Integrating indigenous knowledge in the teaching of structures in the grade 4 natural sciences and technology classroom.

Abstract

Since 1994, the curriculum terrain in South Africa has evolved. The National Curriculum Statement embraces the principle of integrating Indigenous Knowledge Systems (IKS) into the teaching of all learning areas. However, there has been a lack of understanding regarding the integration of IKS in teaching and learning. For this reason, this study focuses on the grade 4 Natural Sciences and Technology (NS-Tech) teachers’ understanding and integration of Indigenous Knowledge (IK) in their teaching of structures in the Pinetown district. The primary purpose of this study was to explore the integration of indigenous knowledge in the teaching of structures in the grade 4 NS-Tech classroom in five different schools in the Pinetown district. This study employed the interpretive paradigm and a qualitative approach to acquire comprehensive data regarding the grade 4 NS-Tech teachers’ integration of IK. Purposive and convenience sampling was adopted in five grade 4 NS-Tech teachers in the Pinetown district, currently teaching in the intermediate phase. Semi-structured questionnaires, structured lesson observations and semi-structured post-observation interviews were conducted with the teachers in their respective schools, and all sessions were audio-recorded. Thematic analysis was utilised to analyse the collected data, and themes were created. The findings of the study revealed that the grade 4 NS-Tech teachers attach some meanings and understanding to themselves regarding IK and its integration in the teaching of structures. On the one hand, the teachers expressed that they perceive IK as informal knowledge, intergenerational learning, lost knowledge, knowledge of traditions and practices, as the meanings by which they attach to IK as well as the amalgamation of indigenous knowledge and Western science, and as the use of skills as their understanding of integrating IK in NS-Tech/Structures. On the other hand, the study revealed that the teachers encountered various issues towards the integration of IK in the teaching of structures. Such challenges include knowledge of indigenous and Western practices, language barriers to learning IK and Western science, and relevant teaching documents for NSTech/ Structures. These issues were connected to the challenges that restrict the effectiveness of integrating indigenous knowledge in the grade 4 NS-Tech/Structures, which is what the planned curriculum expects of the NS-Tech teachers to integrate IK in their teaching, according to one of the seven principles of the grade 4 NS-Tech CAPS document. Consequently, this study made some recommendations based on the findings above. The findings are made to the teachers, curriculum designers and for further studies. The NS-Tech teachers, as creative teachers, ought to work collaboratively in their respective schools to approach local people, particularly the elderly, for more knowledge with respect to IK information and how it can be integrated into their classrooms together with contemporary science. Also, the teachers, with relevant stakeholders, need to approach local businesses for possible support of teaching materials, such as technology-related materials, which could be integrated into their teaching. Additionally, teachers need to acquire enough professional development with respect to integrating IK in the classroom, which the Department of Education should provide. The curriculum designers also need to develop precise ideas and have someone administer those ideas to make it simpler for the teachers to comprehend. In addition, studies on IK integration ought to emphasise how teachers act as cultural brokers of knowledge and how they can effectively assist learners in crossing borders from one culture to the next.