the environment. Incorporating some of these linkages in the science curricula provides opportunities for learners to make informed choices to address individual and society's needs by extracting relevant elements from Western science and indigenous knowledge systems. This research focuses on the use of indigenous knowledge in science education offered to grade eight and nine learners in South African schools. As part of this education, science curricula, teaching methodologies and resources therefore should be developed in response to the changing needs of learners and their communities. A close look at the natural science learning area of Curriculum 2005 shows that the South African curriculum developers have under-used indigenous knowledge in the teaching and learning of science at school level. The conceptualization of an inclusive and just science education has been evaded. Perceptions elicited from a small group of academics, well versed in IK, indicate that the majority of South African science teachers will embrace the inclusion of indigenous knowledge in the natural science learning area but will require significant assistance from the Department of Education. The key to deal with this daunting task is for the relevant role players to establish partnerships with the knowers and holders of indigenous knowledge and to operate in a neutral, noble and altruistic manner and that in itself in the present context is highly problematic. en
dc.language.iso en en
dc.subject Inclusive and Just Science Education en
dc.subject South African Schools en
dc.subject Teaching Methodologies and Resources en
dc.subject Natural Sciences Learning Area en
dc.subject Outcomes Based Education en
dc.subject Curriculum 2005 en
dc.subject Environment en
dc.subject Indigenous Knowledge en
dc.subject Western science en
dc.subject.lcsh Curriculum planning -- South Africa
dc.subject.lcsh Natural history -- Study and teaching -- South Africa
dc.subject.lcsh Competency-based education -- South Africa
dc.subject.lcsh Environmental education -- South Africa
dc.title Perceptions and knowledge regarding indigenous knowledge and environmental education in the Natural Science curriculum en
dc.type Thesis en
dc.contributor.email djagegjj@unisa.ac.za en
dc.description.department Educational Studies en
dc.description.degree Thesis (D. Ed.) en


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