Promoting Indigenous Knowledge (IK) in the Chemistry Teaching: Addressing Myths and Facts

Author Information

Kgomotsego Brenda Samuel, North-West University, South Africa
Tomas Asino, North-West University, South Africa
Washington Dudu, University of South Africa, South Africa

Abstract

The Namibia National Curriculum for Basic Education (NCBE, 2016) and Agenda for Sustainable Development (2030) emphasize the importance of cultural diversity in education, encouraging teachers to develop multicultural materials and foster inclusivity. Integrating Indigenous Knowledge (IK) into the curriculum enhances student interest and creates a sense of belonging, particularly in rural communities. However, promoting IK in chemistry teaching remains a challenge, as teachers often integrate it superficially and fail to explore its potential for embracing diversity and solving environmental issues. This study focused on junior secondary Physical Science teachers in Namibia and their efforts to promote IK in teaching chemistry. It examined misconceptions, such as the myth that traditional beer must only be brewed in dark rooms, versus scientific processes like fermentation and fractional distillation. This qualitative study involved interviews and classroom observations with five teachers from selected schools in the Omusati region. Thematic data analysis was conducted using Saldaña's (2013) method. Findings revealed that while teachers used cultural practices, such as Ombike production, to teach chemistry, learners often held misconceptions, highlighting a disconnect between indigenous practices and scientific concepts. The study recommends enhanced IK teacher training workshops and the digitalization of IK to make it more engaging and relevant for modern classrooms.

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