Inheemse kennis in die lewenswetenskappe-klaskamer: Wetenskap, pseudo-wetenskap, of ’n vermiste skakel?
Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology
| Field | Value | |
| Title | Inheemse kennis in die lewenswetenskappe-klaskamer: Wetenskap, pseudo-wetenskap, of ’n vermiste skakel? Indigenous knowledge in the life sciences classroom: Science, pseudo-science or a missing link? | |
| Creator | de Beer, Josef J. van Wyk, Ben-Erik | |
| Description | Alhoewel die lewenswetenskappe-kurrikulum vereis dat inheemse kennisstrukture in die klaskamer aangespreek moet word, word dit óf baie oppervlakkig gedoen deur middel van ’n voorbeeld of twee, óf dit is totaal afwesig. Hierdie gemengde-metode ondersoek (met die klem op die kwalitatiewe data) na die stand van inheemse kennis in die lewenswetenskappeklaskamer in Gauteng en Limpopo, het weereens beklemtoon wat Rogan en Grayston (2003) opgemerk het: in Suid-Afrika word daar tydens die kurrikulumproses te veel op die wat (die kurrikulum self) en te min op die hoe (die implementering van die kurrikulum) gefokus. Alhoewel die progressiewe kurrikulum dit duidelik maak dat inheemse kennis aangespreek moet word, word baie min riglyne aan onderwysers verskaf oor hoe dit gedoen moet word. Twee probleme word in hierdie artikel belig: onderwysers se gebrekkige vakkundige onderrigvaardigheid (pedagogiese inhoudskennis, of PCK soos in die literatuur bekend), en hul gebrekkige begrip van die aard van die natuurwetenskappe. ’n Onderwyser se sosiale aanspreeklikheid beteken onder andere dat hulle leerders bewus sal maak van die kulturele en praktiese waarde van inheemse kennis en ook hul belangstelling sal prikkel in vakrigtings soos etnobotanie en chemotaksonomie. 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. | |
| Publisher | AOSIS | |
| Date | 2012-11-27 | |
| Identifier | 10.4102/satnt.v31i1.368 | |
| Source | Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 31, No 1 (2012); 5 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 31, No 1 (2012); 5 bladsye 2222-4173 0254-3486 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/368/584
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/368/586
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/368/588
https://journals.satnt.aosis.co.za/index.php/satnt/article/view/368/570
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