Learners' Attitudes Towards the Teaching of Indigenous African Science as Part of the School Science Curriculum

Abstract

ABSTRACT This paper reports on a study that explored ways in which the learning experiences of African learners could be influenced by a culturally relevant science curriculum. A series of science lessons based on selected African practices were taught over a period of four weeks to a grade 11 class. The teaching was designed in such a way that learners could move between indigenous knowledge and school science. The key focus for this paper is the learners' response to the teaching of indigenous science as part of the school science curriculum. Data collection comprised learner questionnaires, classroom observations, video and audio recording of the lessons and interviews. Results indicate that the learners appreciate the teaching of indigenous knowledge. Classroom observations suggest an improved participation and a lack of symbolic violence on the part of learners.