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

Le Grange, Lesley (2015-09-14)

CITATION: Le Grange, L. 2015. 'n Verkenning van die verhouding tussen wetenskap en inheemse kennis : moontlikhede vir integrasie in Suid-Afrikaanse Lewenswetenskappeklaskamers. Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie, 34(1), Art. #1338, doi:10.4102/satnt.v34i1.1338.

The original publication is available at http://www.satnt.ac.za

Article

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’.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/99080
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