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The conundrum of integrating indigenous knowledge in science curriculum themes: a review of different viewpoints
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| dc.contributor.author | Steenkamp, Johane
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| dc.contributor.author | De Beer, Josef
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| dc.contributor.author | Petersen, Neal
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| dc.contributor.editor | Kriek, Jeanne
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| dc.date.accessioned | 2019-12-03T07:45:11Z | |
| dc.date.available | 2019-12-03T07:45:11Z | |
| dc.date.copyright | © 2019 | |
| dc.date.issued | 2019 | |
| dc.identifier.citation | 2019 ISTE International Conference on Mathematics, Science and Technology Education, 21-25 October 2019, Mopani Camp in Kruger National Park, Mpumalanga, South Africa | en |
| dc.identifier.isbn | 978-1-77615-062-5 | |
| dc.identifier.uri | http://hdl.handle.net/10500/26094 | |
| dc.description.abstract | The leitmotiv of this paper is the relationship between the natural sciences and indigenous knowledge, and whether indigenous knowledge has a place in the school science curriculum. In this review paper, various perspectives on the role of indigenous knowledge in the science classroom are explored. Based on the tenets of respective science and indigenous knowledge, three different perspectives on such epistemological border-crossing are explored: the inclusive, the exclusive, and the ‘overlapping domains’ perspectives. The authors also consider factors that influence such border-crossing, such as teacher and learner factors | en |
| dc.language.iso | en | en |
| dc.publisher | Institute of Science & Technology Education, University of South Africa | en |
| dc.rights | © 2019 Institute for Science and Technology Education (ISTE), University of South Africa | |
| dc.rights | All rights reserved. No part of this publication may be reproduced in any form or by any means - mechanical or electronic, including recordings or tape recording and photocopying - without the prior permission of the publisher, excluding fair quotations for purposes of research or review. | |
| dc.subject | Indigenous knowledge | en |
| dc.subject | science education | en |
| dc.subject | border-crossing | en |
| dc.subject | tenets of science | en |
| dc.subject | tenets of indigenous knowledge | en |
| dc.title | The conundrum of integrating indigenous knowledge in science curriculum themes: a review of different viewpoints | en |
| dc.type | Article | en |
| dc.description.department | Institute for Science and Technology Education (ISTE) | en |
