Using the Practical Indigenous Knowledge System to Teach Genetics and Evolution: Narratives by South African Life Sciences Teachers

Abstract

The traditional methods of teaching the life sciences topics of evolution and genetics have proven without doubt that they did not scratch the surface towards enhancing teachers’ ability to effectively deliver the content knowledge. Such evidence is found in the internal moderators’ reports issued annually after the marking of life sciences Grade 12 examination papers, which indicate poor learner performance in the two topics. The study that informed this article explored the transformative potential of integrating the community indigenous knowledge system to enhance learners’ understanding of difficult life sciences topics, such as evolution and genetics. There have been shared concerns by all stakeholders in education about learners’ continual underperformance in life sciences, regardless of the endless lists of interventions to address content gaps. This study aimed to apply the current indigenous knowledge practised by the local community to not only create a more holistic understanding of evolution and genetics, but also to show the role that learners’ prior knowledge can play during teaching and learning. In the study, a qualitative research approach with purposeful sampling was used. Data were collected through individual interviews, focus group interviews, document analysis, and observation. Teachers from 20 secondary schools participated in this research. Collected data were analysed using Creswell’s method of coding. The findings of this study indicate that using the indigenous knowledge system helped to equip teachers with a transformative approach to teaching problematic life sciences topics, which ultimately resulted in improved learner performance. The findings of this research can have significant implications for teachers, policymakers and researchers seeking innovative ways to enhance science education and promote cultural diversity.