Previous research (Timba, 2000; Mothwa, 2011; Akerele, 2016) showed that primary and secondary school teachers hold naïve views of some of several important aspects of the nature of IK. Therefore, there is a need to explore teachers’ views on the nature of IK and also to ensure they have the desired understandings of the nature of IK, and this is based on the assumption that teachers’ conceptions directly translate into their teaching practices (Lederman, 1992; Abd-El-Khalick et al., 1998; Koksal & Cakiroglu, 2010). This means that one way to improve the implementation is to ensure that teachers have an informed state of mind, a clear understanding and assimilation of the new curriculum that is being introduced (Du Plessis, 2013). Further to this, if the teachers’ views about the integration of IK into the science classroom are explored and understood, it will be easier to find ways of addressing challenges associated with its integration. Previous research has highlighted the importance of exploring teachers’ views and the influence of these views on their planned and enacted instructional practice in the classroom (Richardson, 2003). Documenting teachers’ views about the integration of IK may even lead to the development of IK instructional strategies in the science classroom.
According to Hancock and Gallard (2004), views are a personally constructed understanding held by an individual about the nature of knowledge of a particular discipline that guide that particular individual’s intentions for action.
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There is an urgent need to pay more attention to the philosophical underpinnings, views and convictions of NS teachers on the nature of IK before recommending appropriate instructional strategies to employ when incorporating IK into the science classroom (Vhurumuku & Mokeleche, 2009; Cronje et al., 2014). Vhurumuku and Mokeleche (2009) also recommended in their critical review of research in science education study that future research should focus more on teachers’ views on the nature of IK and its integration in science teaching, among others, at primary and secondary school science classrooms, since this area is under-researched in South Africa. There is, therefore, a need to explore teachers’ views on the nature of IK and also to ensure they have the desired understanding of the nature of IK. This is based on the assumption that teachers’ conceptions directly translate into their teaching practices (Lederman, 1992; Abd-El-Khalick et al., 1998; Koksal & Cakiroglu, 2010).
The purpose of the study by Mhakure and Mushaikwa (2014) was to research science teachers’ IK identities in relation to the professional development programme, produce the instructing and learning material so as to facilitate integration and to introduce the pre-service and in- service teachers to the construct of multicultural science teaching and learning environments. From the results, it emerged that five of the six teacher participants, after attending the professional development programme, experienced a shift from a Western science-based worldview that regarded IK as “backward” to a more equipollent worldview that viewed both WS and IK as equally important and equally valuable. Nnadozie’s (2009) study also confirmed that the Grade 10 Life Sciences educators in the Pinetown district, in KwaZulu-Natal province harboured a restricted understanding of the principles and ideas upon which IK could be incorporated into the Life Sciences curriculum.
Reddy et al (2017) also conducted a study among Life Sciences teachers attending a short course on IK to determine their views and experiences on classroom incorporation of IK, focusing mainly on Indian indigenous knowledge (IIK). The VNOIK questionnaire and another questionnaire focusing on IIK and individual interviews were employed as data collection instruments. The findings in this study revealed that teachers harboured poor views of IK, and that the NOS and NOIK among teachers are not clearly understood. The qualitative study conducted by Jackson, De Beer and White (2016) also confirmed that teachers lack the necessary knowledge about IK, and they are neither familiar nor aware of the value of IK in the learning of science. Teachers were also found to exhibit negative attitudes and views towards IK in studies conducted by Shizha (2008). The aim of this study was to gain rural
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primary school teachers’ views and insights into problems encountered in incorporating IK into the science curriculum. The ten in-service primary school teachers were purposively sampled, and semi-structured interviews were conducted.
Sakayombo (2014) said the need to integrate IK in agricultural sciences education in Zambia in order to reflect the local cultural settings could not be over-emphasised. The respondents to this qualitative study were purposively selected and interviewed so as to gain deep comprehension as to how IKS are viewed and integrated into their agricultural practice and teaching. Interviews, content analysis of the Zambia junior and senior secondary school agricultural sciences syllabi and non-participant classroom observations were employed as instruments. This study revealed that most respondents had a general understanding of IKS.
Previous research studies show that primary and secondary school teachers hold naïve views of some of several important aspects of the nature of IK. In a case study by Dziva, Mpofu and Kusure (2011), teachers’ conceptions or views of IK in secondary school science education in the Mberengwa district of Zimbabwe were explored. The sample comprised five purposively selected science teachers from two schools. In-depth interviews and document analysis of homework and test exercise books, as well as teachers’ schemes of work, were employed as instruments for gathering data. The findings of this study revealed that science teachers have a limited conception of IK. It also emerged that they harboured negative attitudes towards the integration of IK and they did not perceive IK as useful science content.
Nnadozie’s (2009) study also confirmed that the Grade 10 Life Sciences educators in the Pinetown district in KwaZulu-Natal province harboured limited understanding of the principles and ideas upon which IK could be integrated into the Life Sciences curriculum.