scholarly journals INFUSING INDIGENOUS KNOWLEDGE IN THE LIFE SCIENCES CLASSROOM: DESIGN PRINCIPLES FOR CREATING AN ETHNOBIOLOGICAL MATRIX

2019 ◽  
Author(s):  
Donnavan Kruger ◽  
Josef De Beer
Keyword(s):  
Indigenous Knowledge ◽  
Life Sciences ◽  
Design Principles ◽  
Classroom Design

scholarly journals Indigenous knowledge in the life sciences classroom: Science, pseudo-science or a missing link?

2012 ◽  
Vol 31 (1) ◽  
Author(s):  
Josef J. De Beer ◽  
Ben-Erik Van Wyk
Keyword(s):  
Indigenous Knowledge ◽  
South African ◽  
Life Sciences ◽  
Qualitative Inquiry ◽  
Knowledge Systems ◽  
Pedagogical Content ◽  
Indigenous Knowledge Systems ◽  
The Status ◽  
Classroom Science ◽  
Scientific Fields

Although the life sciences curriculum asks for the inclusion of indigenous knowledge systems in the classroom, it is either done very superficially by only providing an example or two, or ignored completely. This mixed-methods study (with emphasis on the qualitative inquiry) on the status of indigenous knowledge in the life sciences classroom in Gauteng and Limpopo, once again echoed what Rogan and Grayston (2003) reported: the South African curriculum process focuses too much on the what (the curriculum itself) at the expense of the how (the implementation of the curriculum). Although the progressive curriculum makes it clear that indigenous knowledge should be addressed, it provides very little guidance to teachers on how this should be done. Two problems are highlighted in this article: teachers’ lack of pedagogical content knowledge in addressing indigenous knowledge systems, as well as their poor understanding of the nature of science. A teacher’s social responsibility also entails making learners aware of the cultural and practical value of indigenous knowledge, and stimulating learners’ interest in scientific fields such as ethnobotany and chemotaxonomy.

Indigenous Knowledge, Perspectives, and Design Principles in the Engineering Curriculum

2018 ◽  
Author(s):  
Marcia R. Friesen ◽  
Randy Herrmann
Keyword(s):  
Indigenous Knowledge ◽  
Indigenous Communities ◽  
Design Principles ◽  
First Year ◽  
Infrastructure Development ◽  
Conceptual Approach ◽  
Indigenous Students ◽  
History Of ◽  
Energy Independence ◽  
The University

Canadians live with a legacy of troubled relationships between Indigenous Canadians and non-Indigenous Canadians, rooted in a history of colonialism and racism. Aligned with the Truth & Reconciliation Commission's Calls to Action and the University of Manitoba's Strategic Priorities 2015-2020, The Faculty of Engineering is planning curriculum initiatives to incorporate Indigenous Knowledge, perspectives and design principles.The paper reviews the conceptual approach which encompasses both the culture of the institution as well as specific curriculum initiatives. These curriculum initiatives include redeveloping three core courses, first-year Design in Engineering, third year Engineering Economics, and third year Technology & Society for explicit inclusion of Indigenous knowledge, perspectives, and design principles; integrating Indigenous design emphases in capstone design courses, including Indigenous design principles and design application of importance to Indigenous communities, such as infrastructure development, energy independence, and food security; increasing the participation of Indigenous students in the Coop/Industrial Internship Program (IIP), and using the Coop/IIP to build authentic linkages to Manitoba Indigenous communities and environments; and, fostering linkages between teaching and existing faculty research programs

scholarly journals ’n Verkenning van die verhouding tussen wetenskap en inheemse kennis: Moontlikhede vir integrasie in Suid-Afrikaanse Lewenswetenskappeklaskamers

2015 ◽  
Vol 34 (1) ◽  
Author(s):  
Lesley Le Grange
Keyword(s):  
Indigenous Knowledge ◽  
Scientific Knowledge ◽  
Life Sciences ◽  
Theoretical Discussion ◽  
Sociology Of Scientific Knowledge ◽  
Different Types ◽  
The Relationship

The article is a theoretical exploration of the relationship between science and indigenous knowledge, as well as the implications for integrating the two in Life Sciences classrooms in schools. The theoretical discussion draws on insights from the sociology of scientific knowledge and argues that science should not only be viewed as representation but also as performance. Such a view, it is argued, serves as the basis for integrating indigenous knowledge into the Life Sciences. Practical suggestions are made as to how indigenous knowledge could be infused into Life Sciences classrooms and how teachers can scaffold learners through different types or stages of what Jegede calls, ‘collateral learning’.

scholarly journals Combining Indigenous Knowledge and Modern Education to Foster Sustainability Competencies: Towards a Set of Learning Design Principles

2020 ◽  
Vol 12 (17) ◽  
pp. 6823 ◽  
Author(s):  
Yared Nigussie Demssie ◽  
Harm J. A. Biemans ◽  
Renate Wesselink ◽  
Martin Mulder
Keyword(s):  
Sustainable Development ◽  
Indigenous Knowledge ◽  
Indigenous Education ◽  
Design Principles ◽  
Education For Sustainable Development ◽  
Learning Design ◽  
The Sustainable Development ◽  
Modern Education ◽  
Starting Point ◽  
Development Goals

