Exploring the integration of indigenous knowledge in the life science classroom : a case study of three senior secondary schools in the Gert Sibande district in Mpumalanga province of South Africa

Abstract

The amended Curriculum and Assessment Policy Statement (CAPS) for Life Sciences promotes the idea of grounding knowledge in local contexts in South African schools. However, as inspired as the CAPS may be, it still remains a challenge for educators who do not necessarily know the details of the various indigenous knowledge (IK) within South Africa, and may not be disposed to teach such knowledge. This is a qualitative case study which was conducted among Life Sciences educators and learners at three schools in Gert Sibande District to explore the educators’ and learners’ understanding of IK and how the educators integrated IK in their teaching. The findings from semi-structured interviews, lesson observations and documents revealed a limited understanding of the scientific principles and concepts upon which IK can be integrated into the Life Sciences curriculum. The study offers recommendations regarding the implementation of the integration of IK in Life Sciences.

Setatamente sa Pholisi sa Kharikhulamo le Asasemente (CAPS) se se fetotswego sa Thutamahlalebophelo se hlahlosa kgopolo ya tsebo ya mathomong ka tlhaloso ya gae dikolong tsa Afrika Borwa. Le ge go le bjalo, le ge CAPS e ka ba e hlohleletswa, se ke tlhohlo magareng ga bobedi baithuti le barutisi bao ba sa tsebego dintlha tsa go fapafapana goba bohlokwa bja tsebo ya tlhago (IK) ka Afrika Borwa thutong ya saense. Ka gona, ba kaba ba se na le maswanedi a go kopanya tsebo ge ba ruta. Nyakisiso e somisitse mokgwa wa khwalithethifi magareng ga barutisi le baithuti ba Thutamahlalebophelo dikolong tse tharo Seleteng sa Gert Sibande go lekola kwesiso ya barutisi le baithuti ya IK le ka fao barutisi ba kopanyago, goba ba ikemiseditsego go kopanya IK ka thutong ya bona. Go somisitswe mokgwa wa dipoledisano tsa dipotsiso tseo di sego tsa rulaganywa, mokgwa wa go lekola thuto le tshekatsheko ya ditokomane go kgoboketsa datha. Dikutollo di laeditse gore go na le kwesiso ye e lekanyeditswego magareng ga baithuti le barutisi ka melawana le dikgopolo tsa saense tseo go tsona IK e ka kopanywago ka go kharikhulamo ya Thutamahlalebophelo. Nyakisiso e fa ditshisinyo tsa ka fao IK e ka kopanywago ka go kharikhulamo ya Thutamahlalebophelo dikolong tsa Afrika Borwa.

Isitatimende esichitshiyelwe seNqubomgomo Yombhalo ohlanganisa izifundo Nokuhlola (CAPS) seSayensi Yokuphila sikhuthaza umqondo wokuqinisa ulwazi ezimeni zendawo ezikoleni zaseNingizimu Afrika. Kodwa-ke, noma igqugquzelwe kangakanani i-CAPS, kuyinselelo kothisha abangayazi imininingwane noma ukufaneleka kwemiqondo eyahlukene yolwazi lwendabuko (IK) eNingizimu Afrika esimeni sokufundisa isayensi. Ngakho-ke bangase bangahlomi kahle ukuhlanganisa lolo lwazi ekufundiseni kwabo. Ucwaningo ngokuchaza imininingwane lwenziwa phakathi kothisha beSayensi Yokuphila kanye nabafundi ezikoleni ezintathu esifundazweni sase-Gert Sibande ukuhlola ukuqonda kothisha nabafundi nge-IK nokuthi othisha bayihlanganisa kanjani, noma bazimisele ukuyihlanganisa, i-IK ekufundiseni kwabo. Izingxoxo ezihleliwe, ukubhekwa kwezifundo kanye nokuhlaziywa kwemibhalo kusetshenzisiwe ekuqoqweni kwemininingwane. Okutholakele kuveze ukuthi kunokuqonda okulinganiselwe phakathi kwabafundi kanye nabafundisi bemigomo nemibono yesayensi lapho i-IK ingahlanganiswa khona nombhalo ohlanganisa izifundo weSayensi Yokuphila. Lolu cwaningo lunikeza iziphakamiso zokuthi i-IK ingahlanganiswa kanjani embhalweni ohlanganisa izifundo weSayensi Yokuphila ezikoleni zaseNingizimu Afrika.