A Systematic Review of Indigenous Knowledge in Grade 7 Natural Science Education

Abstract

This literature review article is dedicated to the in-depth investigation of integrating indigenous knowledge (IK) within Grade 7 natural science (NS) education. It seeks to understand and shed light on the evolving teaching practices that underpin the increasing adoption of IK within the framework of NS teaching. The study’s approach is firmly rooted in the principles of social constructivist theory, with a laser-like focus on several critical elements, including teacher topic knowledge, teaching tactics, classroom interactions, and discourse dynamics. Central to this research are pivotal questions that delve into the core of IK integration in Grade 7 NS classrooms. These questions revolve around the methods employed by Grade 7 NS teachers to incorporate IK, the depth of their comprehension regarding IK, how they bridge IK with the concepts outlined in the Curriculum and Assessment Policy Statement (CAPS) for NS, and the diverse strategies they employ to convey IK to their Grade 7 learners effectively. The study’s significance is twofold. First, it can provide valuable lessons for educators to integrate IK into Grade 7 NS seamlessly. Second, it can potentially influence the Department of Basic Education (DBE) in developing vital teaching resources and nurturing the integration of IK across educational institutions. This research aims to enrich education and promote respect for indigenous perspectives.