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ERIC Number: EJ779993
Record Type: Journal
Publication Date: 2007
Pages: 18
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0002-4805
Critical Analysis of Problems Encountered in Incorporating Indigenous Knowledge in Science Teaching by Primary School Teachers in Zimbabwe
Shizha, Edward
Alberta Journal of Educational Research, v53 n3 p302-319 Fall 2007
In Zimbabwe the need to incorporate indigenous knowledge in science education to reflect local cultural settings cannot be overemphasized. Current policies on science are situated in Western cultural definitions, thus marginalizing indigenous knowledge, which is misconceived as irrational and illogical. This study used qualitative research methods. Ten teachers were purposively selected and interviewed to gain their insights into problems faced in incorporating indigenous knowledge into science teaching. The study found that the problems were attitudinal, institutional, and systemic. Teachers were found to be conservative "gatekeepers" who exhibited negative attitudes towards indigenous science and supported maintaining the teaching of Western science. The study suggests reforming and transforming science curriculum, policymaking, and teacher education to promote cross-cultural science in Zimbabwean primary schools.
Alberta Journal of Educational Research. 845 Education Centre South, Faculty of Education, University of Alberta, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Zimbabwe