The nature of science and indigenous knowledge systems in South Africa, 2000–2007: A critical review of the research in science education

Abstract

In this paper we describe and analyze the research in science education on the nature of science (NOS) and indigenous knowledge systems (IKS) done in South Africa, and published in local and international refereed journals between the years 2000 and 2007. Through an examination of the current state of NOS and IKS research internationally, we explore and locate the research done in South Africa within what we call the international “research programmes”. Our discussion shows that the research being done in South Africa is attuned with contemporary international research agendas, theoretical paradigms and methodological tastes. We tease out and explore the patterns of the research, highlighting its major strands. Our description and analysis also identifies some of the major drivers of the research. Within that effort we point out that the major impetus behind the research has been the deliberate effort to inform the implementation of South Africa's new science curricula. An interesting observation coming out of our analysis is the fact that for both NOS and IKS research, the primary and secondary school levels are clearly under researched. Recommendations for future research are given.