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Cited by 18Science Education and PedagogyIndigenous and Place-Based EducationIndigenous Cultures and Socio-Education

A Two-Eyed Seeing Context-based Approach for Incorporating Indigenous Knowledge into School Science Teaching

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Onwu, Gilbert O. M., Mufundirwa, Charles·2020·African Journal of Research in Mathematics, Science and Technology Education
DOI 10.1080/18117295.2020.1816700
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Abstract

This paper is about using a ‘Two-Eyed Seeing’ approach as the process of co-learning for incorporating elements of indigenous knowledge into school science teaching. Two groups of 150 Form 3 integrated science learners drawn from six high schools in Mutare, Zimbabwe, comprised the study sample. One group of learners, the control group, was taught the concepts of forces in structures in the traditional way. The other, the experimental group, was prepared using a context-based Two-Eyed Seeing framework. A mixed-method but primarily quantitative research approach involving a pre-test–post-test control group quasi-experimental design was used to investigate the achievement differences between the two groups of learners. A content knowledge test (CKT) and a paper-and-pencil theory of practical skills test (PST) were administered to the two groups prior to and following instruction. The analysis showed that the experimental group produced significantly better results than the group following the traditional approach (CKT, F = 131.593, p < 0.0001; PST, F = 116.350, p < 0.0001). Focus group interviews indicated that achievement differences were strongly linked to the pairing of indigenous knowledge and technology as relevant pedagogical contexts with the school science content knowledge, which resulted in intrinsic motivation for meaningful learning. The qualitative data complemented the quantitative data.

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Research works printed but not linked: 2

  1. In H. Van Rooyen (Ed.), Teaching science in the OBE classroom (pp. 235-247).
  2. Webb, P. (2011). Bridging the gap between Science Technology and Indigenous Knowledge Systems:Towards a shared epistemology. Paper Presented at the Third International Conference on the Integration of Science and Indigenous Knowledge Systems: 'The melting pot: Science and IKS', p. 32-45. 25-28 October 2011, University of Western Cape, Cape Town. South Africa

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Authors
Onwu, G. O. M., & Mufundirwa, C.
Affiliations
University of Pretoria (ZA)
Corresponding author
Onwu, Gilbert O. M.
ORCID
Onwu, Gilbert O. M.
Venue
African Journal of Research in Mathematics, Science and Technology Education
Publisher
Informa UK Limited
Published
2020-05-03
Volume
24
Issue
2
Pages
229-240
ISSN
  • 1028-8457 (ISSN-L)
  • 1811-7295
  • 2469-7656
DOI
10.1080/18117295.2020.1816700
OpenAlex
W3090436072
Cited by
18
References
33
Citations by year
2026: 2 · 2025: 10 · 2024: 4 · 2023: 1 · 2021: 1
FWCI
0.76
Type
journal article
Language
en
Open access
Locations
  • African Journal of Research in Mathematics Science and Technology Education (publishedVersion)
  • UpSpace Institutional Repository (University of Pretoria) (submittedVersion)
Topics
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Education › Indigenous and Place-Based Education
  • Social Sciences › Cultural Studies › Indigenous Cultures and Socio-Education
Keywords
Two-Eyed Seeing, indigenous knowledge, school science teaching, contextual learning, co-learning, integrated science, academic performance, intrinsic motivation, meaningful learning, Zimbabwe

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