| Abstrakt: |
The teaching and learning of science should consider learners' sociocultural backgrounds as this can significantly impact their academic performance and engagement. Namibian rural schools, in particular, face unique challenges in this regard due to the diversity of cultural and linguistic backgrounds of learners. To address this issue, teachers should be trained on how to incorporate culturally relevant and responsive pedagogies in their science teaching. It is against this backdrop that this study critically explored the use of Indigenous Knowledge (IK) in a rural science classroom where learners were allowed to work with traditional materials to explain the scientific concepts regarding iron smelting. The study used an interpretivist paradigm and lenses of Vygotsky's Sociocultural Theory (SCT) and Ogunniyi's Continuity Argumentative Theory (CAT) to analyse data collected through participatory observation and reflections. The interpretive paradigm was appropriate in the study as it allowed for a deep understanding of how learners interact with IK practices and make sense of scientific concepts. The traditional iron smelting (Mudukuto) was mobilised to achieve the integration of IK with Westernised science. Vygotsky's SCT and CAT were used to observe social interactions and analyse argumentation during learning. The study involved 36 Grade 9 Physical Science learners and one resourceful IK holder. The learners were exposed to the indigenous practice of traditional iron smelting and their interaction and participation were observed. The study was limited to only one Grade 9 class of learners, and therefore, the findings cannot be generalised to represent all Physical Science learners in the Kavango West region. The study's data analysis suggests that learners' status of argumentation, as assessed by CAT, shifted from dominant, suppressed and assimilated to emergent and equipollent after the intervention of the indigenous practice. The findings indicate that learners became aware of the relevance of IK practices, and this was evident in their active participation and probing questions connecting these practices to Western science concepts in the classroom. To make science more accessible and relevant to learners, the study suggests that teachers should try to integrate IK practices into the science curriculum. One way to do this is by bringing community members who are the custodians of IK into the science classroom to share their expertise with learners. Alternatively, teachers can bring traditional technology into the classroom and demonstrate how it works, enabling learners to connect it with Western science concepts. Overall, the study provides evidence that the integration of IK into the science curriculum can spark learners' interest in science and make science more meaningful in their lives. [ABSTRACT FROM AUTHOR] |
