Thesis (MSc Ed) --University of Limpopo, 2006. / This research study was carried out to explore the integration of Indigenous Knowledge
Systems with a science topic, as advocated by the South African policy document called
the National Curriculum Statement.
The focus was on the integration of Indigenous Beliefs about lightning with the teaching
of Static Electricity. The sample consisted of all my grade 10 learners who are eleven in
number and one elder per learner, thus a sample of 22 people was made use of. The
research process took place in two phases: the Baseline Study and the Teaching and
Learning Process. The intention was to use data collected in the first phase to design the
teaching and learning activities in the second phase. A series of four lessons was
designed, and a variety of qualitative methods were used to collect data: interviews,
questionnaires, and constructivist techniques.
The findings presented in this research study are based on an analysis of four videotaped
lessons and learners’ responses from the worksheets and evaluation forms. These findings
suggest that for maximum results, the integration of Indigenous Knowledge Systems
should be an ongoing process. / National Research Foundation (NRF)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ul/oai:ulspace.ul.ac.za:10386/147 |
| Date | 28 May 2010 |
| Creators | Pabale, Morongwa Fonthy |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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