An important step in the endeavor towards a more socially, environmentally, and economically sustainable world is identifying and fostering sustainability competencies (SCs). There are major international initiatives that identify sustainability-related goals (the Sustainable Development Goals) and those that recognize the crucial role of education in achieving such goals (the Decade of Education for Sustainable Development). There are also academic studies that address education for sustainable development. Usually, such initiatives and studies take western worldviews for granted. This limits opportunities for other worldviews which could contribute to sustainability. It is unclear what indigenous knowledge and pedagogies, apart from the dominant western approaches, could help to enhance SCs. To address this gap, a qualitative study was conducted in Ethiopia, a country with more than seventeen centuries old indigenous education system and indigenous knowledge. To utilize alternative worldviews and pedagogies vis-à-vis fostering SCs and incorporating them in modern education systems, five learning design principles were proposed. These are: define worldviews, utilize indigenous knowledge, use sustainability-oriented pedagogies, engage learners, and build on students’ experiences. Theoretically, the study contributes to sustainability, education for sustainable development, and indigenous knowledge. The findings may serve as a starting point in designing education and training for broader sustainability approaches.

scholarly journals On the Key Factors in Higher Education Classroom Design: Physical Aspects of the Undergraduate Teaching and Learning Experience in Malaysia

2019 ◽  
Author(s):  
Laura De Pretto ◽  
Ching Lik Hii ◽  
Choon Lai Chiang ◽  
Sze Pheng Ong ◽  
Darlene Elizabeth Sin Yi Tan ◽  
...  
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Design Principles ◽  
Undergraduate Teaching ◽  
Classroom Design ◽  
Learning And Teaching ◽  
And Shifts

The design, facilities and conditions inside a classroom play a significant role in the teaching and learning experience for both students and lecturers. Prior studies of primary schoolchildren indicate three design principles affecting student learning, namely: naturalness, individualisation and stimulation. The current study extends these investigations to Higher Education through a survey of undergraduate students and university lecturers aimed at determining the most critical factors in undergraduate classroom design. One-to-one interviews were conducted with students and lecturers (n. 31) at the University of Nottingham, Malaysia Campus. Interviewees were encouraged to express their opinions, comments, concerns and suggestions through open-ended questions. The interviews were recorded and then transcribed and coded using NVivo10. Results show a strong desire among lecturers and students for improved classroom equipment, greater flexibility in classroom arrangement, more attractive decoration and for the addition of natural elements to the classroom environment. Of the three design principles, individualisation and naturalness emerged most strongly from the interviews and appear to be more important factors for undergraduates than stimulation. These findings could make a novel and significant contribution to the physical aspects of classroom design in Higher Education settings. Educational institutions are increasingly employing non-traditional classroom designs, which are expected to provide for more flexible, collaborative, and active learning and teaching experiences. Taking into consideration the environmental psychology of teaching and learning, several of the reported design attributes can serve as benchmarks for upgrading current classroom design and facilities in the future, as institutions look to upgrade their physical infrastructures to meet the changing demands of teachers and learners arising from technological innovations and shifts in our understanding of the methods and purposes of Higher Education.

scholarly journals Indigenous Knowledge in the Life Sciences Classroom: Put on Your de Bono Hats!

2009 ◽  
Vol 71 (4) ◽  
pp. 209-216 ◽  
Author(s):  
Josef de Beer ◽  
Elrina Whitlock
Keyword(s):  
Indigenous Knowledge ◽  
Life Sciences

A peek in the micro-sized world: a review of design principles, engineering tools, and applications of engineered microbial community

2020 ◽  
Vol 48 (2) ◽  
pp. 399-409
Author(s):  
Baizhen Gao ◽  
Rushant Sabnis ◽  
Tommaso Costantini ◽  
Robert Jinkerson ◽  
Qing Sun
Keyword(s):  
Microbial Community ◽  
Microbial Communities ◽  
Environmental Remediation ◽  
Real Life ◽  
Design Principles ◽  
Microbial Interactions ◽  
Potential Applications ◽  
New Gene ◽  
Global Biogeochemical Cycles ◽  
Synthetic Microbial Communities

Microbial communities drive diverse processes that impact nearly everything on this planet, from global biogeochemical cycles to human health. Harnessing the power of these microorganisms could provide solutions to many of the challenges that face society. However, naturally occurring microbial communities are not optimized for anthropogenic use. An emerging area of research is focusing on engineering synthetic microbial communities to carry out predefined functions. Microbial community engineers are applying design principles like top-down and bottom-up approaches to create synthetic microbial communities having a myriad of real-life applications in health care, disease prevention, and environmental remediation. Multiple genetic engineering tools and delivery approaches can be used to ‘knock-in' new gene functions into microbial communities. A systematic study of the microbial interactions, community assembling principles, and engineering tools are necessary for us to understand the microbial community and to better utilize them. Continued analysis and effort are required to further the current and potential applications of synthetic microbial communities.

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