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Dialogical Argumentation Instruction as a Catalytic Agent for the Integration of School Science with Indigenous Knowledge Systems
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Diwu, Christopher T.; Ogunniyi, Meshach B. – African Journal of Research in Mathematics, Science and Technology Education, 2012
In South Africa and elsewhere, the integration of science and Indigenous Knowledge Systems (IKS) is a contentious issue. This is due to both knowledge systems being underpinned by diverse epistemic authorities. This paper explores the possibilities and challenges associated with the integration of the two knowledge corpuses and how a Dialogical…
Descriptors: Indigenous Knowledge, Science Education, Focus Groups, Interviews