Learners’ socio-cultural backgrounds and science teaching and learning: a case study of township schools in South Africa
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The strategies supported students' engagement and comprehension of science topics.
“supported students’ engagement and comprehension of science topics”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Mavuru & Ramnarain, 2020
Dialogical argumentation was the most prominent pedagogical approach, identified in five reviewed studies.
“The most prominent pedagogical approach identified in the reviewed literature is the use of dialogical argumentation as an instructional model to facilitate the integration of Indigenous knowledge into science teaching, as identified in five of the reviewed studies”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Mavuru & Ramnarain, 2020
The strategies supported students in reconciling existing belief systems with newly acquired scientific concepts, leading to improved understanding of science.
“supported students in reconciling their existing belief systems with newly acquired scientific concepts, which led to an improvement in their understanding of science”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Mavuru & Ramnarain, 2020
In Mavuru & Ramnarain (2020), strategies used by teachers enhanced the significance and applicability of science to students.
“The findings show that these strategies enhanced the significance and applicability of science to students”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Mavuru & Ramnarain, 2020
The strategies promoted students' sense of inclusion and identification with knowledge, enhancing motivation to learn science.
“promoted students’ sense of inclusion and identification with knowledge, which enhanced their motivation to learn science”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Mavuru & Ramnarain, 2020
Incorporating IKS into science teaching enhances and sustains Indigenous knowledge, making concepts more relevant and comprehensible for students in diverse cultures.
“Incorporating IKS into science teaching enhances and sustains Indigenous knowledge, making concepts more relevant and comprehensible for students in diverse cultures”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Mavuru & Ramnarain, 2020
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“…inquiries rooted in real-life contexts, students ’ engagement in authentic problem-based activities and code-switching between English and students ’ Indigenous languages to invoke meaningful classroom interactions that allowed the exploration of scienti fi c concepts (Mavuru & Ramnarain, 2020).”
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Self-citationThi, N. A., Thảo, L. T., Yen, P. H., Thùy, P. T., Thu, H. T. A., & Tra, N. H. (2024) · International Journal of Educational Methodology · doi:10.12973/ijem.10.1.879 · Cited by 2 · see citing works
Tshidi, M. (2025) · Journal of Education and Learning Technology · doi:10.38159/jelt.20256112-2 · Cited by 1 · see citing works
Hairida, H., Erlina, E., Hartoyo, A., Ghasya, D. A. V., Muskania, R. T., Mariyam, S., Fatmadiwi, A., Kurniawan, R., & Arifiyanti, F. (2026) · Discover Education · doi:10.1007/s44217-026-01581-z · Cited by 1 · see citing works
THE UNDERSTANDING OF LEARNER INTEGRATION IN A SELECTED EX-MODEL C SCHOOL
Kanyopa, T. J., & Hlale, D. J. (2023) · Jurnal e-Bangi/e-Bangi · doi:10.17576/ebangi.2023.2004.20 · Cited by 1 · see citing works
Fostering a Multicultural Science Curriculum in South Africa
Ramnarain, U. D., & Mavuru, L. (2022) · Springer international handbooks of education · doi:10.1007/978-3-030-83122-6_32
Self-citationMkhumbuleni, D. (2023) · American Journal of Arts Social and Humanity Studies · doi:10.47672/ajashs.1405
Cultural Literacy in Teaching English for Guiding
Adijaya, M. A. (2023) · Mimbar Ilmu · doi:10.23887/mi.v28i1.59573
Skakane-Masango, T. P., Mtshali, G. N., & Ngcobo, S. (2024) · Student s Journal of Health Research Africa · doi:10.51168/sjhrafrica.v5i6.1159
Herak, R., Mahanal, S., Zubaidah, S., & Novianti, V. (2025) · Salud Ciencia y Tecnología · doi:10.56294/saludcyt20251401
Embracing the Melting Pot in Teacher Training: Language and Inclusion in Education
Charamba, E., & Ndhlovana, S. N. (2025) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-83608-944-520251031
Hlazo, N. (2025) · International Journal of Educational Development in Africa · doi:10.25159/2312-3540/17379
Ramnarain, U. D., Penn, M., Gumbo, M. T., Mokhele-Ramulumo, M., Ngcoza, K. M., & Rodil, K. (2025) · African Human Computer Interaction Conference (AfriCHI) · doi:10.1145/3757232.3757274
Self-citationAjayi, E. J., & Mavuru, L. (2026) · South African Journal of Education · doi:10.15700/saje.v46n3a2620
Self-citationNavigating Knowledge Systems in Intercultural Science Education
Lorduy, D. J., Nisperuza, E. P. F., & Adúriz–Bravo, A. (2026) · Science & Education · doi:10.1007/s11191-026-00786-w
- Authors
- Mavuru, L., & Ramnarain, U.
- Affiliations
- University of Johannesburg (ZA)
- Corresponding author
- Mavuru, Lydia
- Venue
- Cultural Studies of Science Education
- Published
- 2020-06-18
- Volume
- 15
- Issue
- 4
- Pages
- 1067-1095
- ISSN
- 1871-1502 (ISSN-L)
- 1871-1510
- OpenAlex
- W3036895448
- Cited by
- 33
- References
- 120
- Citations by year
- 2026: 4 · 2025: 11 · 2024: 4 · 2023: 5 · 2022: 5 · 2021: 4
- FWCI
- 5.30
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Cultural Studies of Science Education (publishedVersion)
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
- Social Sciences › Education › Science and Education Research
- Keywords
- science teaching and learning, township schools, local curriculum, culturally responsive teaching, authentic problem solving, socioeconomic diversity, equity in science education, critical thinking
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