The significance of Indigenous chemistry knowledge in Western chemistry education
Résumé
Introduction This study explored the potential role of indigenous chemistry knowledge (ICK) within Western chemistry education frameworks from the learner's perspective. This research offers distinct novelty by shifting the focus from passive curriculum consumption in primary or secondary schools to active pedagogical translation within an initial teacher education framework. By examining preservice teachers—who act as both daily practitioners of indigenous chemistry and future Science, Technology, Engineering, and Mathematics educators—this study bypasses broad decolonial theory to target the exact pipeline, where cultural knowledge transforms into actionable classroom pedagogy. Furthermore, it provides a reproducible mapping strategy using concrete, localized biochemical entry points, such as the thermal regulation of enzymes in the Mahewu fermentation and agricultural fruit oxidation. Methods Guided by a social constructivist theoretical framework, this study employed a qualitative research methodology with a descriptive design. Data were collected from 29 purposively sampled pre-service science teachers through focus group interviews, observations, and document analysis. The constant comparative method, categorical coding, the rule of literal presence, and the four-part verification framework were applied as data analysis techniques. Results The findings reveal a distinct tripartite dynamic in how learners navigate these knowledge frameworks. First, regarding practical convergence, the results suggest that certain ICK practices and Western chemistry share complementary empirical features, with both frameworks addressing similar practical chemical phenomena. Second, on an epistemological level, this study distinguishes functional convergence from epistemological equivalence, noting that learners navigate the differing foundational worldviews and validation systems of each framework rather than treating them as identical systems of knowledge. Third, regarding pedagogical value, the results demonstrate that ICK offers relevant contextual connections and leverages prior knowledge for learners. Integrating these localized practices into chemistry education was found to support learner engagement, facilitate meaningful learning experiences, and enhance contextualization. Discussion This study contributes to science education by exploring potential pedagogical linkages between indigenous and Western chemical perspectives without conflating their epistemic roots. These findings suggest that incorporating ICK concepts can foster a more culturally responsive, contextualized curriculum that supports student engagement, comprehension, and sustainability.
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