Exploring indiginising the university’s science curriculum through bottom-up decolonisation : Affordances and hindrances

2021 ◽  
Author(s):  
◽  
Chrispen Mutanho

The integration of indigenous knowledge (IK) in the science curriculum is a spreading phenomenon driven by the need to bring about relevancy and equality in science education. In South Africa, for instance, the need to integrate IK in science education is part of the global effort to build a democratic state from the debris of apartheid. Henceforth, the integration of IK is backed up by both the National Constitution of the Republic of South Africa (Act 108 of 1996) and the South African Department of Basic Education’s (2011) National Curriculum Assessment Policy Statement. However, the success of this policy seems to be hindered in part by the fact that the teachers who are the implementers of the curriculum changes seem to lack the relevant pedagogical content knowledge (PCK) to integrate IK in their science teaching repertoires. Such a trend is often blamed on their Eurocentric educational background. Interestingly, very little research has been done to explore ways of supporting teachers to develop the relevant conceptual tools and teaching strategies that will enable them to integrate IK in science teaching. It is against this background that an interventionist case study on how to support the Bachelor of Education Natural Sciences in-service teachers in particular to develop exemplar science lessons that integrate IK as easily accessible resources was conducted. The study is underpinned by three complementary paradigms, namely, the interpretive, the critical, and indigenous research paradigms. While the interpretive paradigm enabled me to understand and interpret descriptive data, the critical paradigm enabled me to take an emancipatory stance and challenge the micro-aggressive elements embedded in conventional research practices; within the indigenous research paradigm, Ubuntu was the relational perspective that informed the researcher-participant relationships in this study. Vygotsky’s sociocultural theory was used as an overarching theoretical framework, in conjunction with the cultural historical activity theory. Additionally, the topic-specific pedagogical content knowledge provided the methodological and analytical tools. Data were gathered through questionnaires, individual face-to-face interviews, focus group interview, participatory observation, and the teachers’ reflections. This study established that if teachers are given back the agency to collaboratively resolve the contradictions that confront them in their workplaces, they can generate their own ideas on how to integrate IK in science vii teaching. The teachers in this study experienced a shift in their agency from a paralysed state of resisting the integration of IK at the beginning of the intervention to an ‘I can do it’ attitude at the end of the intervention. Thus, it could be argued that this study’s major contribution to new knowledge lies in demonstrating possible ways of supporting teachers to integrate IK as easily accessible resources in their science teaching. Additionally, the study also challenged the Eurocentric approach to ethics and offered Ubuntu as a relational perspective that can be used to complement the shortcomings of Eurocentric research paradigms. The study thus recommends that continuing professional development or professional learning communities should afford teachers the opportunity to collaboratively engage with the challenges that they face in their workplaces in order to resolve the contradictions that confront them.

2019 ◽  
Vol 11 (2) ◽  
pp. 15
Author(s):  
Mohammed S. Al-rsa’i ◽  
Mohammed F. Shugairat

This study aimed to investigate how to implement Differentiated instruction in Science teaching by using technology. The analytical approach was used and the results showed that technology enhanced Differentiated instruction because of the diversity of technology tools and programs. Moreover, the use of technology in Differentiated instruction requires the hiring of (TPACK) model (Technological Pedagogical content Knowledge) regarding the interrelationship between content, teaching and technology. Technology also helps in applying Differentiated instruction of Science through identifying students’ interests, and the degree of readiness, along with the appropriate learning patterns for each of them. The study recommends training science teachers how to implement the Differentiated instruction by using technology, and sensitize them to (TPACK) model increasing opportunities of including this model in the science curriculum.


2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Sri Murni Soenarno

The Law of The Republic of Indonesia number 14 in 2005 concerning Teacher and Lecturer opened opportunities for a fresh graduate of S1/D4 programs to become a teacher. This opportunity is a big challenge for a fresh graduate of Natural Sciences Education Program in competition against a fresh graduate of pure natural sciences program to be a teacher. This study was a literature study and observation. The purpose of this study was to explain how to prepare undergraduate students of Natural Sciences Education Program facing competition to become teachers. The result of this study showed that the mastery of pedagogical content knowledge becomes important for the students of Natural Sciences Education Program to show their advantages in employment competition.


2020 ◽  
Vol 20 (64) ◽  
Author(s):  
Drew Polly ◽  
Erik Byker

This paper focuses on the construct of Technological Pedagogical Content Knowledge (TPACK) as a way to think about the knowledge and skills teachers need to effectively use technology with students. We use the construct of Vygotksy’s Zone of Proximal Development and Social Constructivist epistemologies to consider ways to scaffold and develop pre-service teachers’ TPACK. We synthesize these ideas and provide vignettes that describe what these look like in teacher education programs. We then conclude with implications for both research and practice.


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