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Premella Devie Naidoo 2010

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Premella Devie Naidoo 2010 TEACHERS’ INTERPRETATION AND IMPLEMENTATION OF THE POLICY ON INDIGENOUS KNOWLEDGE IN THE SCIENCE NATIONAL CURRICULUM STATEMENT Premella Devie Naidoo 2010 School of Science, Mathematics and Technology Education, Faculty of Education University of Kwa-Zulu Natal - ii - TEACHERS’ INTERPRETATION AND IMPLEMENTATION OF THE POLICY ON INDIGENOUS KNOWLEDGE IN THE SCIENCE NATIONAL CURRICULUM STATEMENT PREMELLA DEVIE NAIDOO STUDENT NUMBER: 6903714 in fulfilment of the requirements for the degree: DOCTOR OF EDUCATION School of Science, Mathematics and Technology Education, Faculty of Education University of Kwa-Zulu Natal February 2010 Supervisor : Professor Renuka Vithal Co-Supervisor : Dr Farida Patel Co-Supervisor : Dr Sathiaseelan (Allan) Pillay - iii - DEDICATION This study is dedicated to my mum, Parvathy Ramkaran who passed away during the course of my study and to my dad, Ramsaran Ramkaran for his unwavering support and belief in me. - iv - ACKNOWLEDGEMENTS Many hands have assisted me on my journey into these uncharted waters. I thank God for giving me the inspiration and courage to persevere towards the completion of this study. I am indebted to my supervisor Professor Renuka Vithal and co-supervisors Dr. Farida Patel and Dr. Allan Pillay for their ongoing suggestions, comments, incisive critique and willingness to discuss different aspects of the study. I thank the teachers who willingly participated in the study and for allowing me into their classrooms. I would also like to thank my sister Indera Baijnath who encouraged me to register for this degree as well as for being a sounding board for different ideas. I have also enjoyed countless discussions with a dear friend, Dr Nirmala Gopal. Finally, I would like to acknowledge the role that my children Seran, Shane, Serena and Sandesh and other family members played in providing the motivation and encouragement to continue working on this thesis. - v - DECLARATION I ................................................................................ declare that (i) The research reported in this thesis, except where otherwise indicated, is my original work. (ii) This thesis has not been submitted for any degree or examination at any other university. (iii) This thesis does not contain other persons' data, pictures, graphs or other information, unless specifically acknowledged as being sourced from other persons. (iv) This thesis does not contain other persons' writing, unless specifically acknowledged as being sourced from other researchers. Where other written sources have been quoted, then: a) their words have been re-written but the general information attributed to them has been referenced; b) where their exact words have been used, their writing has been placed inside quotation marks, and referenced. (v) Where I have reproduced a publication of which I am author, co-author or editor, I have indicated in detail which part of the publication was actually written by myself alone and have fully referenced such publications. (vi) This thesis does not contain text, graphics or tables copied and pasted from the Internet, unless specifically acknowledged, and the source being detailed in the thesis and in the References sections. ……………………………….. Premella Devie Naidoo ……………………………………... .……………………………. Supervisor: Professor Renuka Vithal Date …………………………………….. ……………………………… Co-supervisor: Dr. Farida Patel Date ……………………………………... ……………………………… Co-supervisor: Dr. Sathiaseelan Pillay Date - vi - ABSTRACT In the new National Curriculum Statement in South Africa, there has been a strong drive towards recognizing and affirming the critical role of indigenous knowledge (IK), especially with respect to science and technology education. The Natural Sciences, Physical Sciences and Life Sciences curricula statements form the basis of this research. This study strove to establish how science teachers responded to the inclusion of indigenous knowledge systems (IKS) in their science classrooms. My study began with 23 science teachers who completed a university module ―Issues in Science Education,‖ which included an IKS component. