Abstract
This article provides a theoretical argument for the inclusion of indigenous knowledge in the science classroom by using Engeström’s thirdgeneration cultural-historical activity theory (CHAT) as lens. The basic premise is that the learner enters the classroom with indigenous knowledge. By being sensitive to this embodied and situated cognition of the learner, the teacher may use indigenous knowledge as an effective entry point to make the abstract science curriculum more accessible and relevant to the learner. Through CHAT as a lens, various factors are identified that prevent the promotion of indigenous knowledge in the school curriculum.
Highlights
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This article provides a theoretical argument for the inclusion of indigenous knowledge in the science classroom by using Engeström’s thirdgeneration cultural-historical activity theory (CHAT) as lens
The basic premise is that the learner enters the classroom with indigenous knowledge
Summary
Die insluiting van inheemse kennis in die wetenskapklaskamer: ’n Betoog vanuit die kultuurhistoriese aktiwiteitsteorie. How to cite this article: De Beer, J.J., 2015, ‘Die insluiting van inheemse kennis in die wetenskapklaskamer: ’n Betoog vanuit die kultuurhistoriese aktiwiteitsteorie’, SuidAfrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 34(1), Art. Hierdie artikel bied ’n teoretiese besinning oor die insluiting van inheemse kennis in die wetenskapklaskamer deur van derdegenerasie-kultuurhistoriese aktiwiteitsteorie (KHAT), soos deur Engeström gekonseptualiseer, as lens gebruik te maak. The inclusion of indigenous knowledge in the science classroom: A substantiation from cultural-historical activity theory. This article provides a theoretical argument for the inclusion of indigenous knowledge in the science classroom by using Engeström’s thirdgeneration cultural-historical activity theory (CHAT) as lens. Through CHAT as a lens, various factors are identified that prevent the promotion of indigenous knowledge in the school curriculum
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