’n Verkenning van die verhouding tussen wetenskap en inheemse kennis: Moontlikhede vir integrasie in Suid-Afrikaanse Lewenswetenskappeklaskamers

Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie/South African Journal of Science and Technology

 
 
Field Value
 
Title ’n Verkenning van die verhouding tussen wetenskap en inheemse kennis: Moontlikhede vir integrasie in Suid-Afrikaanse Lewenswetenskappeklaskamers Exploring the relationship between science and indigenous knowledge: Possibilities for integration in South African Life Sciences classrooms
 
Creator le Grange, Lesley
 
Subject Education and Science Education Life Sciences, school science, indigenous knowledge, collateral learning, sociology of science — —
Description Die artikel is ’n teoretiese verkenning van die verhouding tussen wetenskap en inheemse kennis, sowel as die implikasies wat die integrasie van die twee beginsels in Lewenswetenskapklaskamers sal hê. Dié teoretiese bespreking gebruik insigte uit die sosiologie van wetenskaplike kennis en argumenteer dat die wetenskap nie net as voorstelling gesien moet word nie, maar ook as beoefening. Daar word aangevoer dat hierdie siening as die basis vir die integrasie van inheemse kennis in die Lewenswetenskappe kan dien. Praktiese voorstelle word gemaak oor hoe inheemse kennis in die Lewenswetenskapklaskamers verweef kan word en hoe onderwysers leerders kan lei deur die verskillende tipe of fases van wat Jegede, ‘kollaterale leer’ noem. 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’.
 
Publisher AOSIS
 
Contributor National Research Foundation —
Date 2015-09-14
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Theoretical — —
Format text/html application/octet-stream text/xml application/pdf
Identifier 10.4102/satnt.v34i1.1338
 
Source Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 34, No 1 (2015); 8 bladsye Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie; Vol 34, No 1 (2015); 8 bladsye 2222-4173 0254-3486
 
Language eng
 
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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/1338/2961 https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1338/2962 https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1338/2963 https://journals.satnt.aosis.co.za/index.php/satnt/article/view/1338/2944
 
Coverage not applicable not applicable no applicable — — —
Rights Copyright (c) 2015 Lesley le Grange https://creativecommons.org/licenses/by/4.0
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