The integration of indigenous knowledge systems (IKS) in the teaching of conservation of biodiversity and natural resources : a critical case study of grade 10 life sciences educators in the Pinetown district.

Part one explored 10th grade life science teachers' understanding of the integration of indigenous knowledge in life sciences and the extent to which the teachers integrated indigenous knowledge into their teaching of biodiversity and natural resource conservation. The analysis of part one of the survey showed that 90% of the educators who participated in the survey said that they integrated indigenous knowledge in their teaching of biodiversity and natural resource conservation.

Introduction 1
Focus and purpose of the research 2
Rationale for the research 3
Statement of problem 4
Research questions 5
Context of the study 5
Outline of the study 7

Educators' understanding of the integration of indigenous knowledge into the life sciences curriculum shows three dimensions. Do you integrate indigenous knowledge into the teaching of Biodiversity and Natural Resources Conservation?

Introduction 8

Semali and Kincheloe (1999) focus on the ideas behind the current emergence of indigenous knowledge in education and explore the debates and questions raised about indigenous knowledge in the academy. They argue that it is time for indigenous knowledge to move from mere discussion to a practical reality in education.

What is indigenous knowledge, and what is an indigenous

Incorporating Indigenous knowledge into the science curriculum will change Indigenous people's perception of the world. Learning Outcome 3 of the NCS Life Sciences Policy Paper explains the integration of indigenous knowledge into Life Sciences teaching (Ministry of Education, 2003).

Examples of indigenous knowledge associated with a particular indigenous

How is indigenous knowledge produced in a community? 12

According to them, culture is the tool that communities use to make sense of the world. This knowledge is passed on orally from generation to generation and is part of the people's life.

The universality of knowledge: which knowledge is local and which is

Indigenous knowledge is definitely different from Western knowledge in that it deals with the everyday life of indigenous people and is learned orally. One of the consequences of African colonization by the Europeans was the oppression of the indigenous people and subjugation of their indigenous knowledge.

Limitations and problems associated with the western dominant forms of

African indigenous knowledge was subjugated by colonization and replaced by Western knowledge (Semali & Kincheloe, 1999, pp.31-32). This is a result of no connection being established between the indigenous knowledge of these people and the western knowledge taught in schools.

The current emergence of interest in indigenous knowledge in education

Some of these were discussed earlier in this chapter as examples of indigenous knowledge). The global goal of sustainable development has led to the acceptance of indigenous knowledge and the role it can play in achieving sustainability.

Integrating indigenous knowledge into formal schooling: the educational

Western and African indigenous knowledge systems will find equal place in the academic arena. Thirdly, the integration of indigenous knowledge into the formal school syllabus and curriculum will create harmony between the two bodies of knowledge.

The value of integrating indigenous knowledge into the school curriculum 20

One of the things that has been found to contribute to the failure of African students to learn science is the conflict that exists between students' indigenous knowledge and the science knowledge acquired in school (Tema, 2002, p. 128). Another program involving indigenous knowledge is Education for Self-Reliance (ESR) in Tanzania (Semali, 1999).

Ways of integrating indigenous knowledge into school science learning 22

The educators are faced with the challenge of the successful integration of indigenous knowledge in science education. The elders are therefore seen by the educators as resources in the integration of indigenous knowledge in their teaching of conservation of biodiversity and natural resources. The educators' explanations show the use of their own indigenous knowledge in the integration of indigenous knowledge and natural resources.

The analysis of the educators' integration of indigenous knowledge provides clear evidence of this statement. The teacher questions whether the students understand the use of indigenous knowledge to preserve biodiversity.

Indigenous knowledge in South African Science Education 25

Learning outcome three of the Life Sciences NCS policy document 26

Teaching conservation of biodiversity and natural resources in the

An example of the use of natural resources in our environment is the use of water in the production of electricity for people. One of the main ways in which humans lose natural resources in our environment is through development (Ayerst et al., 2005).

Conclusion 31

Introduction 32

Cultural border crossing 32

Therefore, Jegede and Aikenhead argue that the process of learners moving from their everyday life culture to the science culture is a specific type of boundary crossing. Effective and meaningful learning depends on how successful learners can move between their everyday life cultures and the science culture (Jegede & Aikenhead, 1999).

The theory of collateral learning 35

This call for teaching strategies that can help the learners cross the boundaries of their everyday life and school science learning. The two ideas do not interact and are consequently acquired differently according to the contextual needs of the learners (Jegede & Aikenhead, 1999). The learners look for the differences and similarities in the ideas of their indigenous knowledge and scientific knowledge related to the relevant concept (Jegede & . Aikenhead, 1999).

Dependent collateral learning refers to a situation in which students adapt one idea based on the challenge of the other idea, resulting in the formulation and learning of new ideas. As students cross boundaries, collateral learning helps teachers understand how students experience scientific knowledge in addition to students' indigenous knowledge.

