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RESEARCH PAPER
Life sciences teachers’ integration of indigenous knowledge: A vision for making science classrooms culturally responsive
1
University of Johannesburg, Johannesburg, SOUTH AFRICA
Online publication date: 2024-07-23
Publication date: 2024-07-30
EURASIA J. Math., Sci Tech. Ed 2024;20(8):em2483
KEYWORDS
ABSTRACT
This article presents findings from a qualitative study exploring factors influencing life sciences
teachers’ integration of indigenous knowledge (IK) across various topics in grades 10-12, as
mandated by the curriculum and assessment policy statement in South Africa. Despite this
mandate aiming to enhance accessibility and comprehension, many teachers struggle to integrate
IK meaningfully. Through in-depth interviews and lesson observations with five teachers in
Gauteng Province, the study reveals challenges such as inadequate training, limited support
structures, and negative attitudes towards IK. Observations highlight deficiencies in pedagogical
content knowledge related to IK integration. The study suggests intensified teacher training and
future research focusing on textbook content and leveraging information and communication
technologies to digitize IK and make its integration more meaningful and interesting. This will
enhance educational experiences for both the teachers and learners in life sciences classrooms.
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