Critical Analysis of Problems Encountered in Incorporating Indigenous Knowledge in Science Teaching by Primary School Teachers in Zimbabwe

Autor/in	Shizha, Edward
Titel	Critical Analysis of Problems Encountered in Incorporating Indigenous Knowledge in Science Teaching by Primary School Teachers in Zimbabwe
Quelle	In: Alberta Journal of Educational Research, 53 (2007) 3, S.302-319 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Indigenous Knowledge; Negative Attitudes; Foreign Countries; Teachers; Science Curriculum; Science Instruction; Elementary School Teachers; Elementary School Science; Teaching Methods; Cultural Pluralism; Teacher Attitudes; Educational Environment; Educational Change; Educational Policy; Policy Formation; Teacher Education; Science Teachers; Zimbabwe + Suchen Sie Ihr Suchwort? Negative Fixierung; Ausland; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Teaching method; Lehrmethode; Unterrichtsmethode; Kulturpluralismus; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform; Politics of education; Bildungspolitik; Politische Betätigung; Lehrerausbildung; Lehrerbildung; Science; Science teacher; Wissenschaft; Simbabwe
Abstract	In Zimbabwe the need to incorporate indigenous knowledge in science education to reflect local cultural settings cannot be overemphasized. Current policies on science are situated in Western cultural definitions, thus marginalizing indigenous knowledge, which is misconceived as irrational and illogical. This study used qualitative research methods. Ten teachers were purposively selected and interviewed to gain their insights into problems faced in incorporating indigenous knowledge into science teaching. The study found that the problems were attitudinal, institutional, and systemic. Teachers were found to be conservative "gatekeepers" who exhibited negative attitudes towards indigenous science and supported maintaining the teaching of Western science. The study suggests reforming and transforming science curriculum, policymaking, and teacher education to promote cross-cultural science in Zimbabwean primary schools. (Author).
Anmerkungen	Alberta Journal of Educational Research. 845 Education Centre South, Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.education.ualberta.ca/educ/journals/ajer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10