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

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.

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’.

Methods of MolecularAnalysis in the Life Sciences

2014 ◽  
Author(s):  
Andreas Hofmann ◽  
Anne Simon ◽  
Tanja Grkovic ◽  
Malcolm Jones
Keyword(s):  
Life Sciences
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