Exploring the Integration of indigenous knowledge of fruits into an O level Biology curriculum in Zimbabwe
- Author
- Tatenda Gracious Munokori
- Title
- Exploring the Integration of indigenous knowledge of fruits into an O level Biology curriculum in Zimbabwe
- Abstract
- Integrating indigenous knowledge in the science classroom is one approach of bringing about relevance of science learning to society. This study explored the integration of indigenous knowledge of fruits into an Ordinary level Biology curriculum in Zimbabwe. The study sought to address the problem that school science in Zimbabwe and in most colonized nations has remained largely western, that is disconnected from the cultural background of the learners, thereby not only affecting their performances, but also their interests in learning sciences and pursuing Science, Technology, Engineering and Mathematics (STEM) career. Consequently, this has largely contributed to the STEM skills gap Zimbabwe has been experiencing for more than thirty years. The purpose of this study is to describe the possibility of integrating indigenous knowledge of fruits and school biology through an exploratory case design at secondary school located in the Mutoko district of the Mashonaland East province, in Zimbabwe. Qualitative data were generated through document analysis and conversation with six Ordinary (‘O’) level learners participant. The school, class, and learners were purposively sampled. The qualitative content analysed data revealed three main findings/themes (1) a fragmented approach to the integration of indigenous knowledge of fruits; (2) exclusive approach to the integration of indigenous knowledge of fruits in the Biology component of the combined science curriculum; and (3) a five staged process for blending of Western and indigenous knowledge of fruits in the Biology component of the combined science curricula offered in Zimbabwe. The study concludes that though curriculum documents and classroom practices are largely IKF exclusive, the study gave an insight through the suggested five staged process integrated teaching and learning of IKF and EKF practically achievable. It proffers three main recommendations that the curriculum designers need to review that syllabus and textbook to incorporate indigenous knowledge in balanced and connected way (2) the teachers, learners and community need to collaborate in reviewing curriculum documents and teaching and (3) teachers should be professionally developed on how to integrate indigenous knowledge when teaching Biology.
- Date
- 2023
- Publisher
- BUSE
- Keywords
- Indigenous Knowledge
- Zimbabwe
- Supervisor
- Dr. Mpofu, V.