Educators as cultural brokers 36

The educators' use of ideas of collateral learning will help the learners to reconcile cultural boundaries/conflicts. The educator will have to guide the learners to move successfully from the culture of their everyday life to the culture of science learning. For learners to feel free with the new culture, the educators must integrate the ideas of the learners.

In addition, teachers need to explore and discover some of the students' native scientific ideas and theories and apply them to science lessons. Educators must also promote Indigenous community values in students through science teaching (Jegede & Aikehead, 1999).

Teaching strategies for educators as culture brokers 38

Design activities to help students recognize the likelihood of constant change, conflict, ambiguity, and increasing interdependence. The aim of the teaching strategies mentioned above is for teachers to take into account the cultural background of the student community and indigenous knowledge in their science teaching, in order to help students cross borders successfully. Teachers who use resources derived from students' cultures when teaching science will help students become comfortable with scientific knowledge.

Teachers should give students opportunities to explore the difference between the cultural ideas of their community and the scientific ideas. Using the above strategies will help students resolve conflicting ideas that persist in their schemas.

Critical look at the concept of educators as cultural brokers 39

Research has mainly focused on the need and values of integrating indigenous knowledge into education, without explaining how this should be done. Therefore, this study considers it adequate to use the concept of educators as cultural mediators, which comes from the field of anthropology.

Conclusion 40

In this study, the case we investigate is the integration of indigenous knowledge into teaching biodiversity and natural resource conservation. Research Question 2: To what extent do teachers incorporate indigenous knowledge in teaching biodiversity and natural resource conservation.

RESEARCH METHODOLOGY 41

Introduction 41
What is a qualitative case study methodology? 41

A critical case study 43

Research design 43

Part one 43
Part two 44

Research site 44
Gaining access 45
Purposive and convenient sampling 45
Data collection and instruments 46

Piloting of research instruments 46
Questionnaire 46
Interviews 47
Classroom observation 47

Data analysis 48
Credibility 48
Limitations 49
Ethical issues 49
Conclusion 50

Introduction 51

In this chapter, the qualitative data collected through questionnaires, interviews and observations are analyzed and the findings are presented. The chapter is structured in two parts, in accordance with the sequence of research methodology already discussed and explained in Chapter 4. Part one of the chapter analyzes the data collected from the 19 teachers who participated in part one of the study, while part two analyzes data collected from the two teachers purposefully selected from part one for further study in part two.

The first part of the chapter answers research questions 1 and 2, while the second part answers research questions 3 and 4.

Data analysis and presentation for part one 51

It is clear that the educators are not ignorant of the inclusion of indigenous knowledge in Life Sciences education. Of the 19 educators, 17 said that they integrated indigenous knowledge in their teaching of conservation of biodiversity and natural resources in Life Sciences. The educators acknowledge in their answers that indigenous knowledge is important in the conservation of biodiversity and natural resources.

Using indigenous knowledge to promote the learning of scientific knowledge about conservation of biodiversity and natural resources;. He taught indigenous knowledge about conservation as one of the ways to preserve biodiversity and natural resources.

Table 1: What the educators said they do and what they actually did Participant Pre-observation interview focused on

Discussion of key research findings 76

An analysis of teachers' integration of indigenous knowledge shows no actual interaction between students' indigenous knowledge and western science knowledge. The ways in which the teachers integrated indigenous knowledge into their teaching of biodiversity and natural resource conservation reflect their very literal understanding of the integration of indigenous knowledge into the life sciences. There are clear contrasts between the integration of indigenous knowledge by educators and the integration of indigenous knowledge in a policy document.

In summary, the discussion of these key findings points to the fact that educators do not have sufficient understanding of the integration of indigenous knowledge. The insufficient understanding of the integration of indigenous knowledge is linked to their literal interpretation of the integration of indigenous knowledge in the Life Sciences curriculum.

Recommendations 80

Recommendation for educators 80
Recommendation for policy makers 81
Recommendation for further studies 81

I am currently researching the Integration of Indigenous Knowledge Systems (IKS) in the teaching of Conservation of Biodiversity and Natural Resources by Grade 10 Life Science Educators in the Pinetown district. To what extent do Grade 10 Life Science educators integrate indigenous knowledge into their teaching of biodiversity and natural resource conservation. How Grade 10 Life Science Educators Integrate Indigenous Knowledge into Their Teaching of Biodiversity and Natural Resource Conservation.

Which informs how Grade 10 Life Science teachers integrate indigenous knowledge into their teaching of biodiversity conservation and natural resources. How do Grade 10 Life Science Educators integrate indigenous knowledge into their teaching on biodiversity conservation and natural resources. What determines the way you integrate indigenous knowledge systems into your education on biodiversity and natural resource conservation.

The table below shows the teachers out of the 19 teachers who integrate indigenous knowledge in their teaching on biodiversity conservation.