'n Verkenning van die verhouding tussen wetenskap en inheemse kennis : moontlikhede vir integrasie in Suid-Afrikaanse Lewenswetenskappeklaskamers
Date
2015-09-14
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
AOSIS Publishing
Abstract
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’.
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’.
Description
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
The original publication is available at http://www.satnt.ac.za
Keywords
Indigenous knowledge, Ethnoscience, Life Sciences -- Study and teaching
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.