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All Journal International Journal of Research in STEM Education Journal of Research in Education and Pedagogy
Simasiku, Fredrick Simataa
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Chemistry Education Environmental Science Mathematics Physics Social Sciences

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Incorporating Indigenous Knowledge into Chemistry Lessons on Acids and Bases: : Exploring Potential and Challenges Simasiku, Fredrick Simataa; M. Ngcoza, Kenneth
International Journal of Research in STEM Education Vol. 6 No. 2 (2024): November Issue
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijrse.v6i2.1714

Abstract

This study delved into the potential and hurdles involved in integrating indigenous knowledge (IK) into Physical Science lessons among Namibian teachers. Rooted in an interpretive paradigm, it adopted a qualitative case study approach, gathering data through observations and stimulated recall interviews. Socio-cultural theory served as the overarching framework, with Pedagogical Content Knowledge (PCK) used as a lens for data analysis. Specifically, the study employed five knowledge components within the realm of topic-specific pedagogical content knowledge (TSPCK) to scrutinize the data. Two Grade 9 Physical Science teachers were observed teaching concepts on Acids and Bases, with each teacher's two lessons providing qualitative data. Teachers were purposively sampled for inclusion in the study. The findings indicated that teachers possessed local knowledge that could be effectively integrated into Physical Science topics. For example, the topic of acids and bases was identified as conducive to incorporating IK. Both observed teachers utilized local substances to enable learners to practically test them using litmus paper (blue or red). Substances such as Omutoko (wood ash), Oshikundu (a traditional drink made from Mahangu flour and sorghum), Oshimhumu (a shrub used for dental hygiene), and Onghalanyenye (subterranean soil) were tested for their acidic or alkaline properties during Physical Science lessons. Stimulated recall interviews further revealed teachers' awareness of homegrown substances suitable for teaching acids and bases in science lessons.
Cross Fertilization of Ideas between Indigenous Knowledge and Western Science: Navigating the Complexity in Science Lessons Simasiku, Fredrick Simataa
Journal of Research in Education and Pedagogy Vol. 2 No. 4 (2025): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v2i4.118

Abstract

Learners find it difficult during science lessons when they are asked to relate their indigenous knowledge to Western science, not only that they do not know that they might know it in their indigenous language, but it difficult for them to translate it into the language of teaching and learning (LoTL). The complexity of the indigenous language in science lessons hinders the integration of IK in science lessons. The aim of the study was to investigate the complexity of indigenous knowledge in science lessons that are taught in English when the teacher includes learners’ lived experiences in science lessons. Social constructivism theory was used as the lens to analyse the data. The study employs the Dialogical Argumentation Instructional Model (DAIM) and Contiguity Argumentation Theory (CAT) as analytical tools to analyze the data obtained from the learners during science lessons. The study involved Grade 9 learners taught the topic on acids and bases in a rural school in the Ohangwena region. The data were generated using lesson observation and focus group interviews with learners. The major findings of this study show that learners are loaded with indigenous knowledge before they enter the science classroom, and teachers need to use this knowledge to enhance the conceptual understanding of learners in science lessons. The study also shows that using argumentation as a teaching model helped learners to reflect back and engage their indigenous knowledge in science lessons. However, some learners were not able to cross-fertilize the indigenous knowledge into scientific knowledge due to a lack of terminology in English. Thus, the study recommends that teachers need to be trained on how to integrate indigenous knowledge into their lessons.
Evaluating the Teaching of Physical Science Practical Work at a Selected Resource-Constrained Secondary School in Rundu Circuit, Kavango East Region Shivolo, Tomas; Kamina, Cornelin Urungi; Nembenge, Gabriel; Nangutuwala, Martha Mewiliko; Simasiku, Fredrick Simataa
Journal of Research in Education and Pedagogy Vol. 1 No. 2 (2024): Journal of Research in Education and Pedagogy
Publisher : Scientia Publica Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70232/jrep.v1i2.14

Abstract

This study evaluated the teaching of Physical Science practical work at a resource-constrained secondary school in the Rundu Circuit, Kavango East region in Namibia. The research objectives were to assess the impact of practical work on learners’ academic performance in a resource-constrained community, identify the challenges faced by both teachers and learners in conducting practical activities, and propose strategies to address these challenges and improve the overall quality of science education. A qualitative research design was employed, with data collected through semi-structured interviews involving four Physical Science teachers. The interviews were analyzed using thematic analysis, with themes aligned to the research objectives. The findings revealed that the state of science practical work was poor due to a lack of sufficient laboratory equipment and resources. Other significant challenges identified included limited laboratory space, inadequate time allocation, overcrowded classrooms, a lack of motivation among learners, and insufficient background knowledge on practical work for learners. These challenges collectively impeded effective teaching and learning of science practical work. To overcome these issues, the study recommended providing adequate laboratory materials and constructing an additional laboratory to alleviate overcrowding. The study also further recommended the employment of laboratory technicians to assist teachers in organizing, planning and conducting practical activities more efficiently. Furthermore, the study suggested forming partnerships between schools to share laboratory facilities, as per Key Area 7 of the National Standard and Performance Indicators for Schools in Namibia, which emphasizes the importance of collaborative linkages within educational communities. By implementing these strategies, it was concluded that the quality of Physical Science practical work in resource-constrained schools could be significantly enhanced, leading to improved learner outcomes.
Co-Authors Kamina, Cornelin Urungi M. Ngcoza, Kenneth Nangutuwala, Martha Mewiliko Nembenge, Gabriel Shivolo, Tomas