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Direct linkOnwu, Gilbert O. M.; Mufundirwa, Charles – African Journal of Research in Mathematics, Science and Technology Education, 2020
This paper is about using a 'Two-Eyed Seeing' approach as the process of co-learning for incorporating elements of indigenous knowledge into school science teaching. Two groups of 150 Form 3 integrated science learners drawn from six high schools in Mutare, Zimbabwe, comprised the study sample. One group of learners, the control group, was taught…
Descriptors: Foreign Countries, Indigenous Knowledge, Science Instruction, High School Students
