Grade 7 Natural Science teachers’ views of Indigenous Knowledge and how their views influence their classroom pedagogy

Résumé

This study explored natural science (NS) teachers’ views of the nature of indigenous knowledge (IK) for their classroom pedagogy. The research study used Shulman’s pedagogical content knowledge (PCK) as a framework, where both the qualitative research approach and a single-case study design were used. The study worked with 6 NS teachers who were invited to fill out the views of nature of IK questionnaire (VNOIK), where science classrooms were used to observe each teacher twice. The study found that most of the NS teachers reflected informed views on IK and that the teachers’ views on IK had no influence on their classroom pedagogy. The recommendations drawn from this study included the consideration of the use of learner-centred pedagogies as well as cultural relevance in teaching and curriculum policy alignment. This study contributes to scholarship on IK in science education by highlighting that, although most Natural Science teachers hold informed views of IK, critical gaps remain in their understanding of its experimental and creative dimensions, areas underexplored in South African contexts.

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