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Dialogical argumentation instruction as a catalytic agent for the integration of school science with Indigenous Knowledge Systems
Abstract
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 Argumentation Instruction (DAI) teaching approach could mitigate or aggravate such integration. A science class in a local school in Cape Town was exposed to a series of indigenous knowledge (IK) integrated science lessons for six weeks. The DAI approach comprised lessons structured after Toulmin's Argumentation Pattern (TAP) and with argumentation frames developed to categorize the learners argument responses. Individual, group and whole class activities examined various ways for processing indigenous foods through fermentation. Data sources involved classroom observations, written argumentation frame responses and one focus group interview. The Contiguity Argumentation Theory (CAT) has been used to capture and interrogate learners' arguments and experiences in mediating between science and IKS epistemologies beyond the scope of the logical deductive/inductive approach which TAP analysis employed.Analysis of learners' arguments revealed that they held both science and IKS worldviews and that they used them interchangeably without experiencing cognitive conflicts. The focus group interview showed that learners appreciated the inclusion…
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“The dialogical argumentation approach construes learning as a product of self- or cross-conversation/reflection and involves analysing arguments by identifying claims, evidence and warrants.”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Diwu & Ogunniyi, 2012
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“The findings of the reviewed studies further show that the use of a dialogical argumentation approach promotes active and thoughtful engagement of students with IKS and school science, leveraging their understanding of both knowledge systems to learn from each other and create new knowledge”
From A Systematic Review of Pedagogical Practices for Integrating Indigenous Knowledge Systems in Science Teaching (2024) · cites this paper as Diwu & Ogunniyi, 2012
In the citing paper
“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 Diwu & Ogunniyi, 2012
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Metadata
- Authors
- Diwu, C. T., & Ogunniyi, M. B.
- Affiliations
- University of the Western Cape (ZA)
- ORCID
- Ogunniyi, Meshach B.
- Venue
- African Journal of Research in Mathematics, Science and Technology Education
- Publisher
- Informa UK Limited
- Published
- 2012-01
- Volume
- 16
- Issue
- 3
- Pages
- 333-347
- ISSN
- 1028-8457 (ISSN-L)
- 1811-7295
- 2469-7656
- OpenAlex
- W1510320685
- Cited by
- 43
- References
- 31
- Citations by year
- 2026: 2 · 2025: 4 · 2024: 5 · 2023: 3 · 2021: 2 · 2020: 14 · 2019: 3 · 2018: 3 · 2016: 2 · 2015: 2 · 2014: 3
- FWCI
- 7.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- African Journal of Research in Mathematics Science and Technology Education (publishedVersion)
- Funders
- University of Otago
- Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- indigenous knowledge, science education, indigenous foods, fermentation, cognitive conflict, South Africa
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