<![CDATA[Relating textbook science to socio-cultural practices not only facilitates learning but also makes local practices seem relevant. Models that integrate indigenous practices into the curriculum are crucial. This study was purposed to develop one such model. Its theoretical framework aligned with Vygotsky's concept of the Zone of Proximal Development. It used embedded design-mixed methods within an experiment, complemented by the design-based approach. The target population comprised 41 indigenous practitioners in akpeteshie and pito production and 492 third-year pre-service teachers. The accessible population consisted of 9 active akpeteshie producers, 8 active pito producers, and 312 third-year pre-service teachers, all of whom studied general chemistry. A purposive sampling technique was used to select respondents, with data gathered through interviews, non-participant observation, and a questionnaire. The interview and non-participant observation data were analysed using content analysis, while the questionnaire data were analysed using descriptive statistics. The analysis led to the identification of themes that provided a framework for developing a model for generally integrating indigenous knowledge practices into science teaching. It was recommended that, to facilitate the mainstreaming of indigenous practices into science teaching in Ghanaian schools, curriculum content should be reviewed to align with the model framework.]]>
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