A Truth-Based Epistemological Framework for Supporting Teachers in Integrating Indigenous Knowledge into Science Teaching
| Autor: | M. W. H. Braun, Gilbert O. M. Onwu, Gracious Zinyeka |
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| Rok vydání: | 2016 |
| Předmět: |
General Mathematics
Teaching method 05 social sciences General Engineering 050301 education General Physics and Astronomy Nature of Science 010501 environmental sciences 01 natural sciences Science education Focus group Computer Science Applications Education Epistemology ComputingMilieux_COMPUTERSANDEDUCATION Relevance (information retrieval) Sociology Traditional knowledge 0503 education Curriculum Inclusion (education) 0105 earth and related environmental sciences |
| Zdroj: | African Journal of Research in Mathematics, Science and Technology Education. 20:256-266 |
| ISSN: | 2469-7656 1811-7295 |
| DOI: | 10.1080/18117295.2016.1239963 |
| Popis: | Integrating indigenous knowledge (IK) into school science teaching is one way of maximising the socio-cultural relevance of science education for enhanced learners’ performance. The epistemological differences however between the nature of science (NOS) and nature of indigenous knowledge (NOIK) constitute a major challenge for an inclusive IK-science curriculum integration. This article is about the application of a truth-based epistemological framework designed to support teachers to make decisions on how specific pieces of indigenous knowledge (local traditional practices and technologies) may be included in science lessons. First, an attempt was made to develop a truth-based epistemological framework for identifying epistemology(ies) of indigenous knowledge and practices. Second a group of science teachers used the truth-based epistemological framework to examine ways in which some specified IK practices that comprised a coherent set of knowledge themes on health, agriculture and technology could be in... |
| Databáze: | OpenAIRE |
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