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Direct linkZinyeka, Gracious; Onwu, Gilbert O.M.; Braun, Max – African Journal of Research in Mathematics, Science and Technology Education, 2016
Integrating indigenous knowledge (IK) into school science teaching is one way of maximising the socio-cultural relevance of science education for enhanced learners' performance. The epistemological differences however between the nature of science (NOS) and nature of indigenous knowledge (NOIK) constitute a major challenge for an inclusive…
Descriptors: Foreign Countries, Secondary School Teachers, High Schools, Epistemology