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IKS. Secondly, the research questioned how teachers interpreted and implemented IKS in the science classroom. A sample of three teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three related to IK in the Science Curricula Statements, and what approaches pertinent to the inclusion of IK were developed. That is, the study explored how shifts were being made from a theoretical phase at the university where teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally I attempt to explain why the teachers interpreted and implemented IK in the way they did. Production of data took place from 2006 to 2007, and used surveys, telephonic interviews, written assignments, face-to face interviews, classroom observations and reflective interviews. The three case studies involved three science teachers at three secondary schools in the province of Kwa-Zulu Natal, South Africa. The study found that the three teachers used three very different approaches through which IKS was brought in the science curriculum: an incorporationist approach, that brings IKS into science by seeking how ―best IKS fits into science‖; a separatist approach that holds IKS ―side-by-side‖ with scientific knowledge; and an integrationist approach that ―links‖ and makes ―connections‖ between IKS and science. The approaches developed by the teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. - vii - TABLE OF CONTENTS DEDICATION iii ACKNOWLEDGEMENTS iv DECLARATION v ABSTRACT vi TABLE OF CONTENTS vii LIST OF TABLES xii LIST OF FIGURES xii APPENDICES xiii GLOSSARY OF ACROYNOMS AND ABBREVIATIONS xiv CHAPTER 1 1 1.1 INTRODUCTION TO STUDY 1 1.2 STUDENTS OR LEARNERS PERFORMANCE IN SCIENCE 4 1.3 INAPPROPRIATE AND IRRELEVANT SCIENCE CURRICULUM 6 1.4 CULTURE AND SCIENCE 7 1.5 INTERNATIONAL INITIATIVES IN IKS 9 1.6 EMERGENCE OF IKS IN SA 10 1.7 IKS IN SOUTH AFRICAN EDUCATION 11 1.8 TEACHING SCIENCE AND IKS 14 1.9 RESEARCH QUESTIONS 19 1.10 THE PLAN OF THE DISSERTATION 20 CHAPTER 2 23 SCIENCE EDUCATION REFORMS AND IKS IN SOUTH AFRICA 23 2.1 INTRODUCTION 23 2.2 SCIENCE EDUCATION CURRICULUM REFORMS 24 2.2.1 Early Science Curriculum Reforms 25 2.2.2 Science Education for All 27 2.2.3 A Science, Technology and Society (STS) Approach 29 2.2.4 Science Education in Africa 31 2.2.5 Science Education in South Africa during the Apartheid Era (1948-1993) 32 2.2.6 Science Education in Post Apartheid South Africa (1993-2008) 35 2.2.7 Science National Curriculum Statement and IK 38 2.3 (DIS) CONNECTIONS BETWEEN WESTERN SCIENCE AND IK 47 - viii - 2.3.1 Redefinition of Science 47 2.3.2 Meanings of Indigenous Knowledge System 49 2.3.3 IK in South Africa 53 2.3.4 Meanings of Science 56 2.3.5 Nature of Science 58 2.3.6 Relationship between Science and IKS 58 2.3.7 Studies including IKS and Western Science 60 2.4 TEACHERS‘ SCIENCE KNOWLEDGE, PRACTICE AND IKS 63 2.4.1 Science Teachers‘ Subject-content knowledge 64 2.4.2 New Demands on South African Science Teachers 67 2.5 CONCLUSION 69 CHAPTER 3 71 SCIENCE EDUCATION AND IKS: 71 FROM CONSTRUCTIVISM TO POSTCOLONIALISM 71 3.1 INTRODUCTION 71 3.2 CONSTRUCTIVISM 72 3.2.1 Radical Constructivism 72 3.2.2 Social Constructivism 74 3.2.3 Critical Constructivism 76 3.3 BREAKING FROM CONSTRUCTIVISM: TOWARDS POSTCOLONIALISM 78 3.4 WORLDVIEW THEORY 80 3.4.1 Traditional and Western Worldviews 83 3.4.2 Language and Worldview 87 3.4.3 Border-Crossing 89 3.5 POSSIBLE MODELS FOR ‗IKS IN SCIENCE‘ TEACHING 91 3.5 CONCLUSION 94 CHAPTER 4 96 RESEARCH METHODOLOGY 96 4.1 INTRODUCTION 96 4.2 THEORY AND RESEARCH DESIGN 97 4.2.1 Interpretive Research as an Approach to the Study 97 4.2.2 Case Study 98 4.2.3 Triangulation 101 4.2.4 Narratives 102 4.2.5 Sample 103 - ix - 4.2.6 Methods of Data Production 108 4.3 PHASES OF DATA PRODUCTION 109 4.3.1 Imagined/Hypothetical Phase 110 4.3.1.1 Introducing the Research to the participants 111 4.3.1.2 Survey 112 4.3.1.3 Analysis of assignments 112 4.3.1.4 Telephone Interviews 113 4.3.1.5 Face-to-Face Semi-Structured Interviews 114 4.3.2 Implemented/Actual Phase 115 4.3.2.1 Classroom Observation 116 4.3.3 Reflective Phase 117 4.3.3.1 Reflective Interview 118 4.4. APPROACH TO DATA ANALYSIS 120 4.4.1 Chapter Five 120 4.4.2 Chapter Six 121 4.4.3 Chapter Seven 121 4.5 LIMITATIONS OF THE STUDY 122 4.5.1 Methodological Limitations 122 4.5.2 Personal Bias 123 4.6 CONCLUSIONS 124 CHAPTER 5 125 WHAT TEACHERS SAY AND THINK ABOUT IKS 125 5.1 INTRODUCTION 125 5.2 SOURCES OF THE SURVEY 126 5.3 SOURCES OF TEACHERS‘ INDIGENOUS KNOWLEDGE 129 5.3.1.University (Honours) Science Module 130 5.3.2 Parents/Grandparents/Elders in the Community 133 5.3.3 Sciences in the RNCS and NCS 134 5.3.4 Regular Practice of Herbal Remedies and Traditional healers 136 5.3.5 Media/Books/Stories and Legends 137 5.3.6 Priests and Sangomas 138 5.4 PLANNING FOR TEACHING AND LEARNING OF IKS 140 5.4.1 Task One-Lesson on Indigenous Technology 143 5.4.1.1 IKS Topic 143 5.4.1.2 Teachers‘ Personal Knowledge 144 5.4.1.3 Teacher-Designed learner Activities 145 - x - 5.4.1.4 Reflection/Evaluation 146 5.4.2 Task Two-Lesson on Conflicting Myths and Beliefs 148 5.4.2.1 Topic-Myths and Beliefs 148 5.4.2.2 Teachers‘ Personal Knowledge 149 5.4.2.3 Teacher- Designed learner Activities 149 5.4.2.4 Reflection
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